Only current STP members may apply for this workshop.
For questions or more information, contact the Director of the SoTL Workshop at firstname.lastname@example.org.
The Society for the Teaching of Psychology announces the 11th annual STP SoTL Workshop. SoTL is defined as methodologically rigorous scholarly work conducted to enhance teaching and advance learning, ideally resulting in peer-reviewed products made public. We invite applications from faculty and graduate students who would like to accomplish developing and/or writing a Scholarship of Teaching and Learning (SoTL) project.
The workshop will allow small groups of faculty/graduate student members to receive guidance on SoTL research from an experienced mentor and consult with both statistical and publication experts. Each participant will be placed with a mentor and a team of 3-4 peers. The mentor will support participants through the research process, which may include discussing ideas or analyzing, outlining, and writing a final product. The ultimate goal is to contribute to the research on teaching and learning. Participants gain support in how to design a study, analyze learning data, and/or writing a complete manuscript.
This workshop will be held at the same time and place as the STP Annual Teaching Conference (ACT). We are hopeful that the 2021 ACT conference will be in-person. We are waiting to hear before we make concrete plans. The cost of the SoTL workshop is $180 and includes all meals AND keynote sessions of the concurrent ACT Conference.
Mentors work with their teams starting in Summer, 2021 (by email/phone) to prepare for the workshop during the ACT Conference (as well as a potential pre-conference option).
If you are interested in being considered for the 2021 SoTL Workshop, please complete the application online using the link below before May 31, 2021. To apply, click here (requires login).
RECENT WORKSHOP SUCCESSES
Hazan, B., Zhang, W., Olcum, E., Bergdoll, R., Grandoit, E., Mandelbaum, F., Wilson-Doenges, G., & Rabin, L. A. (2018). Gamification of an undergraduate psychology statistics lab: Benefits to perceived competence. Statistical Education Research Journal, 17,255-265. Retrieved from https://iase-web.org/Publications.php?p=SERJ_issues
Obeid, R., & Hill, D. B. (2017). An intervention designed to reduce plagiarism in a research methods classroom. Teaching of Psychology, 44, 155 - 159. doi:10.1177/0098628317692620
Soicher, R. N., & Gurung, R. A. R. (2017). Do exam wrappers increase metacognition and performance? A single course intervention. Psychology of Learning and Teaching. doi:10.1177/1475725716661872Drouin, M. A. (2014). If you record it, some won’t come: Using lecture capture in introductory psychology. Teaching of Psychology, 41,11-19. doi:10.1177/0098628313514172