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The theme of Learning Together in a Changing World clearly conjures up the primary mission of colleges: educating our students while ensuring they develop their knowledge, know-how, and interpersonal skills so that they can be successful in their studies, adapt to our evolving societies, and constructively contribute to these changes. The theme of the 2018 AQPC symposium also brings to mind what we experience on a daily basis and that characterizes who we are as teachers, professionals, and managers in the college system: learning from one another to renew our practices and passions, particularly in rapidly changing contexts.
Students and their aspirations are at the core of our concerns and practices, whether in regular or continuing education; program-specific or general education; on-site, online, or active mode; each of the services and departments of our colleges; and in our interactions in our communities. The goal is to encourage them to take an active role in their development that we endeavor to frame through learning and assessment activities, support measures, and stimulating environments. What do we do best in these respects? What challenges are facing us? What work and perspectives could help us overcomethese challenges?
Regardless of our jobs or student ages, pathways, acquired knowledge, situation, or affiliations, we are all partners and targeting common goals. How do these partnerships take shape? Surely, we face challenges as the result of student diversity as well as changes in our disciplines, pedagogy, learning-related knowledge, sciences, technology, and the transformation of our contexts. How does all of this affect the training that we offer now and in the future? What are the research results, approaches, and most promising practices enabling us to stay on track with the objectives, however noble and ambitious, that we are striving to attain with each of our students?
Collegiality, cooperation, interdisciplinarity, decompartmentalization and joint action are undoubtedly responses in this evolving context, both for us and our students. This also holds true in seeking consistency in our actions and approaches. A number of us have conducted experiments and research in this regard, such as to study or revitalize these relations, to foster the sharing of resources and a genuine program-based approach, to strengthen the bridges between program-specific and general education, between continuing and regular education, and between educational levels. What do these experiments and research teach us and how do they inspire the practices of people working in the system and the students?
Learning is building, interacting, changing, and developing relationships with different types of knowledge. While learning in order to make an individual contribution to our communities presupposes that the person has specialized knowledge, it also requires transversal skills. This knowledge and these skills make it possible to take a critical look at a changing world, its advances, phenomena, and issues, and then to reflect and act. How can we lead students to bolster these skills and transfer their learning in order to boldly resolve increasingly complex problems and adapt to new situations? How to incite them to use their own acquired knowledge, current knowledge, technological advances, and the cultural heritage and knowledge left by preceding generations? How to urge them to go beyond the boundaries of their worlds? How can we foster student accountability and engagement in a lifelong learning process? And how do we, as education specialists, meet the challenges of keeping our skills current, renewing stimulation, ensuring intergenerational transfer, and remaining open to change?
We have the responsibility of transforming our world and the symposium’s theme invites us to come together to discuss and reflect on means for doing so.
The symposium’s steering committee welcomes paper proposals from all colleges within Quebec and elsewhere as well as from colleagues from universities and high-schools. The committee also invites researchers and partners in education-related networks in Quebec, Canada, and elsewhere in the world to share their experiences, thoughts, and research findings on the theme of Learning Together in a Changing World as well as on other related topics of interest for higher education.
- The AQPC symposium strives to foster the sharing of research findings on education and proven, documented teaching practices with a view to
transferring them to different disciplines and colleges.
- The length of presentations is 75 minutes. The AQPC urges presenters to plan for exchanges with participants (an average of 50 people).
- Presenters must carefully complete the “Material and Equipment” section of the online proposal form to ensure that all their needs are taken into account.
- Paper proposals must be submitted online no later than January.
- People submitting paper proposals will receive an e-mail notice of receipt upon proposal reception. The organizing committee's response will be forwarded by e-mail to the presenters in February.
- People whose proposals are accepted must register for the symposium. As presenters, however, they are eligible for a 50% discount on registration fees, up to a maximum of two individuals per paper, regardless of the number of presenters actually at the workshop. (This discount does not apply to presenters acting on behalf of a business or who profit directly from the sale of products or services featured in workshops.)
The symposium steering committee will select proposals based on seven major criteria:
- Relevance (connection with the theme or of general interest pertaining to college education)
- Transferability (The AQPC symposium stresses transferring findings and experiences. Presenters are invited to indicate ni proposal their means for doing so.)
- Bases (explanation of the bases or pedagogical reflection underlying the experience or analysis presented)
- Potential effects (foreseeable effects of the reflections as well as the experiences presented on teaching and learning)
- Rigor (proven nature of the teaching practices or research findings presented)
- Proposal clarity and originality
- Overall diversity (diversity of points of view and representation of the diversity in the actions of the college system)