Author Guidelines and Submitting
CEE publishes papers in the broad field of chemical engineering education. Regular articles generally describe a course, a laboratory, a ChE curriculum, a graduate program, a special instructional program, a novel teaching approach, a method of using technology to improve teaching and so forth. Invited profiles describe a ChE department or a ChE educator. Specialized sections include Class and Home Problems, Lifelong-Learning, Teaching Tips, and Guest Editorials.
Use specific and informative titles. They should be as brief as possible, consistent with
the need for defining the subject area covered by the paper.
Be consistent in authorship designation. Use first name, second initial, and surname. Give
complete mailing address of place where work was conducted. If current address is
different, include it in a footnote on title page.
- ABSTRACT: KEY WORDS
Include an abstract of 75 words or less and up to four keywords for use in
- TYPICAL SECTIONS AND CONTENT IN REGULAR ARTICLES
Most regular articles describe the results of original and classroom or laboratory-tested ideas.
If appropriate, regular articles should have Technical theory, Pedagogical theory, Experiences, and Assessment sections in addition to sections describing the contributions. Recognizing that the audience is primarily faculty, the description of the underlying technical theory should be referenced or brief. The purpose of the technical theory section is to communicate to the reader specific student-learning opportunities such as a method for describing chemical potential or fugacity that increases student comprehension. A pedagogical theory section would be used to explain the educational background if a novel teaching approach or educational research method is used. Research papers will also typically have a Methods section where the data collection and analysis processes are described and justified. An Experiences section conveys the results of laboratory or classroom testing. This section can enumerate, for example, best practices, pitfalls, student survey results and student comments, instructor observations, or anecdotal material. The purpose of the Assessment section is to show proof that your idea had measureable impact (i.e. that students actually learned). When the gold standard (statistical comparison with a control group with matched student demographics) is not possible, other less rigorous, but still useful assessments should be employed. Examples include carefully constructed student surveys, comparison of Withdraw-Fail-D grade statistics, attendance patterns from year-to-year, comments from employers and alumni, and data on time spent watching educational videos or working with computer programs. These guidelines were updated March 15, 2017.
We request that manuscripts not exceed twelve double-spaced typewritten pages in length (max. 5,500 words). Longer manuscripts may be returned to the author(s) for revision/shortening before being reviewed. Assume your reader is not a novice in the field. Include only as much history as is needed to provide background for the particular material covered in your paper. Sectionalize the article and insert brief appropriate headings. In the interests of brevity and standalone readability, CEE discourages submission of multi-part papers. Authors who feel that their topic requires an exception should obtain approval from the editor before submission of a multi-part paper.
Avoid tables and graphs which involve duplication or superfluous data. If you can use a
graph, do not include a table. If the reader needs the table, omit the graph. Substitute a
few typical results for lengthy tables when practical. Avoid computer printouts.
Follow nomenclature style of Chemical Abstracts; avoid trivial names. If trade names are
used, define at point of first use. Trade names should carry an initial capital only, with
no accompanying footnote. Use consistent units of measurement and give dimensions for all
terms. Write all equations and formulas clearly, and number important equations
Include in acknowledgment only such credits as are essential.
- LITERATURE CITED
Papers need to reflect knowledge of the engineering education literature in addition to the appropriate technical literature by citing pertinent sources. Authors can search the CEE website - http://cee.che.ufl.edu/ as well as other relevant engineering education journals such as the Journal of Engineering Education(http://www.asee.org/publications/jee/index.cfm), Proceedings of ASEE Annual Conferences (http://www.asee.org/conferences/v2search.cfm), Proceedings of ASEE Frontiers in Education (FIE) Conferences (http://fie.engrng.pitt.edu/), International Journal of Engineering Education, and European Journal of Engineering Education (http://www.asee.org/publications/international.cfm). References should be numbered and listed on a separate sheet in the order occurring in the text. Within the References list, each citation should name all the authors; only use “et al.” here in cases where there are 10 or more authors.
- COPY REQUIREMENTS
Submit the manuscript electronically as a single pdf file that includes all graphical material as well as tables and diagrams. Label ordinates and abscissas of graphs along the axes and outside the graph proper. Number all illustrations consecutively. Authors should also include brief biographical sketches. Prior to converting the manuscript file to pdf, we suggest authors add line numbers if it is convenient to do so. Send your electronic manuscript to firstname.lastname@example.org as an attachment to an e-mail that states the manuscript title, all author names, and the affiliated university. Be sure the subject line includes the words "manuscript submittal."
Regular papers (not including departmental profiles, educator profiles, guest editorials, reviews of books, and teaching tips) are peer reviewed. CEE reviewers are anonymous except for reviewers who explicitly request that their reviews include their names. CEE requests that authors not send either a list of potential reviewers or a list of people to avoid as reviewers. Authors who request a double blind review process are responsible for providing a pdf of the manuscript that has all identifying information blacked out.
If an author
who submits electronically does not receive a confirmation that the paper was received within two weeks, he or she should contact the CEE office.
- SPECIAL SECTIONS OF CEE
The Class and Home Problems section is about giving direct aid to chemical engineering instructors to teach a specific topic through a novel problem or demonstrated technique. Submissions must have clear learning objectives, outcomes, or similar statements to make it clear to the reader how the paper’s topic can be applied within a typical chemical engineering (or closely related) curriculum. Problems may represent a novel application of fundamental principles, substantive adaptations which enable effective pedagogical approaches, or new non-proprietary applications of software. This section is about the application of knowledge more than the underlying engineering or pedagogical theory. Manuscripts should follow the same general guidelines as other CEE submissions, but should be submitted directly to Dr. David Silverstein (email@example.com).
The Lifelong Learning column addresses the challenges and opportunities of instilling and supporting lifelong learning behaviors among current students, alumni, and faculty. While literature review and assessment are welcome components of submitted articles, there is more flexibility to include articles that are more experience-based. Articles related to industry-academic engagement, continuing and graduate education, professional licensure, entrepreneurship, faculty consulting, and other broad topics related to professional development are welcome. Manuscripts should follow the same general guidelines as other CEE submissions, but should be submitted directly to Dr. Lisa Bullard (firstname.lastname@example.org).
Teaching Tips are practical tips of tested classroom and other teaching methods. They are edited, are not peer reviewed and are restricted to one page. Submit directly to Dr. Phil Wankat (email@example.com).
Guest editorials are an opportunity to express informed opinions about practically any element of chemical engineering education. They are edited, are not peer reviewed and are restricted to one page. Submit directly to Dr. Phil Wankat (firstname.lastname@example.org).
Send mail to email@example.com
with questions or comments about this web site.
March 15, 2017