Dissemination

There are multiple avenues for sharing SoTL work, each with different levels of formality and reach:  

• Institutional Teaching & Learning Events: Many universities hold teaching and learning conferences where educators can share their SoTL work with colleagues. For those in the Greater Toronto and Hamilton Area, you might consider: 
• McMaster University – Innovations in Education Conference 
• University of Waterloo – Teaching & Learning Conference 
• University of Guelph – Teaching & Learning Innovations Conference 

For those beyond the Greater Toronto and Hamilton Area, you might consider reviewing the following compiled list of Teaching and Learning Conferences:  

• https://mi.mcmaster.ca/teaching-learning-conferences/  
• Informal Dissemination: SoTL work can also be shared through blog posts, social media, and department meetings, allowing for broader and quicker knowledge exchange.  
• Conferences and Workshops: Presenting at SoTL-focused or discipline-specific conferences allows for networking and feedback. Examples of SoTL-focused conferences include: 
• The International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference 
• The Society for Teaching and Learning in Higher Education (STLHE) Conference  
• SoTL Journals: Peer-reviewed publications that provide a scholarly platform for sharing research. Examples include: 
• International Journal for the Scholarship of Teaching & Learning  
• Teaching & Learning Inquiry (journal of ISSOTL) 
• The Canadian Journal for the Scholarship of Teaching and Learning (journal of STLHE) 
• Additionally, here is a compiled list of Teaching and Learning journals: https://mi.mcmaster.ca/teaching-and-learning-journals/#tab-content-ov  

Engaging in SoTL can be a valuable component of academic careers, especially for faculty in teaching-focused positions. Many institutions recognize SoTL as a form of scholarly work that contributes to tenure, promotion, or professional development. However, expectations vary across institutions, and it is essential to align SoTL activities with institutional priorities and personal career goals. 

The ultimate goal of SoTL is not just publication but translating research into practice. Educators should reflect on how their findings can inform their own teaching and encourage institutional change. This can involve: 

• creating teaching resources based on research findings, 
• facilitating workshops to help colleagues implement evidence-based strategies, and 
• contributing to policy discussions on curriculum design and assessment. 

SoTL is most impactful when it is widely accessible. Open-access journals (such as those listed above), institutional repositories, and online platforms allow educators to share findings beyond traditional academic audiences. By making SoTL work open and engaging, educators can broaden its reach and influence.