Innovative and Creative Education and Teaching International Conference


Our aim is for ICETIC to become an International Forum for researchers, scientists, scholars and practitioners to exchange and share their experiences, new ideas, and research results about all aspects of Creative and Innovative Education and Technology, and discuss the practical challenges encountered and solutions adopted.

All papers will be reviewed by Experts in the relevant fields and will be included on the proceedings book of the conference, and selected papers will be published on Special Issues of International Journals.

Main Sponsor
Our first confirmed keynote speaker, is Mr. Danny Gooris, from our sponsor company Oracle, who will deliver the talk:
“Oracle Academy, Take the Future in Your Own Hands”

We remind you the deadlines for submitting your abstract(s)

Submission of abstracts: 10th of May 2017
Acceptance notification: 20th of May 2017
Submission of full papers: 1st of June 2017
Early bird registration: 1st of June 2017
(please note you can attend to the conference without submitting a paper)

Publishing Opportunities

All abstracts and full papers will be published on the conference e-books of proceedings and selected papers of the conference will be published on Special Issues of the following journals:

JFBM RELATEC: Revista Latinoamericana de Tecnología Educativa

The objective of this journal is to connect academics and researchers in the field of Educational Technology.

Edited by: University of Extremadura

For more information, please click here

IJMP International Journal of Educational Technology in Higher Education

This journal aims to: provide a vehicle for scholarly presentation and exchange of information between professionals, researchers and practitioners in the technology-enhanced education field.

Edited by: Springer Open

For more information, please click here


From the papers presented, the organising committee, together with the editors of the journals, will choose which of the papers presented they consider to be the best one. The winner will receive a certificate for best communication, and a symbolic award of €200.

If you need any information related to this conference, please contact with Monica Martins on the e-mail:

Canadian Journal of Education/Revue canadienne de l’éducation
Vol 40, No 1 (2017)
Table of Contents

Éditorial (1-2)
Rollande Deslandes

Quelles stratégies d’acculturation de nouveaux enseignants issus de
l’immigration privilégient-ils face aux défis culturels et identitaires
de leur insertion professionnelle? (1-24)
Claire Duchesne
Le sentiment d’appartenance à l’école : une analyse conceptuelle
Jerome St-Amand, François Bowen, Terry Wan Jung Lin
Perception des étudiants en psychologie à l’égard du plagiat aux
études postsecondaires et évaluation d’un outil de prévention (1-24)
Sophie Dubé, Marie-Claude Richard
Learning What Schooling Left Out: Making an Indigenous Case for Critical
Service-Learning and Reconciliatory Pedagogy within Teacher Education (1-29)
Yvonne Poitras Pratt, Patricia Danyluk
Forms of Fighting: A Micro-Social Analysis of Bullying and In-School
Violence (1-29)
Nicole Malette
Transphobia and Cisgender Privilege: Pre-Service Teachers Recognizing and
Challenging Gender Rigidity in Schools (1-27)
Laura-Lee Kearns, Jennifer Mitton-Kukner, Joanne Tompkins
The Rights and Responsibility of Test Takers when Large-Scale Testing Is
Used for Classroom Assessment (1-22)
Christina van Barneveld, Karieann Brinson
A Comparison of Readability in Science-Based Texts: Implications for
Elementary Teacherss for elementary teachers (1-29)
Tiffany L. Gallagher, Xavier Fazio, Katia Ciampa
Reconciliation or Racialization? Contemporary Discourses about Residential
Schools in the Canadian Prairies (1-30)
Amanda M Gebhard

Special Capsule on Historical Consciousness | Capsule spéciale : la
conscience historique
Introduction: Historical thinking, historical consciousness (1-5)
Lorna R. McLean, Sharon A. Cook, Stéphane Lévesque, Timothy J. Stanley
Quand un film historique controversé devient une opportunité pour
problématiser la nation canadienne (1-23)
Vincent Boutonnet
La conscience historique en didactique de l’histoire au Canada (1-25)
Nathalie Popa
S’intégrer à une nation passe-t-il par l’assimilation de son récit
historique? Réflexion à partir du cas québécois (1-27)
Jocelyn Létourneau, Raphaël Gani
“I like to take everything and put it in my own words”: Historical
Consciousness, Historical Thinking, and Learning with Community History
Museums (1-28)
Cynthia Dawn Wallace-Casey
The Stories Nations Tell: Sites of Pedagogy, Historical Consciousness, and
National Narratives (1-38)
Stephanie Anderson
The Pop-History Spectacle: Curating Public Memory and Historical
Consciousness through the Visual (1-24)
Pamela Rogers, Nichole Grant

Book Reviews/Recensions d’ouvrages
Review: A Most Canadian Odyssey: Education Diplomacy and Federalism, 1844 –
1984 (1-4)
Larry A. Glassford
Review: Exploring School Leadership in England and the Caribbean (1-3)
Clinton Beckford
Recension d’ouvrage : Vers une conscience nouvelle : Éduquer pour
humaniser (1-6)
Gervais Deschênes

Canadian Society for the Study of Education
Société canadienne pour l’étude de l’éducation

Posted by: Richard Schwier | March 27, 2017

Call for Papers, Journal of Education and Human Development

Call for Papers
Journal of Education and Human Development
ISSN: 2334-296X (Print) 2334-2978 (Online)
Journal of Education and Human Development is a peer-reviewed international journal. The journal publishes research manuscripts in the fields of education and human development which would be of interest to an international readership. The aim of the journal is to publish high quality manuscripts that are of international significance in terms of design and/or findings by encouraging the collaboration with international teams of researchers to create special issues on these topics. The journal strives to strengthen connections between research and practice, so enhancing professional development and improving practice within the field of education and human development. Papers accepted for publication are double-blind refereed to ensure academic integrity.
The journal is published by the American Research Institute for Policy Development that serves as a focal point for academicians, professionals, graduate and undergraduate students, fellows, and associates pursuing research throughout the world.
The interested contributors are highly encouraged to submit their manuscripts/papers to the executive editor via e-mail at Please indicate the name of the journal (Journal of Education and Human Development) in the cover letter or simply put ‘Journal of Education and Human Development’ in the subject box during submission via e-mail.  
The journal is Abstracted/Indexed in CrossRef, CrossCheck, Cabell’s, Ulrich’s, Griffith Research Online, Google Scholar,, Informatics, Universe Digital Library, Standard Periodical Directory, Gale, Open J-Gate, EBSCO, Journal Seek, DRJI, ProQuest, BASE, InfoBase Index, OCLC, IBSS, Academic Journal Databases, Scientific Index.
E-Publication FirstTM
E-Publication FirstTM is a feature offered through our journal platform. It allows PDF version of manuscripts that have been peer reviewed and accepted, to be hosted online prior to their inclusion in a final printed journal. Readers can freely access or cite the article. The accepted papers are published online within one week after the completion of all necessary publishing steps.
DOI® number
Each paper published in Journal of Education and Human Development is assigned a DOI®number, which appears beneath the author’s affiliation in the published paper. 
JEHD is inviting papers for Vol. 6, No. 1. The online publication date is April 30, 2017. Submission Deadline: March 31, 2017.  
For any additional information, please contact with the executive editor at
Dr. Kathleen M. Everling, University of Texas at Tyler, USA.
Journal of Education and Human Development
Posted by: Richard Schwier | March 23, 2017

SITE 2017 Keynote Talks Available

Keynote Talks Now Available!
View the live recordings of keynotes speakers exclusively on LearnTechLib.
Recordings are open access, no subscription required.
Sponsored by:
Accepted and presented papers are published by SITE/AACE in the
Conference Proceedings and internationally distributed via
Posted by: Richard Schwier | March 23, 2017

Veille scientifique du CRIFPE No. 155, 22 mars 2017

Veille scientifique du CRIFPE
No. 155, 22 mars 2017


– Baby, A. & Simard, D. (2017). Le goût d’apprendre. Une valeur à partager. Québec : Presses de l’Université Laval (PUL). Lire… 
– Bissonnette, S., Gauthier, C. & Castonguay, M. (2016). L’enseignement explicite des comportements. Pour une gestion efficace des élèves en classe et dans l’école. Montréal, Québec : Chenelière Éducation.  [ Se former comme enseignant : la formation, Agir comme professionnel de l’enseignement : le travail] Lire… 
– Cyprès, A. (2016). Leadership Learning, Teaching, and Practice. Charlotte (North Carolina, USA) : Information Age Publishing (IAP).  [Agir comme professionnel de l’enseignement : le travail] Lire… 
– Joliat, F., Güsewell, A. & Terrien, P. (2017). Les identités des professeurs de musique. Samzon (France) : Editions Delatour France.  [ Se former comme enseignant : la formation, Devenir enseignant : l’insertion, Agir comme professionnel de l’enseignement : le travail] Lire… 

Mémoires et thèses

– Calderon Moya, M. (2016). A qualitative study of adult Latin Americans’ perceptions of their secondary school education in Montreal. Mémoire de maîtrise inédit, McGill University, Montréal, Québec. Lire… 
– Nardozza, M. (2016). Remembering the teacher: An autobiographical reflective journey through the memories of a teacher and his former students. Mémoire de maîtrise inédit, McGill University, Montréal, Québec.  [Agir comme professionnel de l’enseignement : le travail] Lire… 
– Pan, M. (2016). Teaching practices of six Chinese heritage language teachers in Montreal. Mémoire de maîtrise inédit, McGill University, Montréal, Québec.  [Agir comme professionnel de l’enseignement : le travail] Lire… 
– Rui, X. (2016). The educational value of reading and teaching literature. Mémoire de maîtrise inédit, McGill University, Montréal, Québec. Lire… 

Rapports et études

– Couturier, E.-L. (2017). De gardienne d’enfant à éducatrice en garderie. (Rapport no. 02). Montréal, Québec : Institut de recherche et d’informations socioéconomiques (IRIS). Lire… 
– Haut Conseil à l’Égalité entre les femmes et les hommes (2017). Formation à l’égalité filles-garçons : Faire des personnels enseignants et d’éducation les moteurs de l’apprentissage et de l’expérience de l’égalité. (Rapport no. 2016-12-12-STER-025). Paris : Haut Conseil à l’Égalité entre les femmes et les hommes, République Française. Lire… 
– Hurteau, P. (2017). L’austérité en éducation : les écoles privées sont-elles réellement désavantagées ?. Montréal, Québec : Institut de recherche et d’informations socioéconomiques (IRIS). Lire… 
– Landry, N., Roussel, C. & Bégin, M. (2017). Médias et TIC dans le programme de formation de l’école québécoise. Ancrages et contenus. Enseignement préscolaire et primaire. Montréal, Québec : La Chaire de recherche du Canada en éducation aux médias et droits humains. Lire… 

Périodiques professionnels

– Bulletin du CRIRES (27) 2016 Lire… 
– L’éducateur (Suisse), 24 (2) 2017 Lire… 
– Pédagogie collégiale, 30 (3) 2017 Lire… 
– Phi Delta Kappan, 98 (6) 2017 Lire… 

Revues scientifiques

– Journal of Educational Multimedia and Hypermedia, 26 (2) 2017 Lire… 
– Journal of Interactive Learning Research, 28 (2) 2017 Lire… 
– Review of Educational Research, 87 (2) 2017 Lire… 
– Savoirs (42) 2016 Lire… 

Dossier de Veille de l’Institut français de l’éducation (IFÉ)

– Dossier de veille de l’IFÉ n° 115, janvier 2017 : EMI : partir des pratiques des élèves Lire… 
– Dossier de veille de l’IFÉ n° 114, décembre 2016 : La coopération entre élèves : des recherches aux pratiques Lire… 
– Dossier de veille de l’IFÉ n° 113, novembre 2016 : La différenciation pédagogique en classe Lire… 
– Dossier de veille de l’IFÉ n° 112, octobre 2016 : L’éducation des filles et des garçons : paradoxes et inégalités Lire… 

Colloques en éducation

– 4e Colloque international en éducation : Enjeux actuels et futurs de la formation et profession enseignante Lire… 
– 5e Sommet de l’Ipad et du numérique en éducation Lire… 
– American Canadian Conference for Academic Disciplines ( Toronto 2017) Lire… 
– EdMedia–World Conference on Educational Media & Technology is an international conference, organized by the Association for the Advancement of Computing in Education (AACE) Lire… 

Conférences du CRIFPE

– Les modèles contemporains de légitimité des cadres éducatifs français (mais pas seulement) Lire… 

Les archives de la veille scientifique sont disponibles à l’adresse suivante:

Responsable : Richard Croteau LL.L., M.Sc.

Call for Abstracts/Full Papers

International Conference on Education, Psychology, and Social Sciences

2-4 August 2017, Chulalongkorn University, Bangkok, Thailand
 Submission Deadline: March 31, 2017


ICEPS 2017 aims to build an international platform that allows interested parties to gather together to share and discuss their studies regarding all aspects of social science, education and psychology from various perspectives. Prospective authors are welcome to submit their full papers or Abstracts, but only high quality papers will be recommended to sponsored journals for special issues. All submissions to the conference will go through blindly review processes by at least two independent peers. Interesting topics are listed below for your reference only, and not limited to the following topics:
Current issues in Education, Teaching and Learning, Child Education, Education Policy, Organization and Leadership, Comparative Education, Curriculum and Teaching, Technology and Education, e-learning, Higher Education, Linguistics, Elementary Education, Literacy and Language Education, Mathematics Education, Science Education, Learning Science and Technology Design, Assessment and Evaluation, Business Education, and many more.

Current issues and challenges in psychology, Cognitive Psychology, Clinical Psychology, Personality Psychology, Social Psychology, Psychobiology, Industrial Psychology, Organizational Psychology, Organization Behavior, Perceptual Psychology, Psychometrics, Developmental Psychology, Experimental and Cognitive Psychology, Cultural, Social and Differential Psychology, and many more.

Social Sciences
Anthropology, Area Studies, Business Studies, Communication Studies, Criminology, Demography, Development Studies, Economics, Education, Geography, History, Industrial Relations, Information Sciences, Law, Library science, Linguistics, Media Studies, Political Science, Psychology, Public Administration, Sociology, and many more.

March 31, 2017       Submission Deadline

Notification of acceptance/rejection:
For an abstract submission: Two weeks after submission
For a full paper submission: Four weeks after submission

April 01, 2017     Due Date for Early-Bird Registration Fee
June 01, 2017       Deadline for Regular Registration Fee
June 15, 2017       Due Date for Upload Final Version of Manuscript 
June 15, 2017       Tentative Conference Program Announced
July  01, 2017       Deadline for papers to be included in the program

Posted by: Richard Schwier | March 14, 2017

CIDER Session– State of the Nation: K-12 E-Learning in Canada

The March CIDER session

This free, online session will feature Michael Barbour of Touro University Mare Island and Randy LaBonte of CANeLearn, presenting the annual State of the Nation for K-12 e-learning.

Title: State of the Nation: K-12 E-Learning in Canada

The State of the Nation: K-12 E-Learning in Canada report continues to be Canada’s unique benchmark for the expanding use of technology-supported blended and online learning in Canada. This ninth edition of the annual report continues the strong tradition of incisive analysis of the state of K-12 online and blended education in Canada.

Canada continues to have one of the highest per capita student enrolment in online courses and programs of any jurisdiction in the world and was one of the first countries to use the Internet to deliver distance learning courses to students. In many ways Canada provides an interesting exemplar for the rest of the world, due in part to its division into 13 provinces and territories of widely varying population and geography, leading to a wealth of relevant comparisons with other countries/regions of similar population. Canada is also a part of the Commonwealth of Nations, leading naturally to comparisons with other English-speaking countries, but also with Quebec being linked to la Francophonie, leading to relevant role models for two major linguistic regions. And finally, Canada, through its offerings to indigenous communities, provides a role model for other countries for the provision of education to indigenes and minority populations..

When: Wednesday, March 22, 2017 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:

Registration is not required; all are welcome. For more information on CIDER and our Sessions, please visit our website:

Please note that it is important to set up your system prior to the event. Make sure your Mac or PC is equipped with a microphone and speakers, so that you can use the audio functionality built into the conferencing software. The Adobe Connect platform may require an update to your Flash Player; allow time for this update by joining the session 10 minutes prior to the scheduled presentation.


CIDER sessions are brought to you by the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education.

Our mailing address is:

Athabasca University

Canadian Initiative for Distance Education Research
1200, 10011 – 109 Street

EdmontonAB  T5J 3S8


Add us to your address book

We are delighted to announce the publication of Volume 8 Issue 1 of The Canadian Journal for the Scholarship of Teaching and Learning (CJSoTL)/La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage (RCACEA), the official, trans-disciplinary, peer-reviewed, electronic publication of the Society for Teaching and Learning in Higher Education.

CJSoTL/RCACEA seeks to advance the scholarship of teaching and learning in Canadian post-secondary institutions. It therefore provides an avenue for a wide range of educators, including faculty members, administrators, academic librarians, educational developers, learning resource specialists, and graduate students, to discuss ways of enhancing student learning experiences through systematic inquiry into teaching and learning in all disciplines.

We invite submissions, in either English or French, from anyone, including international colleagues, interested in discussing teaching and learning issues that are relevant to different types of institutions in the Canadian context.

Volume 8 Issue 1 continues to exemplify this significant contribution to the SoTL literature with the following articles.

“Finding Place in Higher Education: An Epistemological Analysis”
Shelagh M. Crooks

“Perceived Benefits of an Undergraduate Degree”
Cole Norton and Tanya Martini

“Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest”
Joan Flaherty, Bruce G. McAdams, and Joshua E. LeBlanc

“An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course”
Jules Woolf

“Student Perceptions of Staged Transfer to Independent Research Skills During a Four-year Honours Science Undergraduate Program”
Sarah L. Symons, Andrew Colgoni, and Chad T. Harvey

“Implementation and Evaluation of the Course Dossier Methodology”
Wahidun N. Khanam and Calvin S. Kalman

“Evaluating the Implementation and Effectiveness of Reflection Writing”
Isabelle Boutet, Marie-Pier Vandette, and Sophie-Claire Valiquette-Tessier

“The Presence of Gender Disparity on the Force Concept Inventory in a Sample of Canadian Undergraduate Students”
Magdalen Normandeau, Seshu Iyengar, and Benedict Newling

“L’effet de la personnalité sur la performance des étudiants universitaires en sciences de l’administration à l’examen écrit, au test à choix multiple et aux travaux pratiques”
Sawsen Lakhal, Éric Frenette, and Serge Sevigny

“Does Correct Answer Distribution Influence Student Choices When Writing Multiple Choice Examinations?”
Jacqueline A. Carnegie

We invite you to read these exceptional articles and learn more about the journal by visiting


Elizabeth Marquis, Senior Editor
Ken N. Meadows, Managing Editor
The Canadian Journal for the Scholarship of Teaching and Learning

SAPES – Publication du volume 8, numéro 1 de la revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage

Chers collègues,

Nous sommes ravis de vous annoncer la publication le numéro 1 du volume 8 de La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage (RCACEA), la revue électronique officielle, transdisciplinaire et soumise à l’évaluation d’un comité de lecture de la Société pour l’avancement de la pédagogie dans l’enseignement supérieur (SAPES).

RCACEA vise à dynamiser les travaux scientifiques sur l’enseignement et l’apprentissage dans les établissements canadiens d’enseignement postsecondaire. La revue constitue donc un moyen permettant à une grande diversité de pédagogues, y compris les membres du corps enseignant, les administrateurs, les bibliothécaires universitaires, les agents de développement pédagogique, les spécialistes des ressources en apprentissage et les étudiants de troisième cycle de débattre des façons d’améliorer les expériences d’apprentissage des étudiants en effectuant des études systématiques sur l’enseignement et l’apprentissage dans toutes les disciplines.

Nous nous attendons à ce que La revue apporte une contribution importante à l’avancement des connaissances en enseignement et en apprentissage. Nous invitons donc toutes les personnes intéressées, y compris les collègues étrangers, à nous soumettre un article en français ou en anglais portant sur des sujets pertinents pour les différents types d’établissements d’enseignement dans le contexte canadien.

Le numéro 1 du volume 8 est un autre exemple de cette contribution importante à la littérature sur l’avancement des connaissances en enseignement et apprentissage. Voici les articles qu’il contient :

« Finding Place in Higher Education: An Epistemological Analysis »
Shelagh M. Crooks

« Perceived Benefits of an Undergraduate Degree »
Cole Norton et Tanya Martini

« Words Matter: The Impact of “Catchy” vs Conventional Course Titles on Student Interest »
Joan Flaherty, Bruce G. McAdams, et Joshua E. LeBlanc

« An Analytical Autoethnographical Account of using Inquiry-Based Learning in a Graduate Research Methods Course »
Jules Woolf

« Student Perceptions of Staged Transfer to Independent Research Skills During a Four-year Honours Science Undergraduate Program »
Sarah L. Symons, Andrew Colgoni, et Chad T. Harvey

« Implementation and Evaluation of the Course Dossier Methodology »
Wahidun N. Khanam et Calvin S. Kalman

« Evaluating the Implementation and Effectiveness of Reflection Writing »
Isabelle Boutet, Marie-Pier Vandette, et Sophie-Claire Valiquette-Tessier

« The Presence of Gender Disparity on the Force Concept Inventory in a Sample of Canadian Undergraduate Students »
Magdalen Normandeau, Seshu Iyengar, et Benedict Newling

« L’effet de la personnalité sur la performance des étudiants universitaires en sciences de l’administration à l’examen écrit, au test à choix multiple et aux travaux pratiques »
Sawsen Lakhal, Éric Frenette, et Serge Sevigny

« Does Correct Answer Distribution Influence Student Choices When Writing Multiple Choice Examinations? »
Jacqueline A. Carnegie

Nous vous invitons à lire ces articles exceptionnels et à en apprendre plus sur notre revue en visitant le site

Nous vous souhaitons une bonne lecture.

Elizabeth Marquis, rédactrice en chef
Ken N. Meadows, éditeur en chef
La revue canadienne sur l’avancement des connaissances en enseignement et en apprentissage




Paper Submission Deadline: March 24, 2017

The 13th International Conference on Frontiers in Education:
Computer Science and Computer Engineering

July 17-20, 2017, Monte Carlo Resort, Las Vegas, USA


o  ABET Accreditation and assessment
o  ABET experiences and good practices
o  Student recruitment and retention methods
o  Promoting multi-disciplinary initiatives – impact on curriculum
o  Capstone research projects: examples and case studies
o  Distance learning; methods, technologies and assessment
o  Innovative degree programs and certificates
o  Innovative uses of technology in the classroom
o  Collaborative learning
o  Learning models and learning from mistakes
o  Computer and web-based software for instruction
o  Ethics in computer science and engineering
o  Incorporating writing into CS and CE curriculum
o  Preparing graduates for academia
o  Preparing graduates for industry
o  Partnerships with industry and government
o  Team projects and case studies
o  Undergraduate research experiences
o  Student observation and mentoring strategies
o  Advising methods
o  Evaluation strategies (professors, students, …)
o  Transition to graduate studies
o  Integrating gender and culture issues into computer science and
engineering curriculum
o  The balance between course-work and research
o  Issues related to the choice of first programming language
o  Debugging tools and learning
o  Projects, software engineering, programming issues, and
laboratory practices
o  Virtual laboratories
o  Computer science and computer engineering curriculum
o  Active learning tools
o  Undergraduates as teaching assistants
o  Funding opportunities for curriculum development and studies
o  Pilot studies
o  STEM (Science, Technology, Engineering & Mathematics) initiatives
o  Teaching methods
o  Recruiting methods to attract graduate students
o  Proposed methods for ranking CS and CE departments
o  The role of visualization and animation in education
o  Academic dishonesty in a high-tech environment
o  Experiences in the formation of Department Advisory Board
o  Factors that lead to success in CS and CE
o  Software Engineering for Embedded Systems in Education


March 24, 2017:    Submission of full papers (max 7 pages)
Submission portal:
April 12, 2017:    Notification of acceptance (+/- two days)
May 5, 2017:       Final papers + Copyright + Registration
July 17-20, 2017:  13th International Conference on Frontiers in Education:
Computer Science and Computer Engineering (FECS’17)
+ other affiliated joint conferences – see:


We anticipate having between 1,000 and 2,000 participants in the federated
Congress that this conference is part of. The congress includes 20 major
tracks ( ) composed
of: 105 technical, research, and panel sessions as well as a number of
keynote lectures and tutorials; all will be held simultaneously, same
location and dates: July 17-20, 2017. Last year, the Congress had attracted
speakers/authors and participants affiliated with over 176 different
universities (including many from the top 50 ranked institutions), major
IT corporations (including: Microsoft, Google, Apple, SAP, Facebook,
Oracle, Amazon, Yahoo, Samsung, IBM, Ebay, GE, Siemens, Philips, Ericsson,
BAE Systems, Hitachi, NTT, …), major corporations (including: Exxon
Mobil, Johnson & Johnson, JPMorgan Chase, PetroChina, GlaxoSmithKline,
HSBC, Airbus, Boeing, Hyundai, …), government research agencies (NSF,
NIH, DoE, AirForce, NSA National Security Agency, …), US national
laboratories (including, NASA, ANL, LLNL, Sandia, ORNL, Lawrence Berkeley
National Lab, Los Alamos National Lab, National Cancer Institute,
NIST, …), and a number of Venture Capitalists as well as distinguished
speakers discussing Intellectual Property issues. Last year, 55% of
attendees were from academia, 24% from industry; 20% from government and
funding agencies; and 1% unknown. About half of the attendees were from
outside USA; from 74 nations. To get a feeling about the conferences’
atmosphere, see some delegates photos available at:
Past 10 years:


You are invited to submit a paper for consideration. All accepted
papers will be published in printed conference books (ISBN), imprinted
by the American Council on Science and Education, and distributed
& published by CSREA (Computer Science Research, Education, and
Applications Press). The proceedings will also be made available
online. The printed proceedings/books will be available for distribution
on site at the conference. The books will be indexed in science
databases, including EBSCO (, one of the largest subject
index systems, and others. ACM Digital Library is also including the
titles into its databases as well as ProQuest indexing databases and

In addition, like prior years, extended versions of selected papers
(about 40%) will appear in journals and 15 edited research books;
publishers include, Springer, Elsevier, BMC, and others). Each book in
each series will be subject to Elsevier and Springer science indexing
products (which includes: Scopus,; SCI Compendex,
Engineering Village,; EMBASE,; & others).
See the web link below for a small subset of such publications: (some of
these books and journal special issues have already received the top 25%
downloads in their respective fields and/or identified as “Highly
Accessed” by publishers and/or science citation index trackers.)

Prospective authors are invited to submit their papers by uploading them
to the evaluation web site at: . Submissions
must be uploaded by the due date (see IMPORTANT DATES) and must be in
either MS doc or pdf formats (7 pages for Regular Research Papers; 4
pages for Short Research Papers; 2 pages for Extended Abstract/Poster
Papers – the number of pages include all figures, tables, and references).
All reasonable typesetting formats are acceptable (later, the authors of
accepted papers will be asked to follow a particular typesetting format
to prepare their final papers for publication; these formatting
instructions appear at the submission web site and they conform to the
two-column IEEE style format). Papers must not have been previously
published or currently submitted for publication elsewhere.

The first page of the paper should include the followings:
– Title of the paper
– Name, affiliation, postal address, and email address of each author
(identify the name of the Contact Author)
– Abstract (between 100 and 120 words)
– A maximum of 5 topical keywords that would best represent the work
described in the paper
– Write the type of the submission as “Regular Research Paper”,
“Short Research Paper”, or “Extended Abstract/Poster Paper”.
– The actual text of the paper can start from the first page (space
Submissions are to be uploaded to the submission/evaluation web site
portal at

Type of Submissions/Papers:

– Full/Regular Research Papers (maximum of 7 pages):
Regular Research Papers should provide detail original research
contributions. They must report new research results that represent
a contribution to the field; sufficient details and support for
the results and conclusions should also be provided. The work
presented in regular papers are expected to be at a stage of maturity
that with some additional work can be published as journal papers.

– Short Research Papers (maximum of 4 pages):
Short Research Papers report on ongoing research projects. They
should provide overall research methodologies with some results.
The work presented in short papers are expected to be at a stage
of maturity that with some additional work can be published as
regular papers.

– Extended Abstract/Poster Papers (maximum of 2 pages):
Poster papers report on ongoing research projects that are still in
their infancy (i.e., at very early stages). Such papers tend to
provide research methodologies without yet concrete results.

Each paper will be peer-reviewed by two experts in the field for
originality, significance, clarity, impact, and soundness. In cases of
contradictory recommendations, a member of the conference program
committee would be charged to make the final decision (accept/reject);
often, this would involve seeking help from additional referees. Papers
whose authors include a member of the conference program committee will
be evaluated using the double-blinded review process. (Essay/philosophical
papers will not be refereed but may be considered for discussion/panels).


The Congress will be composed of research presentations, keynote lectures,
invited presentations, tutorials, panel discussions, and poster
presentations. In recent past, keynote/tutorial/panel speakers have
included: Prof. David A. Patterson (pioneer, architecture, U. of California,
Berkeley), Dr. K. Eric Drexler (known as Father of Nanotechnology), Prof.
John H. Holland (known as Father of Genetic Algorithms; U. of Michigan),
Prof. Ian Foster (known as Father of Grid Computing; U. of Chicago & ANL),
Prof. Ruzena Bajcsy (pioneer, VR, U. of California, Berkeley), Prof. Barry
Vercoe (Founding member of MIT Media Lab, MIT), Dr. Jim Gettys (known as
X-man, developer of X Window System, xhost; OLPC), Prof. John Koza (known
as Father of Genetic Programming, Stanford U.), Prof. Brian D. Athey
(NIH Program Director, U. of Michigan), Prof. Viktor K. Prasanna (pioneer,
U. of Southern California), Dr. Jose L. Munoz (NSF Program Director and
Consultant), Prof. Jun Liu (pioneer, Broad Institute of MIT & Harvard U.),
Prof. Lotfi A. Zadeh (Father of Fuzzy Logic), Dr. Firouz Naderi (Head,
NASA Mars Exploration Program 2000-2005 and Associate Director, Project
Formulation & Strategy, Jet Propulsion Lab, CalTech/NASA; Director, NASA’s
JPL Solar System Exploration), Prof. David Lorge Parnas (Fellow of IEEE,
ACM, RSC, CAE, GI; Dr.h.c.: ETH Zurich, Prof. Emeritus, McMaster U. and
U. of Limerick), Prof. Eugene H. Spafford (Executive Director, CERIAS and
Professor, Purdue University), Dr. Sandeep Chatterjee (Vice President &
Chief Technology Officer, SourceTrace Systems, Inc.), Prof. Haym Hirsh
(Dean, Cornell University – formerly at Rutgers University, New Jersey,
USA and former director of Division of Information and Intelligent Systems,
National Science Foundation, USA), Prof. Victor Raskin (Distinguished
Professor, Purdue University, USA); Prof. Alfred Inselberg (School of
Mathematical Sciences, Tel Aviv U, Israel; Senior Fellow, San Diego
Supercomputing Center; Inventor of the multidimensional system of Parallel
Coordinates and author of textbook); Prof. H. J. Siegel (Abell Endowed
Chair Distinguished Professor of ECE and Professor of CS; Director, CSU
Information Science and Technology Center (ISTeC), Colorado State University,
Colorado, USA); Prof. Amit Sheth (Fellow of IEEE and LexisNexis Eminent
Scholar; Founder/Executive Director, Ohio Center of Excellence in
Knowledge-enabled Computing (Kno.e.sis) and Professor of Computer Science,
Wright State University, Ohio, USA); Dr. Leonid I. Perlovsky (Harvard
University, USA and School of Engineering and Applied Sciences and Medical
School Athinoula Martinos Brain Imaging Center; and The US Air Force
Research Lab., USA; CEO, LP Information Technology, USA and Chair of IEEE
Task Force on The Mind and Brain; Recipient of John McLucas Award, the
highest US Air Force Award for basic research); Dr. James A. Crowder (Chief
Engineer, Raytheon Intelligence, Information, and Services; Aurora,
Colorado, USA); Prof. Yaroslav D. Sergeyev (Distinguished Professor, Head
of Numerical Calculus Laboratory University of Calabria, Rende, Italy and
part-time Professor of Lobachevsky State University, Russia); and many
other distinguished speakers.  161115

The Congress is among the top five largest annual gathering of researchers
in computer science, computer engineering and applied computing. We
anticipate to have attendees from about 75 countries and territories. To
get a feeling about the conferences’ atmosphere, see some delegates
photos available at:
2016 Congress:
2015 Congress:
2014 Congress:
Past 10 years:


4th Doctoral Colloquium & Demos Sessions 2017 (DCDS-17)

Innovative Projects for International Collaborations:
Investing for the future (IPIC-17)


Questions and inquiries should be sent to:
CSCE’17 Conference Secretariat:

Posted by: Richard Schwier | March 13, 2017

International conferences, EAE Research Centre, in English & Arabic

Experts of academic excellence research centre is cordially pleased to invite you to submit your scholarly work in any of its upcoming international conferences held in different places of the world where the official languages of all our conferences are “English & Arabic”. Our ambition is not only to accumulate worldwide researchers and professionals, but also to increase the knowledge and collaboration through academic discussions.

Main Tracks of our current conferences:
Social and Community Studies              Arts & Humanities         Civic and Political Studies
Cultural & Global Studies                      Environmental Studies   Organizational Studies
Educational and Communication Studies                         Economics, Finance & Accounting
Business and Management Studies

We are glad to inform all participants that your research papers can be published in ISI, Scopus and other journals. Our associated journals are international, peer-reviewed, open-access, and an appropriate platform for publishing original and unpublished work without bearing any publication fee.

For more details visit: or e-mail us at:

For our other upcoming events in different countries please follow the link below:

EAE Conference Secretariat

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