A central aspect of SoTL is disseminating your findings. Dissemination can take many forms – from more “macro” forms of dissemination such as publishing in journals or presenting at conferences, to more “micro” forms of dissemination such as sharing your work within your department, holding workshops, writing blogs, and more.
At ISoTL, we encourage instructors to connect with the wider UBC community and share lessons learned – both positive and negative – with fellow SoTL practitioners. Writing about your teaching practice may be new and unfamiliar. Finding the right outlet for your work can also take time. We suggest that you explore different dissemination venues, from peer reviewed journals to internal/local meetings and alternative outlets (e.g. social media).
There are also many avenues to disseminate your work at UBC, such as CTLT Institutes, Celebrate SoTL Day, and departmental meetings. We also encourage you to attend teaching and learning conferences (funding support is available through the SoTL Dissemination Fund), events and workshops and engage with others doing SoTL work outside of UBC. Our resource page offers a sample of research articles as well as SoTL networks and how-to guides. You can also view a list of SoTL publications and presentations by the UBC community. Please get in touch with us for more information about how you can share your work, for upcoming events and opportunities or sign up for our Newsletter.
SoTL Journals and Associations:
- The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL)
- Teaching and Learning Inquiry (TLI)
- International Journal Scholarship of Teaching and Learning (IJ-SoTL)
- New Directions for Teaching and Learning
- An extensive list of discipline-specific SoTL journals can be found here
- Society for Teaching and Learning in Higher Education (STLHE)
- International Society for the Scholarship of Teaching and Learning (ISSOTL)
- SoTL Canada
It is important to think about how you might disseminate your project findings in ways that are accessible to not only the scholarly community, but also the students who participated. Often, we present our work to the public, but not to the students who may have participated in focus groups, interviews, or whose classroom work was used as part of data.
Consider also how you might make your project findings accessible to students and your colleagues through a short summary or report, a blog, or video. Holding an informal lunch or workshop is also a great way to get people engaged in the work you’ve been doing in your classroom.
- See “going public” – http://sotl.ucalgaryblogs.ca/doing-sotl/going-public/
- Shullman, S. L. (1999) Taking learning seriously. The Magazine of Higher Learning.
- Something about writing for sotl?