SoTE paper session

Description of SoTE 

The Scholarship of Teaching and Engagement (SoTE) Conference presents the cutting edge in best practices in community and civic engagement, student learning, engaged teaching, and assessment at the course, program, and institutional levels. The SoTE conferences encompass multidisciplinary scholarship and dialogue on teaching, learning, community engagement, and assessment. SoTE supports engagement by focusing engaged teaching, co-cirricular and extra-cirricula activities, and undergraduate research. 

The SoTE Conference is a regional peer-reviewed conference held annually at Utah Valley University (UVU). The Faculty Center for Teaching Excellence (FCTE) at UVU hosts SoTE in collaboration with other organizations on the UVU Campus and throughout the Utah region. The conference includes keynote and plenary speakers, paper presentations, panel discussions, round-tables, and poster sessions. The conference is open to institutions of higher education, community partners, and students. 

Mission of SoTE 

  • Present scholarship of community, curriculum engagement, engaged teaching on student learning outcomes. Boyer (1990) defined scholarship as the scholarship of discovery; scholarship of integration; scholarship of application; and scholarship of teaching.1 
  • Dialogue and share ideas about building robust and collaborative relationships between academia and the community as defined in the Carnegie Classification of Community Engagement. 
  • Apply program and institutional assessment practices to support campus engagement practices.
  • Inclusion of engagement adds an additional benefit to the field of scholarship of teaching and learning (SoTL) and regional conference on engagement.  

1: Definitions:

Scholarship of discovery: Research or discover of new knowledge

Scholarship of integration: Connecting knowledge across disciplines

Scholarship of application: Apply knowledge to problems to help individuals, institutions, and communities

Scholarship of teaching: Bridging the teachers' knowledge with the student to stimulate student learning


Boyer, E. L. (1990). Scholarship Reconsidered: Priorities For the Professoriate. New York, NY: The Carnegie Foundation for the Advancement of Teaching.