Call for Proposals

The call for proposals is now closed.


At the 2022 Innovations in Pedagogy Summit scheduled for Wednesday, May 4, we will explore what it means to be innovative in teaching. Pedagogical innovation is a natural consequence of being an educator. We imagine, adapt, improvise, persist. We move forward. Innovation in teaching can influence any dimension of education, such as students' learning experiences and instructors' teaching experiences, and even the structures that educational communities build, traverse, and disrupt.

We invite proposals from across UVA as well as from other institutions for two session types: interactive workshops and short presentations. Session proposals should highlight concrete, equity-inspired innovations for creating learning environments in higher education that foster thriving for all students and may address questions such as:

  • What does it mean to be innovative in teaching?

  • Who “wins” when we innovate and in what ways? 

  • What ways have you been innovative in your teaching - inside and/or outside the classroom? 

  • How have you integrated innovative practices into your teaching/course design and what was the impact on student engagement and/or learning?

  • What are the conditions, resources, and/or incentives that need to be present to support innovation?

  • When do we innovate in our classrooms and why? Which innovations stick with us over time?

  • Can we innovate our way to educational equity?

  • How do we navigate challenges to innovation, and who or what helps us?

  • If we are forced to innovate in response to difficult circumstances like a pandemic, what values and principles guide our decisions?

  • What motivates us to innovate in our teaching? Are particular teaching experiences or evidence more likely to stimulate innovation in our disciplinary traditions?

  • How can (and can’t) technological innovation inform our approach to teaching innovation?


Session Types

Workshops: These 60-minute interactive workshops give participants an opportunity to do hands-on work, reflection, and/or practice around a topic or question. They can include brief presentations by the facilitators, but the main goal of the session should be the active engagement of participants through structured activities. Collaboratively facilitated sessions that include a team of faculty, students (undergraduate and/or graduate), staff, and/or community partners are especially encouraged.


Short Presentations: These 15-minute presentations give presenters an opportunity to share concrete and adaptable teaching ideas or the results of their engagement in the scholarship of teaching and learning (SoTL). Presentations on teaching ideas and strategies should not simply be a "show and tell" of the presenter’s experience but should frame the strategies in a wider pedagogical context and should be explicit about how participants might adopt or adapt the ideas. Presentations on SoTL should disseminate the findings of the presenter’s original SoTL research and discuss how this research can benefit other instructors. Two short presentations will be paired in a single session block, with time for questions at the end of each presentation. 

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