It is going to be a busy spring if you are interesting in talking about teaching and learning in Calgary:

Campus Alberta Writing Colloquium, Friday April 10
The organizers of the twelfth CAWS colloquium, to be hosted at Mount Royal University, are pleased to invite proposals. Proposals for 20-minute presentations on any aspect of research, teaching, and administration in Writing Studies and Rhetoric will all be warmly considered, but, given Mount Royal’s emphasis on teaching informed by scholarship, presentations on pedagogical topics are especially welcome.
CAWS Spring Colloquium 2015 CFP

3rd annual Conference on Postsecondary Teaching and Learning, May 12-13
This conference offers an opportunity for faculty, students, academic librarians and staff at the University of Calgary and the wider academic community to share, critically examine and build on our collective knowledge of teaching and learning. Theme: Design for Learning: Fostering Deep Learning, Engagement and Critical Thinking.
http://ucalgary.ca/taylorinstitute/edu/conference

Towards Scholarly Teaching Spring Intensive, May 19-22
This four day intensive, offered by the Academic Development Centre at Mount Royal University, offers post secondary educators the opportunity to create strategies, develop ideas and rethink approaches to their own scholarly practice through participation in small group seminars.
http://2015.towardscholarlyteaching.ca

Look what turned up in Janice Miller Young’s feedly feed: Kathleen McKinney has posted a great list of tips for disseminating SoTL work  – everything from considerations of the research and writing process to the mechanics of writing for particular publications – including this one:

“7. SoTL is action, practioner, applied research. Spend time in the discussion section talking about how you have used the results and/or plan to use the results (specific changes and actions) to enhance student learning. Make application suggestions for readers. You would be amazed at how often this area is neglected in SoTL papers.”

Highly recommended!

And in other news – Nancy Chick forwarded this article from Teaching in Psychology – among other things the authors found “Thus, the citation patterns of authors’ teaching research are not distinguishable from their traditional discipline research.” Interesting when we consider evaluating scholarly work…

Tomcho, T. J., Foels, R., Walter, M. I., Yerkes, K., Brady, B., Erdman, M., … & Manry, A. (2014). Outside the Classroom and Beyond Psychology A Citation Analysis of the Scientific Influence of Teaching Activities. Teaching of Psychology, http://dx.doi.org/0098628314562661.