Saint Louis University

The goal of the symposium is to showcase the SoTL work being conducted by Saint Louis University faculty and graduate students, and to promote a community of SoTL practitioners.

The Scholarship of Teaching and Learning (SoTL) involves researching questions about teaching activities and student learning by formally studying the teaching and learning activities of one's course; answering those questions by assessing student learning and effectiveness of teaching strategies; and publicly sharing results of this inquiry in a setting that invites peer review, such as a publication or conference presentation.

The Scholarship of Teaching and Learning Symposium is held each fall and culminates in the presentation of the James H. Korn Scholarship of Teaching and Learning Award.

The next Call for Proposals will be in September 2018

  

2017 Symposium Projects

Promoting Retention of Culinary Nutrition Students using the Social Cognitive Career Theory

Developing occupational science/therapy students' cultural sensitivity through cross-cultural concept presentations

On the Path to Intercultural Competence

Effectiveness of an Introductory Interprofessional Course in Building Readiness for Collaboration

Reflecting Upon Concept Mapping as a Research Tool

Feedback reinforcement of classroom learning through a design-build-fly-redesign loop

Creating a Self-Sustaining Research Program for Medical Students

Interprofessional Geriatrics Case Competition for Health Professions Students

  

2016 Symposium Projects

Building Communities: Beyond the Classroom

How Faculty Addressed the Civil Unrest in Ferguson, Missouri

Leveraging Standardized Rubrics in Assessment of Course-Level and Program-Level Student Learning Outcomes

Realigning the Spanish SLU placement exam: A methodology

Reflecting on Qualitative Coursework

Reflecting Upon Summary Circles in Graduate Level Teaching and Learning

  

2015 Symposium Projects

Boosting the Confidence Levels in Adult Students

Introductory Biology Students' Conceptual Models of Genetic Information Flow Improve Independently of their Approaches to Learning

Creating a YouTube Playlist for the Middleboro Casebook

Do Hands-On Activities Improve Learning in an Engineering Mechanics Course?

Evaluation of a Text Messaging Curriculum in Pediatric Graduate Medical Education

Longitudinal Underserved Community Curriculum

Low Cost, High Fidelity Surgical Simulation Model for Carotid Endarterectomy

Patterns of Self-Regulated Learning Strategies in Undergraduate Introductory Biology Students

Predoctoral Endodontic Education: Extracted Human Teeth vs. Simulated Plastic Teeth

Problem-based Learning in Health Professions Education

Professional Learning Communities: Teacher Leadership Enhanced

Robotic Simulation in Medical Emergency Care Training

Shaping Professional Behaviors and Attitudes through Professional Service Activities

Shifting the Focus: The Impact of Learner-Centered Pedagogy in Introductory Biology

Simulation Task Trainer versus Cadaver Model in Teaching Chest Tube Placement

Teaching Research Methodology in an Interprofessional Education Setting

Using Appreciative Inquiry to Develop an Entrepreneurial Mindset

   

2014 Symposium Projects

An Approach to Flipping the Classroom in a Large Chemistry Course

The Effect of Cognitive Complexity on Student Metacognition

Flipped Classroom: Implications in the Student Laboratory

Graduate Student Learning and Reflections on Race in the Classroom

The Influence of Video Review and iPad Apps to Enhance Visual Analysis of Movement of the Lower Extremity

Insights from Introductory Biology Students' Conceptual Models of the Gene-to-Phenotype Relationship

Introductory Biology Students' Gene-to-Phenotype Models Reveal Difficulties Articulating Information Flow within the Central Dogma of Molecular Genetics

More than Flipping the Classroom: A Theory-Driven Approach to Redistributing the Cognitive Load

Promoting Student Engagement with Short-Duration Repeated Assessment: Structure, Function, and Choice

Student Engagement and Learning Outcomes in a Flipped Introductory Biology Course

Students' Perceptions of Psychology as a Science: Predicting Initial Beliefs and the Impact of General Psychology

Undergraduate Interprofessional Education Students Perspectives' about Caring Responses and Decision-Making Skills related to Patient-Centered Care

Using Reading Quizzes to Encourage Reading