SoTL Workshop

Only current STP members may apply for this workshop. This page was last updated on April 29, 2025.

For questions or more information, contact the Associate Director, SoTL Mentoring Workshop, at sotl-workshop@teachpsych.org.

The Scholarship of Teaching and Learning (SoTL) Workshop will be offered pre-conference, from 2-5 pm on Thursday, October 16th, at location in Minneapolis.  Participants should arrive with 2-3 ideas that they would like to develop into a rigorous SoTL project.  The Workshop is open to active STP members and will include building community, learning SoTL basics, and mentoring from established SoTL practitioners.  Space is limited to 12 participants, and you must be available to attend the Workshop in person.  For consideration, please complete this SoTL Pre-Conference Application.  Review of applications will continue on a rolling basis until the Workshop is full.  Questions should be directed to sotl-workshop@teachpsych.org.

If you are unable to attend the Pre-Conference Workshop but would like to start engaging with SoTL, we encourage you to seek out SoTL options during the ACT Programming, and register to be mentored in SoTL through the STP Mentoring process.

The Society for the Teaching of Psychology announces the annual  STP SoTL Workshop, which will be a Pre-Conference Workshop on Thursday, October 16th, from 2-5 pm, the afternoon before formal ACT 2025 programming begins. Consistent with our Mission Statement and the Statement on Addressing Systemic Racism and Inequity in STP (located in the STP Policies and Procedures Manual), we encourage applications from colleagues who are from underrepresented groups and have diverse backgrounds and experiences.

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. Mentors work with their teams virtually starting this Summer to prepare first for the Workshop during the ACT Conference in October, followed by a Zoom meeting in February.

Mentees complete an online application describing where they are in the research process. Based on this information, mentees are placed in teams of 3-4 people with one mentor to help them through the research/publication process.

If you are interested in being considered for the ACT Pre-Conference SoTL  Workshop, please complete the application online using the link below. 

To apply, click here (requires login; you may need to refresh that page if you do not see the application form). 

PAST WORKSHOP SUCCESSES

* = Undergraduate student author;  ** = Graduate student author

Addicks, S. H., Hughes-Scalise, A., Keeley, J. (2025, January). Re-imagining pedagogy for ourselves, our students, and our future: Implementing culturally-responsive teaching practices in graduate training. [Poster presentation]. National Council of Schools and Programs of Professional Psychology, New Orleans, LA, United States.

Addicks, S. H., Hughes-Scalise, A., & Keeley, J. (2024, February). Development and implementation of a multi-dimensional teaching evaluation process for Teaching Assistants in the graduate Cognitive Assessment Course. [Poster presentation]. Annual Conference on Teaching Online—Society for the Teaching of Psychology, virtual presentation.

Addicks, S. H., & Hughes-Scalise, A. (2024, January). Development of an anti-racist pedagogy and leadership program for Teaching Assistants in Cognitive Assessment. [Poster presentation]. National Council of Schools and Programs of Professional Psychology, Denver, CO, United States.

Bitzan, L., Blommel, C., Sarioglan, Z., & Woodward, A.M. (2024, February). Students perceptions of using R and Hand Calculations. Poster to be presented at the Virtual Annual Conference on Teaching, Virtual

Cameron, E.C.*, Peterson, M.L.**, & Xu, X. (2024, March 13). Mentorship matters: Wisdom and insights from a qualitative analysis of the PsychSessions Podcast Mentoring Series. [Oral presentation]. ISU Research and Creative Scholarship Symposium. Pocatello, ID.

Peterson, M.L.**, Cameron, E.C.*, Christensen, A.A.*, & Xu, X. (2023, October 6). Wisdom and insights from expert mentors: A qualitative analysis of the PsychSessions Podcast Mentoring Series. [Poster presentation]. The Society for the Teaching of Psychology’s Annual Conference on Teaching. Portland, OR.

Woodward, A.M., Bitzan, L., Rineman, R., Blommel, C., & Sarioglan,.Z (2023, October 6). Does method matter? The relationship between calculation method and student learning. Poster presented at the Annual Conference on Teaching, Portland, OR.

Woodward, A.M. (2023). Does method matter? Examining student learning with R and Hand calculations. PsycTerms, virtual. (this talk won an award! )

Xu, X. & Peterson, M.** (2022, October 21). A qualitative analysis of mentoring themes and insights from the PsychSessions podcast. [Poster presentation]. Society for the Teaching of Psychology Annual Conference on Teaching. Pittsburgh, PA.