While the goal of improving student learning in a personal teaching context is considered by many to be a hallmark of scholarship of teaching and learning (SoTL) projects, the outcomes are almost invariably communicated to other teachers. The intention may be to gain endorsement and
support for ongoing implementation of new practices and/or to prompt other teachers to consider whether the project outcomes are relevant to their context. However, concerns have been expressed about the duration and pervasiveness of the impact of SoTL project outcomes. Impacts often have
a limited shelf-life and ripple effects are few. I discuss this concern, taking into account conceptions of SoTL and views about the transferability of learning and teaching practices. Insights and recommendations concerning strategies that increase the likelihood that positive outcomes will
be sustained and transferred are presented. These insights are derived from projects that the author has been involved in and related literature.