[Now Closed] Call for Proposals

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Festival Theme | Festival Threads| Session Formats | Call for Proposals

May 7–9, 2024

FoTL 2024 will be held in a hybrid (blended) format to offer in-person and online learning and discussion, as well as multimodal opportunities to share, engage, and connect.

May 7 (9 a.m. - 3 p.m.): In person at Edmonton Clinic Health Academy (ECHA) 2-190, 2-150, 2-140, and 2-121
May 8 (9 a.m. - 3 p.m.): Online via Zoom
May 9 (9 a.m. - 2 p.m.): Online via Zoom
May 10 (9 - 10:30 a.m.): Hybrid - Post-FoTL workshop

View schedule and register

Festival Theme

The Festival of Teaching and Learning (FoTL) is a signature event hosted each spring by the Centre for Teaching and Learning. FoTL brings together people across the University of Alberta’s teaching and learning communities for the professional development of teaching praxis (practice and theory).

The theme for FoTL 2024, Transforming Teaching and Learning Through Intersectional Equity and Connection, engages with the increasing complexity and rapidly changing post-secondary landscape. Perhaps now more than at any other time, we are reminded that students and educators alike bring with them their intersectional identities, which, through balances in power and privilege, result in very different and, at times, harmful experiences.1 Throughout society, and especially in post-secondary learning, there have been increased calls for dismantling systemic barriers that undermine core equity, access, and justice principles and instead enact meaningful, sustainable actions that support reconciliation, decolonization, equity, diversity, inclusivity, and accessibility. The University of Alberta has responded to these calls with Shape: A Strategic Plan of Impact articulating our institutional plan for creating impactful and transformative learning experiences, building on our shared commitment to equity, diversity, and inclusion and our ongoing work to advance truth and reconciliation.

Post-secondary learning has been further complicated by a global pandemic, which demanded a pivot in how we go about teaching and inspired innovation in how we engage with students. It also, though, called on us to recognize more fully that students and instructors alike come to our teaching and learning communities as whole people who bring with them their values, goals, lived experiences, social locations, and access needs.2

The rapid emergence of generative Artificial Intelligence (AI) opened challenges and opportunities and forever changed how we approach teaching and learning. It has disrupted traditional models of teaching and learning and prompted instructors to reimagine the relationship between technology and pedagogical approaches. While the rise of generative AI has opened new opportunities to enhance critical and creative thinking, its rapid evolution raises important questions about its ethical use, effective integration of instructional practices, and how to set clear student expectations.

The convergence of these complex forces has prompted the need to explore alternative learning delivery modes and assessment approaches, to think more intentionally about supporting community and collaboration, and to amplify our commitment to the work of reconciliation and creating more equitable, diverse, inclusive, and accessible learning experiences for our students.

FoTL 2024 offers the U of A campus community the opportunity to explore these ideas through a celebration of teaching and learning where, together, we will share stories, demonstrate practices, build skills, explore concepts, and embody the plurality and intersectionality of approaches to post-secondary teaching.

1Kimberlé Crenshaw coined the term “intersectionality” in 1989 to identify a framework that considers “the interconnected nature of social categorizations such as race, class, and gender as they apply to an individual or group,” which create overlapping and interdependent systems of discrimination or disadvantage. Even before Crenshaw coined the term, there was a long history of Black feminists, including Sojourner Truth, the Combahee River Collective, Angela Davis, Gloria Wekker, Patricia Hill-Collins, Roxane Gay, Keeanga-Yamahtta Taylor and others, speaking out about how their experiences differed from both White women and Black men.

2Social location is defined as the social position an individual holds within their society and is based upon social characteristics deemed to be important by any given society. While some aspects of our social location are fixed throughout our lives, others may shift over time. Social location impacts how we move through the world, how we view others, and how we are viewed by others.

Festival Threads

Equity, Diversity, Inclusion, and Accessibility (EDIA) is about recognizing and celebrating difference and removing barriers that impede equitable access, representation, opportunities, and meaningful participation (Strategic Plan for Equity, Diversity, and Inclusivity). This thread explores creating and maintaining equitable, diverse, inclusive, and accessible approaches to teaching and learning, as well as opportunities that foster a space where all student voices are heard, respected, and valued. This includes all aspects of students’ learning experiences, including (but not limited to) instructional practices, course design and delivery, assessment practices, and student services.

Decolonization rejects “the racist justifications and dismantling of colonial structures aimed at disenfranchising Indigenous Peoples of their legal, social, cultural, religious, and ethnic rights [and reclaims] Indigenous identity, language, cultures, and world views” (Braiding Past, Present and Future). This thread explores the active dismantling of structures that implicitly and explicitly perpetuate Western or European-derived approaches as the “norm” and superior, while presenting other ways of being, believing, knowing, and doing as “other, alternative, or less worthy. Decolonizing is the ongoing process of undoing and confronting colonizing approaches and unbalanced power dynamics in teaching and learning, particularly in curricula, pedagogies, instructional practices, and students’ learning experiences.

Indigenization recognizes past and ongoing harm done by colonization, its subjugation of Indigenous Peoples, our responsibilities to truth and reconciliation, and the call to action to honour the histories, knowledges, methodologies, pedagogies and practices of Indigenous Peoples. This thread explores how we more broadly advance Indigenous ways of knowing, being and doing into curricula, pedagogies, instructional practices, and students’ learning experiences. This thread also explores the ongoing process of establishing and maintaining respectful relationships between Indigenous and non-Indigenous peoples in the context of post-secondary teaching and learning.

Well-being recognizes that, while we have traditionally focused on cognition and instructional practices that increase motivation and student performance, post-secondary learning must acknowledge and prioritize the connection between student well-being and teaching and learning. This means increasing mental health literacy and constructing caring learning environments that foster connection and social support in every dimension: mental, physical, social, emotional, and spiritual.3 This thread examines how teaching and learning communities, instructional practices, course design, delivery, student services, and student-instructor relationships can support well-being.

Online Learning may be synchronous and or asynchronous, with all instruction and interaction being delivered entirely online.4 “Post-pandemic,” increased attention is being given to online and hybrid (blended) learning, in part to “support the expectation that students want increased flexibility even when a full return to in-person learning is possible.” This thread explores intentional approaches to pedagogies, course design, and instructional practices for online learning, focusing on engagement, community, connection, equity, and accessibility. This thread also explores the opportunities and challenges associated with this learning mode as it relates to these topics.

Hybrid Learning blends online and in-person instruction, with the online component being delivered synchronously and or asynchronously.6 Hybrid approaches pose opportunities and challenges, particularly in the context of growing expectations for flexible learning options, student engagement and connection, and accessibility. In the “post-pandemic” context, educators are embracing hybrid learning with increased enthusiasm and intentionality because it offers the benefits of online and in-person learning. This thread explores approaches to pedagogies, course design, and instructional practices for hybrid learning, focusing on engagement, community, connection, equity, and accessibility. This thread also explores the opportunities and challenges associated with this learning mode related to these topics.

In-Person Learning occurs entirely within a physical classroom with students and the instructor physically present. In-person learning may make use of technology within the classroom, and students may be expected to use technology (Learning Management System, digital textbooks, etc.) to complete assignments or to prepare for class sessions. This thread explores intentional approaches to pedagogies, course design, and instructional practices that support in-person learning. It focuses on engagement, community, connection, equity, and accessibility. This thread also explores the opportunities and challenges associated with in-person learning in the context of the changing expectations of students for flexible learning approaches, connecting with remote students, new classroom technology, and engaging students in meaningful discussions.

Learning Technology enables, extends, and amplifies students’ learning across learning spaces and time. It influences how educators and students engage, communicate, share information, connect, create, collaborate, and gain access to teaching and learning. Educators can demonstrate how they facilitate critical conversations with their students about the capabilities and limitations of generative AI. The Learning Technology thread includes how educators support students in developing critical relationships with generative AI tools to enhance the educational experience. This thread examines the use and impact of learning technologies on learning environments, communities, cultures, and practices.

Experiential Learning engages students in learning by doing, both inside the classroom and beyond, bridging knowledge and experience with critical reflection. At the University of Alberta, experiential learning encompasses a wide range of activities. These include clinical, teaching, and professional practicums; internships; co-ops; research experiences for both undergraduate and graduate students; “real-world” project-based learning with local and global community partners; case studies incorporated into capstone projects and labs, and more. This thread explores how experiential learning can be intentionally designed to build skills in complex problem-solving, learning transfer, professional practice, teamwork, and critical reflection—and how students' learning can be assessed in experiential learning environments.

Interdisciplinary Collaborations bring together teams from different disciplinary fields to work collaboratively towards a common goal or purpose and involve sharing knowledge, skills, resources, decision-making power, and responsibilities. Interdisciplinary approaches have become increasingly necessary for solving complex problems in all fields of study. This thread explores different disciplinary approaches to teaching and learning and the ways these partnerships enhance students’ learning.

Learning Partnerships acknowledges that learning is a reciprocal and collaborative process at course, program and curricular levels. This thread explores examples of meaningful educator and student partnerships in teaching and learning contexts.

3Lindsay BL, Bernier E, Boman J, Boyce MA. Understanding the Connection Between Student Wellbeing and Teaching and Learning at a Canadian Research University: A Qualitative Student Perspective. Pedagogy in Health Promotion. 2023;9(1):5-16. doi:10.1177/23733799221089578
4Nicole Johnson, Jeff Seaman, and Russ Poulin, Defining Different Modes of Learning: Resolving Confusion and Contention Through Consensus. Online Learning 26(3), 91-110. Canadian Digital Learning Research Association, 2022, p. 94.
5Ibid.
6Ibid.
7Ibid.

Session FORMATs

FoTL 2024 will be held in a hybrid (blended) format to offer in-person and online learning and discussion and multimodal opportunities to share, engage, and connect. Please carefully read each session description to confirm the specific session modality options.

FoTL 2024 will include five session types:

Spark Talks: Teaching and Assessment Strategies | 20 minutes
Modality: Online. A small number may be selected for the in-person day.

Spark Talks (Teaching and Learning Knowledge Sharing) focus on sharing effective (or not effective) teaching or assessment strategies that can ignite ideas, critical inquiry and collaboration. Presenters have 20 minutes to summarize their teaching/assessment strategy (15 minutes) and facilitate a brief question-and-answer discussion (5 minutes).

Spark Talks should include: 1) a summary of the teaching/assessment strategy, highlighting the intended outcomes and the impact of the approach; 2) an overview of the strengths or challenges of the approa

Interactive Papers | 30 minutes
Modality: Online. A small number may be selected for the in-person day.

Interactive papers share highlights from a completed (or in-progress) teaching and learning-focused inquiry project, including an overview of the research/project design, methods, and findings. Interactive papers should include a minimum of 10 minutes of interaction where attendees have the opportunity to engage with each other and the presenter.

Workshops | 60 minutes
Modality: In-person. A small number may be selected for the online days.

Workshops target the development of teaching praxis and are focused on helping educators implement new ideas and skills. Workshops should include a high level of active participation and practical application and have time for discussion/question-and-answer. Attendees should be asked to generate something through individual or collaborative interaction (e.g. problem-solving, reflection writing, critical thinking, design thinking exercises, etc.) and or engage with the skills being taught in the session.

Panel Discussions | 60 minutes
Modality: Online. A small number may be selected for the in-person day.

Panel discussions focus on a particular topic related to teaching and learning. Panels should include pre-assembled speakers (3-5 people) representing diverse perspectives and voices and a moderator to guide the discussion and support coherence for attendees. The 60-minute time allotment includes a brief introduction of the topic by the moderator (5 minutes), the opportunity for each panelist to share their thoughts on the subject (25 minutes), as well as time for discussion/question-and-answer (30 minutes).

Choose Your Own Adventure (CYOA) | 20-30 minutes
Modality will depend on the nature of the session proposed.

Do you have another idea that is not outlined here? Provide us with an abstract description of what you envision your session.

Call for Proposals

Session proposals must be made online using the link below. Those wishing to deliver multiple sessions are required to complete the submission form for each proposed session.

Who should submit a proposal?

Teaching and learning happen in multiple spaces, places and dimensions of our work at the U of A. We welcome proposals from all those who are engaged in supporting students’ learning experiences and who have something they would like to contribute to this conversation. This includes, but is not limited to, instructors, teaching assistants, students, librarians, postdoctoral fellows, support staff and administrators. We also welcome French language proposals.

Session proposals must include:

  • Name(s) and contact information
  • Department, school, faculty, or unit
  • Session format
  • Title for proposed session
  • Abstract (up to 300 words), including reference to literature, theory, research or practice (as appropriate). Abstracts should make a clear connection to the Festival theme. Spark Talks, workshops, and panel discussion proposals are not required to reference literature, theory or research in the abstract.
  • 2-3 learning outcomes outlining what attendees are expected to know or be able to do by the end of the session. Need help? Visit the CTL website: Learning Outcomes
  • Identification of Festival Thread(s) with which the session engages.

The call for proposals closes Sunday, March 24th, 2024 at 11:59 p.m.

Notice of acceptance will be sent via email by April 5, 2024. Please be aware that the Adjudication Committee reserves the right to select the final session format to meet the needs of conference planning.