CANCELLED – Fostering Students’ Ownership of Their Learning

Papers

Submitted papers have been published and can be found by clicking HERE.

CEEA-ACEG 2020 Call for Papers

Important Dates:

• Abstract submissions open: October 15, 2019
• Extended abstracts for all types of presentations proposals due: DECEMBER 16, 2019
• Notification of acceptance of abstracts provided to authors on the abstracts: January 17, 2020
• Workshop proposals due: February 1, 2020
• Papers from authors opting to undergo a full paper peer review due: February 10 , 2020
• Feedback provided to authors who opted for a full paper peer review process due: March 16, 2020
• Registration opens: April 1, 2020
• Submission of papers requiring revisions under the full paper peer review process, submission of final papers which underwent abstract review only, and submission of poster PDFs: April 6, 2020

The Annual Conference of the Canadian Engineering Education Association will be held jointly between McGill and Concordia Universities in Montreal, Quebec, from June 18-21, 2020 with the theme of “Fostering Students’ Ownership of their Learning.”

At Canadian institutions of higher education, large investments are continually being made to promote high-quality teaching.  Given the more independent nature of post-secondary education, the role of students in their own learning process is of critical importance, and the efforts put into supporting student learning should equal, if not exceed, those invested in improving teaching skills. To fully achieve their educational outcomes, students must be responsible for their own learning.  To this end, the theme of the 2020 CEEA-ACEG Conference will be “Fostering students’ ownership of their learning.”  When we come together as a group of Canadian engineering educators in Montreal in 2020, we will look forward to conversations and cultivating ideas on the promotion and development of a sense of ownership of their education by students, be it within or outside the classroom.

Call for Papers

We invite papers written in English or French on a variety of topics in engineering education. Attendees will have an opportunity to showcase, learn about, and discuss engineering education through a variety of session types. Participants will be asked to classify their work into one of two streams: teaching practice or educational research, and to identify their preferred presentation mode. Both streams cover works that relate to teaching, learning, assessment, accreditation, student support, professional development, and other aspects of engineering education. The differences in the streams are as follows:

• Engineering Education Practice (“Practice”): includes accounts of innovations, experiences, and evidence-based practices in engineering education.
• Engineering Education Research (“Research”): includes reports of investigations, meta-analyses, and data-informed development of new methods, tools, and frameworks.

Conference sessions will be 80-90 minutes in length, with three different session types:

• Poster Sessions: These sessions are designed to facilitate dialogue between presenters and audience members, and is particularly well-suited to works-in-progress. A paper is not required, but authors will be asked to submit a PDF of their poster in advance of the conference.
• Podium Talks: These are 15 min. (+ 5 minutes Q&A) that aim to present completed work. Papers are organized into thematic sessions, with typically 4 papers presented per session.
• “Lightning Talk”-Themed Sessions: These sessions include four to six brief (6 minutes + nominally 4 minutes Q&A) “lightning talk” – style presentations grouped around a common theme. In many cases, these sessions will conclude with a 10 – 20 minute speaker-led panel discussion. This format is primarily intended for evidence – based or data-informed work in the “Practice” stream, or for topics intended to stimulate discussion or audience participation. However, “Research” papers will also be considered for these sessions.

Extended Abstract Submission:

All authors, regardless of the stream or requested presentation type, are invited to submit an abstract (approx. 500 words) via Easy Chair by December 16, 2019. All abstracts will be reviewed and evaluated based on how they address the following elements, as appropriate:

• Motivation for the work, with reference to relevant literature
• Clear conceptual/theoretical framework
• Comprehensible description of method and methodologies
• Results/conclusions of interest to the membership

When authors submit an abstract, they will be asked to indicate their areas of interest and expertise in engineering education for the purpose of abstract and paper review. Abstracts/papers will be assigned based on these areas of interest and expertise. They will also be asked to indicate whether they intend to participate in the full paper review process, whether their abstract is practice or research oriented, and their preferred presentation format. The authors will be asked if they can review papers in French. All CEEA-ACEG authors will be required to review two abstracts and papers.

It is expected that all authors collecting data from human subjects have approval from a university-based ethics review board for their research.

All authors will receive an indication of whether their abstract is accepted for the conference by January 17, 2020, and feedback on their abstract that can be used in writing the paper.

Peer-reviewed Paper Submission:

Authors opting to submit a 4-8 page paper for peer review will be required to do so by February 17, 2020. Papers will be reviewed, based on the criteria listed above, and authors will receive feedback on March 16, 2020, with an indication that the paper is accepted as-is, or that revisions are required. Where revisions are required, authors will be asked to submit a revised paper by April 6, 2020.

Authors who attend to the requested revisions (where applicable) will have their papers marked as “peer reviewed” in the conference proceedings.  Authors who decide not to submit a revised paper will still be invited to participate in the conference, without the “peer reviewed” indication in the conference proceedings. Authors who are not requested to complete revisions after submitting the paper for peer review will also have their papers marked as “peer reviewed” in the conference proceedings. In addition, each author will need to agree to review two (2) other paper submissions if they wish for their paper to be published in the proceedings as a “peer-reviewed” paper.

All authors (with the exception of poster authors), whether they have participated in the full paper peer review process or abstract review only, must submit their final paper by April 6, 2020. All papers will be made available during the conference and will be published in the CEEA-ACEG proceedings after the conference.

Author Guidelines for CEEA Proceedings Manuscripts

English pdf: CEEA-ACEG AuthorGuide 2020 EN

Word doc: CEEA-ACEG AuthorGuide 2020 EN

Other Opportunities:

Workshops

We invite proposals for workshops covering relevant aspects of teaching and learning in engineering. Workshops on practices that positively impact the engineering teaching environment and students’ abilities, resourcefulness, persistence, and success are particularly sought. Topics of interest include:

• Engineering education research methods;
• Best-in-class engineering education practices or teaching tools;
• Implementation of educational technologies;
• Best practices in professional development for engineers;
• Professional development needs identified by practicing engineers and employers;
• Initiatives that support diversity in engineering;
• Support of student mental and emotional wellness;
• Initiatives for co-curricular student development;
• Continual improvement based on CEAB graduate attributes analysis.

Workshops last 90 minutes and should provide the participants with an interactive experience. Proposals for workshops spanning two or more 90-minute periods will be considered. All regular workshops are scheduled for June 21, 2020.

Workshop proposals can be submitted by completing the appropriate form (Easy Chair) by February 1, 2020. Workshops will be considered based on clarity, level of detail, interactivity and relevance to engineering education.

Undergraduate Student Poster Competition:

As part of the student program at the conference, undergraduate students are encouraged to create a poster and enter it in competition. The poster should showcase the student’s involvement in a project that contributes to the understanding or improvement of the educational experience for Engineering students.

Students need to submit a PDF of their poster by April 6, 2020. Submissions are to made through EasyChair according to the instructions indicated there and must be received by the due time and date. (Note that only an abstract is required – no paper submission is required here.)

The posters will be evaluated by a panel of judges on the following categories: 1) relevance to the conference, 2) originality, 3) rigour, 4) visuals, and 5) communication. Students will have 5 minutes to present their findings and 3 minutes to answer the questions of the judges. One winner and two runners-up will be chosen and awarded monetary prizes.

Poster teams that include one or more undergraduate students will receive a single registration waiver that can be applied to an undergraduate member, provided that member is responsible for the 5 minute presentation.

CEEA-ACEG Institute for Engineering Teaching and Educational Research (IETEER): 

CEEA-ACEG Institute workshops are opportunities to dive deeper into the practice of teaching and course design and/or education research, all with a distinct engineering focus. The IETEER will run on Wednesday, June 17, 2020, and further details will be published prior to the commencement of conference registration.

1.       Principles and Practices for Engineering Course Design Series: A cohesive set of workshops for both new and experienced faculty to learn more about effective, research-informed teaching practices and course design methods. This series will provide an opportunity to learn a wide range of topics, as well as to engage with colleagues from across the country. Facilitated by experienced engineering faculty along with experts in teaching and learning, participants will leave with concrete directions for the upcoming academic year. Mentoring and networking activities will be added to the series to further enhance the workshop and conference experience for participants.
2.       Getting Started with Engineering Education Research Workshop: The goal of this session is to provide support and instruction in setting up and running a research study in engineering education. Participants will learn about methods used in rigorous engineering education research, and will practise developing a research question and designing a research study plan.