AQPC

Have you implemented a new pedagogical activity, used a new approach in class or modified a teaching practice? Why not share your experience by writing an article? Here are some writing guidelines that could help you.

PedagogieCollegiale_GuidelinesPedagogicalPracticesENG

Have you been involved in some new scientific research that would be of interest to your colleagues? Why not share your results by writing an article? Here are some guidelines that could help you to write a popularization article based on research in teaching and learning.

PedagogieCollegiale_GuidelinesScientificPopularizationENG

How to submit articles for consideration

Articles are published in French in the printed version of the magazine. However, the editorial board welcomes articles written in English. If these articles are accepted, they will be translated into French and published in the printed version of the magazine. They will be kept in their original English version on the AQPC website.

To submit you article, send it to the Editor-in-chief, Fanny Kingsbury, by e-mail: revue@aqpc.qc.ca

Articles submitted must include the following information:

• Author’s name;
• Occupation (in the case of a teacher, please specify the discipline and/or specialty);
• Establishment or organization where the author works;
• Telephone numbers at work and home;
• E-mail address;
• a short professional biography of the author (max. 80 words).

Articles submitted (Times New Roman type; 10 point font; single-spaced) must not exceed 4 000 words, including footnotes, references, tables, and figures. Footnotes and references must be indicated as such in the text.

Submission deadlines for articles :

Fall issue: August 1 (publication: October)
Winter issue: September 15 (publication: December)
Spring issue: January 1 (publication: March)
Summer issue: February 15 (publication: May)

Please note that an article received before the deadline, and accepted, will not be automatically published in the next issue.

Evaluation of articles submitted

Pédagogie collégiale being published by AQPC, it embraces the Association's mission to both promote and stimulate the development and evolution of college pedagogy.

Pédagogie collégiale is a “beacon” for players in the field of higher education. It seeks, among others, to guide pedagogical intervenors at college level, to shed light on interventions by presenting rich and varied information, and to forecast major changes coming in the field of education. Pédagogie Collégiale is also a reflection anchored in reality, attesting to the practices of those who work in the college environment. Lastly, it serves as a stimulant by proposing and initiating various paths leading to reflection and action.

Pédagogie collégiale embraces the following goals:

1. To support professional insertion and contribute to the development of a professional identity for teachers and supervisory or management personnel who intervene in pedagogical affairs;
2. To promote and improve the standing of collegial research, in particular through the publication of pedagogical research results and by informing readers about current trends in research;
3. To support the dissemination of pedagogical and educational practices;
4. To encourage the creation of links between theory and practice by presenting current practices as well theoretical elements, thus supporting the construction of a pedagogical framework conducive to reflection among all categories of personnel intervening in pedagogical matters;
5. To make sure that pedagogy has its place in the public debate concerning colleges;
6. To support pedagogical innovation in higher education.

Pédagogie collégiale remains open on an ideological level and offers the opportunity to express divergent viewpoints. Its source of inspiration comes from various schools of thought, both national and international—all of which enables the magazine to remain first and foremost a prominent and stimulating vehicle promoting pedagogical information, exchanges, and reflection.

Articles submitted must be in the keeping of the magazine's main orientations and be of interest to its readers (Pédagogie collégiale readers are professionals in the field of education, mainly college teachers).

The Editorial board evaluates articles using the following criteria:

Subject

1. Agrees with the orientations of the magazine.
2. Interests a large segment of the magazine’s readership.
3. Deals with a topical issue.

Content

1. Contribution to the development of new models, theories, practices and philosophy on collegial teaching.
2. Critique on current practices and principles in collegial teaching.
3. Coherence of subject matter.
4. Strength of arguments.
5. Richness of documentation.
6. Transferability.
7. Applicability.

Form

1. Verbal-linguistic quality.
2. Appealing pedagogical format.
3. Concise style
4. Usefulness of tables and illustrations (if included).
5. Usefulness and relevance of titles and sub-titles.

The Editorial board can ask authors to modify their article or refuse to publish it.

Defamatory articles or articles that could harm someone's reputation or the reputation of groups will automatically be refused.

Except for the articles published in the Actes du colloque de l'AQPC or in journals published by colleges, articles already published in other media (or that will be published elsewhere before they are published in Pédagogie collégiale) will also be refused.

Reprints and copyrights

Any article published in Pédagogie collégiale can be reproduced as long the source is mentioned.

Authors whose articles are published in Pédagogie collégiale do not receive any money or royalties.

Print run

The magazine Pédagogie collégiale has a print run of 2,800 copies.