March 13 and March 14, 2020
Submissions Window has Closed
should address one or more of the following strands and demonstrate ways in which they impact teaching and learning.
Inclusion- Ensuring that all students feel included in the higher education setting. The active, intentional, and ongoing engagement with diversity (individual differences)—in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical).
Diversity- Acknowledging group/social differences (e.g., race/ethnicity, class, gender, sexual orientation, country of origin, and ability as well as cultural, political, religious, or other affiliations) and individual differences (e.g., personality, prior knowledge, and life experiences).
Equity- Creating spaces for reflection and practices that are capable of closing the opportunity gaps for students from marginalized populations. While equality is framed with sameness as the end goal, equity may require differentiating instruction and support. Equity may be defined as a state in which all people, regardless of their socioeconomic, racial, or ethnic grouping, have fair and just access to the resources and opportunities necessary to thrive.
Accessibility- Ensuring that students have equal and equitable opportunities to take full advantage of their education. Factors such as race, religion, gender, sexual orientation, disability, perceived intellectual ability, past academic performance, special-education status, English-language ability, and family income or educational-attainment levels—in addition to factors such as relative community affluence, geographical location, or school facilities—may contribute to certain students having less “access” to educational opportunities than other students.
Student Success- Providing all students more purposeful pathways through college, no matter the student's chosen program or major, no matter the degree—all leading to essential learning outcomes. Efforts toward student success are rooted in long-standing commitments to diversity, equity, and quality of learning.
There are five session formats at the 2020 CSU SoTL:
Symposium Session (30 minutes). Sessions last 20 minutes, followed by 10 minutes for interactions with participants through questions and discussions.
Round Table (15 minutes/3 repetitions). Round tables sessions last a total of one hour with presenters giving the same 15 minute presentation three times, allowing for participants to visit three tables in 60 minutes (15 minute presentations allow for 10 minutes of presenting, 5 minutes of questions, and 5 additional minutes are allotted for participants to rotate to the next table they want to visit).
Interactive Session (90 minutes). Interactive Sessions are opportunities for actively engaging participants, facilitating collaborative conversation, or demonstrating effective educational development practices. Session proposals should include both abstract and a facilitation plan or schedule of activities. Creative and engaging approaches are encouraged, and diverse formats are welcome.
Poster Session (Saturday, March 14 only). Posters will be displayed to allow presenters to engage with symposium participants. Posters may feature emerging or completed research and/or topics that inspire critical discussion and engagement with symposium strands.
Virtual Session (30 minutes, March 13 only). This year's symposium will be offered in two formats, in person and virtual. Participants will be able to attend the symposium in either format. Virtual sessions (on Friday, March 13 only) last 20 minutes, followed by 10 minutes for online interaction with participants through questiosn or discussion.
Poster should be no larger than 40"x60".
We will provide both easel and foamcore to tack. Posters to be set up in Pavilion BC. Staff will be available to assist you in setting up your poster before 9am, Saturday March 14. For any questions, please contact the FDC at 657-278-4722 or email at firstname.lastname@example.org.