Presenter's Guide: Concurrent Sessions

Presenting at STLHECongratulations on being selected as a presenter at this year's STLHE Conference.  This guide is meant to be a tool for anyone presenting at this year's conference, but will be particularly of help for those of you who have not attended an STLHE Conference in the past.

 

This year there are three types of concurrent stream sessions that you may be presenting in:

First, you may be presenting in the innovative practice stream.  This stream is intended to focus on issues, ideas, or good practices that make an impact on each person's individual innovative practice as teachers in higher education.  For those of you who are regulars, this stream is the most proto-typical type of session most attendees associate with an STLHE conference. 

 

Second, you may be presenting in the organizational change stream.  While sessions focused on program, faculty or instititutional level change issues have always been present at STLHE conferences, this year the organizing committee has attempted to make this type of session much more of a focus at the STLHE Conference.

 

And third, and new to this year's STLHE conference, you may be presenting in the research stream.  With the increasing national focus on the Scholarship of Teaching and Learning, this year's conference organizing committee wanted to provide an opportunity to allow for shorter, more research-oriented sessions, where presenters are summarizing the results (and methods where appropriate) of SOTL research projects undertaken in higher education settings.

 

The expectations of what presenters will do in these different streams, however, does vary slightly depending on the stream.

 

Innovative Practice and Organizational Change Streams:

The innovative practice and organizational changes stream sessions are 50 minutes in length.  The expectation of these sessions is that the presenter will be introducing the topic they are presenting on, and facilitate a conversation/discussion (often in more of a workshop oriented manner).  While there is no anticipated structure in these sessions, there is very high level of interaction expected.  That said, attendees do expect the presenter to demonstrate an understanding of the topic being presented on whether from their own research on the topic or a well-grounded understanding of the higher education literature on the topic (and often both).

 

Research Stream:

The research stream sessions are 25 minutes in length.  The expectation of these sessions are that the presenter will be summarizing the question, methodology, and (most importantly) the results of SOTL research being done in higher education settings.  It is anticipated that the presenter will likely take 15-20 minutes, of their allotted 25 minutes, to present their research findings, leaving 5-10 minutes for questions and discussion.  There is very little expected interaction in these sessions, beyond leaving some time for questions and discussion at the end of the presentation.