2.
Projects should reflect research norms that are applicable and
appropriate to established scholarly contexts as practiced in the
educational community at large. In most cases this means they
should exist within established disciplinary contexts, although
interdisciplinary projects may also qualify in this regard.
3.
Collaborative learning efforts should center around structured,
specifically identified, and closely articulated topics or
investigative subjects that provide clear boundaries for both faculty
members and students involved.
4.
Faculty members should be profitably informed by student investigations
while, concurrently, students should profit equally from faculty
efforts.
5.
Collaborative learning should be curriculum based, although not
necessarily related to one particular course. Of course, such
activities may be composed of group work in a particular course. On the
other hand, the faculty member can bring a broad-based approach to
various classes that would potentially include as many students as
possible in the project from a variety of courses, independent studies,
and internships. Collaborative research can therefore take place year
round, not necessarily being limited to summer terms, and might occur
in a variety of inter-related venues.
6.
The "work product" produced by faculty/student collaboration should
have tangible dimensions that permit it to be disseminated in the
scholarly, educational, or pedagogical communities that relate to the
matters with which the projects deal. It should be individually and
mutually profitable to all parties involved.
For additional
Perspectives and Information on Collaborative Learning
and Its Possiblities in the Liberal Arts, see the selected
items below