From Evidence‐Informed Inquiry to Knowledge Generation: Foundations, Prior Knowledge, and Perspectives for the Topic or Research Question (Consideration #2)

Evidence-Informed Inquiry to Knowledge Generation."Colleagues dedicated to teaching, learning, assessment, and improvement endeavors-wherever they occur throughout the higher education ecosystem-have opportunities to engage in knowledge generation to enhance understanding and guide decision-making in the local context, along with sharing lessons learned and promising practices with others by contributing to the collective wisdom of our larger community.As outlined in Volume 37, Number 1, the five key considerations as we journey toward knowledge generation are:1. Contexts, interests, topics or research questions, and resources.2. Foundations, prior knowledge, and perspectives for the topic or research question.3. Methodologies to investigate the topic or research question.4. Analyses, conclusions, and recommendations.5. Opportunities for sharing, collaboration, and further investigation.Consideration #1 was discussed in Volume 37, Number 2. In this issue, we examine consideration #2, which focuses on foundations of our scholarly approach, the prior knowledge we both consult and build upon in our investigations, and the perspectives to acknowledge as we engage in this work.