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, 2023, EXTENDED 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.