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8th Annual Conference

Scholarship of Teaching and Engagement

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March 31 – April 1, 2016

Call for Proposals

SoTE sessions emphasize dialogue and discussion between participants and speakers, but we also will make room for some traditional paper submissions. As you write your proposal, please identify which conference track you are interested in (engaged classroom, undergraduate research,inclusive teaching, teaching with technology) and choose among the following types of submissions:

  • Symposium Presentation: 2-3 presenters each speak for about 10 minutes on a topic, then there is open discussion between presenters and the audience
  • Workshop: 1-2 presenters involved in a hands-on demonstration of a teaching method, technology, or strategy
  • Cheese Board: Presenter presents or demonstrates for about 20 minutes, three or four times during the session while participants rotate to different tables while nibbling on cheese and crackers'
  • Nano talks: 10 presenters give a 5-minute brief, focused presentation of a new idea or strategy
  • Short Paper: 15 minute presentation, 5 minute discussion
  • Poster session

 

Proposals will be evaluated based on how well they fit with the conference theme and track, how well they are built on a foundation of published literature or include original, innovative findings, are applicable across disciplines, and are non-commercial.

Proposals are due by January 29th, 2016 and decisions will be emailed shortly thereafter.

CONFERENCE TRACKS

All submitted proposals will be blind peer reviewed by referees to ensure academic quality and appropriateness of the proposal topic.

Please email or if you would like to discuss your ideas before submitting your proposal.

 

TRACK 1: ENGAGED CLASSROOM PEDAGOGIES

How does your research or teaching practice invite more students to feel comfortable embarking on a learning journey? How do themes such as access, diversity, internationalization, student success, and campus safety influence the learning journey? How does cultural identity connect with academic performance? Through your work in this area, what have you discovered?

TRACK 2: INCLUSIVE TEACHING

Possible topic areas under this track may include: faculty research with industry, faculty service to community, faculty development for community engagement across disciplines, cultivating faculty learning communities for community engagement, connecting coursework to community work.

TRACK 3: UNDERGRADUATE RESEARCH AS A TEACHING PEDAGOGY

What have you learned in your efforts to engage students as researchers or creative professionals? What models have you developed to support student research and creative activities? How can undergraduate research and creative activities support and enhance student learning and development of key skills? How has your teaching practice improved through undergraduate research and inquiry based learning, more generally?

TRACK 4: TEACHING WITH TECHNOLOGY

How has educational technology enhanced your teaching practice? What has this meant for your students’ higher education experience? What conditions are conducive to the effective use of technology and what situations might constrain its effectiveness? What have you learned in your own journey of discovery when teaching with technology?

ABOUT THE THEME

The higher education experience, for students, is often conceptualized as a learning journey. At a basic level, the journey is often considered to be a linear experience: students enter higher education, navigate through a set of pre-defined learning opportunities, and exit higher education, ideally with  meaningful knowledge and skills. At a more sophisticated level, the higher education experience could be understood as a student’s movement through multiple transitional phases: high school student to university freshman, college graduate, and then on into life as a contributing adult. For non-traditional students, the return to “school” to earn additional credentials or skills can create strong tensions in their sense of themselves and their role as they try to navigate the educational experience. For yet others, the school environment was not necessarily welcoming, or higher education may not have been seen as valuable to one’s family or group; these students struggle to adapt to the higher education environment at the same time that they struggle to define their own identities. These varying possibilities remind us that the journey of discovery in higher education is more fluid and complex than we often imagine.

Despite the way we understand the learning journey, one aspect remains the same. The student is continually navigating through a liminal, or ‘in between’, state (cf. Meyer and Land, 2006). The liminality of students’ higher education experience may be influenced by their conceptual development (i.e. moving from a state of not knowing to a state of knowing) or it may be influenced by the development of their own identity as a university student (i.e. moving from a state of being a non-university student to becoming a university student).

The ‘journey’ metaphor gives us, as higher education practitioners, an opportunity to reflect on various questions. For example, how do we guide and support students as they navigate through this journey? How do we enrich the journey by introducing new learning experiences and approaches to teaching that can help them? How do we create opportunities for them to feel the joy and thrills of discovery of themselves and the world?  Importantly, how do we enhance our teaching practice by embarking on our own learning journeys? What have we discovered about our students, our colleagues, and ourselves along the way?  In asking these questions, we realize that teaching in higher education, as professors, is a journey of discovery for ourselves as well.  

Why Present

  • Share your experiences.
  • Network with your peers.
  • Add something cool to your CV or resume.

Submit Proposal

Thank you for your interest in submitting a proposal to the SoTE VIII conference.
Proposals for the 2016 conference are now closed. Please think about submitting for SoTE IX in 2017!
To register for the 2016 conference, go here (link)

Proposed Timeline

  • Proposal Deadline: January 29, 2016
  • Conference Dates: March 31 – April 1, 2016 (Thurs & Fri)
  • Venue: Utah Valley University, Orem, Utah, USA