Conference 2024

Stakeholders in Engineering Education: Collaborative and Reflective Engagement in a Transitioning World

University of Alberta
June 15-19, 2024
Edmonton, Alberta

OVERVIEW
VENUE / ACCOMODATIONS
PAPERS
SCHEDULE
SPEAKERS
SPONSORS
EXHIBITORS
COMMITTEE

Overview

Conference Theme and Key Elements

Core Themes

  • Stakeholders and Partners
  • Collaboration
  • Engagement
  • Inclusion

There are numerous stakeholders and partners in engineering education i.e., industry, government, Indigenous, Métis, and Inuit peoples, society, professional governance, accreditation, students, non-engineering programs, K-12 teachers, and researchers. Engineering graduates must have a broad range of skills and competencies; be able to work in a rapidly evolving socio-technological world and maintain sustainable practices; be adaptable and become leaders.

Along with most Canadian Engineering Programs, we are re-imagining and redeveloping our programs to support the energy transition; diversity, equity and inclusion; sustainability; engineering leadership; engagement with Indigenous people and the future of work and society. Join us at the University of Alberta on Treaty 6 territory, as we identify and engage with stakeholders to improve and innovate in our programs developing and designing the engineers of the future.

 

Our Sponsors

Partner

Campus Saint-Jean University of Alberta | French Street

 

Senior Innovator

Venue

Venue/Accommodations

The Canadian Engineering Education Association (CEEA-ACÉG) 2024 conference will be hosted by the University of Alberta Faculty of Engineering

Edmonton and the University of Alberta are located on Treaty 6 territory, a traditional gathering place for diverse Indigenous peoples including the Cree, Blackfoot, Métis, Nakota Sioux, Iroquois, Dene, Ojibway/ Saulteaux/Anishinaabe, Inuit, and many others whose histories, languages, and cultures continue to influence our vibrant community.  Edmonton is located on the banks of the North Saskatchewan River and the River Valley is a beautiful location for walking, running and biking. There are several golf courses nearby, Whyte Avenue and Downtown offer many opportunities for dining and shopping.  The Royal Alberta Museum, Fort Edmonton and the Ukrainian Cultural Heritage Village  offer perspectives on the history of the area. River Lot 11 and the Art Gallery of Alberta offer creative perspectives. 

Learn more about Edmonton.

 

Conference Location

Getting to Edmonton

The Edmonton area is served by the Edmonton International Airport (https://flyeia.com).

Getting to the Conference Venues

The CEEA-ACÉG 2024 pre-conference workshops and conference are hosted by the Faculty of Engineering at the University of Alberta. The North Campus Map can be accessed here. The City of Edmonton operates a 747 transit bus between the airport and the Century Park LRT station. Please see the link for the schedule, fare, routes and questions you may have.  For alternate transportation from the airport there are taxi and limo options (taxi flat rates) and car rental options here. For ARC card information, please see here.

Engineering Teaching and Learning Complex

9120 116 Street, 

Edmonton, AB T6G 2B4

Campus map near ETLC

Parking on campus

Paid Daily Parking is available at the conference venues. Parking information for the U of A campus can be found here. Parking can be paid via the Honk mobile app or at the pay stations on campus. The closest parking to the conference venue is Windsor Car Park. For accessibility, there is a door on the sixth level that connects to the conference venue through the Donadeo Innovation Center. 

 

Accommodations

There are multiple lodging options in Edmonton. The most convenient places to stay are the Campus Hotel, options near Whyte Avenue and downton. The LRT connects the University and downtown and there is bus service to Whyte Avenue.

 

Things to Do in Edmonton

Summer officially arrives towards the end of June, bringing with it lots of fun and sun. 

Papers

Call for Submissions

Deadline for full anonymized paper for peer review: February 26th, 2024 *EXTENDED TO MARCH 4, 2024*

Collaborative and Flexible Engagement in a Transitioning World.

We have numerous stakeholders and partners in engineering education: students, industry, government, Indigenous, Métis, and Inuit communities, society, professional governance, practitioners, accreditation bodies, non-engineering programs, K-12 teachers, and researchers. Engineering graduates must have a broad range of skills and competencies; be able to work in a rapidly evolving socio-technical world and maintain sustainable practices; be adaptable and become leaders. A key element of collaboration is identifying and engaging with stakeholders and partners to receive feedback to improve and innovate our programs. Most Canadian engineering schools are re-imagining and redeveloping programs to support many key changes including the energy transition; diversity, equity and inclusion; sustainability; engineering leadership; engagement with Indigenous, Métis, and Inuit People and the future of work and society.

We are developing and designing the engineers of the future.

We invite all with an interest in engineering education to participate in the 2024 CEEA-ACÉG Conference. We welcome post-secondary engineering educators, undergraduate and graduate students, industry partners, regulators, accrediting bodies, and K-12 STEM and STEAM teachers in primary and secondary school who facilitate the development of our engineering students and their transition to become engineers.

The conference is open to all engineering education areas and the examination of societal influences and impacts driving pedagogical innovation and changes in the profession. The conference organizing committee aims to bring representatives of all our stakeholders and partners to the conference to discuss current needs, practices, and challenges. We aim to encourage attendees to challenge the status quo and barriers to improving engineering education in Canada. 

2024 Themes: Stakeholders, Partners, Collaboration, Engagement, and Inclusion

How we engage students in learning shapes their collaborative and inclusive efforts. We invite papers written in English or French in all areas of engineering education, with a particular focus on the topics below:

  • Leadership and Entrepreneurship – How do stakeholders and educators shape engineering leaders and entrepreneurs for the future?  How do we prepare them for ethical decisions in engineering work, operations, and projects? How do we prepare students for the ethical use of resources and a circular economy?
  • Sustainability – How do we define societal stakeholders? How do stakeholders inform how sustainability is included in the engineering curriculum? How do engineering educators implement sustainability to engage and develop student understanding of stakeholder requirements and a transitioning world? 
  • Stakeholders and Engineering Design – How is inclusivity implemented in engineering design and in the engineering culture? How are Indigenous perspectives, ways of knowing, and practices included in engineering design in a post-colonial era? What are Indigenous engineering design methods and practices?  In what ways can engineering and K-12 educators work together to improve engineering education? How are innovation and sustainable design practices included in engineering education? 
  • Diversity, Equity, and Inclusivity – How are diversity and inclusivity informing the teaching practices, including course and/or program development and delivery, in engineering?  What impact does their implementation have on students? How do we give a voice to stakeholders who may not be heard or included? 
  • Emerging Issues and Practices in Engineering Education – Competency Based Assessment, International Exchange courses, ChatGPT, Academic Integrity, Engineering Culture, Identity, and Ethics.
  • Integration of hands-on experiential, co-curricular and extracurricular activities – Design and manufacturing are integral to the engineering profession. How can the student learning experience and knowledge retention be improved by interleaving access to hands-on experience facilities like fablabs, engineering garages, design studios, maker spaces, and undergraduate/graduate entrepreneurship centres and incubators? What are the best practices, case studies, and lessons learnt?

Paper Track Options Requiring a Structured Abstract Submission 

  • Podium Talks (10 minutes presentation + 10 minutes Q&A)– Podium talks aim to briefly explain the author’s work through presentation slides with questions from the audience. Accepted Podium Talks are required to submit a full-length paper which may be in either English or French (maximum length 8 pages).
  • Lightning Talks (5 minutes presentation + 5 minutes Q&A) – A shorter talk that focuses on key ideas and the results. Lightning talks are well suited for works-in-progress, early research findings, and introducing ideas to start conversations. Authors who deliver their work in a lightning talk presentation may submit a full paper for peer review if they wish to be published in the CEEA-ACÉG proceedings.
  • Poster Presentation – These presentations are useful for active and longer interaction between presenters and the audience. Posters are to be concise, emphasizing a graphical representation of ideas and results. Authors who deliver their work in a poster presentation may submit a full paper for peer review if they wish to be published in the CEEA-ACÉG proceedings.

Structured Abstract Requirements for Podium Talks, Lightning Talks & Posters 

Podium Talk, Lightning Talk and Poster authors must submit a short anonymized structured abstract (500 words) via Oxford Abstracts by November 20, 2023EXTENDED UNTIL NOVEMBER 27TH, 2023 along with the appropriate stream and a ranked list of preferred presentation modes. We invite submissions in English or French. Authors should refer to the Author Guidelines for CEEA-ACÉG Structured Abstracts in preparing and formatting their submission, and for the abstract rubric that will be used for peer review. After peer review, detailed feedback specific to authors’ chosen presentation mode will be communicated to the authors. Authors who would like to suggest presentation modes other than those listed above are invited to contact the conference Organizing Committee by email ([email protected]).

Submissions need to be aligned with one of the following streams:

  • Engineering Education Scholarship of Teaching & Learning (“SoTL”): includes accounts and reflections of the practitioner’s own innovations, experiences, and evidence-based interventions in their engineering education context. The goal is to share the practitioner’s experiences.
  • Engineering Education Research (“Research”): includes reports of scholarly investigations, critiques, meta-analyses, literature reviews, and empirical development of methods, tools, and frameworks. The goal is to generate transferable or generalizable knowledge that can be applied to other contexts.

All submissions will undergo a peer review process to be accepted for the conference.

For engineering education scholarship of teaching & learning submissions, the 500-word structured abstract should follow these labelled sections:

  • Background – Briefly describe the context and motivation for the work.
  • Purpose – Summarize the purpose (aim) of the project/intervention/practice.
  • Approach – Provide an overview of the project/intervention/practice.
  • Outcomes – Discuss the (anticipated) impact of the project/intervention/practice.
  • Conclusions – Reflect on the (anticipated) learnings of the project/intervention/ practice.

For engineering education research submissions, the 500-word structured abstract should follow these labelled sections:

  • Background – Describe the motivation for the study and research gap and/or contribution to the literature/field.
  • Purpose/Hypothesis(es) – Summarize the research question(s) or hypothesis.
  • Design/Method/Methodology – For research papers, provide an overview of the research design, including conceptual/theoretical framework, and data collection and analysis methods. For review papers, describe the methods used to identify and synthesize primary studies, and relevant details of inclusion criteria.
  • Results/Findings – Summarize the (anticipated) quantitative or qualitative findings.
  • Conclusions – Discuss the key implications of the (anticipated) findings.

The author must label each part of the structured abstract with the appropriate subheading. Abstracts are limited to 500 words (excluding title, keywords, and subheadings). Abstracts should not include references. The sections under each subheading do not need to be of equal length. 

Submissions and review are done through a double anonymous process. All author and affiliation information must be redacted in the structured abstract and in the full paper draft submissions.

Keywords 

Three to five keywords should follow the structured abstract. Authors may choose their own keywords and are encouraged to select keywords from the Engineering Education Research Taxonomy (Regents of the University of Michigan, 2013) whenever appropriate. Note that a keyword can be more than one word. 

Ethics Approval

Does your study require ethics approval? When you submit your structured abstract, please note there will be questions on whether your SoTL/research project requires ethics approval. Authors are responsible for following their institutional requirements regarding ethics.  It is each author’s responsibility to determine if they require ethics approval for the work they are reporting on. Each author will be required to either:

  • Declare that their study DOES require ethics approval, and approval has been granted.
  • Declare that their study DOES require ethics approval, and approval is pending. 
  • Declare that their study does NOT require ethics approval.

If authors DO require ethics approval, they must NOT submit their work for review unless ethics is approved or pending.

Review Criteria for Abstract

Abstracts will be reviewed for fit with the field (engineering education) and the conference themes, for coherence, quality, and for addressing all elements of the structured abstract.

Discussion Track Options Requiring a Questionnaire Submission

These sessions typically run for about 90 minutes and include the following presentation modes:

  • Panel Discussion – These sessions facilitate active conversation between presenters and audiences from diverse backgrounds. During proposal submission, authors will need to identify and propose at least three other panelists and a moderator. The submission should focus on the plan for moderating audience interaction. Each panelist will have opening and closing remarks, between which longer discussions occur within the panel and with the audience. Authors are encouraged to select discussion topics that are closely relevant to the conference theme and streams. We also encourage submissions from the CEEA-ACÉG Special Interest Groups.
  • Collaboratorium (Unconference) – These sessions typically consist of roundtable facilitated group discussions on a topic presented by organizers. Typically, there are 3-5 roundtable discussions happening in parallel in the same room with interconnected topics. Notes are taken, and after a select amount of time, participants are directed to move to another roundtable. These sessions help participants brainstorm about the topics and enable the free flow of thoughts from participants with diverse backgrounds. Authors are encouraged to select discussion topics that are closely relevant to the conference theme and streams. We also encourage submissions from the CEEA-ACÉG Special Interest Groups.
  • Workshops – The CEEA-ACÉG 2024 Organizing Committee invites proposals for workshops addressing relevant practices, issues, or technologies related to teaching/learning practices and engineering education research. Workshops will be delivered on Sunday, June 16th, 2024. Workshop spaces are limited, and we cannot guarantee acceptance of all submissions. Hence, while proposing a workshop, presenters are encouraged to consider alignment with the conference theme, streams, or CEEA-ACÉG Special Interest Group topics. Workshops must be centred on active participant engagement such that participants spend most of the time in the workshop engaging in activities (individually, and in small & large groups).

Submission Requirements for Panels, Workshops and Collaboratoriums

To propose a session, please submit the Panel/Collaboratorium/Workshop Questionnaire via Oxford Abstracts by January 8, 2024

  • Panels: The questionnaire will ask moderators/organizers to describe the panel format, biographies and credentials of the panellists (not anonymized), a description of the topic to be addressed and the topic’s relevance to the conference themes, and samples of the questions the panellists will address. Panel proposals will be evaluated based on overall quality, fit to the conference, anticipated interest, and the amount and quality of planned participant engagement. Specific feedback will be communicated to the authors.
    All discussion stream submissions are evaluated as per the overall discussion stream rubric based on overall requirements for this stream. Please see the full Panel Evaluation Rubric for expectations specific to panel sessions and the panel template at the top of this page.
  • Collaboratoriums: The questionnaire will ask moderators/organizers to describe the collaboratorium format and schedule, a description of the topics/questions to be addressed, how long each topic discussion will take, the topic’s relevance to the conference themes, and how participants will engage in the collaboratorium. Collaboratorium submissions will be evaluated based on overall quality, fit to the conference, anticipated interest, and the amount and quality of planned participant engagement. Specific feedback will be communicated to the authors. Please see the full Collaboratorium evaluation rubric for expectations specific to these sessions and the collaboratorium template at the top of this page.
  • Workshops:  The questionnaire will ask workshop facilitators to provide information about the facilitators; a description to be part of the official conference materials; specific learning objectives; a workshop plan including the proposed learning activity schedule, plans and activities for participant engagement; and other relevant details. Workshop proposals will be evaluated based on overall quality, fit to the conference, anticipated interest, and the amount and quality of planned participant engagement. Please see the full Workshop Evaluation Rubric for expectations specific to these sessions and the workshop template at the top of this page.

Important Dates

  • Abstracts due for podium talks, lightning talks, and posters: November 20, 2023 EXTENDED UNTIL NOVEMBER 27TH, 2023
  • Notification of acceptance of abstract: December 21, 2023
  • Panel, Collaboratorium, and Workshop Proposals due: January 8, 2024
  • Notification of acceptance of Panel, Collaboratorium, and Workshop proposals: January 29, 2024
  • Deadline for full anonymized paper for peer review: February 26, 2024
  • Feedback from reviewers: March 22, 2024
  • Final papers with revisions and author details due: April 15, 2024.
  • CEEA-ACÉG Annual Conference + workshops: June 15 – 19, 2024

All deadlines are at 11:59 pm (PST). Papers identified as requiring major revisions will undergo a second review and revision phase between April 15, 2024 and May 10, 2024.

Feel free to reach out to the Organizing Committee ([email protected]) for any queries about submissions or session modes, or to make suggestions. More information regarding the speakers, registration, and schedule will be published soon. Visit the website (https://ceea.ca/conference/conference-2024/) for the most up-to-date information relating to abstract submission, registration, deadlines, speaker information, and schedules.

Schedule

Schedule

June 15, 2024 – Institute Workshops, Land Based Learning

June 16, 2024 – Sunday Workshops and Welcome Reception

June 17, 2024 – Conference Welcome, Opening Speaker, SIG Meetings, K-12 Teacher Day

June 18, 2024 – Poster Session, Conference Banquet and Speaker

June 19, 2024 – Closing Speaker, CEEA-ACÉG AGM

Speakers

Dr. Elmer Ghostkeeper BA MA LL(Hon)


University of Alberta

Opening Speaker
Monday, June 17

Elmer Ghostkeeper was born to parents Adolphus and Elsie Ghostkeeper at the Paddle Prairie Métis Settlement, Alberta. He is Métis and speaks fluent Bushland Cree and Michif, the language of Métis people. He is a spiritualist, father, grandfather, teacher, student, learner, philosopher and entrepreneur. He has worked tirelessly over 50 years as a politician, community leader, business person, knowledge keeper and scholar to promote the rights of Métis peoples in Canada and to build relationships across Indigenous and non-Indigenous worldviews.

A holder of two anthropology degrees from the University of Alberta, his master’s thesis in cultural anthropology was published into a book, “Spirit Gifting: The Concept of Spiritual Exchange,” which outlined a way for Aboriginal wisdom traditions to be partnered with western scientific knowledge. His work led to a model called “Weche Teachings/Wisescience”, a partnership of Aboriginal wisdom and western scientific knowledge to understand and solve puzzles affecting Aboriginal People. Elmer was awarded an Honorary Doctorate of Laws from the University of Alberta on November 22nd, 2022.

In the past 50 years, this work has shaped national, international, and local policy, research and teaching conversations about the ways in which Indigenous knowledge systems and western scientific traditions might work together. Elmer also shares this knowledge with faculty, staff, and students at the University of Alberta and contributes to the University’s strategic priority to Indigenize curricula, policies, and research.

His many accomplishments include serving as president of the Alberta Federation of Métis Settlements Associations, advocating for inclusion of Métis peoples among the Aboriginal Peoples of Canada in the Canadian Constitution. In 2004, Elmer received the Order of the Métis Nation for securing recognition of the Métis in the Constitution of Canada.

Coming Soon...

Banquet Speaker
Tuesday, June 18

Honorable Omar Alghabra, M.P.

Closing Speaker
Wednesday, June 19

Coming Soon…

Sponsors

Sponsors

Become a CEEA-ACÉG 2024 Sponsor

As a contributor you will reach a network of influencers, decision-makers, and likeminded engineering leaders. For details on the sponsorship packages available, please see the 2024 Sponsorship Package.

For further information, please contact the Conference Organizing Committee at  ([email protected]).

 

Our Sponsors

Partner

Campus Saint-Jean University of Alberta | French Street

 

Senior Innovator

 

 

Innovator

 

Collaborator

 

Friend

Exhibitors

Exhibitors

Interested in being an exhibitor at CEEA-ACÉG 2024 in Edmonton?  Please connect with the conference team at [email protected] to explore opportunities.
Additional information can be found under the sponsorship section.

 

 

 

Committee

Conference Organizing Committee

Conference Chair: Marnie Jamieson
Integration of Indigenous Ways and Relationships: Chelsea Benally, Wendy Barton, Jennifer Nafziger
Technical Chairs: Janice Miller-Young and Ahmed Qurershi
Editor in Chief: Seama Koohi
Workshop Chair: Garima Chauhan
Francophone Program Chair: Filsan Ahmed
Experiential Learning Chair: Angelica Aguilar Vallejo
K-12 Teach Day: Kristian Basaraba, Duncan Buchanan, Laura Pankratz,
Logistics Chair: Ben Cheung
Finance Committee: Hani Heinen, Clayton Pettit, Tong Yu
Publicity Chair: Lianne Lefsrud
Volunteer Coordinators: Gaang Lee and Sandipan Pramanik
Exhibitors and Sponsorship: Rafiq Ahmad and Christopher Coles

Questions?

More information about the conference is coming soon. Check the website regularly for more updates.

Please feel free to connect with us through email using the button on the right.

QUESTIONS?

For all conference related questions - please contact the organizing committee.