Practice of Teaching | Teaching of Practice: the Teacher’s Hunch
2019 ACSA/EAAE Teachers Conference
June 28-29, 2019 | Antwerp, Belgium
Host School: University of Antwerp
Co-chairs: Johan De Walsche, University of Antwerp
Richard Blythe, Virginia Tech
Submission Deadline: FEBRUARY 15, 2019
The Antwerp ‘ACSA/EAAE Teacher Conference’
focuses on the hunch
that drives the practice teacher/ researcher in his/her teaching or research. With this call, the joint conference of the North American and European associations for architectural education solicits scholarly presentations
for the conference and proceedings, as well as project-based position statement posters
for a conference exhibit. The conference addresses both practitioners and academics with an interest to explore the present and future role of teaching practices in relation to research and its broader pedagogical contexts, and invites reflection inspired by the following questions:
- Must the teacher primarily conduct typological, tectonic, compositional, or technological experiments—the more ‘classical’ themes—to focus on general transferable skills of design practice, but potentially overlooking pressing issues that challenge our built environment. Or, should he/she formulate studio assignments in line with a contemporary agenda—be it socio-political or eco-cultural—potentially making curricula drift away from these classical themes?
- If professional practice is a privileged site for the production of knowledge, and the emergence of new insights, how can we ensure that this knowledge and these insights reach academia? What is the nature of such knowledge and insights, and what is their edifying capacity? What is the nature of the expertise that is developed in inquisitive professional design practice? Why would it be crucial to incorporate such expertise in the academic environment?
- If design practice is a proper way of coming to know, which, then, are the interests that are pursued? Do the ‘design practice’ and the ‘teaching practice’ of a teaching practitioner constitute one continuum? Do design teachers that have undertaken research into their practices observe their ‘teaching practice’ to be fundamentally transformed?
- Can the studio/faculty be seen as a thinker-space that provides uncompromised inquiries to the best of all available knowledge, rather than having to follow a commercial or socio-political agenda? Can we imagine a space of learning that integrates craft and speculation, urge and fascination, skill and imagination, criticality and creativity, individual formation and social consciousness?
The conference expressly aims at transcending disciplinary boundaries to include contributions from different fields of expertise in creative practice research at large. Difference and variety of contribution formats and a polyphony of ‘voices’ are essential to the core concerns at stake in the conference. The goal is to bridge practice and academia, to reemphasize the public role and duty of higher education and the question of societal relevance.
SUBMISSION REQUIREMENTS invited in two formats:
Selection of scholarly presentations will be based on double-blind peer review of extended abstracts (1,500 word limit) accompanied by optional images. Authors of accepted abstracts who present their work at the conference are then invited to submit a full paper for a second peer review for inclusion in a conference proceedings. It is expected that feedback from the abstract review and conference presentation will inform the final paper.
- Abstracts must not exceed 1,500 words and include no more than five optional images.
- Abstracts must be prepared for anonymous review (remove author/contributor names and affiliation identification).
- Authors may present no more than two papers at the conference. No individual may be listed as the first author on more than four submissions.
- Submissions must report on recently completed work and cannot have been previously published or presented in public, except to a regional audience.
- Submissions must be written in English.
Position Statement Posters
Authors may submit proposals for a set of 3 posters to be included in a conference exhibition and published in an online exhibit. The poster set should contain a position statement that results from reflections and insights that have occurred from concrete experiments in architectural education practice.
- Proposal submission format: authors should prepare a 250-word abstract outlining the position statement and may provide up to 4 supporting images, one of which should be a diagram describing the organization of the posters.
- Selection of posters will be based on a single-stage double-blind peer review process. Accepted authors will upload finalized PDFs prior to the conference.
- Proposals must be prepared for anonymous review (remove author/contributor names and affiliation identification).
- No more than two projects from any author may be included in the exhibition. No individual may be listed as the first author on more than four submissions.
- Submissions must be written in English.
Full requirements for submission of the final poster set will be sent to accepted authors. Authors should plan for final posters to be A1 size, portrait orientation.
How to Submit
The deadline for submitting to the Teachers Conference is February 15, 2019 (extended). Authors will submit abstracts and poster proposals through ACSA’s online interface. ACSA members will log in with their ACSA username and password. EAAE members and other authors will create an account on the ACSA website to log in.
All abstracts will undergo a double-blind peer-review process. The conference Scientific Committee will take into consideration the evaluations furnished by the peer reviewers and render final acceptance decisions.
Conference Presentation & Publication
Accepted authors agree to make a 15–20 minute presentation of their paper at the Teachers Conference. Accepted authors must pay full conference registration to present at the conference and be eligible for inclusion in the proceedings and/or in the posters exhibition and online exhibit. Following the conference, authors of abstracts will submit finalized papers for review for inclusion in a proceedings published either with an academic publisher or through other digital means that will meet standards for indexing.
The Organizing Committee reserves the right to withhold a paper or a poster set from the program if the author has refused to comply with the guidelines. Failure to comply with the conference deadlines or request for materials in advance may result in an author being dropped from the program.
|February 15, 2019 (extended) || ||Abstract Deadline |
|Early Spring, 2019 || ||Abstract Notification |
|June 28-29, 2019 || ||Teachers Conference |
|July 31, 2019 || ||Full Paper Deadline |
+ 2019 ACSA/EAAE Teachers Conference