Using Infographics to Go Public with SoTL

Bryn Keogh; Lorelli Nowell; Eleftheria Laios; Lisa McKendrick-Calder; Whitney Lucas Molitor; Kerry Wilbur

doi:10.20343/teachlearninqu.12.10

Authors

Bryn Keogh University of Calgary https://orcid.org/0009-0002-8013-3614
Lorelli Nowell University of Calgary https://orcid.org/0000-0002-5401-4462
Eleftheria Laios Queens University https://orcid.org/0000-0001-7604-1368
Lisa McKendrick-Calder MacEwan University https://orcid.org/0000-0002-3261-7174
Whitney Lucas Molitor University of South Dakota https://orcid.org/0000-0002-0647-2063
Kerry Wilbur University of British Columbia https://orcid.org/0000-0002-5936-4429

DOI:

https://doi.org/10.20343/teachlearninqu.12.10

Keywords:

SoTL, best practices, knowledge sharing, public engagement, infographics

Abstract

There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.

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Author Biographies

Bryn Keogh, University of Calgary

Bryn Keogh (CAN) is an undergraduate student in communications and media at the University of Calgary. She is interested in healthcare communications and was supported by an Alberta Innovates Summer Studentship to support this work.

Lorelli Nowell, University of Calgary

Lorelli Nowell (CAN) is an associate professor and assistant dean of graduate programs in the faculty of nursing at the University of Calgary. Her research is focused on studying innovations and mentorship to support teaching and learning practices.

Eleftheria Laios, Queens University

Eleftheria (Elita) Laios (CAN) is an educational developer at Queens University who is focused on improving or developing existing programs and curricula, enhancing teaching and student learning, and researching theories and strategies related to teaching and learning.

Lisa McKendrick-Calder, MacEwan University

Lisa McKendrick-Calder (CAN) is a registered nurse who teaches undergraduate nursing students. Her research has been focused on teaching and learning in nursing education, with a focus on student and educator psychosocial well-being.

Whitney Lucas Molitor, University of South Dakota

Whitney Lucas Molitor (USA) serves as associate professor and program director for the Occupational Therapy Department at the University of South Dakota. Her research interests include health promotion, population health, cultural implications on occupational performance, and interprofessional education.

Kerry Wilbur, University of British Columbia

Kerry Wilbur (CAN) is an associate professor and executive director of Entry-to-Practice Education at the Faculty of Pharmaceutical Sciences at the University of British Columbia. She researches interprofessional education and the practice of collaborative care among different professionals with patients.

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