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dc.contributor.authorMaurer, Trent W.
dc.contributor.authorWoolmer, Cherie
dc.contributor.authorPowell, Nichole L.
dc.contributor.authorSisson, Carol
dc.contributor.authorSnelling, Catherine
dc.contributor.authorStalheim, Odd Rune
dc.contributor.authorTurner, Ian J.
dc.identifier.citationTeaching and Learning Inquiry. 2021, 9 (1), 333-349en_US
dc.descriptionCC-BY-NC License 4.0 This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0 International (, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed.en_US
dc.description.abstractThis 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.en_US
dc.rightsNavngivelse-Ikkekommersiell 4.0 Internasjonal*
dc.subjectsharing SoTLen_US
dc.subjectknowledge mobilizationen_US
dc.subjectsocial mediaen_US
dc.titleSharing SoTL Findings with Students: An Intentional Knowledge Mobilization Strategyen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.subject.nsiVDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280en_US
dc.source.journalTeaching and Learning Inquiryen_US

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Navngivelse-Ikkekommersiell 4.0 Internasjonal
Except where otherwise noted, this item's license is described as Navngivelse-Ikkekommersiell 4.0 Internasjonal