Innovation in Teaching Award

AACP Resource

The Innovation in Teaching Award recognizes innovative teaching and learning strategies and assessment methods and provides an opportunity to engage faculty in a process of documenting their scholarly approach to teaching and learning.  One recipient (individual or team) will be selected and provided an opportunity to present their work during a session at the AACP Annual Meeting in July of each year.  The faculty/team selected to present their innovations will be provided a stipend of up to $2500 to defray the costs (registration, travel and accommodations) associated with attending the Annual Meeting.

The Council of Faculties invites applications from active and affiliate individual AACP members in the form of course or learning portfolios describing innovative approaches to the teaching/learning or assessment processes in a course, a component of a course, or continuing professional education, residency or preceptor education, or faculty development. The innovation submitted must be in place and operating as part of the college or school professional curriculum or continuing professional education program, residency or preceptor education or faculty development. Winners and co-authors selected in the past three years ineligible to compete.   

Applications are no longer being accepted for the 2019 Innovations in Teaching Award. You may review the requirements and evaluation criteria here. 

 

New in 2019

  • All letters of intent will be reviewed and authors will receive feedback.  
  • Five (5) will be invited to proceed to the full submission.  Of those, one will be selected as the winner.  

Letter of Intent

The application process includes two steps. First, a two-page letter of intent will be submitted for review.  The letter of intent is due October 29, 2018 at midnight Eastern Time.  All applicants will receive feedback from reviewers.  Five (5) authors will be selected to submit a complete portfolio.  The letter of intent must include answers to the following questions:

  • What is the innovation?
  • How is this innovative?
  • How did you implement it in your curriculum?  
  • How did you evaluate it?  
  • In your review of the literature, have you found anything similar?  If so, how is your innovation different?
  • How could this innovation be implemented at another institution? 

Complete Portfolio

Five (5) authors/teams will be selected to submit a complete portfolio.  Complete portfolios are due February 18, 2019 at midnight Eastern Time.  

Application Timeline

  • October 29, 2018: Letter of intent deadline
  • December 2018: Comments from reviewers and invitations to proceed with full submission sent to applicants
  • February 18, 2019: Complete portfolio deadline
  • April 2019: Notification of award winner

2019 Award Winner

Denise H. Rhoney, Amanda H. Corbett, Sarah M. Anderson, Tom Angelo, Ian Hollis,
Kathryn A. Morbitzer, and Phil Rodgers

University of North Carolina

Master Adaptive Learning: Re-engineering Core Integrated Pharmacotherapy Curriculum for 21st Century Learning

Honorable Mention:

Michelle Z. Farland and Diane E. Beck

University of Florida College of Pharmacy

Collaborative Learning Teams to Longitudinally Teach and Assess Teamwork Behaviors and Attitudes

2018 Award Winners

Heidi N. Eukel, Jeanne E. Frenzel, and Dan Cernusca 
North Dakota State University
Use of an Escape Room as a Disruptive Instructional Strategy to Enhance Pharmacy Students' Learning about Diabetes

Kathryn J. Smith
University of Florida
Second Year Capstone Assessing the Pharmacists’ Patient Care Process 

Honorable Mention:

Jill M Augustine, Terri Warholak, Marion Slack, Erin Holmes, and Sandipan Bhattacharjee
University of Arizona
Objective, Structured Management Exams (OSMEs): an innovative way to learn business and management skills

Betty A. Chewning and Nisaratana Sangasubana
University of Wisconsin-Madison School of Pharmacy
Entrepreneurship Skills in Pharmacy

Gina D. Garrison and Aimee F. Strang
Albany College of Pharmacy and Health Sciences
A Novel Process for Guiding Student Critical Reflection on Learning Habits through Exam Performance Analysis

View Past Winners