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Studying and Supporting Understudied Students When Words Are Dangerous
Read more: Studying and Supporting Understudied Students When Words Are DangerousOur SoTL Commons workshop began from the premise that SoTL is always contextual. Every learner, course, program, and institution is shaped by difference—whether we name it explicitly or not.
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Reframing Identity to Conditions
Read more: Reframing Identity to ConditionsCareful language keeps questions of difference visible while redirecting analytic attention toward learning conditions.
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Asking “For Whom?” in SoTL Inquiry
Read more: Asking “For Whom?” in SoTL InquiryAsking “for whom?” reframes SoTL questions to foreground differential learning, context, and consequences without assuming an average student.
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Rethinking Who We Study
Read more: Rethinking Who We StudyRather than imagining a generic or ideal student, this resource invites us to focus on particular groups of students whose experiences are often underexamined.
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Why SoTL in the States?
Read more: Why SoTL in the States?If SoTL is about understanding and improving learning in context, then the current moment in the US demands sustained, collective attention.
