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

The 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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Brief Blog Hiatus!

Due to study abroad adventures and the Memorial Day holiday in the U.S., the SoTL Advocate will be taking a hiatus for the next few weeks. New posts will return weekly on June 4, 2018.

Until then, feel free to peruse some of our most popular posts of the last year:

#Collaborative Auto-ethnography: SoTL Methods Series #2

Bringing Together Academic Librarianship and SoTL 

A Community College Perspective on Creating a SoTL Scholars Program

Evidence-Based Clinical Education: A Proposed Framework for Consideration

Happy grading for those of you at the end of your term! Happy reading to all!

 

Seeking Applications for ISU’s 2018-19 Chizmar-Ostrosky University-Wide SoTL Award

The call for applications for the 2018-19 Chizmar-Ostrosky University-Wide SoTL Award is now open! Have you contributed to ISU and/or your discipline through research on teaching and learning? Has your SoTL work changed your practice as an educator —  or the practices of others? Consider applying for recognition of your work! Join past recipients who contributed to the discipline of SoTL in a number of innovative and impressive ways. Details for prospective applicants are outlined below. Contact Jen Friberg, Cross Endowed Chair in SoTL with questions (jfribe@ilstu.edu).

Purpose of Award: To recognize and encourage high quality scholarship of teaching and learning (SoTL) work at Illinois State University and in the discipline beyond our institution that contributes to the SoTL field, the SoTL body of knowledge, improved teaching, and enhanced student learning. This award contributes to the external, positive reputation for SoTL work at ISU and supports

Educate-Connect-Elevate’s efforts toward “generating high-quality scholarship,” “supporting student learning,” and “developing serving the region, state, nation, and world through commitments to meaningful…development of global citizens.”

Eligibility: SoTL at ISU is defined as evidence-informed and systematic reflection or research on the teaching and learning of our students that is made public. This award focuses on SoTL efforts and will not be awarded for traditional, disciplinary scholarship that is not SoTL-oriented. All faculty members and academic staff at ISU are eligible for this award.

Selection Criteria: Recognizing that a cluster of SoTL contributions may be equal to that of one outstanding project, this award allows a broad application of the following criteria:

• Evidence of high quality SoTL work, which can include (but is not limited to) presentations, publications, creative representations, mentoring peers/students in SoTL, and/or service to SoTL at or beyond ISU.
• Evidence that applicant’s own SoTL work has influenced the teaching work of the applicant or of others at or beyond ISU.

Selection Process & Time Frame: The Cross Endowed Chair in SoTL chairs the award selection committee. The committee reviews the application materials (see below) using the selection criteria above, and selects up to one recipient each year. The award is administered through the Cross Chair in SoTL and the Office of the Provost. The award recipient will be announced in time for the 2019 University-Wide Teaching & Learning Symposium and Founders Day.

Required Elements of Application:

1. A narrative summary of SoTL projects (3-5 double-spaced pages, maximum), internal or external funding, presentations, publications, videos, web representations, and related professional service that contextualizes the SoTL work of the applicant.
2. A reflective statement about the nature and field of SoTL, the place of the applicant’s SoTL work in his/her discipline and/or within the cross-disciplinary SoTL movement, and the impact of his/her work on own/others teaching and learning at ISU and beyond (including any evidence for impact). This document should not exceed 5 double-spaced pages.
3. Copies of selected SoTL products (publications, presentations, etc.).
4. Current curriculum vita, highlighting contributions to SoTL at and beyond ISU.
5. Internal letters of support from at least two colleagues or administrators at ISU.

Recognitions and Obligations for Award Recipient

• Monetary award ($3,000) and plaque.
• Recognition at Founders’ Day, ISU’s University-Wide Teaching & Learning Symposium, and on the ISU web site.
• The award recipient will give an address about their SoTL work, open to all faculty, staff, and students following receipt of the award.

Submission of Applications

All award applications should be prepared and submitted to Jennifer Friberg, Cross Endowed Chair in SoTL, in one of two formats no later than 4pm on Monday, October 26, 2018:

1. In hard copy format, with all required/optional elements of the application printed and organized in a three-ring binder (or similar). Hard copy applications should be delivered to the ITDC building, Room 120 for submission.
2. In electronic format, with all required/optional elements of the application saved as individual PDF documents with clear labels for each document (e.g., APPLICANT LAST NAME – Vita). Electronic applications should attached within one email message to jfribe@ilstu.edu for submission.

 

 

Where Can My SoTL Be Published? A Focus on Math and Science-Related Disciplines

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

This week is the fifth installment in the series that started in February with the question “where can my SoTL be published?” Subsequent weeks focused on publication outlets for health-related, business-related, and arts and humanities-related disciplines. This week, the spotlight is on SoTL publication outlets for math and science disciplines (e.g. biology, chemistry, physics).

The list below presents links for arts and humanities journals, organized by discipline. Each link is accompanied by a brief description of each journal’s aim/scope/mission (often excerpted verbatim from each journal’s website). I hope you find this list helpful and would encourage readers of the blog to suggest additions to this list!

Cross-Disciplinary Publication Outlets:

Journal Name	Aim/Scope/Mission of Journal (excerpted, sometimes verbatim, from journal websites)
International Journal of Science Education	The International Journal of Science Education (IJSE) bridges the gap between research and practice, providing information, ideas and opinion. Special emphasis is placed on applicable research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. The journal accepts empirical research papers, papers on innovations and developments, position papers, theoretical papers and letters to the editors.
Journal of College Science Teaching	No aims or scope provided for this journal
Journal of Computers in Math and Science Teaching	JCMST is a scholarly journal which offers an in-depth forum for the interchange of information in the fields of science, mathematics, and computer science. JCMST is the only periodical devoted specifically to using information technology in the teaching of mathematics and science.
Journal of Environmental Education	The Journal of Environmental Education is a research-oriented, refereed periodical intended to provide a forum for critical and constructive debate on all aspects of research, theory and practice in environmental and sustainability education (EE & SE). Publication of diverse theoretical and methodological approaches and perspectives for international audiences is aimed at improving the quality of research and practice in the fields of EE & SE. Articles are encouraged that focus on methodological issues, challenges to existing theoretical discourses, conceptual work that links theory and practice and that crosses disciplinary boundaries.
Journal of Research in Science Teaching	Journal of Research in Science Teaching publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, or case study research approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
Journal of Science Education and Technology	Journal of Science Education and Technology published work categorized as disciplinary (biology, chemistry, physics, mathematics, computer science and engineering and the learning processes related to their acquisition and assessment of results), technological (computer, video, audio and print), and organizational (legislation, administration, implementation and teacher enhancement). Insofar as technology is playing an increasing role both in the understanding and the development of science disciplines and in the delivery of information, the journal includes it as a component of science education.
Journal of Technology and Science Education	The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all modalities.
Natural Sciences Education	Natural Sciences Education (NSE) is a peer-reviewed international journal published online continuously during the year. Articles are written by and for educators in the areas of animal science, ecology, natural resources, agronomy, the environment, entomology, and more.
Research in Science and Technical Education	Research in Science & Technological Education is an original research journal publishing international perspectives on science and/or technological education. Scholarly research that investigates and interrogates the psychological, sociological, economic and organizational aspects of science and technological education, as well as developments within the global curriculum is encouraged.
Science & Education	Science & Education publishes research using historical, philosophical, and sociological approaches in order to improve teaching, learning, and curricula in science and mathematics. In addition, the journal disseminates accounts of lessons, units of work, and programs at all levels of science and mathematics that have successfully utilized history and philosophy.
Science Education	Science Education publishes original articles on the latest issues and trends occurring internationally in science curriculum, instruction, learning, policy and preparation of science teachers with the aim to advance our knowledge of science education theory and practice.

 

Discipline-Specific Publication Outlets:

Journal Name	Aim/Scope/Mission of Journal (excerpted, sometimes verbatim, from journal websites)
Astronomy
Astronomy Education Review	No aims or scope were provided for this journal.
Biology
American Biology Teacher	The American Biology Teacher is a journal designed to support the teaching of K-16 biology and life science. The journal features articles relating to the content of biology, commentaries on the social and ethical implications of biology, biology teaching strategies appropriate to the classroom, laboratory and field sites, trends in biology teaching, and those that offer assistance in the professional development of biology and life science teachers.
Biochemistry and Molecular Biology Education	Biochemistry and Molecular Biology Education is an international journal aimed to enhance teacher preparation and student learning in Biochemistry, Molecular Biology, and related sciences such as Biophysics and Cell Biology, by promoting the world-wide dissemination of educational materials.
CBE-Life Sciences Education	CBE—Life Sciences Education (LSE) publishes original, previously unpublished, peer-reviewed articles on research and evaluation related to life sciences education, as well as articles about evidence-based biology instruction at all levels. One goal of the journal is to encourage teachers and instructors to view teaching and learning the way scientists view their research, as an intellectual undertaking that is informed by systematic collection, analysis, and interpretation of data related to student learning.
Journal of Biological Education	Journal of Biological Education is firmly established as the authoritative voice in the world of biological education. The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore.
Journal of Microbiology & Biology Education	The Journal of Microbiology & Biology Education (JMBE) publishes original, previously unpublished, peer-reviewed articles that foster scholarly teaching, and provide readily adoptable resources in biology education.  JMBE welcomes thoughtful and supported submissions pertaining to scholarly teaching in undergraduate, graduate and professional (e.g., medical school) education, K-12 outreach, and informal education.
Chemistry
The Chemical Educator	The Chemical Educator is a peer-reviewed journal serving the needs of all chemical education professionals at an affordable cost. The Chemical Educator is a working journal, a reference to current topics, experiments, and teaching methodology.
Chemistry Education Research and Practice	Chemistry Education Research and Practice (CERP) is a peer-reviewed journal for teachers, researchers and other practitioners at all levels of chemistry education.
Journal of Chemical Education	The Journal of Chemical Education publishes peer-reviewed articles and related information as a resource to those in the field of chemical education and to those institutions that serve them. JCE typically addresses chemical content, activities, laboratory experiments, instructional methods, and pedagogies. The Journal serves as a means of communication among people across the world who are interested in the teaching and learning of chemistry. This includes instructors of chemistry from middle school through graduate school, professional staff who support these teaching activities, as well as some scientists in commerce, industry, and government.
Engineering
Australasian Journal of Engineering Education	The Australasian Journal of Engineering Education (AJEE) is offered as a means of exchanging current work and ideas, predominately from Australasian engineering education faculties and as a resource for Continuing Professional Development for our community.
Chemical Engineering Education	CEE publishes papers in the broad field of chemical engineering education. Regular articles generally describe a course, a laboratory, a ChE curriculum, a graduate program, a special instructional program, a novel teaching approach, a method of using technology to improve teaching and so forth.
International Journal of Engineering Education	The International Journal of Engineering Education is an independent, peer-reviewed journal. It has been serving as an international archival forum of scholarly research related to engineering education for over thirty years.
Journal of Engineering Education	The Journal of Engineering Education is a peer-reviewed research journal focused on engineering education.
Geography/Geology
Journal of Geography	The Journal of Geography provides a forum to present innovative approaches to geography research, teaching, and learning. The Journal publishes articles on the results of research, instructional approaches, and book reviews.
Journal of Geography in Higher Education	The Journal of Geography in Higher Education is committed to promote, enhance and share geography learning and teaching in all institutions of higher education throughout the world, and provides a forum for geographers and others, regardless of their specialisms, to discuss common educational interests, to present the results of educational research, and to advocate new ideas.
Journal of Geoscience Education	The Journal of Geoscience Education (JGE)is the premier peer-reviewed publication for geoscience education research at the undergraduate and pre-college levels. JGE serves as the only international forum for the publication of research concerning the pedagogy, assessment, and philosophy of teaching and learning about the geosciences.
Mathematics
The College Mathematics Journal	The College Mathematics Journal is designed to enhance classroom learning and stimulate thinking regarding undergraduate mathematics. It publishes articles, short Classroom Capsules, problems, solutions, media reviews, and other pieces. All are aimed at the college mathematics curriculum with emphasis on topics taught in the first two years.
Educational Studies in Mathematics	Educational Studies in Mathematics presents new ideas and developments of major importance to those working in the field of mathematical education. It seeks to reflect both the variety of research concerns within this field and the range of methods used to study them.
Investigations in Mathematics Learning	Investigations in Mathematics Learning seeks to stimulate, generate, coordinate, and disseminate research efforts designed to understand and/or influence factors that affect mathematics learning.
Journal for Research in Mathematics Education	JRME is a forum for disciplined inquiry into the teaching and learning of mathematics. The editors encourage submissions including: research reports, research notes, research commentaries, and book reviews.
Journal of Statistics Education	JSE disseminates knowledge for the improvement of statistics education at all levels, including elementary, secondary, post-secondary, post-graduate, continuing, and workplace education.
Mathematics Teacher	The Mathematics Teacher is devoted to improving mathematics instruction from grade 8-14 and supporting teacher education programs. It provides a forum for sharing activities and pedagogical strategies, deepening understanding of mathematical ideas, and linking mathematics education research to practice.
PRIMUS	PRIMUS (Problems, Resources, and Issues in Mathematics Undergraduate Studies) is a leading journal for exchanging ideas about teaching collegiate mathematics. PRIMUS publishes lively and engaging articles for a readership comprised primarily of practitioners.  The journal’s focus is on pedagogical initiatives in college-level mathematics, mathematics education, and elementary statistics ranging in scale of application from individual students and courses to curricula and entire programs.
Physics
American Journal of Physics	The American Journal of Physics publishes papers that meet the needs and intellectual interests of college and university physics teachers and students.
Physics Education	Physics Education is the international journal for everyone involved with the teaching of physics in schools and colleges. The articles reflect the needs and interests of secondary school teachers, teacher trainers and those involved with courses up to introductory undergraduate level.

 

A Brief Summer Hiatus

Just a quick note to announce a 2-week summer hiatus for the SoTL Advocate. New blog posts will return on Tuesday, May 30, 2017. Until then, take some time to relax and enjoy the completion of a great academic year!

New SoTL Journals to Explore

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

Recently, three new SoTL journals have been established to focus on research on teaching and learning. The focus of each is different, but each makes unique contributions to the evidence-base for making pedagogical decisions or reflecting on teaching and learning. The mission and scope, current article listing (if available), and link to receive updates for each journal are provided below.  Other new SoTL journals will be highlighted over time. Please email Jen Friberg (jfribe@ilstu.edu) if you are aware of new(er) SoTL journals that could be featured in a future blog!

Art History Pedagogy & Practice (mission and scope copied from AHP&P website)

Art History Pedagogy & Practice (AHPP) is a peer-reviewed, open-access e-journal dedicated to advancing teaching and learning in art history. The journal provides a forum for scholarly discourse that articulates and presents the range of pedagogical methods for learners in formal, informal, and virtual learning environments. Art History Pedagogy & Practice embraces multiple research models that examine the effectiveness of instructional strategies and technologies that build the skills, theories, concepts, and values necessary to art historical practice. Art History Pedagogy & Practice also fosters exchange between art history and allied fields including art and museum education, studio art and design, visual and material culture, and the digital humanities by considering the role of technology and the material object to enhance understanding and intellectual development.

AHP&P recently published their first issue, which included the following contributions:

• Editor’s Introduction: Advancing SoTL-AH
  Virginia B. Spivey PhD and Renee McGarry
• Looking Beyond the Canon: Localized and Globalized Perspectives in Art History Pedagogy
  Aditi Chandra, Leda Cempellin, Kristen Chiem, Abigail Lapin Dardashti, Radha J. Dalal, Ellen Kenney, Sadia Pasha Kamran, Nina Murayama, and James P. Elkins
• De-Centering “The” Survey: The Value of Multiple Introductory Surveys to Art History
  Melissa R. Kerin PhD and Andrea Lepage PhD
• Making the Absent Present: The Imperative of Teaching Art History
  Beth Harris Dr. and Steven Zucker PhD
• Against the “Coverage” Mentality: Rethinking Learning Outcomes and the Core Curriculum
  Julia A. Sienkewicz
• Building a Foundation for Survey: Employing a Focused Introduction
  Glenda M. Swan

Those interested in regular updates related to the work of AHP&P should register to join the journal’s email list.

 

Research & Practice in College Teaching (mission and scope copied from the journal’s website)

Research & Practice in College Teaching’s objective is to publish articles focused on promoting student learning. Articles should address themes around promoting effective practices in teaching and learning. The Journal reflects the breadth of the work in the scholarship of teaching and learning. We accept articles in the following categories.

1. Data-Driven Studies
2. Literature Reviews
3. Case Studies

Research & Practice in College Teaching just published their second issue, which included the following contributions:

• Editorial: A Pointillist Portrait of ePortfolio Implementation at One University Case studies from Nursing, Professional Practice, University Honors, English, and Business at the University of Cincinnati Ruth Benander, Debra Brawn, Brenda Refaei, Richard Robles
• Learning Portfolios in the University Honors Program (UHP) Debra Brawn, Jason Autry
• ePortfolio Implementation One Person at a Time: The power of personal connection Ruth Benander, Brenda Refaei
• Evolving ePortfolio Use in the Applied Administration Program Michele Kegley, Pam Rankey
• ePortfolio Implementation for Career Education Richard Robles, Erik Alanson
• Portfolio Implementation as a Means for Achievement of Standards Missi Stec, Nicole Garritano

 Those interested in regular updates related to the work of this journal should register to join the journal’s email list.

 

Teaching and Learning in Communication Sciences & Disorders (mission and scope copied from the journal’s website)

Teaching and Learning in Communication Sciences & Disorders (TLCSD) publishes articles that reflect current and exemplary scholarship of teaching and learning (SoTL) research in speech-language pathology and audiology. Articles submitted to TLCSD may also reflect current trends in the format of SoTL work, including original research, quantitative or qualitative in nature, reflective essays and case studies, both grounded in the literature. Manuscripts related to teaching and learning in continuing education contexts as well as in higher education will be considered. We invite manuscripts which also fall within the umbrella of evidence-based education in CSD, including:

• Scholarship of Teaching & Learning Research
• Scholarly Teaching
• Early Discoveries
• Reflections on SoTL
• Student Voices
• Book Reviews: Two types of Book Reviews will be considered for publication:
  • Critical reviews of SoTL texts specific to speech-language pathology or audiologywhich examine academic and/or clinical applications to teaching and learning in CSD
  • Reviews of new (non-CSD)SoTL texts which critically examine content and describe possible applications to academic and/or clinical CSD teaching and learning.

TLCSD plans to publish their inaugural issue in late winter/early spring of 2017.

Those interested in regular updates related to the work of TLCSD should register to join the journal’s email list.

Taking a Scholarly Approach to the New Academic Term

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

Many of us have are anticipating (or maybe already experiencing!) a new academic term. My fellow Redbirds have one more week before we are back in the classrooms of Illinois State University. Recent conversations with colleagues have revolved around course design/prep and general thoughts about the upcoming semester. I’m guessing this is the case at most colleges and universities.

For me, the weeks before a new term are always times of reflection and consideration. I ask myself questions like: What worked last time I taught this class? What didn’t work? How can I engage more students in a way that makes sense for my course and my course design? Again, I’m guessing that I’m not alone in pondering these topics. And, while we can choose answer these questions via SoTL inquiry, that isn’t always possible for a number of different reasons (resources, competing priorities, etc.). Thankfully, there is ample research on teaching and learning that we can apply to help answer these questions — we just have to access it!

The following resources each describe the evidence base for common beginning of the academic term issues: How do I construct a syllabus? How will my students best learn? What is the advantage of various grouping strategies for my students? What are “best” practices for the first day of class? Happy reading and have a great term!

The Center for Teaching and Vanderbilt University constructed a very useful webpage to highlight important, evidence-based considerations for syllabus construction, addressing questions such as:

• What are the most important elements of a learner-centered course syllabus?
• What is the relationship between syllabus construction and course design?
• How can the tone of the syllabus impact learners?
• What other resources are available to support faculty in constructing “good” syllabi?

Indiana University of Pennsylvania have gathered a reference list of “what to do on the first day of class,” with cross-disciplinary research and evidence from several different disciplines (e.g., sociology, psychology, calculus, English), as well.

Kathleen McKinney collated a sampling of things we know about learning from SoTL research, outlining findings from seminal texts in teaching and learning from the last decade.

Rick Reis from Tomorrow’s Teaching and Learning offers suggestions — grounded in evidence — for establishing collaborative groups for students, and in so doing, offers pros and cons for random, instructor generated, self-selected, and mixed groups.

 

Public domain photo downloaded from: https://pixabay.com/en/teach-word-scrabble-letters-wooden-1820041/