Adult Education in Global Times:
An International Research Conference (AEGT2020)

Proposal Submission was closed on October 15, 2019

Save the Date…

En français

Make plans now to join us on the beautiful campus of the University of British Columbia for this unique multi-organization research conference featuring presentations by scholars from throughout the world. The call for proposals will be distributed no later than May 1, 2019. Save the dates now to be part of a global conversation about research and scholarship on adult learning and education.

June 4 – 7, 2020

  • Pre-conferences June 4
  • Main conference June 5-7

ABOUT: Vancouver, Campus, Accommodation, Dining and Amenities

Download PDF



Éducation des adultes dans les temps globaux:
Une conférence sur la recherche internationale


Réservez la date….
Faites des plans maintenant pour nous rejoindre sur le magnifique campus de l’université de la Colombie-Britannique pour cette conférence de recherche unique comprenant des présentations par des chercheurs du monde entier. L’appel de communications sera distribué au plus tard le premier mai 2019. Réservez la date pour cette opportunité unique de faire partie d’une conversation globale sur la recherche et les travaux au sujet de l’éducation des adultes et de leur apprentissage.

Du 4 au 7 juin 2020 

  • Pré-conférence: le 4 juin
  • Conférence: le 5 au 7 juin

DOWNLOAD PDF (Fr)

For Volunteers

Committees/Volunteers Needed for AEGT2020 June 4-7, 2020 (pre-conferences on June 4) (as of May, 2019)

1. Marketing/communication

  1. Website (with EDST Web Coordinator)
  2. Logo design and deployment
  3. Social media [Twitter] (before and during the conference)
  4. Photography during conference

2. Accessibility/accommodation

  1. Website (with EDST Web Coordinator)
  2. Facilities
  3. Transportation to/from campus & locally
  4. Special events
  5. Virtual participation (?)
  6. Visa problems/troubleshooting

3. Proceedings (digital)

  1. Editing
  2. Formatting
  3. Production
  4. Distribution

4. On-site registration

  1. Staffing
  2. Financial/cash/receipts
  3. Bags and contents
  4. Certificates/letters of participation
  5. Nametags

5. Publishers’ display

  1. Soliciting participation/books from publishers
  2. Setting up display
  3. Staffing/security
  4. Organizing “raffle” of materials e. Managing “raffle”

6. Film Festival

  1. Liaise with Festival Coordinators
  2. Load and show films
  3. Maintain schedule
  4. Troubleshoot

7. Presenter support

  1. Advance, pre-arrival information
  2. Introduction of speakers
  3. Time keeping
  4. Water
  5. Troubleshooting

8. Information/message desk during conference

  1. Staffing
  2. Location
  3. Materials
  4. (see Social Media above)

9. Conference information

  1. Maps with key facilities identified
  2. Guides for participants
  3. Transportation options
  4. Emergency contacts and procedures
  5. Coordinate with EDST Web Coordinator

10. Conference aesthetics

  1. General sessions
  2. Other session spaces
  3. Conference lunch
  4. Website (with EDST Web Coordinator), printed materials

11. Poster & roundtable session support

  1. Allocate space for each presentation
  2. Communicate assigned space to presenters
  3. Provide signage for roundtable sessions
  4. Troubleshoot set up for poster session (supplies, materials?)

12. Conference evaluation

  1. Develop conference evaluation plan
  2. Collect data
  3. Report results with recommendations

13. Technology

  1. Presenter needs
  2. Troubleshooting during sessions
  3. Security
  4. Virtual participation (?) & presentations

14. Sustainability

  1. Environmental sensitivities/reminders
  2. Options to consider
  3. Information to participants

15. Sponsorships/giveaways

  1. Possible financial sponsors (publishers, etc.)
  2. Conference “bag” or “tote”
  3. Refreshment breaks, socials
  4. Gifts for participants (Bookstore, others?)
  5. Gifts for keynote and other invited presenters?

16. Campus and tourism

  1. Campus walking tours
  2. Local sights and tours
  3. BC/Canada tourist information
  4. Restaurant guide (on- and off-campus)
  5. Materials and links for website

17. Pre-conference support

  1. Troubleshooting with organizers
  2. Room arrangements
  3. Transportation information if off campus

18. Post-conference recognition/reflection event

  1. Venue and food
  2. Certificates of recognition

Download the Volunteer Sign-Up Form

Proposal Submission was closed on October 15, 2019

Call for Proposals
AEGT 2020

 

The University of British Columbia
Vancouver, BC Canada
June 4-7, 2020
(Pre-conferences: June 4)

For only the second time in North America, researchers from eight international organizations will meet in Vancouver to share and discuss research in adult learning and education. AEGT2020 is patterned after three successful previous events, the first in 1988 at Leeds University, the second in 1997 at Birkbeck College, University of London, and the third in 2000 at the University of British Columbia. Whether or not you are currently a member of any of the organizations listed below, consider submitting a proposal. Plan now to attend this rare and important event.

Primary Host Organization

Canadian Association for the Study of Adult Education (CASAE/ACÉÉA)

 

Partnering Organizations

Adult Education Research Conference (AERC)

American Association for Adult and Continuing Education (AAACE)

Adult Learning Australia (ALA)

European Society for Research on the Education of Adults (ESREA)

Indian Adult Education Association (IAEA)

International Society for Comparative Adult Education (ISCAE)

Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA)

 

Deadline for submitting proposals:

Tuesday, October 15, 2019

 

edst.educ.ubc.ca/AEGT2020

 

Types of Proposals and Formats

Proposals are invited for papers, research roundtables, panels, posters and symposia on any aspect of adult learning and education anywhere in the world. Our goal is to provide a forum that represents the range and diversity of contemporary scholarship in the field. We are striving for an inclusive, diverse, and stimulating conference, so whether the scope of your work is global, local, or somewhere in between, consider submitting a proposal.

 

Paper: Papers are reports of completed research and will be published in the online conference proceedings. Three types of paper proposals are invited: (a) empirical research, (b) model or theory development, and (c) theorizing from the literature.

(a) An empirical research paper should adequately describe:

  • Purpose of study: What does it contribute?
  • Perspective or theoretical framework, including relevant literature.
  • Research design (including rationale for choice of methodology, research questions, modes of data collection and analysis).
  • Findings and conclusions.
  • Implications for adult education theory and practice.

(b) A paper focusing on model or theory development should address:

  • What practical or theoretical void will this model or theory fill with respect to adult education?
  • What is the basis for proposing this model or theory (experience, literature, your own empirical research, etc.)?
  • What are the elements of the model or theory and relationships among its elements?
  • What is its relationship to existing theory?

(c) A paper that theorizes from the literature can be either an exploration based on literature (reviews and/or critiques) or applications from one field to another which yield new insights about adult learning and education. The following should be addressed in the proposal:

  • What is the purpose of this exploration or application?
  • What fields of study, disciplinary perspectives, or bodies of literature are being analyzed?
  • What are the implications for the development of adult education theory and practice?

The time allotted for each paper is 45 minutes.

Paper proposals should be a maximum of 750 words. If your proposal is selected for presentation, you will be responsible for submitting a 3,000 word paper for inclusion in the Proceedings. Papers must be received by March 31, 2020. Papers received after this date will not be included in the conference program or the Proceedings.

 

Research roundtable: A research roundtable provides an opportunity to informally discuss research in progress and research issues with a small group of conference participants. Several roundtable discussions will take place concurrently in the same room with each presenter assigned to a different table.

  • Roundtables are opportunities to discuss research and research issues informally with interested conference participants.
  • Abstracts should describe the purpose of the session, explain why the topic is important, provide any background information needed for the discussion, and pose the questions or issues that will be addressed.

Roundtable proposals will be judged based on the importance of the research or research issues they address and their potential to generate lively discussion and debate at the conference. The time allotted for each roundtable is 45 minutes.

Roundtable proposals should be a maximum of 250 words not including references. If your roundtable proposal is accepted, you will be responsible for submitting a 1,000 word summary for inclusion in the Proceedings. This summary must be received by March 31, 2020. Summaries received after this date will not be included in the Proceedings nor will the roundtable be included in the conference.

Panel: In a panel, three or more participants present and discuss research or research-related issues on a common theme or from a common perspective. It is distinguished from a symposium by the lack of differing views or perspectives among the panelists. Time allotted for each panel is 45 minutes.

It is the responsibility of panel organizers to identify the topic and recruit other panelists. Organizers must have the consent of all panelists before submitting the proposal. Organizers not wishing to chair the session must indicate a chairperson. The chair should ensure that all panelists are aware of which aspect of the topic each will address and the sequence of presentations. Only the organizer will be notified of the acceptance of a panel and is responsible for notifying the other panelists.

A panel proposal should be a maximum of 500 words. If a panel proposal is selected, the organizer is responsible for submitting a 3,000 word summary for inclusion in the Proceedings. This summary must be submitted by March 31, 2020, or the summary will not be included in the Proceedings and the panel will not be included in the conference program.

Poster: A poster session is a combination of a visual display of a research project and an opportunity to discuss the project with conference participants. Multiple posters will be displayed during each session. Approximately 20 posters will be presented at the conference.

Posters should:

  • Present research on a topic explicitly connected to adult learning and education.
  • Combine text and images to provide a snapshot of the research.
  • Be visually appealing, informative and consistent with principles of engaging design.

Those presenting posters are expected to be present during their session to answer questions and engage in discussions with interested participants. Time allotted for each poster session is 45 minutes.

Poster proposals should be a maximum of 250 words. If your poster proposal is accepted, you will be provided with poster specifications/dimensions and the opportunity to submit a one-page summary that includes both text and an image of the poster for inclusion in the Proceedings. This summary must be submitted by March 31, 2020 to be included in the Proceedings.

Symposium: In a symposium, three or more participants present and discuss diverse or contrasting perspectives on a topic of interest to adult education scholars and practitioners. A symposium should not be merely a presentation of a related set of papers (see panel above). Each symposium will last 90 minutes.

It is the responsibility of organizers of symposia to identify topics and presenters. Organizers must have the consent of all participants before submitting the proposal. Organizers not wishing to chair the session must indicate a chairperson. Should unforeseen circumstances prevent a participant from attending, it is the responsibility of the organizer to: (1) find a suitable replacement; and (2) notify the CASAE review coordinator, all other participants, and discussants involved in the session to enable them to have prior access to abstracts of each presentation, so they may formulate their remarks in the context of what the others plan to say. Organizers are urged to encourage such an exchange of information.

Only the organizer will be notified of the acceptance of a symposium, and is responsible for notifying other participants. A symposium proposal should address the following:

  • What is the controversial issue or topic being addressed? Why should adult educators care about this matter?
  • What are the competing perspectives (including related bodies of literature) from which this issue will be addressed?
  • On what basis do presenters each hold their perspective (experience, literature, one’s own empirical research)?
  • What action plan or policy implications are likely to emerge from this examination?

Symposium proposals should be a maximum of 750 words. If a symposium proposal is selected, the organizer is responsible for submitting a 4,000 word paper for inclusion in the Proceedings. Such papers must be submitted by March 31, 2020 or the symposium will not be included in the conference.

Note that all symposium proposals must be submitted to CASAE.

Important Dates

  • October 15, 2019: Deadline for submitting proposals
  • December 15, 2019: Decisions communicated by review coordinators to those who submitted proposals.
  • January 15, 2020: Authors of accepted proposals confirm intent to participate in the conference.
  • March 1, 2020: Registration opens
  • March 31, 2020: Deadline for submitting papers and other summaries for the Proceedings.

Proposals

  • Only one proposal per first author may be submitted for review. All proposals must be submitted by the end of the day on Tuesday, October 15, 2019.
  • Proposals should be submitted online through the conference website at UBC. A separate submission portal is available for each partnering organization using the Open Conference System (OCS) platform. Please, do not submit proposals directly to any of the review coordinators.
  • We recommend that you prepare your proposal in a word processor, then cut and paste the text into the spaces provided on the submission form.
  • There is no need to include full reference information in proposals, although you may wish to cite key references in the text of the proposal.
  • To submit a proposal, go to the conference website, select Submit a Proposal, then the organization to which you wish to submit your proposal.
  • You will need to create a username and password to access the platform.
  • Select the type of proposal you wish to submit, then provide the information requested.
  • Paper, roundtable, poster and panel proposals should be submitted to the organization of your choosing.
  • All symposium and French-language proposals should be submitted to CASAE.

Review Coordinators

 

AAACE

Davin Carr-Chellman

University of Idaho

Email: dcarrchellman@uidaho.edu

 

AERC

Craig Campbell

Pennsylvania State University

Email: czc270@psu.edu

 

ALA

Trace Ollis

Adult Learning Australia

Email: trace.ollis@deakin.edu.au

 

CASAE/ACÉÉA

Susan Brigham

Mount Saint Vincent University

Email: Susan.Brigham@msvu.ca

Note: Presenters from Canada affiliated with a Canadian institution are expected to join CASAE if presenting at the conference.

 

ESREA

Barbara Merrill

University of Warwick

Email: Barbara.Merrill@warwick.ac.uk

 

IAEA

K. C. Choudhary & Kalpana Kaushik

Indian Adult Education Association

Email: iaeadelhi@gmail.com

 

ISCAE

John Holford

University of Nottingham

Email: John.Holford@nottingham.ac.uk

 

SCUTREA

Nalita James

University of Leicester

Email: nrj7@leicester.ac.uk

 

For questions about local arrangements:

 

Thomas J. (Tom) Sork

Department of Educational Studies

Education Centre at Ponderosa Commons

University of British Columbia

6445 University Boulevard

Vancouver, BC V6T 1Z2 CANADA

E-mail: tom.sork@ubc.ca

 

Appel à communications
AEGT 2020

 

L’université de la Colombie-Britannique
Vancouver, BC Canada
du 4 juin au 7 juin 2020
(pré-conférence: le 4 juin)

 

Pour la deuxième fois en Amérique du nord, des chercheurs de huit organisations internationales vont se rencontrer à Vancouver pour partager et discuter des travaux qui concernent l’éducation des adultes et de leur apprentissage. L’AEGT2020 est modelée sur le succès des trois événements précédents : le premier a eu lieu en 1988 à l’université de Leeds, le deuxième a eu lieu en 1997 au collège Birkbeck et le troisième a eu lieu en 2000 à l’université de la Colombie-Britannique. Que vous soyez un membre d’une des organisations ci-dessous ou non, n’hésitez pas à soumettre une proposition. Venez assister à cet événement inédit.

 

Organisation d’accueil
Association Canadienne pour l’étude de l’éducation des adultes (ACÉÉA/CASAE)

 

Organisations partenaires

Adult Education Research Conference (AERC)

American Association for Adult and Continuing Education (AAACE)

Adult Learning Australia (ALA)

European Society for Research on the Education of Adults (ESREA)

Indian Adult Education Association (IAEA)

International Society for Comparative Adult Education (ISCAE)

Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA)

 

Date limite de soumission des propositions:

mardi, le 15 octobre 2019

edst.educ.ubc.ca/AEGT2020

 

Format et type de propositions

Les propositions peuvent être remises sous forme d’articles, de tables rondes, de panel de discussion, de présentations par affiches ou de symposiums concernant tout aspect de l’éducation et de l’ apprentissage des adultes partout dans le monde. Notre objectif est de proposer un forum qui représente une gamme large et diversifiée des études contemporaines dans le domaine. Nous aspirons à créer une conférence inclusive, riche et stimulante. Que l’étendue de votre sujet d’étude soit globale, locale ou les deux, n’hésitez pas à nous soumettre une proposition.

Article: Les articles sont des rapports sur une recherche complète et seront publiées sur les actes de conférences en ligne. Trois types de propositions peuvent être rendues: (a) la recherche empirique, (b) le développement d’un modèle ou d’une théorie et (c) l‘élaboration de théories de la littérature.

(a) Un article sur la recherche empirique doit précisément décrire:

  • L’objectif de l’étude : À quoi cela sert ? En quoi cela contribue-t-il au domaine ?
  • La perspective ou le cadre théorique, incluant la littérature pertinente.
  • Le plan de recherche (incluant la justification du choix de la méthodologie, les questions de recherche, les modes de collecte des données et de l’analyse).
  • Les résultats et les conclusions.
  • Les implications sur la théorie et la pratique de l’éducation des adultes.

(b) Un article axé sur un modèle ou le développement d’une théorie doit répondre à:

  • Quel manque pratique ou théorique ce modèle remplira-t-il dans l’éducation des adultes ?
  • Quelle est la base pour la proposition de ce modèle ou cette théorie (expérience, littérature, votre propre recherche empirique, etc.) ?
  • Quels sont les éléments de ce modèle ou de cette théorie et quelles sont les relations parmi ces éléments ?
  • Quelle est sa relation avec la théorie existante ?

(c) Un article qui théorise de la littérature pourrait être soit une exploration basée sur la littérature (des revues ou/et des critiques), soit des applications d’un domaine à l’autre qui soulèvent de nouvelles perceptions de l’éducation et de l’apprentissage des adultes. Le suivant doit être adressé dans la proposition :

  • Quel est l’objectif de cette exploration ou de cette application ?
  • Quels champs d’études, quelles perspectives interdisciplinaires, ou quel corps de littérature seront analysés ?
  • Quelles sont les implications pour le développement de la théorie ou de la pratique dans l’éducation des adultes ?

Le temps alloué pour chaque article est de 45 minutes.

La proposition d’article ne doit pas dépasser 750 mots. Si votre proposition d’article est sélectionnée pour une présentation, vous devez soumettre un article de 3,000 mots pour qu’il soit inclus dans Proceedings. Les articles doivent être reçus avant le 31 mars 2020. Les articles reçus après cette date ne seront pas inclus dans le programme de la conférence ou dans Proceedings.

 

Table ronde de recherche : Une table ronde de recherche donne l’opportunité de discuter de manière informelle d’une recherche en cours et de ses enjeux avec un petit groupe de participants à la conférence. Plusieurs tables rondes de recherche auront lieu au même moment dans la même salle avec un présentateur assigné à chaque table.

  • Les tables rondes donnent l’opportunité de discuter de la recherche et des questions en rapport avec celle-ci avec les participants intéressés.
  • Les abstraits doivent décrire le but de cette séance, donner des informations ultérieures essentielles pour la discussion, et soulever les questions et les enjeux importants relatifs au sujet discuté.

Les propositions de table ronde seront évaluées sur l’importance de la recherche ou sur les enjeux de recherche qu’ils adressent et leur potentiel à générer une discussion et un débat dynamique à la conférence. Le temps alloué pour chaque table ronde est de 45 minutes.

Les propositions de table ronde ne doivent pas dépasser 250 mots sans compter les références. Si votre proposition est acceptée, vous devrez soumettre un résumé de 1,000 mots pour qu’il soit inclus dans Proceedings. Ce résumé doit être reçu avant le 31 mars 2020. Les résumés reçus après cette date ne seront pas inclus dans Proceedings et ne feront pas partie de la conférence.

Panel : Dans un panel de discussion, trois participants ou plus présentent et discutent de la recherche ou des enjeux liée à la recherche sur un thème commun ou selon une perspective commune. Nous le distinguons d’un symposium par le manque de points de vues et de perspectives différentes parmi les panelistes. Le temps alloué pour chaque panel de discussion est de 45 minutes.

Les organisateurs de chaque panel de discussion sont responsables de choisir un sujet et de recruter d’autres panelistes. Les organisateurs doivent avoir le consentement de tous les panelistes avant de soumettre la proposition. Les organisateurs qui ne veulent pas présider la session doivent nommer un président de groupe. Le président doit s’assurer que tous les panelistes soient prévenus des aspects relatifs au sujet qu’ils aborderont dans la discussion et du déroulement de la présentation. Seul l’organisateur sera informé de l’acceptation du panel et il/elle sera responsable de prévenir les autres panelistes.

La proposition du panel de discussion ne doit pas dépasser 500 mots. Si la proposition est sélectionnée, l’organisateur est responsable de soumettre un résumé de 3,000 mots pour qu’il soit inclus dans Proceedings. Le résumé doit être soumis avant le 31 mars 2020 sinon il ne sera pas inclus dans Proceedings et le panel de discussion ne sera pas inclus dans le programme de la conférence.

 

Présentation par affiche : Une séance d’affichage est une combinaison d’une représentation visuelle d’un projet de recherche. C’est une opportunité de discuter du projet avec des participants de la conférence. Plusieurs affiches seront présentées pendant chaque séance. La conférence présentera environ 20 affiches au total.

Les affiches doivent:

  • Présenter une recherche d’un sujet liée à l’éducation et l’apprentissage des adultes.
  • Combiner du texte et des images pour donner un aperçu de la recherche.
  • Etre visuellement attrayantes, informatives et complètes des principes de design engageant.

Ceux qui présentent une affiche sont tenus d’être présent pendant leur séance d’affichage pour répondre aux questions et pour animer des discussions avec les participant intéressés. Le temps alloué pour chaque séance d’affichage est de 45 minutes.

Les propositions d’une présentation par affiche doivent être de 250 mots. Si votre proposition est acceptée, vous recevrez des spécifications/des dimensions pour l’affiche. Vous aurez aussi l’opportunité de soumettre un résumé d’une page qui comprendra du texte et une image de l’affiche pour être inclus dans Proceedings. Le résumé doit être soumis avant le 31 mars 2020 pour être inclus dans Proceedings.

Symposium : Dans un symposium, trois participants ou plus présentent et discutent des perspectives diverses ou contrastées au sujet de l’intérêt de l’éducation des adultes pour les chercheurs et les praticiens. Un symposium ne doit pas être une présentation d’article reliés (voir le panel de discussion ci-dessus). Chaque symposium sera d’une durée de 90 minutes.

Les organisateurs sont en charge de la sélection du sujet et des présentateurs. Les organisateurs doivent avoir le consentement de tous les participants avant de soumettre une proposition. Les organisateurs qui ne veulent pas présider la session doivent nommer un président de groupe. Si des circonstances imprévues empêche un participant d’assister à la conférence, il est de la responsabilité de l’organisateur de : (1) trouver un remplaçant ; et (2) informer le coordinateur de l’ACÉÉA/CASAE, tous les autres participants et les orateurs qui font partie de la session pour qu’ils puissent avoir accès aux abstraits de chaque présentation afin de leur permettre de formuler des commentaires dans le contexte adéquat. Les organisateurs sont invités à faciliter cet échange d’information.

Seul l’organisateur sera informé de l’acceptation du symposium et sera responsable d’en informer les autres participants. Une proposition de symposium doit adresser les points suivants:

  • Quelle est la question contestable ou le sujet qui sera abordé ? Pourquoi les éducateurs d'adultes devraient-ils s’intéresser à ce sujet?
  • Quelles sont les perspectives concurrentes (incluant un corpus de littérature lié) qui seront abordées?
  • Sur quelles bases les présentateurs ont-ils construits leur argumentaire (expérience, littérature, recherche empirique) ?
  • Quels plans d'action ou implications politiques sont susceptibles de ressortir de cette évaluation ?

Les propositions de symposium ne doivent dépasser 750 mots. Si une proposition de symposium est sélectionnée, l’organisateur doit soumettre un article de 4,000 mots pour qu’il soit inclus dans Proceedings. Cet article doit être soumis avant le 31 mars 2020 sinon le symposium ne sera pas inclus dans la conférence.

 

Veuillez noter que toutes les propositions de symposium doivent être soumis à ACÉÉA/CASAE.

 

Dates importantes

  • le 15 octobre 2019 : date limite de soumission des propositions
  • le 15 décembre, 2019 : les décisions seront communiquées par les coordinateurs à ceux qui ont soumis des propositions
  • le 15 janvier 2020 : les auteurs des propositions acceptées doivent confirmer leur intention d’assister à la conférence.
  • le premier mars 2020 : Ouverture des inscriptions
  • le 31 mars 2020 : date butoir de soumission des articles et des résumés pour Proceedings

 

Les propositions

  • Seulement une proposition par auteur principal peut être soumise pour révision. Toutes les propositions doivent être soumis avant la fin de journée: lundi, le 15 octobre 2019 2019
  • Les propositions doivent être soumises en ligne sur le site web de la conférence à UBC. Un portail de soumission séparé est disponible pour chaque organisation partenaire utilisant la plate-forme Open Conference System (OCS). Veuillez ne soumettre aucune proposition directement à l'un des coordinateurs.
  • Nous vous recommandons de préparer à l’avance votre proposition dans un format texte, puis de le couper et le coller dans les espaces prévus à cet effet dans le formulaire de soumission.
  • Il n'est pas nécessaire d'inclure l’ensemble de vos références dans les propositions, même si vous pouvez citer des références clés dans le texte de la proposition.
  • Pour soumettre une proposition, rendez-vous sur le site web de la conférence, sélectionnez « Submit a proposal/Soumettre une proposition », puis sélectionnez l'organisation à laquelle vous souhaitez soumettre votre proposition.
  • Vous devrez créer un nom d'utilisateur et un mot de passe pour accéder à la plateforme.
  • Sélectionnez le type de proposition que vous souhaitez soumettre, puis fournissez les informations demandées.
  • Les articles, les tables rondes, les affiches et les panneaux de discussion doivent être soumis à l’organisation de votre choix.
  • Toutes les propositions de symposium et les propositions en français doivent être soumises à ACÉÉA/CASAE.

 

Les coordinateurs

 

AAACE

Davin Carr-Chellman

University of Idaho

Email: dcarrchellman@uidaho.edu

 

AERC

Craig Campbell

Pennsylvania State University

Email: czc270@psu.edu

 

ALA

Trace Ollis

Adult Learning Australia

Email: trace.ollis@deakin.edu.au

 

CASAE/ACÉÉA

Susan Brigham

Mount Saint Vincent University

Email: Susan.Brigham@msvu.ca

Veuillez noter: Les présentateurs canadiens affiliés à une institution canadienne sont invités à assister à ACÉÉA/CASAE s’ils présentent à la conférence.

 

ESREA

Barbara Merrill

University of Warwick

Email: Barbara.Merrill@warwick.ac.uk

 

IAEA

K. C. Choudhary & Kalpana Kaushik

Indian Adult Education Association

Email: iaeadelhi@gmail.com

 

ISCAE

John Holford

University of Nottingham

Email: John.Holford@nottingham.ac.uk

 

SCUTREA

Nalita James

University of Leicester

Email: nrj7@leicester.ac.uk

 

 

Pour toutes questions sur les arrangements locaux:

 

Thomas J. (Tom) Sork

Department of Educational Studies

Education Centre at Ponderosa Commons

University of British Columbia

6445 University Boulevard

Vancouver, BC V6T 1Z2 CANADA

Email: tom.sork@ubc.ca

 

Pre-conferences (June 4th, 2020)

Full-day Pre-conferences

This pre-conference will explore a broad range of topics that relate to sexual and gender diversity in adult and community education. We are keen to share scholarship related to sexual and gender diversity among a warm, engaged community of lesbian, gay, bisexual, trans, genderqueer, two-spirit or queer adult educators, learners, or leaders. We are also interested in the role of the straight or cisgender ally in queer adult education; queer pedagogy and curriculum; and queer or transnational sexuality perspectives on adult education. Researchers and practitioners are most welcome! A New Directions monograph will be proposed based on selected papers presented at this fabulous pre-conference. For more information or for a copy of the Call for Papers, please contact one of the pre-conference organizers.

 

Organizers:

John Egan, Director—Learning and Teaching

Medical and Health Sciences

University of Auckland

Email: jega776@aucklanduni.ac.nz

and

Robert Mizzi, Associate Professor

University of Manitoba

Email: robert.mizzi@umanitoba.ca).

CALL FOR PROPOSALS

Adult and Continuing Education in the Changing Global Context: Exchanges between the East and the Rest

The 12th Asian Diaspora Pre-conference in Conjunction with AEGT 2020

Deadline: Jan 20, 2020

The University of British Columbia, Canada, June 4, 2020

The 12th Asian Diaspora Pre-conference, in conjunction with Adult Education in Global Time Conference (AEGT), will be held at the University of British Columbia, Canada, June 4, 2020. The theme for this year’s Asian preconference is: Adult and Continuing Education in the Changing Global Context: Scholarship Exchanges between the East and the Rest. The purpose of this pre-conference is to provide an opportunity for scholars from both Asian ancestry (East) and the Rest of the world through active exchanges to enhance mutual learning, to discuss academic perspectives, and to dialogue for fuller understandings from each other.

In the global context, knowledge production becomes an active and applicable process that involves interconnections, collaboration, and engagement with the world. Reviewing theories, models, and practices of adult education and continuing learning from different cultural traditions and diverse social systems enables us to seek broader perspectives, richer theories, and alternative approaches, to make meanings in specific contexts and from relevant paradigms for theory expansion and effective practices.

Since 2003, in conjunction with the Adult Education Research Conference (AERC), this Asian Diaspora pre-conference has developed into an active learning community that has not only offered this forum for faculty, scholars, and graduate students from multiple countries and cultures to present their scholarship and research studies, but also developed academic connections supporting research activity and academic life among scholars and graduate students from different parts of the world. The 12th Asian preconference continuously serves as an important vehicle for such meaningful exchanges between the East and the Rest.

Proposals on adult learning/education, continuing education, lifelong learning/education, cross- cultural teaching, learning, and training/work place learning from various conceptual perspectives and practical approaches, and other topics deemed appropriately relevant to our themes are welcome to submit.

 

Proposal Submission Instructions Paper (500 words excluding references)

We invite faculty, researchers, and graduate students to submit proposals from your original research relevant to our preconference theme. Please include the followings in your paper proposal:

  • Proposal title, author(s)’ name, position, affiliation, and contact information on the cover page
  • Proposal title & keywords (3-5 words)
  • Purpose of Study
  • Perspectives and/or Conceptual Framework, Position/Opinions supported by literature
  • Methodology
  • Findings (if available), and
  • Significance/Conclusion/Implications

 

Panel Discussions (300 words)

We invite faculty, researchers, and graduate students to submit their proposals for panel discussion to share their research, reflections, observations, and experiences on and relevant to the theme. Please include the following information:

  • Proposal title, author(s)’ name, position, affiliation, and contact information on the cover page
  • The title of your panel discussion
  • Abstract (300 words)

 

Electronic/Video/Visual Aid Project Showcase (practice-oriented) (100 - 200 words)

We invite faculty, researchers, and students to submit electronical showcase proposals. You are highly encouraged to take a video clip of the physical sites of the learning activity or program that you propose to share, which helps provide the international audience with an authentic local context and cultural variations.

In your submission, please include the following information:

  • Proposal title, author(s)’ name, position, affiliation, and contact information on the cover page
  • The title of your Electronic Showcase Project
  • Abstract (200 words): in your abstract, briefly provide the following information:
    • a description of the activity, program, or practical approaches/strategies that you plan to share with our audience
    • reasons why you want us to know this activity/program/approach
    • how this activity/program is designed, delivered, and or functioned
    • what we can learn from this activity/program/approaches. Please be
    • how you will organize this showcase, for example: using video, or visual format with audio introduction, or other multi-media

Submit your proposal (cover page and content page) to https://cutt.ly/proposalsubmit for the 12th Asian Preconference. Proposal review uses a blind review process. All proposals must be received electronically by Jan 20, 2020. Notification of decision will be sent on or before February 16, 2020. Accepted proposal author(s) will be provided information and instructions on presentation.

For those whose proposals are accepted but for personal reasons may not be able to physically attend the conference, there will be an option for distance presentation.

Contact linxi18@ecu.edu if you have questions for submission.

Contact Qi Sun at: qsun8@utk.edu if you have questions regarding the preconference.

 

Asian Pre-conference Steering Committee:

Chair, Steering Committee:                            Qi Sun, University of Tennessee, Knoxville

Chair, Review Committee:                              Haijun Kang, Kansas State University

Chair, Program Committee:                            Bo Chang, Ball State University

 

Outreach and Marketing Coordinator:         Xi Lin, East Carolina

University Technology Specialist:                  Xi Lin, East Carolina University

Treasure/Secretary:                                          Xiaoqiao Zhang, Penn State University

Social Media Specialist:                                   Xiaoqiao Zhang, Penn State University

Event Planner:                                                   Xiaoqiao Zhang, Penn State University

 

The African Diaspora Pre-conference was established in 1993 to recognize the cultural significance of research and scholarship centered on the diaspora community and produced by those adult educators of African descent. The pre-conference provides a forum for masters and doctoral students of African descent/ancestry to present their research and discuss their work with other scholars. The pre-conference serves as a place for young scholars to gain insight, knowledge and experience about the field, research and writing. We encourage you to join us as our voices are critical to the field of Adult Education. Please contact the organizer to ensure you receive the Call for Proposals as soon as it is available.

Organizer:

Doris A. Flowers, Professor

San Francisco State University

Email: dflowers@sfsu.edu

Recent media has reported an increased number of incidents of bullying, incivility, and violence in physical and cyber environments nationally in the United States, internationally and globally. Such malicious behaviors negatively influence everyone involved physically and psychologically. Educational sectors such as adult, higher, continuing, and professional education have also experienced, witnessed, and dealt with violent actions and behaviors. Those sectors often reflect the struggles of the communities they are embedded in and society at large. Because one of the contemporary goals of adult education is to strive for social justice and equality for all, actively having critical dialogues about bullying, incivility, and violence becomes an important aspect of practice. Therefore, the purpose of this pre-conference is to provide an opportunity for educators, practitioners, and researchers to have critical dialogues about empirical, theoretical, and practical issues of bullying, incivility, and violence in adult, higher, continuing, and professional education. This pre-conference specifically focuses on the following theme: Researching and Practicing Social Justice Scholarship on Bullying, Incivility, and Violence in Adult, Higher, Continuing, and Professional Education.

Organizer:

Mitsunori Misawa, Associate Professor & Associate Department Head

University of Tennessee-Knoxville

Email: mmisawa@utk.edu

It is claimed that a “new mobilities” paradigm is being formed within the social sciences to transcend disciplinary boundaries. As a powerful discourse that creates its own effects and contexts, the emerging mobility paradigm challenges the “a-mobility” of much research in the social sciences. Under the new mobilities paradigm, migration is conceptualized as circulatory and transnational, moving us beyond the framework of methodological nationalism. Transnational mobility has called into question dominant notions of migrant acculturation or assimilation. Migrants no longer feel obligated to remain tied to or locatable in a “given”, unitary culture. Rather, they are becoming embedded within a shifting field of increasingly transcultural identities. Yet, at the same time not all migrants, especially refugees or asylum seekers, are able or willing to sustain such transnational linkages as many of them continue to live in a state of limbo, being caught between their wish to return, unfavourable circumstances in their home country, and the difficulty of starting a new life in their country of residence. In the case of refugees and asylum seekers, mobility is usually imposed or restricted. Thus, transnational mobility can be complex and have differing impacts on the hopes, desires, aspirations and citizenship possibilities of different populations.

 

In this pre-conference we aim to extend the scope and meaning of transnational mobility especially as it pertains to divergent communities such as that of migrants and refugees and asylum seekers. In doing so our intention is to displace the concept of transnational mobilities from the settled frameworks of both sedantarism as well as postmodernist hypermobility. Topics of interest include:

 

  • Global perspectives and analyses of migration and refugee studies
  • The impact of migration and refugee resettlement on adult education and society
  • Processes of exclusion and inclusion in adult education
  • The tensions between mobility, knowledge, and recognition
  • Intersections of race, class, gender, and adult education
  • Transnationalism, diaspora, and identity

 

If you are conducting research or have completed studies in this area, we invite you to submit a proposal. All proposals will undergo a blind review process. If your proposal is accepted for presentation, you are expected to submit a formally written six-page paper for inclusion in the pre-conference proceedings. More information will follow. For questions and inquiries, contact

 

Organizers:

Shibao Guo, Professor

University of Calgary

Email: guos@ucalgary.ca

and

Srabani Maitra, Lecturer

University of Glasgow

Email: Srabani.Maitra@glasgow.ac.uk

In this full day pre-conference will be open to all AEGT2020 participants (must sign up as lunch will be provided) to discuss and share their creative, arts-based and aesthetic practices in university, community, and/or arts and cultural institutions. Through small and large group discussions and an ArtActivistBarbie Flashmob activity, we will explore how our work contributes to struggles to decolonise and bring about gender justice and change.

 

Organizer:

Darlene Clover, Professor

University of Victoria

Email: clover@uvic.ca

Morning-only Pre-conferences

The UBC Learning Exchange is a community engagement initiative in the Downtown Eastside (DTES) of Vancouver. The Learning Exchange will be hosting an interactive morning of presentations and activities highlighting the different forms of community-based adult education expressed through their work and that of their DTES partner organizations. We will explore the innovative ways in which research into adult learning is being practiced in this inner city community; how arts-based programming enhances language learning; the role of Indigenous programming in reconciliation; and the impact of tech cafes on digital literacy. The formal program will end by noon for those participants who wish to return to the UBC campus to attend one of the afternoon pre-conferences. Alternatively, enjoy lunch in Chinatown and take one of our self-guided neighbourhood walks.

 

Organizer:

Spring Gillard, Coordinator, English Conversation Program

UBC Learning Exchange

Email: spring.gillard@ubc.ca

Parker Palmer (1999) asks that we listen to the small voice within; mindfulness practice gets us to pay attention to the sensations that arise in our body. As educators and students we know that the extra-rational is an essential part of learning. And, many of us are starting to embrace artistic, creative, and affective pedagogies that can help facilitate the most profound and transformative of experiences. Yet, how do we listen to our inner voice or bring our bodies into the classroom as adult learners and teachers? What do we do with the discomfort that arises in teaching difficult issues, in wanting to foster a dialogue of difference, especially in contexts of social justice and truth and reconciliation conversations? How do we better stay true to our values in speaking our truths without engaging defensively and reactively?

In this three-hour experiential workshop, we draw on the wisdom of body-learning and teaching from both Western and Eastern practices and on e-theories of mind, in harnessing learning as embodied, enactive, engaged, embedded, extended and ecological (Hutto & Myin, 2017). In iterative praxical form, we lead people through a series of activities to help them better listen to and work with their bodies, connecting back to various theories of adult learning.

Shayna Hornstein is a trained somatic psychotherapist and physiotherapist with over 20 years of experience running workplace professional development training and offering one-to-one counselling. Jude Walker is Assistant Professor of Adult Learning and Education at UBC with an interest in transformative learning theories and pedagogies.

Organizers:

Shayna Hornstein, Resilience Training & Counselling

and

Jude Walker, University of British Columbia

Email: jude.walker@ubc.ca

 

This pre-conference focuses on graduate students’ experiences of publishing in adult education. Such an issue is a major challenge for graduate students in line with the injunctions of the current acceleration which, for the academic world, requires the slogan "publish or perish." However, graduate students are often in situations of pressure and vulnerability, exacerbated by strong competition.

In this pre-conference, we wish to take advantage of the opportunity to bring together a diversity of students, practitioners, and scholars from around the world to present (aims and scope, ethical guidelines, positionality) through a panel of representatives of several journals in adult education—the frameworks and opportunities they offer to graduate students—particularly with regard to the issues expressed above. The discussion aims to cross-reference praxeological issues, mainly based on the following two main areas of reflection:

  • The first axis of praxeological reflection would be critical in order to consider the constraints and opportunities that weigh on graduate students and the journals themselves in the system of capitalist acceleration. Nowadays, acceleration increasingly characterizes the production of research publications. Its internalization requires neo-managerial strategies that integrate university organization around the issue of academic productivity. The consequences are the saturation of respective fields in research literature, a loss of quality, and some psychosocial consequences. This evolution raises contradictions with some critical foundations specific to adult education.
  • The second axis will consider a more epistemological perspective questioning certain praxeological foundations of adult education. Indeed, many articles on adult education issues are not published in adult education journals. Some adult education researchers prefer to publish in more traditional academic fields—or even in their original academic discipline—rather than in clearly focused publications in adult education. How can such choices, which undermine the development and visibility and legitimacy of the adult education field, be understood and addressed, and to what extent are graduate students affected by this situation?

The panelists will present their views on specific journals in light of the two proposed areas of reflection. A discussion on graduate students’ publishing challenges, difficulties, and suggestions will follow a coffee break. If you have any questions, please contact:

 

Organizers:

Jérôme Lafitte, Doctorant

Université du Québec à Montréal (UQAM)

Courriel : lafitte.jerome@uqam.ca

and

Jingzhou Liu, Doctoral student

University of Calgary

Email: jingzhou.liu@ucalgary.ca

Afternoon-only Pre-conferences

Across the world, the hegemony of “neoliberal globalisation” is challenged by “populism.” From Austria and Bulgaria to India and Italy, from “Brexit” to “Trumpism,” forms of populism have taken hold. Most are strongly nationalistic. Many are also influenced by other kinds of “identity politics”: by ethnicity, religion, region, class, language, gender. Often, identity is expressed less in loyalty than in anger against supposed threats: from immigrants, from groups – women, ethnic minorities, and so forth – previously subordinated but now claiming equal status. Populist politicians and parties often claim to act for – and to be supported by – those excluded from the benefits of neoliberalism: the unemployed, communities and cities “left behind.”

 

Populisms are, of course, frequently associated with authoritarianism, scepticism about democratic institutions and methods, and the elevation of “leadership” and the charismatic leader. Often, or so many claim, they are strengthened by modern social media’s “confirmation bias” – not to mention the forms of interaction it facilitates, from cyberbullying to surveillance.

 

This workshop will explore how resurgent forms of populism are affecting adult education. What are the differences between countries and types of populism, and do they have different implications for adult education? Are there lessons to be drawn from experience in other countries, or other times – populism has a long, complex, sometimes colourful, often cruel, history. Have national or international policies – including policies toward adult education – played any part in the resurgence of populism? What approaches have adult educators evolved to survive amid populism – and challenge it?

 

This half-day pre-conference will consider the state of comparative adult education research relating to the global – yet anti-global – phenomenon of “populism”.

 

Organizer:

John Holford, President

International Society for Comparative Adult Education (ISCAE)

University of Nottingham

Email: john.holford@nottingham.ac.uk

Canada—among other countries—has been gradually coming to terms with its colonization and forced displacement of Indigenous peoples largely accomplished through institutionally-condoned violence and oppression. Educational institutions have only recently taken steps to recognize their complicity and their responsibility to transform their policies and practices to advance Indigenous community priorities and fully support Indigenous learners and communities. The purpose of this pre-conference is to give consideration to institutional responses that are being shaped by policy developments, including the United Nations Declaration of the Rights of Indigenous Peoples (UNDRIP), Canada’s Truth and Reconciliation Commission’s Calls-to-Action (TRC), Universities Canada’s Reconciliation Principles, and the Association of Canadian Deans of Education Indigenous Education Accord.

The teaching of “Hands Back – Hands Forward” shared with UBC by the late Musqueam Elder, Dr. Vincent Stogan, provides a framework for the pre-conference. This teaching acknowledges reaching back to the ancient and dynamic knowledges of Indigenous peoples with the responsibility to carry this wisdom forward to future generations. The afternoon pre-conference will involve a walking tour of the UBC campus to learn about the ways institutions materially, spatially, symbolically, and ideologically construct, erase, or appropriate Indigenous knowledges, histories, and presence and how themes of reconciliation, resurgence, and reclamation are laying new roots in post-secondary spaces. A panel presentation will follow illustrating how institutions are authorizing and investing in Indigenous education priorities in ways that empower Indigenous adult learners attending to questions of:

  • How Indigenous perspectives and worldviews can be made visible in our institutions and gain a place of respect alongside non-Indigenous views;
  • How educational institutions contribute to projects of decolonization, reconciliation, and self-determination; and
  • What structures are necessary within institutions and communities to ensure Indigenous learners achieve their full potential.

Please join us for these important conversations about the past and the future designed to raise critical questions and point to hopeful strategies leading to a more inclusive, socially-just future.

 

Organizer:

Jan Hare, Professor and Associate Dean, Indigenous Education

University of British Columbia

Email: jan.hare@ubc.ca

The world of work is experiencing ever-accelerating changes given the swift developments in science and technology, and the unprecedented scale of globalization, international­ization, and immigration. These changes are so drastic that some have claimed that we have entered a VUCA time, or a time of volatility, uncertainty, complexity and ambiguity. In this context, individuals find it imperative to engage in continuous learning to stay afloat in a contingent job market. Professional organizations make considerable efforts to define and develop various competency matrixes in response to the shifting demands of employers. Educational institutions are working to innovate programs that prepare students – both traditional and non-traditional – for an unknown labour market. Researchers are also breaching and bridging disciplinary boundaries and analytical categories to try to understand the dynamic and political nature of work and work-related learning. In the midst of all of these changes, it is perhaps time to pause and collectively inquire into where we are with adult education and learning in the VUCA world of work. This preconference calls for papers and presentations that deal with theories, policies, practices and pedagogies related to workplace and professional education and learning. Some of the topics and themes that we hope to address include:

  • Workplace education and learning: policies, practices and pedagogies across place
  • Continuous professional education and learning: policies, practices and pedagogies across place
  • Ethics in work- and profession-related education and learning
  • Social justice and social equity in work and profession-related education and learning
  • Development of innovative academic and professional degree/training programs
  • Theoretical innovation and philosophical inquiry of work- and profession-related education and learning
  • Others related to work- and profession-related learning in the VUCA world

 

Organizers:

Hongxia Shan, Associate Professor

University of British Columbia

Email: hongxia.shan@ubc.ca

and

Yonghong Ma, Professor

Beihang University, Beijing, China

Email: myhong@buaa.edu.cn

The concept of lifelong learning, growing in strength from the late 1960's, has taken hold in discussions of many aspects of learning, education, employment and quality of life. Indeed, the term is ubiquitous, but what does it mean? Perhaps more importantly, what might it mean? AEGT2020 provides an opportunity for scholars and practitioners from different organizations and countries to come together to share current perspectives and research on lifelong learning and to identify directions and possibilities for future research and perhaps collaborative efforts. Gaining a shared deeper understanding on what we discern as lifelong learning's meaning, purposes, goals, etc., may afford us opportunities to work across organizations and national boundaries.

 

Organizer:

Linda Morris, President

Coalition of Lifelong Learning Organizations (COLLO)

Email: linda_morris11495@yahoo.com

Adult Learning Australia (ALA) is excited to be celebrating its 60th anniversary in 2020. This session will provide an opportunity to reflect on and celebrate the achievements of adult learning over the last 60 years and will also provide an opportunity to imagine what adult learning might look like into future.

The changing landscape of adult learning and the role of adult and community education (ACE) in Australia has evolved over the last 60 years into an identifiable sector that works to represent and meet the diverse needs of the communities it serves.  Since its inception in 1960, ALA has continued to contribute to ACE though formal, informal and non-formal learning, incorporating language, literacy and numeracy, general education skills and non-accredited and accredited training. It has further developed to respond to changing industrial, socio-economic and technological circumstances and provides pathways and input to the productivity agenda for national skills and workforce development. The sector is also recognised for the social capital, community capacity, social participation and social cohesion it brings to learners and their communities.

This session is particularly relevant for anyone interested in how adult learning and community education has evolved in Australia and how we might build a strong future for the sector.

Our guest panellists come from diverse backgrounds and can provide their own unique view of adult learning past, present and future.

The session will include the launch of the ALA book: Adult Learning Australia turns 60 - Looking Back, Casting Forward. All registered attendees will receive a e-copy of the publication as part of their registration fee.

 

Organiser:

Trace Ollis, Senior Lecturer
Adult, Vocational & Applied Learning
Deakin University

Email: trace.ollis@deakin.edu.au
or via Jenny Macaffer, Adult Learning Australia:  j.macaffer@ala.asn.au

In this session, participants will share understandings of #MeToo’s accomplishments and limitations, and ideas on how feminists working in this or a similar area can learn from one another, form cross-sectoral and cross-border networks, and develop collaborations. Following short introductory presentations about the research project that has led to this preconference, we will hear from invited participants, including other scholars and individuals working outside academe in research, policy, and activism, and move to an action-oriented focus. Possible collaborative projects emerging from this session might include a scholarly publication (e.g., special journal issue, edited text), a jointly authored article for the scholarly journalism platform The Conversation, new community-based studies, public forums, or other ideas.

Conference delegates undertaking a feminist perspective in research, teaching, policy or activist work are invited to forward an expression of interest in participating in this session to Kaela Jubas (email below). If you work in a relevant area and are interested in joining us, please include the following information in your response: name, affiliation, e-mail address, and a couple of sentences to explain your current or most recent relevant project(s)/work. Further time to network, flesh out ideas, and socialize will be available over supper after the session ends.

Please note: The organizers are applying for funding to support this session. Subject to success with our application, we will include a post-session supper for all participants. For that reason, attendance at the event will be limited to those whose participation has been confirmed in advance. Given the highly targeted nature of this event, we expect to cap registration at 25. We will keep participants informed of developments with our funding application and the logistics of this session.

Organizers:

Kaela Jubas, University of Calgary

Email: kjubas@ucalgary.ca

and

Christine Jarvis, University of Huddersfield

Grainne McMahon, University of Huddersfield

Jenny Sandlin, Arizona State University

Registration

Registration opening on March 1, 2020!

Travel to Canada

Requesting Letters of Invitation

Download PDF

Travel to Canada

Download PDF

Accommodation

We have reserved accommodations in two different locations (Walter Gage Residences/West Coast Suites and Ponderosa Commons). Both are short walks from The Nest where the main conference activities will be held. There is a wide range of accommodation types from basic single rooms to rather upscale suites (with nice views).

Book your room
Please be advised that the website is optimized using Chrome and Internet Explorer.

Walter Gage Residence

Gage Premium Single Private bedroom with single bed in a four-bedroom shared apartment. Guests share a washroom, lounge with flat-panel TV, breakfast bar and kitchen (not equipped with dishes, cooking utensils, etc.). Complimentary coffee provided. $58/night plus 13% tax
Gage Studio
Suite with queen bed, private washroom, sitting area with telephone and flat-panel TV, WiFi, fully-equipped kitchen, air conditioning and complimentary coffee. Maximum 2 guests per suite. $168/night plus 13% tax
Gage One-Bedroom Suite Suite with king bed in bedroom, queen sofa bed in living room and private washroom. Features include air-conditioning, telephone, flat-panel TV, WiFi, fully-equipped kitchen and complimentary coffee. $208/night plus 13% tax
West Coast Suites Hotel suite with king bed in bedroom, queen sofa bed in living room and private washroom. Features include luxury linens and amenities, fully-equipped kitchen with microwave, flat-panel TV, complimentary coffee, air conditioning, WiFi, telephone and in-room safe. Maximum 4 guests per suite. $235/night plus 13% tax

Ponderosa Commons

Note that AEGT2020 accommodations will be in Cedar House (#4).

Ponderosa Premium Single Private bedroom with single bed in a four-bedroom apartment with WiFi and phone. Guests share common lounge with flat panel TV, kitchen (not equipped), dining area and two washrooms each with a shower. Complimentary coffee and WiFi. $68/night plus 13% tax
Ponderosa Studio
Private suite with queen bed, ensuite washroom, flat-panel TV, telephone, WiFi, fully-equipped kitchen, complimentary tea and coffee. Maximum 2 guests per suite. $135/night plus 13% tax

All prices are in Canadian Dollars (CAD).

Housekeeping Service for the Gage Premium Singles and Ponderosa Premium Singles will include beds made upon arrival, two towels and soap provided.

Housekeeping Service for the Gage Studio, Gage One-Bedroom Suites, West Coast Suites, and Ponderosa Studio will include beds made daily, towels changed daily, linens changed weekly.

The Campus

Acknowledgement of Place: UBC is located on the traditional, ancestral, unceded territory of the Musqueam First Nation. We are pleased to be their guests, to host this conference in this beautiful place, and to share knowledge of its cultural and spiritual significance to the Musqueam people with colleagues from around the world.

Campus map

Campus Map

Campus Food Services

Food Services

ABOUT: Vancouver, Campus, Accommodation, Dining and Amenities

Download PDF

Exhibitors

Info for Exhibitors

Download PDF   

Letter for Travel to Canada

Download PDF