Research indicates that while the Scholarship of Teaching and Learning (SoTL) continues to advance its integration into universities throughout the United States (Huber & Hutchings, 2005; O’Meara & Rice, 2005 as cited in Gurung, Ansburg, Alexander, Lawrence, & Johnson, 2005), some fields have been more receptive than others. Studies have explored faculty members’ perceived support of SoTL at departmental and institutional levels (Gurung et al., 2008; Reinke, Muraco, & Maurer, 2016). However, inquiry on SoTL penetration into traditional disciplinary conferences remains scarce. The paucity of research exploring inclusion or exclusion of SoTL sessions at professional meetings warrants further attention. This investigation examined historical changes in the presence of SoTL topics at National Council on Family Relations (NCFR) annual conferences from 2006-2015. Through content analyses of conference programs, researchers explored ratios of SoTL to non-SoTL sessions and gender ratios of presenters (McKinney & Chick, 2010). Institutional Carnegie classification of presenters of SoTL sessions was also recorded. Discussion addresses implications of findings for growth of SoTL in family science and the interdisciplinary SoTL communit
