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The AQPC 2017 Steering Committee received paper proposals until January 13, 2017. (The call for the 2018 AQPC symposium will be launched in November, 2017.)

The theme of the 2017 AQPC symposium is Our Legacy.

Eager to share your pedagogical tips or your research results on teaching and learning with over 1200 colleagues? The AQPC annual Symposium is the place to be! The next edition of this rendez-vous will be held in downtown Montreal, at Concordia University, June 6-8, 2017 (Tuesday to Thursday). Our colleagues from Cégep de Saint-Laurent and Vanier College will be our hosts.

Logo - Vanier CollegeLogo - Cégep de Saint-Laurent


  • The AQPC symposium aims at promoting the sharing of research findings as well as documented, proven teaching and learning practices with a view to transferring them to different disciplines and colleges.
  • Presentations have a limit of 75 minutes. The AQPC encourages presenters to set some time aside for discussions with participants (on average 50 people).
  • Paper proposals must reach us no later than January 13, 2017.
  • 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 presenter in February 2017.
  • People whose proposals are accepted must register for the symposium. As presenters, however, they are eligible for a 50% discount on registration fees for a maximum of two people per presentation.
    (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.)
  • Presenters must carefully complete the “Material and Equipment” section of the proposal form to ensure that all their needs are taken into account.


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 immediately indicate 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)
  • Diversity (diversity of points of view and representation of the diversity in the actions of the college system)
  • Proposal clarity and originality



The Quebec college network is now 50 years old. This bold innovation born of the Quiet Revolution had several objectives in view: to democratize and enhance the quality of higher education, to provide students with more choice and versatility in their studies, to offer superior educational and vocational guidance, and to improve student success. While today we can measure the progress made towards these objectives, we should recognize that these are ideals, the attainment of which is never full. And indeed, in each generation these ideals take on new forms and so new challenges.

Consider, for example, the democratizing of education—an objective we are still working towards. These days, this challenge carries with it higher expectations as we work to provide support for indigenous and immigrant students and ensure accessibility for students with special needs. Other related issues involve the sustainability of guaranteeing higher education in all regions and the development of e-learning and distance education.

In addition, the challenges of success and motivation reassert themselves with each new generation. Those related to guidance and counseling seem more complex, while the freedom to choose from and change into a variety of programs raises issues that impact, most notably, General Education and the multidisciplinary nature of our programs.

As teachers, professionals, and managers, we are the torchbearers of this legacy of the Quiet Revolution and the authors of new approaches that become our contribution to this heritage. Through its 37th annual symposium, the AQPC invites college stakeholders and all higher-education partners to share, explore, and enrich the pedagogical legacy of the college system.

Every discipline and every professional field, whether a part of regular programs or continuing education, has its own legacy. What do you hope to pass on to your students in terms of a common culture, the mastery of knowledge, and intellectual and professional competencies? What are the attitudes and core values ​​in your discipline and by what means will you encourage students to adopt them? What personal and professional skills will they acquire from you? How will you organize the transmission of this legacy and how will you assess the integration of their learning?

By sharing our accomplishments with our colleagues, whether individually or collectively, together we are building a new legacy. Which of your most promising pedagogical practices and most inspiring research results are contributing to it? Which innovations or experiences have most helped you foster student motivation and success? What new strategies, new activities, and new technologies enable you to best support student learning?

The Quebec of the 21st century is remarkably different from that of the 1960s. Our colleges have contributed to this development by educating most of the leaders in our community. They have brought together young people from all backgrounds and social classes. They welcomed first-generation Quebecois students and their children. Above all, our colleges have been places of innovation: educational, social, and economic. How can today's colleges continue to play these roles with the same level of commitment? What are their richest contributions to social innovation, the promotion of culture, and socioeconomic development? More importantly, how do these achievements contribute to student learning?

The educational vision of the Parent Report placed the learner at the center of the educational process and significantly affected the pedagogical culture of the college network. Similarly, the very structure of the CEGEP system, relying on the collaboration of a vast network of institutions and organizations, has also contributed to the uniqueness of this culture and how we exercise our professions. This uniqueness has its own challenges, particularly with respect to the integration of new teachers. How do we nurture the intergenerational transfer of expertise? How do we ensure the sharing of our educational culture with newcomers and its ongoing renewal?

In education, we are constantly entering a new day. We still very much need the same spirit of boldness and innovation that drove the founding of our institutions. But how can we continue to innovate within a system whose rules and regulations seem tighter than before? How can we, building on our heritage, continue to educate our students to be citizens of the world and of the future?

The Symposium’s steering committee welcomes paper proposals from all colleges, universities, and schools across Quebec. The committee also invites partners in education-related networks in Quebec, Canada, and elsewhere in the world to share their experiences and reflections on these issues as well as on other topics of interest pertaining to higher education.



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