Sharing SoTL findings with students: an intentional knowledge mobilization strategy
Authors
Maurer, Trent W.Woolmer, Cherie
Powell, Nichole L.
Sisson, Carol
Snelling, Catherine
Stalheim, Odd Rune
Turner, Ian J.
Affiliation
Georgia Southern UniversityMount Royal University
Emory University
Taylor University
University of Adelaide
Inland Norway University of Applied Sciences
University of Derby
Issue Date
2021-03-07
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This paper critically examines the reasons for and processes of sharing SoTL findings with students. Framed by our commitment to SoTL’s role to make teaching “community property,” we interpret sharing SoTL findings with students as an act of knowledge mobilization, where SoTL might be disseminated, translated, or co-created with the student as a legitimate knowledge broker. We connect these knowledge mobilization processes with four primary reasons why faculty might want to share SoTL findings with students. Finally, we provide examples of knowledge mobilization that use different “voices” found in contemporary communication settings and that reach various student audiences in micro, meso, macro, and mega contexts.Citation
Woolmer, C., Powell, N., L., Sisson, C., Snelling, C., Stalheim, O., R., and Turner, I., J. (2021). ‘Sharing SoTL findings with students: an intentional knowledge mobilization strategy’. Teaching and Learning Enquiry, 9(1), pp. 1-16.Journal
Teaching and Learning EnquiryDOI
10.20343/teachlearninqu.9.1.22Additional Links
https://journalhosting.ucalgary.ca/index.php/TLI/article/view/71061Type
ArticleLanguage
enISSN
2167-4779EISSN
2167-4787ae974a485f413a2113503eed53cd6c53
10.20343/teachlearninqu.9.1.22
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