Call for papers: CSCI’18 Int’l Conference; Artificial Intelligence (Dec. 13-15, 2018, Las Vegas)

Paper Submission Deadline: October 10, 2018
(11:59pm US Eastern Time Zone)

The International Symposium on Artificial Intelligence
(CSCI-ISAI)

https://americancse.org/events/csci2018/Symposiums/csci_isai
December 13-15, 2018, Las Vegas, USA

Most Recent IEEE Xplore entry:
https://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=7879541

All accepted papers will be published in the proceedings of the 2018
International Conference on Computational Science and Computational
Intelligence (CSCI: https://americancse.org/events/csci2018 )

SCOPE AND LIST OF TOPICS:

Prologue:
Artificial Intelligence (AI) is the science and engineering of making
intelligent machines and systems. This is an important multi-disciplinary
field which is now an essential part of technology industry, providing
the heavy lifting for many of the most challenging problems in
computational science. Since Machine Learning has strong ties with AI,
this symposium also covers the field of Machine Learning. The list of
topics below is by no means meant to be exhaustive.

Artificial Intelligence:
Brain models, Brain mapping, Cognitive science; Natural language
processing; Fuzzy logic and soft computing; Software tools for AI; Expert
systems; Decision support systems; Automated problem solving; Knowledge
discovery; Knowledge representation; Knowledge acquisition; Knowledge-
intensive problem solving techniques; Knowledge networks and management;
Intelligent information systems; Intelligent data mining and farming;
Intelligent web-based business; Intelligent agents; Intelligent networks;
Intelligent databases; Intelligent user interface; AI and evolutionary
algorithms; Intelligent tutoring systems; Reasoning strategies;
Distributed AI algorithms and techniques; Distributed AI systems and
architectures; Neural networks and applications; Heuristic searching
methods; Languages and programming techniques for AI; Constraint-based
reasoning and constraint programming; Intelligent information fusion;
Learning and adaptive sensor fusion; Search and meta-heuristics; Multi-
sensor data fusion using neural and fuzzy techniques; Integration of
AI with other technologies; Evaluation of AI tools; Social intelligence
(markets and computational societies); Social impact of AI; Emerging
technologies; and Applications (including: computer vision, signal
processing, military, surveillance, robotics, medicine, pattern
recognition, face recognition, finger print recognition, finance and
marketing, stock market, education, emerging applications, …).

Machine Learning:
Statistical learning theory; Unsupervised and Supervised Learning;
Multivariate analysis; Hierarchical learning models; Relational
learning models; Bayesian methods; Meta learning; Stochastic
optimization; Simulated annealing; Heuristic optimization techniques;
Neural networks; Reinforcement learning; Multi-criteria reinforcement
learning; General Learning models; Multiple hypothesis testing;
Decision making; Markov chain Monte Carlo (MCMC) methods; Non-
parametric methods; Graphical models; Gaussian graphical models;
Bayesian networks; Particle filter; Cross-Entropy method; Ant colony
optimization; Time series prediction; Fuzzy logic and learning;
Inductive learning and applications; Grammatical inference; Graph
kernel and graph distance methods; Graph-based semi-supervised
learning; Graph clustering; Graph learning based on graph
transformations; Graph learning based on graph grammars; Graph
learning based on graph matching; Information-theoretical approaches
to graphs; Motif search; Network inference; Aspects of knowledge
structures; Computational Intelligence; Knowledge acquisition and
discovery techniques; Induction of document grammars; General
Structure-based approaches in information retrieval, web authoring,
information extraction, and web content mining; Latent semantic
analysis; Aspects of natural language processing; Intelligent
linguistic; Aspects of text technology; Biostatistics; High-
throughput data analysis; Computational Neuroscience; and
Computational Statistics.

DEMOGRAPHY HISTORY (based on 2014 through 2017 participation data):

In the past, about 40% of the attendees have been from outside
USA; from 58 nations. 51% of registrants have been from academia,
31% from industry; 17% from government agencies and research labs;
and 1% unknown. The conference has had participants, speakers,
authors affiliated with over 142 different universities; including
many from the top 40 ranked institutions; major IT corporations,
including, Microsoft, Accenture, Google, Apple, Facebook, Oracle,
Amazon, Samsung Electronics, IBM, GE, BAE Systems, Hitachi, NTT,
Intel Corp, BTS Software Solutions, NetApp, Algorkorea Co.,
Paris Saclay, ElderSafe Technologies Inc., METRON (France),
Fraunhofer IKTS (Germany), Wipro Technologies, VNIIEF (Russia),
BTU Cottbus-Senftenberg (Germany), Synchrone Technologies (France),
Bosch Software Systems (Germany), Tata Consultancy Services, …;
major corporations, including, Exxon Mobil, JPMorgan Chase,
Raytheon, PetroChina, GlaxoSmithKline, BCL Technologies, CERENA
Petroleum Group, Aerospace Electronic Technology (China), Max
Planck – Genetics (Germany), Tigard Research Institute, ENGIE
(France), Forschungszentrum Juelich (Germany), Secured Smart
Electric Vehicle (Korea), …; government research agencies and
national laboratories, including, NSF, NIH National Institutes of
Health, US Air Force (multiple research labs), NSA National Security
Agency, Pacific Northwest National Lab, NASA, LLNL, Lawrence
Berkeley National Lab, Los Alamos National Lab, Cold Spring Harbor
Lab, US National Cancer Institute, Swedish Defence Research Agency,
NIST US National Institute of Standards and Technology, U.S.
Geological Survey, US National Library of Medicine, US Air Force
(multiple research labs), SPAWAR Systems Center Pacific, China NSF,
Russian Academy of Sciences, US Navy, Hasso Plattner Institute, US
Army, Korea Internet & Security Agency, Suez Canal Research Center,
Okinawa Bureau (Japan), Canadian Medical Protective Association,
Osong Medical Innovation Foundation (Korea), National Institute of
Informatics (Japan), …; and three Venture Capitalists and nine
Intellectual Property attorneys.

INVITATION:

You are invited to submit a paper for consideration. All accepted papers
will be published by IEEE CPS (refer to ieeexplore.ieee.org for previous
years’ IEEE Xplore inclusion) in the proceedings of The 2018 International
Conference on Computational Science and Computational Intelligence (CSCI).
Extended versions of selected papers of the conference will also appear
in journals and edited research books (Springer, Elsevier, BMC, …) The
published proceedings can be accessed via IEEE CPS and other Digital
libraries.

INSTRUCTIONS FOR SUBMISSION OF PAPERS FOR EVALUATION:

All accepted papers will be published by IEEE CPS:
https://www.computer.org/web/cs-cps/
in the proceedings of The 2018 International Conference on
Computational Science and Computational Intelligence (CSCI’18).

Past CSCI proceedings are indexed into IEEE Xplore Digital Library
and can be accessed via:
Volume I (2014):  https://ieeexplore.ieee.org/xpl/tocresult.jsp?isnumber=6822065
Volume II (2014): https://ieeexplore.ieee.org/xpl/tocresult.jsp?isnumber=6822285
Volume (2015):    https://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=7420813
Volume (2016):    https://ieeexplore.ieee.org/xpl/mostRecentIssue.jsp?punumber=7879541
Volume (2017):    Pending/soon (within days)

Papers should be typeset by using the general typesetting
instructions available at:
https://www.ieee.org/conferences_events/conferences/publishing/templates.html
(i.e., use of regular Times New Roman, font size of 10, single line
spacing, 2-column format). Authors of accepted papers will later
receive more specific typesetting instructions. All submissions must
be original (papers must not have been previously published or
currently being considered by others for publication). 161115

Submissions must be in either MS doc or pdf formats (6 pages for
Regular Research Papers; 4 pages for Short Papers; 2 pages for
Poster Papers – the number of pages include all figures, tables, and
references). The first page should include:

– Title of the paper.
– Name, affiliation, city, country, and email address of each author
(identify the name of the Contact Author).
– Abstract (about 100 words).
– A maximum of 5 topical keywords that would best represent the work
described in the paper.
– Write the type of the submission as “Full/Regular Research Papers”,
“Short Papers”, or “Poster Papers”.
– Write “CSCI-ISAI”

The actual paper can start from the first page (space permitting).
Submissions are to be uploaded to the submission/evaluation web site
portal at: https://american-cse.org/

TYPE OF SUBMISSIONS/PAPERS:

– Full/Regular Research Papers (maximum of 6 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 Papers (maximum of 4 pages):
Short 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.

– 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.

REVIEW PROCESS

Each paper will be peer-reviewed by 2 to 4 peers (except for papers that
are philosophical in nature – such papers would be considered for panel
discussions.) Confidentiality of submitted material will be maintained.
Papers will be evaluated on the basis of originality, impact, significance,
quality of research, quality of writing, and contribution to conference
program and diversity. Papers whose authors include one or more members
of the program committee will be evaluated using the double-blinded
review process. Authors whose papers are not selected for publication
can submit a rebuttal letter; rebuttals will be evaluated by 4 members
of the Program Committee.

DEADLINES – DATES:

October 10, 2018:     (11:59pm US Eastern Time Zone) Submission of Papers
https://american-cse.org/
October 23, 2018:     Notification of acceptance (+/- 2 days)
November 05, 2018:    Final papers & Author Registrations
December 13-15, 2018: International Symposium on Artificial Intelligence
(CSCI-ISAI)
https://americancse.org/events/csci2018/Symposiums/csci_isai
CSCI-ISAI will be held in conjunction with other
affiliated research events; for more information, see
https://americancse.org/events/csci2018

CONTACT:

Questions and inquiries should be sent to:
Conference Secretariat: cs@american-cse.org

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CIDER Session October 2018: Assessment strategies for online learning

We invite you to our second session for the 2018-19 CIDER Sessions series on Wednesday, October 10, 2018. This free, online session will feature Dr. Dianne Conrad on assessment strategies for online learning.

Title: Assessment strategies for online learning

Although learners sometimes respond negatively to evaluation, assessments have provided educational institutions with important information about learning outcomes and the quality of education for many decades. But how accurate are these data and have they informed practice or been fully incorporated into the learning cycle? In their new book, Assessment Strategies for Online Learning, Conrad and Openo argue that the potential inherent in online learning environments to alter and improve assessment and evaluation has yet to be explored by educators and learners. They insist that online and distance learning environments afford educators new opportunities to embrace only the most effective face-to-face assessment methods and to realize the potential of engaged learning in the digital age.

In this session, the author will introduce her new book, Assessment Strategies for Online Learning, describing new forms of assessment and a number of best practices. To download a free copy of the book, visit AU Press at
http://www.aupress.ca/index.php/books/120279

When: Wednesday, October 10, 2018 – 11am to 12noon Mountain Time (Canada)

Where: Online through Adobe Connect at:
https://athabascau.adobeconnect.com/cider

Registration is not required; all are welcome. CIDER Sessions are recorded and archived for later viewing through the CIDER website. For more information on CIDER and our Sessions, please visit us at:
http://cider.athabascau.ca

Pre-configuration:
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 International Review of Research in Open and Distributed Learning (IRRODL) and the Centre for Distance Education, Athabasca University: Canada’s Open University and leader in professional online education. The Sessions and their recordings are open and available to all, licensed under a Creative Commons Attribution 4.0 International License.

New issue of CJSoTL (9:2) | Prochain numéro de la RCACEA (9:2)

The Canadian Journal for the Scholarship of Teaching and Learning, 9(2)


Dear Colleagues:

We are delighted to announce the publication of Volume 9 Issue 2 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), an 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 9 Issue 2 continues to exemplify this significant contribution to the SoTL literature with the following articles.

Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments
Fiona Rawle, Mindy Thuna, Ting Zhao, and Michael Kaler

Textbook Affordability and Student Acceptance of eTextbooks: An Institutional Case-study
Andy M. Benoit

Turnitin(r) Use at a Canadian University
Christine Zaza and Amanda McKenzie

Performance, Preference, and Perception in Experiential Learning Assessment
Jay R. Wilson, Thomas T. Yates, and Kendra Purton

A Common Book: A Novel Approach to Teaching and Learning
Kristen A. Ferguson, Natalya Brown, and Linda Piper

Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution
Justine O. Hobbins, Mildred Eisenbach, Kerry L. Ritchie, and Shoshanah Jacobs

Sharing Narratives to Foster Mental Health Literacy in Teacher Candidates
Vera Woloshyn and Michael J. Savage

Measuring the Impact of a Weeklong Fall Break on Stress Physiology in First Year Engineering Students
Ayesha Khan, Heather Poole, and Elliott A. Beaton

Using Appreciative Inquiry to Understand the Role of Teaching Practices in Student Well-being at a Research-Intensive University
Kathleen Lane, Minnie Y. Teng, Steven J. Barnes, Katherine Moore, Karen Smith, and Michael Lee

Book Review: Overcoming Student Learning Bottlenecks: Decode the Critical Thinking of Your Discipline
Emily Ballantyne

We invite you to read these exceptional articles and learn more about the journal by visiting http://www.cjsotl-rcacea.ca/.

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


La publication du volume 9, numéro 2 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 2 du volume 9 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 2 du volume 9 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 :

Audio Feedback: Student and Teaching Assistant Perspectives on an Alternative Mode of Feedback for Written Assignments
Fiona Rawle, Mindy Thuna, Ting Zhao, et Michael Kaler

Textbook Affordability and Student Acceptance of eTextbooks: An Institutional Case-study
Andy M. Benoit

Turnitin(r) Use at a Canadian University
Christine Zaza et Amanda McKenzie

Performance, Preference, and Perception in Experiential Learning Assessment
Jay R. Wilson, Thomas T. Yates, et Kendra Purton

A Common Book: A Novel Approach to Teaching and Learning
Kristen A. Ferguson, Natalya Brown, et Linda Piper

Investigating the Relationship between Residence Learning Community Participation and Student Academic Outcomes in a Canadian Institution
Justine O. Hobbins, Mildred Eisenbach, Kerry L. Ritchie, et Shoshanah Jacobs

Sharing Narratives to Foster Mental Health Literacy in Teacher Candidates
Vera Woloshyn et Michael J. Savage

Measuring the Impact of a Weeklong Fall Break on Stress Physiology in First Year Engineering Students
Ayesha Khan, Heather Poole, et Elliott A. Beaton

Using Appreciative Inquiry to Understand the Role of Teaching Practices in Student Well-being at a Research-Intensive University
Kathleen Lane, Minnie Y. Teng, Steven J. Barnes, Katherine Moore, Karen Smith, et Michael Lee

Book Review: Overcoming Student Learning Bottlenecks: Decode the Critical Thinking of Your Discipline
Emily Ballantyne

Nous vous invitons à lire ces articles exceptionnels et à en apprendre davantage sur notre revue en visitant le site : http://ir.lib.uwo.ca/cjsotl_rcacea/index_fr.html.

Nous vous souhaitons une bonne lecture.

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