The SoTL Advocate

Supporting efforts to make public the reflection and study of teaching and learning at Illinois State University and beyond…


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Upcoming SoTL Conferences with Open Registrations and/or Calls for Proposals

Compiled by Jennifer Friberg, Cross Endowed Chair in SoTL and Professor of Communication Sciences and Disorders at Illinois State University

Screen Shot 2018-08-27 at 12.02.03 PMThe Office of the Cross Endowed Chair in SoTL at Illinois State University maintains a list of annual SoTL conferences on the unit’s website. From this list, a review of each SoTL-friendly* conference for the rest of 2018 and into June of 2019 was reviewed to provide interested stakeholders with information focused which have open calls for proposals published at this time. Those with open calls include:

Conference Dates for Event Location of Conference Link to Call for Papers
Research on Teaching and Learning December 12-13, 2018 Hamilton, Ontario, Canada https://mi.mcmaster.ca/rtl2018/#call-for-proposals

10/16/18 deadline for proposal submissions

Lilly Evidence-Based Teaching and Learning Conference January 10-12, 2019 Austin, Texas, USA https://www.lillyconferences-tx.com/proposals

*call is currently for posters only at this time (no final deadline for submissions available on website)

SoTL Commons January 24-25, 2019 Savannah, Georgia, USA http://academics.georgiasouthern.edu/sotlgsu/commons/cfp/

9/17/18 deadline for proposal submissions

Lilly Teaching for Active and Engaged Learning Conference February 28-Mar 2, 2019 Anaheim, California, USA https://www.lillyconferences-ca.com/proposals

10/13/18 deadline for proposal submissions

Transformative Learning Conference March 14-15, 2019 Oklahoma City, Oklahoma, USA http://sites.uco.edu/central/tl/conference/proposals.asp

11/16/18 deadline for proposal submissions

The Teaching Professor Conference June 7-8, 2019 New Orleans, Louisiana, USA https://www.magnapubs.com/teaching-professor-conference/call-for-proposals.html

10/31/18 deadline for proposal submissions

One conference that I don’t have complete information about yet…but do have a location and dates to share is the third EuroSoTL meeting, which is planned for June 13-14, 2019 in Bilbao, Spain. I will share more information about registration and proposal submission as details are available.

Interested in just registering for an event rather than submitting a proposal? Several other SoTL conferences are scheduled for this fall and are currently accepting registrations, including:

International Society for Exploring Teaching and Learning (October 10-13, 2018 in Tempe, Arizona, USA)

Research on Teaching and Learning Summit (October 12, 2018 in Kennesaw, Georgia, USA)

Lilly Advancing Teaching and Learning Conference (October 18-20, 2018 in Traverse City, Michigan, USA)

International Society for the Scholarship of Teaching and Learning Conference (October 24-27, 2018 in Bergen, Norway)

Symposium on the Scholarship of Teaching and Learning (November 8-10, 2018 in Banff, Alberta, Canada)

Do you have a conference to add to the ISU SoTL website or to this blog? Email me at jfribe@ilstu.edu and I will add information about your event. have travel funds to share? Definitely contact me! There’s a lot of awesome opportunities for SoTL enthusiasts to take advantage of in the next year!

* SoTL friendly conferences are those that welcome SoTL. Please note that many of these conferences are not solely SoTL conferences, though some are!

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An Idea for the First Days of the Fall Term – Share SoTL with Your Students!

Written by Jennifer Friberg, Cross Endowed Chair in SoTL and Professor of Communication Sciences & Disorders at Illinois State University

Screen Shot 2018-08-13 at 2.01.02 PMBack in April, I wrote a blog regarding the impact of SoTL that was inspired by my reading of this article by Nancy Chick. I’ve thought a lot about the notion of impact since that time, considering how we encourage changes in teaching and learning as a result of our SoTL efforts. I’ve engaged in conversations with numerous colleagues (on my campus and at others) about how they adapt their teaching praxis in the presence of good evidence to do so. As a result of these exchanges, I feel at least somewhat confident that our SoTL work IS making change; however, these conversations have left me wondering if we aren’t missing a huge opportunity to truly increase the impact of our SoTL efforts and outcomes. In no conversation about how SoTL has changed our teaching and learning did anyone I spoke with discuss sharing SoTL with their students. There was discussion about changing course content, assessment, or management, but each of these things was described as occurring in relative solitude as part of next generation course design.

I find it curious that we study our students to understand the components of meaningful learning and teaching experiences, but in doing so, (at least some of us) miss out on purposeful sharing of SoTL outcomes with our students so they can make changes to THEIR praxis as learners. We have generated so much evidence that shows us how students learn (and learn well!). They should have access to this information and it’s my strong opinion that we should help facilitate that access.

Here are a few thoughts as to how we might be more purposeful in bringing students into the SoTL loop — feel free to share other thoughts and ideas in the comments below:

  • Share information about relevant, evidence-based learning strategies as part of your class. Many course instructors have “syllabus review day” during the first course meeting of a new term. While there are great suggestions about alternative ideas for that first course meeting circulating social media this time of year, perhaps a focus on successful learning strategies might be a worthy way to spend that first class together. Share what you know about evidence-based learning strategies that might be useful for your students in your context. Let them know that you’re a resource and would be interested in answering questions about evidence-based strategies for learning. Provide resources for students to access this information themselves.
  • Mediate! Tell your students WHY you’ve designed your course or assignment or assessment in the manner that you have – share your evidence! I do this frequently with my students and have found that if I can provide the rationale for what they are doing, and that research has shown a pedagogical approach to be impactful, I have more buy-in and (anecdotally) more active engagement in the task(s) at hand.
  • Share what others in your discipline have identified as evidence-based learning strategies for emerging professionals. How do sociologists develop a sociological imagination? How do mathematicians generalize concepts to varied contexts? How do historians read a text and assess primary sources? How do speech-language pathologists, nurses, or dieticians transfer theory to clinical practice? SoTL has helped us understand these discipline-specific phenomena. Unlock these connections for students to visualize a path toward professional practice that is grounded in evidence.
  • Use your social media smartly. Does your university have a Twitter or Instagram account where you could populate content about evidence-based ways to learn or study? Can you feature links to and/or summaries of the work of SoTL scholars on your campus to highlight what you know about learning in your own institutional context? Can you manage (or co-manage) an account yourself that does this?
  • Offer to guest “lecture” about evidence-based learning at a meeting of a student organization tied to your discipline or some other movement. Talk to students about research on teaching and learning and how outcomes of such research can support their work as students. There is evidence that out-of-class learning through student organizations, service learning, and civic engagement have efficacy. Let students know the benefits of these efforts!
  • Take care in making assumptions about what students know. Based on the fact that our students are enrolled at our colleges/universities, it would be easy to think that they have unlocked the mysteries of learning deeply and well. They wouldn’t be college students if they hadn’t accomplished that, right? I’m not convinced this is actually the case. I have spoken to numerous students who engage in low utility learning strategies to master material who are frustrated with their lack of ability to make connections and applications across topics and classes. My bias? Assume that your students would be interested to know more about teaching and learning until you know differently.

Writing on a similar topic, McKinney (2012, p. 3) suggested the following strategies for bringing students to SoTL, specifically by discussing the “how” and the “why” of SoTL research and findings emerging from such inquiry:

  • Make SoTL public at conferences students attend and in publications students read.
    Create a local SoTL journal or newsletter aimed specifically at college students at
    your institution or a national/international one for students in a specific major or
    discipline.
  • Use SoTL publications as required readings in courses where they are appropriate
    such as a disciplinary/department new majors‟ orientation class, a research methods course, a capstone course, or a professional socialization course.
    Facilitate and invite students to sessions on learning on campus that share, and
    discuss implications of, local SoTL results.
  • Volunteer to create a session at your disciplinary meetings focusing on key SoTL
    results and explicitly involve and invite students.
  • Add a section of relevant SoTL study results and any implications for students to
    your department website within the web pages for students.
  • Help organize a panel where SoTL researchers present and lead a discussion with
    students at a meeting of your student disciplinary/department club.
  • Include in your courses, when appropriate, reflective and meta-cognitive
    assignments that help students relate SoTL literature and findings to their own
    learning opportunities and behaviors.

 

Blog References:

McKinney, K. (2012). Increasing the impact of SoTL: Two sometimes neglected opportunities. International Journal for the Scholarship of Teaching and Learning, 6(1).


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Assessing the Integration of SoTL in Your Discipline: Four Questions

Written by Kathleen McKinney, Professor of Sociology and Cross Endowed Chair in SoTL, Emeritus at Illinois State University

mixI view the integration of SoTL in a discipline in terms of four questions: 1. To what degree are theories, methods, and general findings of a discipline, if relevant, used in SoTL research in the discipline? 2. Is there strong disciplinary support, respect, and reward for SoTL? 3. What are the forms and degree of involvement in SoTL in the discipline? 4. To what extent do colleagues in the discipline actually use or apply SoTL findings to the practice of teaching and understanding learning in that discipline? I have attempted to answer these questions and suggest strategies to increase integration in my own discipline of Sociology (McKinney, 2018). I hope this blog post will encourage others to do the same for their own disciplines.

I offer a few possible factors to measure in your attempt to answer these four questions about integration of SoTL in your discipline. I encourage blog readers to comment on this blog post with additional ideas of ways to answer these questions.

  1. The first question about the integration of SoTL concerns the extent that perspectives, theory and/or methods from your discipline in general are used in SoTL research, specifically, in your discipline. Of course, the extent to which this form of integration is possible varies by discipline. For example, those of us in Education or the Social Science fields are especially likely to have disciplinary theory or methods that work for SoTL. To assess this question, you could count and analyze the content of presentations or publication outlets that discuss discipline-specific theory or method and how these might be used in disciplinary SoTL. Finding existing, or conducting, research studies on SoTL that gather data and draw conclusions about the actual use of disciplinary theory and/or methods in SoTL research in your field would be another strategy.
  2. The second question of integration is to what extent there is support for SoTL projects and making those projects public including resources, respect and reward within your discipline. Such support should be at both the academic department or unit level and in your professional organizations or similar structures. To assess support at the department level, faculty and graduate students could complete surveys or be interviewed about department funding and assistance for SoTL; the status of SoTL compared to other research and scholarship in the department; how Chairs, Directors or senior faculty view SoTL; in what ways graduate students are taught about or encouraged to do SoTL; and how SoTL is rewarded in the department both informally and formally. Additional variables to measure or find include grant dollars for SoTL research, number or prestige of awards/recognitions for SoTL involvement or products, outlets for making SoTL public, explicit statements of support for SoTL in strategic plans or mission statements or similar documents, and availability of opportunities to learn about SoTL. Similarly, such data should be collected at the level of disciplinary professional organizations.
  3. The third question to assess integration of SoTL in your discipline is to what degree and in what ways are colleagues involved in disciplinary SoTL in your department or in the discipline as a whole. Quantitative data on the number of SoTL presentations and publications by those in your discipline during a given time frame could be gathered and compared to other research in the discipline. Measuring involvement could also include finding out what percent of faculty, staff and graduate students in your department or in your discipline (across departments or institutions) participate in various SoTL activities. For example, how many conduct SoTL studies, serve as reviewers of the SoTL work of others in the discipline, mentor others or teach about SoTL, and serve in leadership positions in SoTL organizations, etc. A related measure would be how much time colleagues spend in such SoTL activities relative to other disciplinary work.
  4. The fourth question is to what extent SoTL is integrated in your discipline through the process of applying the findings of disciplinary SoTL studies to practice: teaching and learning in your discipline at classroom, course, program, department, and cross-department levels. One way to assess this integration is to find out whether disciplinary organizations or task forces have used SoTL results to come up with best practices for teaching/learning or curriculum in the discipline. Related to this is to study the extent to which such best practices in the derived from SoTL are followed within and across disciplinary departments. Another way to get a sense of the extent to which and at what levels SoTL findings are being applied in your discipline is to look at the foci of disciplinary SoTL work perhaps by analyzing the content of disciplinary SoTL publication outlets or coding the content of SoTL presentations in the discipline. More specifically, you could measure at what levels SoTL is conducted and results are applied? What percent of these publications and presentations include explicit discussions of how the authors have applied their or other’s SoTL disciplinary findings to make changes in teaching or curriculum or other practices? You could also survey department leaders for concrete examples of changes made and the SoTL research findings that led to these changes.

My belief is that SoTL is not sufficiently integrated in many disciplines despite the suggestion and use of numerous strategies to increase such integration over the last two-three decades. I do think some general mechanisms have more promise than others at this juncture in the development of the field of SoTL. These include choosing disciplinary leaders who support¾or educating and co-opting leaders to support SoTL; using social change strategies involving both grassroots and top-down techniques; socializing future generations of graduate students and new faculty to the value of SoTL before or early in their careers; linking SoTL research to existing priorities of the discipline at various levels (e.g., department, cross-institutions, professional organizations); connecting more disciplinary colleagues to the networks, organizations and activities of the cross-discipline and international field of SoTL; conducting and using SoTL beyond one’s own individual classroom; and encouraging a focus on application and impact of SoTL results in the discipline. All of these, I believe, can help to make SoTL normative and expected in your discipline.

McKinney, K. 2018. “The Integration of the Scholarship of Teaching and Learning in to the Discipline of Sociology.” Teaching Sociology 46(2): 123-134.