Submit A Proposal

Call for Proposals are Closed 

The Scholarly Teaching Symposium celebrates teaching devoted to pursuing student learning and success through reflective, evidence-based teaching practices. Scholarly teaching enhances the learning experiences of students, enriches the teaching careers of faculty, and deepens the connection of community partners with the campus. 

The symposium planning committee seeks proposals for two types of presentations: 

  1. Micro-presentation, which would involve a 10-minute presentation followed by five minutes for Q&A 

  2. Roundtable discussion on promising practices, which would start with a five-minute introduction to the topic followed by 10 minutes of discussion 

This year's symposium will showcase work by course instructors, program directors, and co-curricular experience leaders who take a scholarly approach to teaching and focus on the following high-impact practices (HIPs): 

  • First-year Seminars and Experiences 
  • Common Intellectual Experiences 
  • Learning Communities 
  • Writing Intensive Courses 
  • Collaborative Assignments and Projects 
  • Undergraduate Research 
  • Diversity/Global Learning 
  • ePortfolios 
  • Service Learning, Community-Based Learning 
  • Internships 
  • Capstone Courses and Projects 
  • Other applied/experiential learning components that incorporate high-impact elements (e.g., effective peer mentoring, supplemental instruction, and student employment) 

Kuh (2008) noted that HIPs have been widely tested and have been shown to increase retention and engagement for students from many backgrounds. HIPs have also been shown to promote active and deep learning, critical thinking, enhanced communication, problem-solving skills, and greater appreciation for diversity.  Further research demonstrated that not all HIPs are created equal, and attention to quality design and implementation is critical to impact on student performance (Kuh & O’Donnell, 2013).  Additional studies of HIPs showed that students in underserved populations experienced greater benefits though were less likely to participate (Finley & McNair, 2013).  Those using a scholarly approach to teaching with HIPs, with attention to quality and equity, are encouraged to submit a proposal.   

Applicants will be notified by Tuesday, September 14, of their proposal’s status.

Download the Call for Proposals

Kuh, G. D., & O’Donnell, K. (2013). Taking HIPs to the next level. Ensuring quality and taking high-impact practices to scale. Washington, DC: Association of American Colleges and Universities.

Finley, A., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact practices.