麻豆传媒社区

One of SoTL鈥檚 defining features is that its projects are made public. This mandate to 鈥渃hange the status of teaching from private to community property鈥� aims to elevate the professionalization, practice, and position of teaching in higher education (Shulman, 1993, p. 6). SoTL has maintained Shulman鈥檚 vision of this community, reinforcing the value of sharing what we learn through SoTL with our institutions, our disciplines, and even the broader academy. However, despite all of this attention to 鈥済oing public,鈥� we seem to have hit a wall in our understanding of 鈥減ublic,鈥� with existing educational stakeholders as the outer edge of the common vision of SoTL.

Even though SoTL has generated important findings about bottlenecks in learning, ways of increasing empathy, typical reactions to uncomfortable ideas, and more, we aren鈥檛 sharing this knowledge beyond academic communities -- despite its relevance to significant issues like racial violence and reconciliation, the scientific illiteracy behind mask and vaccine resistance, and ongoing campaigns of misinformation. In this keynote, I will explore this gap in this defining feature of SoTL and how we can reach well beyond our current audiences to effect understanding and change in the world.