期刊名称：Journal of the Scholarship of Teaching and Learning
印刷版ISSN：1527-9316
出版年度：2012
卷号：9
期号：3
页码：1-14
语种：English
出版社：Faculty Colloquium on Excellence in Teaching (FACET)
摘要：This article considers how SoTL practitioners have addressed three types of audiences: personal, administrative, and discipline-based. The analysis draws on narrative data from a collaborative SoTL project at a community college. The findings are discussed in relation to broader trends across institutions and disciplines. It is argued that investigators should take into account the audience’s epistemology of teaching. This approach helps investigators to enter into the professional discourse of that audience. Five strategies are offered to help SoTL practitioners communicate effectively with audiences outside of their professional area.
