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The 2022 мÓÆÂÁùºÏ²Ê¿ª½±Ö±²¥ Conference on University Teaching and Learning will take place virtually on May 4 and 5 and the theme is Blended Teaching for Engaged Learning. The call for proposals close Monday, February 7, 2022.

The pandemic has encouraged new pedagogical perspectives and possibilities for many educators, including the various ways we can blend in-person and online, synchronous and asynchronous, learning modalities. In the past two years, instructors have adapted their teaching and tried new approaches, often with little time to reflect and prepare.

Now with the benefits of a little more time, a few more resources, and far more experience, faculty can create well-design blended courses or programs that centre on students and provide engaged, active, and interactive learning experiences, in both physical and virtual environments. This blended approach can also provide flexible, equitable and more individualized learning opportunities for students.

The emerging pedagogies and concepts being developed and explored in blended teaching and learning are leading to innovations that will be vital as we transition to an educational world that combines the aspects of space and time in new and meaningful ways.

For this conference, we invite colleagues to submit proposals for sessions that might consider, but are not limited to, the following questions: 

• What designs/approaches/models for blended learning have been useful and why? (for courses and for programs)
  
• How do we conceptualize blended teaching and learning for our different disciplinary contexts?
• How has the transition to blended learning, after a year online, impacted the student experience?
• What are the ‘lessons learned’? How will pandemic pedagogy shape post-pandemic pedagogy?
• How can blended models facilitate Universal Design for Learning and/or Culturally Responsive Pedagogy for a more inclusive learning experience?
• How do we utilize asynchronous tools, pedagogical approaches and/or online resources (including OER) to best support students as they learn foundational knowledge to take into practice and apply in the classroom?
• How can we balance online and in-person, and/or synchronous and asynchronous blends to ensure opportunities for engaged learning?
• How can we make effective use of technologies in blended learning models?
• What barriers do blended learning environments present for non-traditional students? How can blended learning models remove barriers for non-traditional students?
• What additional skill sets are available to students through a blended learning approach?