Although interest in contemplative pedagogies has grown considerably in higher education, faculty have relatively few resources available to help them make evidence-based choices about the use of different contemplative pedagogies in particular disciplinary or course contexts. We propose adapting a framework from the Scholarship of Teaching and Learning (SoTL) to serve as a heuristic for assessment of the design and implementation of these practices. After outlining this framework, we provide concrete examples from undergraduate courses to explore how a SoTL-informed design, implementation, and assessment process could be applied to the utilization of contemplative pedagogies. The examples suggest that there are many ways in which practices can be incorporated in support of deepening student learning and creating transformative learning opportunities for our students. We conclude with reflections on the potential and the limitations of this approach.