Student-Faculty Collaborative Research

2024-25 Committee Members

Rachel Maceri
Chair, Fleming Student-Faculty Collaborative Fund for Research and Creative Endeavor; Assistant Professor of Health and Human Performance

Lisa Lockman
Professor of Art

Martha Tanner
Cochrane-Woods Library Head of Research Services and Archives

Aubree Bridge
Student

Jacob Carbee
Student

Emily New
Student

Sydney Youngclaus
Student

Contact or visit us

��߲ݴ�ý University
Academic Affairs Office, Smith-Curtis 311
5000 Saint Paul Avenue
Lincoln NE 68504
(402) 465-2110
Fax (402) 465-2537

The Fleming Student-Faculty Collaborative (SFC) Fund, created through the Fleming Estate, supports collaborative research and creative projects between students and faculty. Students and faculty work together to build project proposals that advance the students’ research interests. They compete for funds, and selected students present their research findings at the end of the year.

Table of contents:

On 22 November 2005, the Finance and Audit Committee of the ��߲ݴ�ý University Board of Governors approved the establishment of The Fleming Student-Faculty Collaborative Fund. The approval carried these expectations:

the program is open to student and faculty collaborators or to students and faculty mentors across academic disciplines, and
funded projects should show direct educational benefits to students and faculty, should be discipline appropriate, and should be subjected to discipline appropriate peer review such as journal publications, poster presentations, or juried competitions and exhibitions.

A Faculty Collaborator is defined as a ��߲ݴ�ý faculty member who works jointly with a student on a project. A Faculty Mentor is defined as a ��߲ݴ�ý faculty member who acts as a consultant to the student: providing advice or training.

Purpose

The purpose of the Fleming Student-Faculty Collaborative Fund is to:

fund student scholarship or research in collaboration with, or mentored by, faculty and
assist students and faculty in carrying out active, experiential learning appropriate to each discipline.

The definition of scholarship used by this committee is derived from Ernest Boyer’s (1990) book Scholarship Reconsidered and includes “a variety of creative work carried on in a variety of places, and its integrity is measured by the ability to think, communicate, and learn” (p. 15). According to Boyer’s Four Areas of Scholarship Intent (p. 1), these activities may be pursued on the context of:

the scholarship of discovery, which contributes to the stock of human knowledge
the scholarship of integration, which makes connections across disciplines and contexts and interprets findings in a more comprehensive understanding
the scholarship of application, in which theory and practice come together in scholarly service; and
the scholarship of teaching, which requires the highest form of understanding.

Outcomes

Student-faculty research and scholarship should result in productive collaboration between students and faculty, and the dissemination of the scholarship or research on campus and in other discipline-appropriate venues. Funding recipients are expected to present their scholarship or research at the ��߲ݴ�ý Research Symposium, as well as to pursue opportunities to present their projects outside the Wesleyan community. It is hoped these efforts will further promote Wesleyan’s mission of intellectual and personal growth, as well as enhance Wesleyan’s reputation.