Continuing Education
Georgia Southern University

SoTL Commons Conference Call for Proposals

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Call for Proposals

The purpose of the conference is to be a real and virtual commons for college and university teachers, scholars, administrators, faculty developers, and others interested in the scholarship of teaching and learning as a focused, but expansive, evidence-based path for the improvement of teaching effectiveness and student learning outcomes.

The professional quality and applicability of the concurrent sessions and posters is central to the SoTL Commons Conference. All presenters are encouraged and expected to prepare sessions or posters according to the highest professional standards for an international, academic conference audience. Thus, the submission and review process is designed to accept only those proposals which are original SoTL research, or are about important aspects of SoTL, and that will be presented in innovative, engaging, effective ways.

All proposals must be submitted online. Proposal abstracts are limited to 200 words, longer submissions will be shortened to the first 200 words. Please read session, proposal, and submission information carefully in order to avoid delays and to give proposals the best opportunity for acceptance.

All proposals will go through a blind, peer-review process by the SoTL Commons Review Board consisting of faculty knowledgeable about the scholarship of teaching and learning who are located at various colleges and universities around the world. Proposals that simply discuss a teaching idea or practice without research and evidence to document the results are not appropriate for this conference.

Important Dates and Deadlines
9/1/2015 Submission of proposals period opens
11/1/2015 Submission of proposals period ends
12/5/2015 Proposal decision notifications sent out
1/5/2016 Deadline for presenters to confirm participation and submit finalized abstracts for the conference program and proceedings

The following conference tracks comprise the concurrent sessions.
Please identify the track most relevant to your abstract. Submissions for presentations on SoTL research in higher education AND non-research presentations about SoTL (focusing on the role and meaning of the scholarship of teaching and learning) are invited.

Online Learning

Research on teaching and student learning fully online teaching contexts to include, but not limited to:

  • Best practices in online teaching and learning
  • Analytics (the impact of data-driven decision making on teaching and learning)
  • Online course design, accessibility or universal design
  • Cognitive and social presence of the teacher
  • Social aspects of learning
  • Student motivation, satisfaction and persistence
  • Comparative analysis of online teaching and other modes of teaching
  • Emerging technologies and instruction
  • SoTL and Quality Matters
Teaching with Technology

Research on teaching with technology and student learning in face-to-face, blended, hybrid and flipped classroom settings to include, but not limited to:

  • Integration of instructional technologies into the classroom
  • Gamification of learning
  • Flipping the classroom
  • Emerging technologies and student learning
  • E-Portfolios
  • Extending classroom walls with technology
  • Teaching and learning with rich media
  • BYOD (Bring Your Own Device)

Projects on assessment of student learning at course, program, and institutional levels to include, but not limited to:

  • Current assessment practices
  • Approaches, methods, timing and impact of assessment
  • Assessment at different levels (undergraduate and graduate, large classes)
  • Enhancing assessment
  • Barriers to assessment
  • Learning through assessment
  • Designing Assessment that Serves Internal and External Needs
  • Assessing Institutional Outcomes
  • Assessing General Education and Core Curriculum Outcomes
  • Developing a Culture of Assessment
Academic/Professional Development

Projects on academic/faculty development supporting SoTL to include, but not limited to:

  • Theories, practices, processes, techniques, programs of faculty development
  • Assessing and improving faculty development programs
  • Faculty development for different groups (graduate students, new faculty, TAs, senior faculty, administration)
  • Using technology in faculty development
  • Organization, implementation, practices, theories, techniques related to programs of faculty development
  • SoTL institutional cultures
Learning Theories and Pedagogy

SoTL projects on pedagogy to include, but not limited to:

  • Learning Theories
  • Reflections on SoTL
  • Course/curriculum design
  • Employing innovative pedagogy
  • Teaching for individual differences
  • Designing and implementing effective strategies of instruction
  • Learner-centered pedagogy
  • Case-based learning/ PBL/group work
  • Service learning
  • Creating domain specific pedagogy (STEM, English, math, nursing, medical education)
  • Teacher education pedagogy
Non-Research Projects About SoTL

Analysis, synthesis, and discussion of the nature, role and meaning of the scholarship of teaching and learning to include, but not limited to:

  • Integration or recognition in academic cultures
  • Initiation and development SoTL projects
  • Ideas for promoting, fostering and supporting those engaging in such scholarship
  • Impact of SoTL on academic community/culture
  • Connection between SoTL and other forms of scholarship
  • Problems and benefits of international collaboration in doing SoTL
Session Formats
Presentation Session (1 – 2 presenters): 45 minutes

Proposals are solicited for focused, interactive sessions. Interactive sessions combine presentations with methods that engage all participants.

Panel Session (3 – 5 panelists): 45 minutes or 60 minutes

Proposals are solicited for panels that can be scheduled for 45 or 60 minutes in duration. Rather than presenting a series of short, individual presentations, panelists should engage with each other and the audience on theme of the panel. Panel organizers are responsible for contacting and confirming availability of all panelists prior to submitting the proposal.

Poster Session: 60 minutes

Proposals are solicited for poster sessions. At the designated poster sessions the presenter(s) need to be with their poster to answer questions and engage with colleagues in discussions, facilitated by well-designed posters, as well as supplemental materials.

Student Voices in SoTL (Poster Session, 60 minutes)

Proposals are solicited for SoTL projects led by graduate students. Students are encouraged to submit proposals for completed projects as well as projects “in progress” or with preliminary results.

Evaluation of Proposals

Each proposal will be reviewed by a minimum of two reviewers who will recommend one of three options: 1) acceptance of the proposal, 2) revision of the proposal, or 3) rejection of the proposal. The reviewers will also provide comments for improvement, suggestions for recommended revisions, or why proposals might not be accepted. These comments will be given to the submitters of the proposals.

Proposals that simply present a teaching practice or idea, but without any research regarding its effects upon student learning, are not appropriate for this conference. While proposals in any academic discipline or field are welcome, proposals that are overly local or narrow, or that would not be of interest or benefit for an international audience are also not appropriate.

The reviewers will examine and evaluate proposals in these areas:

  • Clear connection between the title of the session and its content (titles should be less than 10 words, compelling to attract an interdisciplinary audience, and align with session content)
  • Significance and relevance of the topic for this conference which is strongly focused on SoTL
  • Clarity and value of the objectives for the session
  • Means of engaging the audience in the session
  • Expressed learning outcomes for attendees
Acceptance of Proposals

Decisions on the acceptance status of a proposal for presentation at the SoTL Commons Conference will be communicated by 12/5/2015.

Presenters of accepted proposals must confirm their attendance to the conference chair by 1/5/2016.

Presenters are responsible for their own conference registration fee, travel and lodging. The one-day registration fee is not available to presenters, only to people not presenting at the conference.

Presenters must supply finalized abstracts of their presentations by 1/5/2016 in the Digital Commons proposal management system. These abstracts will be used in the Conference Program Booklet and in the Conference Proceedings. The format for the abstract is as follows:

  • Presentation Title
  • Presenters (attending the conference): names, institutions/affiliations, and email addresses)
  • Co-Authors: names and institutions/affiliations
  • Abstract: The abstract must summarize the content of the presentation including its objectives and learning outcomes. It must reflect what is actually presented. Abstracts are limited to a maximum of 200 words; longer submissions will be shortened to first 200 words.

Presenters are asked to fully participate in the entire conference and attend sessions and events as much as their schedules allow.

Presenters whose registration fee is not received by 3/10/2016 may not be included in the conference schedule of sessions and program booklet.


Last updated: 10/15/2015

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