SoTL Sessions

SoTL Sessions are 20-minute sessions appropriate for sharing the findings of inquiry-based SoTL studies. SoTL Sessions can be rooted in any discipline and should clearly adhere to good practices of SoTL (Felten, 2013), including: 

  • Involving a systematic inquiry into teaching and learning practices in higher education
  • Being grounded in the context of one’s own educational setting as well as the context of prior literature
  • Using methodologically sound application of appropriate methodologies.  

We welcome scholarly approaches from all disciplines. Studies can be multidisciplinary or focus on a single discipline; those that focus on a single discipline should include ways the findings can be adapted to other disciplinary contexts. 

SoTL Sessions will be paired by the conference team in bundles of two to be delivered during a 60-minute concurrent session. SoTL Sessions are twenty minutes followed by five minutes of Q&A, with five additional minutes for transition in between presentations.  

Please anonymize the proposal text by removing references to proposal authors or institutions to allow for blind review. 

The abstract (limit: 150 words) will be shared in the final program and should provide enough description to help participants determine whether and how your session will benefit them. 

The session description (limit: 300 words) should provide more information for session reviewers about your SoTL study, including design, rationale, methodology, and findings. It will not be included in the program. 

A panel of anonymous reviewers will review each proposal to provide recommendations to the conference chair. Reviewers will assess each SoTL proposal based on the following questions:  

  • Does the proposal clearly describe the findings of a SoTL study that is focused on teaching and/or student learning in higher education?  
  • Does the proposal provide information about the context of the study, and does it appear to be grounded in the literature? 
  • Is the methodology clear, including information about design and rationale?  
  • If the study focuses on a single discipline, is it evident how the findings can be adapted in other settings?  
  • Is the proposal clearly articulated? 

Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry, 1(1), 121-125.