HomeBlogPublishing SoTL Communicating Your SoTL Through Content Design by Sophie GrabiecFebruary 17, 2026 Share: Section NavigationSkip section navigationIn this sectionBlog Home AI and Engaged Learning Assessment of Learning Capstone Experiences CEL News CEL Retrospectives CEL Reviews Collaborative Projects and Assignments Community-Based Learning Data Literacy Diversity, Inclusion, and Equity ePortfolio Feedback First-Year Experiences Global Learning Health Sciences High Impact Practices Immersive Learning Internships Learning Communities Mentoring Relationships Online Education Place-Based Learning Professional and Continuing Education Publishing SoTL Reflection and Metacognition Relationships Residential Learning Communities Service-Learning Signature Work Student Leadership Student-Faculty Partnership Studying EL Supporting Neurodivergent and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer in and beyond the University Style Guide for Posts to the Center for Engaged Learning Blog When we think of the heart of Scholarship of Teaching and Learning (SoTL), we often focus on the research itself like the insights into how people learn, the data that challenges old assumptions, and the new approaches to teaching. While these are central to the work, the way it’s presented is equally important, shaping how effectively your work connects with readers. As the authors of The SoTL Guide put it, “dissemination [is not] an optional extra but a vital stage of the process” (Chick, Felten, and Mårtensson 2025). Once your work reaches a reader, how do you present it in ways that make it clear, compelling, and easy to navigate? Design and accessibility influence not only who picks up your SoTL work but also who stays engaged with it. You might have brilliant findings, but if your writing feels like a wall of text or your charts are hard to interpret, many readers will simply move on. In my experience, if readers can’t cognitively process the information in your book or article, no matter how important the content, your work may not achieve the impact or reach you hope for. Content design isn’t just about style; it’s a core part of communication and meaning-making. So how can you make your SoTL work inviting to all readers? Here are some fundamental approaches to presenting SoTL that can transform well-crafted research projects into usable resources: 1. Cognitive Load Is Your Invisible Barrier Clarity isn’t just about word choice or sentence length. The real challenge is cognitive load: the amount of mental effort it takes to understand, interpret, and remember your points. Overly dense paragraphs, complicated layouts, or poorly organized sections demand more brainpower than many readers have to give. If your readers struggle to process your work, no matter how great the ideas, the impact falters. Effective presentation is essential scaffolding that reduces cognitive strain and invites readers in (Mayer 2009). 2. The Illusion of Linear Reading Many authors assume readers will begin at page one and read straight through. In reality, most readers dip in and out, scanning for relevant sections or insights (Pernice 2017). Design that anticipates non-linear reading through clear headings, summaries, and signposts isn’t just helpful, it’s necessary for engagement and comprehension. 3. Visuals as Arguments, Not Decorations Figures, tables, and charts are often treated as supplements, but they can carry the intellectual weight of your argument if designed thoughtfully (Tufte 2006; Goforth 2022; Goforth 2021). Well-crafted visuals clarify complex data or relationships, reduce the need for lengthy textual explanation, and respect readers’ time and attention. 4. Accessibility Extends Beyond Compliance Accessibility is often reduced to checking legal or institutional boxes. But thinking of accessibility as an intellectual and ethical practice—ensuring your work is usable by diverse cognitive styles, abilities, and contexts—can deepen your impact in unexpected ways (Seale 2013). Accessible design encourages clearer organization and presentation, which benefits all readers (Rose et al. 2006). 5. Design Establishes Trust and Credibility Presentation influences more than understanding; it shapes perception. A thoughtfully designed publication signals professionalism and care, making readers more receptive to your arguments. Conversely, the design can sow doubt about your work or muddle your intended meaning before a single word is read. Why This Matters SoTL aims to improve teaching and learning, but those improvements only happen when ideas reach people who can use them. Thoughtful design and accessibility extend your work’s reach and impact, turning scholarly research into practical knowledge. Note that this is different from your research circulating (through marketing efforts or influence in the citation list [see Cline 2025]). If we want our work to matter, we need to think not just about what we say but how we say it—how our ideas appear on the page and how easily readers can engage with them. That’s where design and accessibility come in. They are the quiet but essential partners in making SoTL scholarship count. References Cline, Ellen. 2025. “Telling Your Research Story: Maximizing Your SoTL Impact.” Center for Engaged Learning (blog), June 13, 2025. https://www.centerforengagedlearning.org/telling-your-research-story-maximizing-your-sotl-impact. Goforth, Jennie. 2021. “Academic Publishing: Creating Effective Tables.” Center for Engaged Learning (blog), August 19, 2021. https://www.centerforengagedlearning.org/academic-publishing-creating-effective-tables/. Goforth, Jennie. 2022. “Academic Publishing: Diagrams, Photos and Illustrations.” Center for Engaged Learning (blog), January 18, 2022. https://www.centerforengagedlearning.org/academic-publishing-diagrams-photos-and-illustrations. Rose, D. H., W. S. Harbour, C. S. Johnston, S. G. Daley, and L. Abarbanell. 2006. “Universal Design for Learning in Postsecondary Education: Reflections on Principles and Their Application.” Journal of Postsecondary Education and Disability 19 (2): 135–51. https://files.eric.ed.gov/fulltext/EJ855027.pdf Tufte, Edward R. 2006. Beautiful Evidence. Graphics Press. Mayer, R. E. 2009. Multimedia Learning. 2nd ed. Cambridge University Press. https://doi.org/10.1017/CBO9780511811678. Pernice, Kara. 2017. “F-Shaped Pattern of Reading on the Web: Misunderstood, But Still Relevant (Even on Mobile).” Nielsen Norman Group. November 12. https://www.nngroup.com/articles/f-shaped-pattern-reading-web-content/. Seale, J. 2013. E-learning and Disability in Higher Education: Accessibility Research and Practice. Routledge. About the Author Sophie Grabiec is the Center for Engaged Learning’s Managing Editor, where she oversees the production of CEL’s books, open access resources, and blog. Before joining Elon University she lived and worked in Washington, DC at Georgetown University where she earned her M.A. in English and taught first-year writing. How to Cite This Post Grabiec, Sophie. “Communicating Your SoTL Through Content Design.” Center for Engaged Learning (blog), February 17, 2026. https://www.centerforengagedlearning.org/communicating-your-sotl-through-content-design.
