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Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.
  • For Class and Home Problems, Teaching Tips, and Lifelong Learning articles, selecte the appropriate Journal Section from the pulldown menu, above.  Include Class and Home Problem, Teaching Tips, or Lifelong Learning in the title.
  • The submission file is in pdf format.
  • Where available, URLs and DOI for the references have been provided. References are in PNAS format.
  • The text is double-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end. Prior to converting the manuscript file to pdf, we suggest authors add line numbers if it is convenient to do so.
  • The text adheres to the stylistic and bibliographic requirements outlined in the Author Guidelines.
  • Ensure each citation within the References list names all the authors; only use "et al." here in cases where there are 10 or more authors. Use PNAS format.
  • Comply with CEE's policy on unpublished references: CEE does not have a policy against in-press papers. Occasionally authors want to cite a private conversation with someone but an acknowledgment is more appropriate. Papers submitted to CEE but not yet accepted can be cited in the original manuscript submission provided the author provides a permanent designation when preparing their final draft materials for production. If a paper was submitted but a decision about acceptance is not known when production files are handed off by the author, it should probably be eliminated by the author at that time. (We say probably because in some cases it is clear from the editor's letter that the paper will eventually be accepted). "In-preparation" means nothing; thus, the in-preparation references need to be deleted at time of submission. The authors can state in the manuscript that additional research is being conducted or completed.

Author Guidelines

AUTHOR GUIDELINES (see also: Author Guidelines for the Laboratory Features, which is found in About the Journal/Policies) (see also: Guidelines for Papers Already Published http://journals.fcla.edu/cee/about/editorialPolicies#custom-4) 
CEE publishes papers in the broad field of chemical engineering education. Papers generally describe a course, a laboratory, a ChE department, a ChE educator, a ChE curriculum, research program, machine computation, special instructional programs, or give views and opinions on various topics of interest to the profession.


•TITLE 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.

•AUTHORSHIP 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 literature searches.

    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.

•TEXT We request that manuscripts not exceed twelve double-spaced typewritten pages in length (6,500 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.

•TABLES Avoid tables and graphs that 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.

•NOMENCLATURE 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 all equations consecutively.

•ACKNOWLEDGMENT Include in acknowledgment only such credits as are essential.

•LITERATURE CITED See CEE 53(2) 131-132 (Spring 2019) for citation format. Include DOI where known. 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 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 in PNAS format should be numbered and listed 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. Include DOI for references when they are available.

•AUTHOR BIO If any author has an ORCID identifier, include it in the short author's bio.

•COPY REQUIREMENTS Submit the manuscript electronically as a 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. 

    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.
  • CONFIRMATION 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.  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.  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. 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.

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