ABSTRACT
This chapter describes a particular approach to the scholarship of teaching and learning (SoTL)—integrating student, faculty, and community voices in the course design process to explore fundamental teaching and learning problems from multiple perspectives. This approach has potential for significant new insights to improve teaching and learning in individual courses and to contribute to scholarly discourse about collaboration in teaching and learning. The chapter also describes four specific cases with varied processes and participants, but all including students. The cases covered include redesigning a “broken” course, undergraduate research extending Into SoTL, community and student voices in the course redesign process, and equalizing voices during the course. Throughout the process, the undergraduate research student saw us wrestling with a large societal issue that had no ready answers. These authentic discussions, uncharacteristic of typical student-faculty interactions, created the opportunity for the research student to have a stronger voice.
