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.
Please review the requirements and evaluation criteria.
Submissions are no longer being accepted for 2020.
Submissions for 2020 Please Note:
- Letter of intent criteria has changed. See below.
- 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 20, 2019 at midnight Pacific 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 was the purpose of this innovation? What teaching or learning challenge was being addressed by this innovation? How was the innovation implemented/tested?
- How is this project innovative? How does this innovation build on current literature?
- What was the scale or scope of the innovation? (e.g. Who was involved? What kind of change did this entail?)
- How was this innovation evaluated? What data are (or will be) available to describe the effects on learning? While student ratings/reports are useful, please include at least one additional source. Include one or two main takeaways from the evaluations.
- If there have been any iterations, what have been the results, including any ripple effects? What has been the dispersion of the innovation to date (if any)? How will this innovation continue to be used in your curriculum (i.e. future plans)?
- How could this innovation be adapted to meet different learning outcomes and/or be transferred to another institution?
Complete Portfolio
Five (5) authors/teams will be selected to submit a complete portfolio. Complete portfolios are due February 19, 2020 at midnight Pacific Time.
Application Timeline
- October 20, 2019: Letter of intent deadline
- December 2019: Comments from reviewers and invitations to proceed with full submission sent to applicants
- February 19, 2020: Complete portfolio deadline
- April 2020: Notification of award winner
2020 Award Winner
Sean Nebergall, Colleen Dula, Stacy King, David Matthews, Kristy Jackson, John (JD) Bickel, and Anna Haas-Gehres
The Ohio State University
Patient Voices: Practicing with Intent
Honorable Mention:
Megan Willson, Kimberly McKeirnan, Jennifer Robinson, Christina Buchman, and Julie Akers
Washington State University College of Pharmacy and Pharmaceutical Sciences
Training Student Pharmacists in Suicide Awareness and Prevention
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
