The CICE-2025 workshops are international forum for both researchers and industry practitioners to exchange the latest fundamental advances in the state of the art and practice, Pedagogy, Arts, History, Open Learning, Distance Education, Math and Science Education, ICT, Language Learning, Education (Early Year, Secondary, Post-Secondary and Higher), E-Learning, and identify emerging research topics. The workshops offer a good opportunity for young researchers to present their work and to obtain feedback from an interested community. All the accepted workshops' papers will be included in the conference proceedings.
The CICE-2025 encourages you to submit workshop proposals. Workshop duration is 1 hour 20 minutes. You can consider organising a workshop that is related to CICE-2025 topics or other areas of education.
The purpose of these workshops is to provide a platform for presenting novel ideas in a less formal and possibly more focused way than the conferences themselves. The format of each workshop is to be determined by the organisers, but it is expected that they contain ample time for general discussion. The preference is for one day workshops, but other schedules will also be considered.
If you are interested in organising workshops for the CICE-2025, please email your proposal to the workshop@ciceducation.org. Your workshop proposals will be reviewed by the Steering Committee.
The proposal must include:
1. The name of the workshop
2. Scope (not more than 200 words)
3. Objectives and Motivation (not more than 200 words)
4. The organiser(s) name(s)
5. The URL of the workshop web site (if available).
Important Dates
| Workshop Proposal Submission | December 30, 2024 |
| Notification of Workshop Acceptance | January 15, 2025 |
Accepted Workshops
Workshop 1
Title: A Step-by-Step Guide to Building a Faculty-Led Study Abroad Program
Scope: High-impact practices have been proven to improve the quality of student learning, experience, retention, and academic success, particularly for underserved students. Extensively tested teaching and learning practices beneficial for college students include study abroad and field-based service-learning projects (Kuh, 2008). Covey (2020) stated that to begin with the end in mind means to start with a clear understanding of one’s destination. In curriculum planning, Wiggins and McTighe (2005) referred to it as a backward design. In such a design, one starts with the desired results in mind, which are student learning outcomes or goals. These learning outcomes incorporate the knowledge and skills instructors want their students to master at the end of the course. Once the learning outcomes are established, the second stage is to think about assessments. The final stage is to plan the learning activities and instruction (Bowen, 2017). Based on the backward design, the presenter of this workshop, a university faculty member who has successfully developed and led several study-abroad programs and service-learning projects, will provide the audience with a step-by-step guide and practical suggestions on building a faculty-led study-abroad program that will help students grow academically, professionally, and personally.
Objectives and Motivation: The presenter is a teacher education faculty member at a university in the southwestern part of the United States. During the summers of 2019 and 2023, she led groups of pre-service and in-service teachers to Taiwan for a 10-day faculty-led Taiwan Study Abroad Program. One program component was the 2-1/2-day English Camp in an elementary school, a service-learning project. Using these recent experiences as a model, the presenter will share how to start a program with a backward design. The first step is to develop a mission statement. Then, the next step is to visit the office of international studies and programs on the campus to collect information on how to start a study abroad program, budgeting, logistics, and promotion. The presenter will show how to develop the syllabus for academic preparation. The coursework includes pre-travel assignments, on-site assignments, and post-travel assignments. One important on-site assignment is a student daily journal, and one post-travel assignment is a report on the service-learning project. The audience will receive a packet containing the PowerPoint presentation handout, a step-by-step guide, and exercise worksheets. The presenter will guide the audience through planning, share practical suggestions and potential research projects, and answer questions.
Organiser:
Monica Wong-Ratcliff, Texas A&M University Kingsville, USA
Workshop 2
Title: Ageism - Unlocking Our Bias and Taking Action Steps
Scope: Ageism can cause harm to workplace relationships. We must create a future that is inclusive and supportive for all ages of employees. Join this interactive workshop to learn more about how we can combat ageism and foster a more inclusive workplace culture, with higher educator retention rates. This workshop addresses one aspect of DEI that is often forgotten – ageism. Global research states that only 8% of worldwide DEI strategy includes any training or strategy on ageism. It doesn’t matter what age you are or your job title. You could be experiencing ageism discrimination in the workplace. By looking at photographs and AI, we will talk about how we think and feel about ageism. Don’t be fooled, ageism doesn’t only affect the older population; it’s also relevant for young professionals under age 30. We will analyze the data and statistics in an engaging format. How does ageism show up in the university/workplace? We will discuss coded language and bias that is embedded in language and in our actions. Finally, we will aim to leave the workshop by changing the negative misconceptions about aging with immediate actionable items for all, which include inter-generational relationships, Reverse Mentoring, Shadow Boards, ERGs and speaking up. Come to this session to become an advocate against ageism!
Objectives and Motivation: Four primary learning outcomes/objectives are outlined in this workshop. The participants will:
- learn the definition of ageism and basic laws of protection,
- discuss statistics and data points around ageism,
- analyze Coded Language and its hidden bias messages, and
- discuss 6 ideas for action steps
Organiser:
Shari Collins, Shari Collins Consulting, USA