Call For Proposals

Panel Proposals for #NASPAA2022

The submissions portal has CLOSED. The proposal deadline was Wednesday, April 13, 2022 at 11:59 ET.

Thank you to all those that submitted a proposal. The committee will now begin the evaluation process and you can expected to be notified in June of decisions.




A bold and noble public service for all includes everyone. Those living in rural communities, the suburbs, and in large cities, citizens and residents who live inside the US borders as well as those who reside internationally. The wealthy, the poor, and the middle class. American Indians, blacks, whites, Latinos, Asians, “him’s,” “her’s,” and “their’s,” LGBTQIA individuals, the elderly, as well as the young, the abled, and the disabled, those who speak the dominant language and those who do not. Among NASPAA, for schools and programs specifically, public service includes all types of programs, those with MPAs, and MPPs, and doctoral degrees and undergraduate degrees, historically black colleges and universities, minority serving institutions, tribal programs, small programs, comprehensive programs, urban serving institutions and more. How do we realize a bold and noble public service for all? And most importantly, how do we do it right now, today? There are three core principles that must guide our actions.

Fear not.

We do not and should not fear academic ideas and the politicalization of academic theories. We must counter fearfulness and replace it with boldness. We also do not fear standing up for our public service values, and standing behind our commitment to public service for all. We must do this boldly, in season and out of season, and all types of political environments. We are firmly committed to our mission and our public service values.

Use what we’ve got.

We not only have bold ideas, but we are a noble group, and we have a lot of resources, skills and talent at the ready. Sometimes we can lose our focus by concentrating on what we don't have. Our budgets aren't large enough, we don't have enough faculty, we need more student scholarships. Instead of focusing on what we don’t have, let’s focus on what we do have. Most of all, we have each other, our extensive network of colleagues who are committed to public service education, not as an end unto itself, but in promoting the greater good. Public service for all captures the best of the best, the combined strength of all of us. 

Move from our spot!

We have to move from our spot, or put simply, we must take action. Now is not the time to rest on our laurels and prior accomplishments. Today is the time to act, the time to expand our accredited programs to expand our commitment to experiential learning, and to expand our work with our nonprofit and private sector partners. Moving from our spot also requires us to be more inclusive within our own NASPAA schools. We need to embrace and better integrate ideas from our communications colleagues, development colleagues, student services colleagues, professional advisors, as well as our HR and finance colleagues. We have so much talent within each of our schools that we want to engage in NASPAA. Realizing a bold and noble public service for all requires us to tap into these resources in a much better and intentional manner. 

The time is now: a bold and noble public service for all. It is our duty to realize public service excellence for all. Our 2022 NASPAA conference will embody this theme as we join together to fear not, use what we've got, and move from our spot. 


The true mark of a bold and noble public service is its ability to deliver on equity and justice. Public affairs education must prepare future public servants to respond to the complex challenges of a diverse and multifaceted world. Public institutions and classrooms alike need innovation, creativity, and a demonstrated commitment to advance equity and justice in ways that upend normative practices. This track examines personal and professional development, engagement with diverse stakeholders, and building an infrastructure for change.

  • What are techniques and approaches that assist public service professionals to develop the skills, knowledge, and language for public affairs education focused on antiracism and critical race theory?
  • How do we work as public service professionals to advance the needs of a diverse society (e.g., LGBTQ individuals; Black, Indigenous, Latino, and Asian people; disabled; English Language Learners; immigrants, and undocumented people, etc.)?
  • How do we institutionalize equity and justice into our development of the public service values framework in a way that serves to benefit the entire public?

Students are today’s and tomorrow’s public service leaders, and they are the most critical resources for developing a bold and noble public service. Through fostering rigorous, relevant, impactful, and innovative teaching and learning, we play key roles in addressing the service learning challenges of today and the instructional challenges of tomorrow.

  • What are promising strategies—pedagogical, classroom management, assignments, techniques that extend beyond the classroom, and more—that foster innovative learning to develop a bold and noble public service? How can instructors learn from as well as work with one another to craft impactful classes? How can we be responsive in our classes to ongoing and new public service issues?
  • What are the questions we need to ask both of our students and ourselves about the challenges of today? What do we want our future to look like in terms of successful service learning?
  • What are our programs’ approaches to teaching these values and skills in a way that will empower students to embody those values as they enter their roles as public servants?

The ongoing challenges to public service education are universal considerations. Although we are worlds apart, we have the opportunity and the obligation to unite on achieving our mission of a bold and noble public service for all. This track focuses on the commonalities, as well as the differences in public affairs education, and how we as a community discuss and collaborate on addressing our shared obstacles and goals.

  • What are promising strategies to teach public service from a comparative lens?
  • What can we learn from commonalities as well as differences in global conceptions of and approaches to public service?
  • How can we teach classes and administer programs to better prepare students to work in a globalized world? How can our classes and programs be more global in their content, inclusivity, and outreach?

This track gives visibility to undergraduate and doctoral programs as the bookends of the public affairs education spectrum. These programs are crucial for providing students with both technical and abstract skills. We seek to accelerate cross-learning about what is working, what the challenges in undergraduate and doctoral education are, and what NASPAA can do to facilitate the conversation around improving these programs to prepare students to contribute to a bold and noble public service for all. 

  • How can we leverage undergraduate programs to serve as feeder programs to MPA and doctoral programs? Are there curricular considerations or experiences that best position students for graduate education?
  • How do we move beyond theory to praxis? For doctoral students interested in moving beyond the ivory tower, how can we train students to be thoughtful community-engaged scholars that work to advance equity and justice?
  • How do we view the role of undergraduate and doctoral programs, both as independent programs and as bookends of the public affairs education spectrum?

Delivering an excellent public affairs education is dependent upon many essential components that are not specifically related to faculty and classroom instruction. These components include, for example, student services, senior administration, leadership teams, communications, marketing and development. We welcome proposals from these many important infrastructure areas of our schools. This track examines best

practices, bold ideas, and challenges in these areas.

  • What are the promising practices beyond the classroom—such as recruitment, retention, website and social media management, outreach, community building, community engagement, alumni relations, fundraising and more—that improve the quality and impact of our programs?
  • As it relates to this theme’s third principle, what resources are we offering through our programs to enhance public affairs education?
  • What skills and experiences do students need to be successful public servants after they graduate, and how do we adapt our programs to provide them?

Welcome Teaching Public Administration Conference (TPAC)


NASPAA is pleased to co-locate this year with the Teaching Public Administration Conference 2022 (TPAC 2022). This conference is an annual event hosted by the Section on Public Administration Education (SPAE) of the American Society for Public Administration (ASPA). We look forward to SPAE members collaborating with NASPAA on issues related to research and teaching, especially in the context of a bold and noble public service for all. #TPAC2022 #teachingPA

Conference Format

In-Person Format:

The 2022 NASPAA Annual Conference will be delivered using a traditional in-person format. It will be similar to our previous in-person conferences. We will monitor the local COVID-19 data and the mandates that are set by Chicago, and we will update all participants on appropriate health and safety measures.


Charrette Option:

This year, we will again have the option for conveners to submit a proposal for a charette. You may design and facilitate a live, collaborative session in which a small informal group drafts a solution to an aspect of “The Time is Now: A Bold and Noble Public Service for All.”

Proposal Submission

Panel sessions will occur during the main conference on Thursday, Oct. 20 and Friday, Oct. 21. A fully-formed panel consists of a convener, 3-4 confirmed speakers, and a well-developed topic of discussion. When submitting a panel for consideration, you should explore the implications of the track themes and what they mean for public service education. Panel proposals are welcome in any format, including, but not limited to, conventional presentations, roundtable discussions, a presentation with respondents, and panel discussions. Conference sessions will be one hour in duration and should ideally have no more than four presenters to allow for the audience to engage in a thoughtful and meaningful discussion of the topic. 


Before proposing a panel, you are encouraged to contact peers at other institutions and examine carefully how these ideas are being developed in the classroom, in program administration, in community relations and in research. Reaching out to relevant NASPAA committees and/or sections for input and formal endorsement is also encouraged, but not required. 


While the basis for your panel proposal may be a published paper, your proposal should examine the implications of your research and include discussion of opposing viewpoints. Conference panel proposals should not be manuscript abstracts. Proposals should present an idea and describe how all sides of the idea will be discussed. Proposals that present variety across types, sizes, foci, or geographic location of programs will receive preference. Proposals should include presenters from at least 2 different institutions. Please note, in order to accept as many presenters as possible, the conference planning committee may ask you to be flexible in your presenters, or they may suggest substitute presenters. 


Submitting “an orphan proposal” without a full slate of presenters is discouraged. The committee will try to match an individual to a panel, but most often accepted panels are already full or there is no topical match. If you need help finding potential panelist in your research or desired topic area, please reach out to NASPAA ( or at least a week before the deadline and we will to our best to help connect you with NASPAA colleagues. 


If you would like NASPAA to send out a survey to gather information from NASPAA members for your panel, please indicate that in your proposal. A limited number of surveys will be sent to NASPAA members and requests for surveys will be considered on a first-come, first-serve basis. NASPAA will schedule surveys shortly following panels notification of acceptance. Surveys should be ready to be sent, this includes having IRB approval if necessary. NASPAA has a limited window in which to schedule surveys and will not hold survey spots open for surveys still awaiting IRB approval. Researchers collecting primary data and seeking to use the data for a JPAE or other journal submission should secure IRB approval at their home institution prior to starting the data collection. 


Panel proposals require clear and concise titles, succinct and persuasive descriptions, ideally links to at least one conference track and/or the overall conference theme, and well-thought-out learning objectives. 

  • Panels are one hour in length; the full length of presentations should take no more than 45 minutes, with at least 15 minutes reserved for a question and answer period.
  • Each panel should consist of a convener, up to four presenters, and up to one respondent (optional). 
  • The panel convener will manage the panel development process, and then at the conference session, the convener will open the panel by framing the discussion and moderate the Q&A period.
  • If the convener would like to make a presentation, he/she should only invite three additional presenters.
  • Each presenter will have no more than 10 minutes to share ideas and commentary. It is essential for the panel convener to manage presentations to ensure ample time for discussion at the end of the presentations. 
  • If a respondent is added to the panel, he/she will not make a presentation but will instead offer summary comments on the panelists’ presentations. The respondent’s comments should be within the 45 minutes to allow at least 15 minutes for questions from the audience.
  • All presentation rooms will be set up theater style with PowerPoint presentation technology. A limited number of rooms will be available with audio capability; please indicate in your proposal if you will need audio technology (i.e. showing a video clip).
  • Panelists should consider alternatives to the usual presentation/response format, including moderated roundtables and other forms of presentation that encourage lively discussion and debate.

To maximize the overall number of presenters, the Conference Planning Committee will continue the NASPAA practice of following the Rule of Two: limiting presenter participation to two sessions during the main conference. This includes roles as convener, presenter, and/or respondent, but each session only counts once. This rule does not apply to the following types of sessions: meetings, plenaries, workshops, and the Accreditation Institute. 

NASPAA typically receives more than 200 excellent proposal submissions for each Annual Conference, so please understand that selecting panels is a difficult and highly selective process. As such, quality rather than quantity is always best when submitting proposals. We much prefer to receive your best ideas rather than every idea you might have. Preference will be given to panels that address the theme of A Bold And Noble Public Service For All and which:

  • Address at least one of the conference tracks;
  • Include panel participants which represent the diversity of NASPAA institutions;
  • Will allow for discussion and analysis of current topics;
  • Have representation from at least two schools, and ideally, from two or more countries;
  • Involve practitioners, students, or other stakeholders;
  • Include a full slate of presenters;
  • Report on experiences with collaborative work across programs, stakeholders, and/or countries; 
  • Are nonpartisan and examine multiple viewpoints of an issue;
  • Encompass an appropriate volume of information to present in one hour, which will facilitate a thoughtful and meaningful discussion;
  • Represent interests of and/or have the explicit endorsement of a NASPAA committee or section; and 
  • Reflect originality and relevance. 

The conference selection committee will review all submissions and NASPAA will notify the convener of the final status in June 2022.

  1. This year, NASPAA’s call for proposals has a new category in addition to panels and workshops: Design Charettes, hour-long opportunities for a group to come together virtually and design something for public service education— perhaps a co-created course, a curricular framework, a capstone, an advocacy campaign in public service, a marketing campaign for attracting post-Covid students, a hands-on learning idea outline for a teaching case, etc.
  2. Submit a specific design charette proposal to the conference committee for possible selection by the deadline. You can serve as the convenor AND designer, or submit a second person’s name to be the designer who completes the design or prototype by the end of the charette.
  3. Registrants at the NASPAA conference will have the opportunity to sign up for one or two “design charettes.”
  4. Participation will be capped at 15 (or fewer if the convenor requests), first registered, first served, and there will be no observers. Everybody plays!
  5. At the start of the virtual charette, the convenor writes a goal or a design challenge on the “whiteboard.” For example, “design a course that combines social equity and pandemic management” or “develop an advocacy strategy for reviving public service loan forgiveness.”
  6. Each person sketches his or her own ideas on their own for 5 minutes. Each has just 5 minutes; then all pens down. This is supposed to be fast. People may sketch one or several ideas, until they run out of paper, ink, or inspiration. Each person works alone.
  7. When the 5 minutes are up, each person gets 1 minute (and no more than 1) to show their ideas and explain the reasoning behind them. The group may then ask questions of each sketcher, spending one more minute on each person.
  8. The convenor summarizes each participant’s point on the virtual whiteboard and keeps time consistently.
  9. At the end of the charrette, the designer collects the participants’ main points and comments, and uses the ideas generated to help derive a prototype design.
  10. The design is posted immediately on the conference platform for comments and further exploration.

Submitting Your Proposal

The submissions portal has CLOSED. The proposal deadline was Wednesday, April 13, 2022 at 11:59 ET.

Thank you to all those that submitted a proposal. The committee will now begin the evaluation process and you can expected to be notified in June of decisions.



Re: your proposal, please contact Leigh Anne Elliott at Re: technical items with the online submission process, contact Monchaya Wanna at