2021
DOI: 10.20343/teachlearninqu.9.1.22
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Sharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategy

Abstract: 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. F… Show more

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“…It might also be possible to post the pooled reflections from the class as a whole so that students could compare their own learning process with that of others. These and other ideas support the paradigm shift being called for by Maurer et al (2021) who argue that sharing SoTL findings with students is a form of intentional knowledge mobilization that not only improves student learning but also "means creating new dialogic spaces to discuss, frame, co-own, and contest SoTL, not merely feed back outcomes to students. "…”
Section: Discussionmentioning
confidence: 65%
“…It might also be possible to post the pooled reflections from the class as a whole so that students could compare their own learning process with that of others. These and other ideas support the paradigm shift being called for by Maurer et al (2021) who argue that sharing SoTL findings with students is a form of intentional knowledge mobilization that not only improves student learning but also "means creating new dialogic spaces to discuss, frame, co-own, and contest SoTL, not merely feed back outcomes to students. "…”
Section: Discussionmentioning
confidence: 65%