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The path to publication is often long, emotional, and bewildering. We share key insights from our experience as authors, educators, and members of the editorial board with The Canadian Journal for the Scholarship of Teaching and Learning that we hope will help authors better understand and navigate the path to publication. In writing a compelling story, we suggest that it is necessary to join a conversation with self, the scholarly community, and the journal. We unpack each of these dimensions and offer considerations on how to craft a powerful manuscript that could ultimately get published.

We all fail. We also like to look good and avoid looking bad. So, even though we know that taking risks and trying new approaches are important for enhancing our teaching and students' learning (Strean, 2017), we rarely talk about our failures. Our claim in this paper is that our insecurities create a substantial barrier to improving and enriching our teaching practices. If we do not find time to take big risks, and then to explore and critically reflect on failures that result sometimes from those risks, we lose out on the chance to become better teachers; more fundamentally, we deprive our students of the chance to have extraordinary opportunities to learn.

Youth-based programmes providing education-based expeditions to the Polar Regions have been offered for more than two decades, and whilst studies hint that participants return as inspired and empowered ambassadors, research to date has been inconclusive as to what impact such expeditions have had on their participants' subsequent lifestyle decisions and pro-environmental behaviours. To address this research gap, Social Identity Theory (SIT) was used to evaluate the impact of youth polar expeditions on participants' pro-environmental behaviour, up to 18 years after their polar voyage. In collaboration with Students on Ice (SOI), this study tested the direct and indirect relationships between previous SOI students' (n = 217) social identity towards the alumni programme and their subsequent connections with nature and pro-environmental behaviours. Findings suggest that social identity might be one way to explain the long-term impact of educational expeditions in terms of desired future pro-environmental behaviours, underscoring the critical importance of an alumni programme. Furthermore, a Community-Engaged Research (CER) approach was adopted to evidence the impact of this research beyond the realm of academia. We reflect on the CER approach with the intention of assisting others to produce impactful and socially robust knowledge, maximising the real-world impact of the findings. [ABSTRACT FROM AUTHOR]

Indigenous tourism has the ability to foster, promote and preserve Indigenous culture and traditions and is closely in line with Indigenous perspectives. In Canada, Indigenous tourism has been developing at an exponential rate. This paper is a synopsis of a think tank held in Nanaimo, British Columbia at the Sustainable Indigenous Tourism Symposium in April 2017. The purpose of the symposium was to create an interactive forum to facilitate the sharing of knowledge and support community empowerment, cultural expression and economic prosperity within the tourism industry for Indigenous communities in Canada and globally. On the final day of the symposium, a think tank was held to identify key challenges and issues facing the development and competitiveness of sustainable Indigenous tourism in Canada; to share innovations in sustainable Indigenous tourism amongst all stakeholders; and to identify how to support stakeholders in Canada and abroad with the knowledge and tools to develop sustainable Indigenous tourism. The think tank included consultation and collaboration with 82 stakeholders including Indigenous peoples, students, academics, government actors, tour operators and tourism associations. The results of the think tank identified several key themes and the Naut'sa mawt Declaration of the Development of Sustainable Indigenous Tourism was developed from these discussions. [ABSTRACT FROM AUTHOR]