‘It’s a little complicated for me’: faculty social location and experiences of pedagogical partnership

Marquis, Elizabeth; Guitman, Rachel; Nguyen, Elaina; Woolmer, Cherie

doi:10.1080/07294360.2020.1806789

Cited by 5 publications

(2 citation statements)

References 30 publications

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“…In addition, universities' organizational structures and systematic processes can create challenges (e.g., lack of recognition of SoTL scholarship in annual research reporting for faculty), even perceived personal risk in sharing SoTL findings with students. We concur with emerging literature that reflects how working to disrupt hierarchies between faculty and students to discuss, shape, and contest SoTL may be unavailable and/or riskier for some faculty than others (Kupatadze 2018;Marquis et al 2020;Woolmer 2018).…”

Section: Discussionsupporting

confidence: 86%

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Maurer

Woolmer

Powell

et al. 2021

TLI

Self Cite

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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.

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Section: Discussionsupporting

confidence: 86%

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Maurer

Woolmer

Powell

et al. 2021

TLI

Self Cite

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“…Could it do both simultaneously? The potential for both/and outcomes in this regard remains a distinct possibility (see Marquis et al 2018a).…”

Section: Rachelmentioning

confidence: 99%

A Radical Practice?

Guitman,

Marquis

2020

Power of Partnership: Students, Staff, and Faculty Revolutionizing Higher Education

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In this dialogue, we—a faculty member and a student working in partnership—explore partnership’s potentials and limitations in relation to social change. We address partnership’s relationship to politics, its place within institutions and conceptions of change, and how it figures within individual relationships. In addition, we discuss whether partnership is “radical” or “transformational,” and what these terms might mean in the institutional contexts of postsecondary education. This examination stems from our desire to contribute to ongoing discussions about partnership and change by connecting partnership to larger political and institutional questions.

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Commentary on Barradell and Bell (2021)—applying a critical lens to the role of students as partners in health professions education: challenges, risks, and potential

Acai

2022

Adv in Health Sci Educ

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‘It’s a little complicated for me’: faculty social location and experiences of pedagogical partnership

Cited by 5 publications

References 30 publications

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

A Radical Practice?

Commentary on Barradell and Bell (2021)—applying a critical lens to the role of students as partners in health professions education: challenges, risks, and potential

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