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. 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.

Metacognition in Teaching: Using A “Rapid Responses to Learning” Process to Reflect on and Improve Pedagogy

“…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. "…”