RoTL Summit 2020
We realize the potential for this year's Summit to be impacted by the COVID-19 pandemic. We are carefully monitoring the recommendations for large gatherings and will keep our presenters and participants notified, through email and through this website, of any potential changes to the conference.
Since 1993, thousands of educators in colleges and universities from across the country and globe have participated in this interdisciplinary conference to share results from Scholarship of Teaching and Learning (SoTL) projects and to discuss innovative teaching techniques. The Summit offers peer-reviewed concurrent sessions on individual and collaborative SoTL projects, cutting-edge issues in pedagogy, and student learning in a relaxed, congenial atmosphere. There are also opportunities for participants to network with fellow educators. Participants report that they have learned many new ideas they were able to bring back to campus, and that they have been energized by interacting with a collegial community of educators invested in excellent teaching practices.
At this year’s RoTL Summit, we are intentionally introducing a formative, developmental focus to generate opportunities for participants at any level to grow professionally. The conference has expanded to an additional half-day to include new presentation formats, hands-on workshops led by invited speakers, and multiple opportunities for networking.
Imagining Learning Sanctuaries: A Key to Student Wellbeing
Mays Imad, Ph.D.
Mays serves as a professor of Genetics, Biotechnology, and Bioethics at Pima Community College as well as the founding coordinator of the Teaching and Learning Center. Mays received her undergraduate training in Philosophy from the University of Michigan, focusing on Philosophy of Science and Consciousness. She earned her Ph.D. in Cellular and Clinical Neuroscience from Wayne State University in Detroit, and then completed a National Institute of Health-sponsored fellowship at the University of Arizona’s Postdoctoral Excellence in Research and Teaching.
Mays's current research focuses on meta-awareness, stress, advocacy, and classroom community, and how these relate to cognition, metacognition, and, ultimately, student learning. Through her teaching and research, she seeks to provide her students and her colleagues with transformative opportunities which are grounded in the aesthetics of learning, truth-seeking, and self-realization.