www.iafor.org/about/partners

IAFOR Global Partners

University of Belgrade

IAFOR has entered into a number of strategic partnerships with universities across the world to form
the IAFOR Global Partnership Programme. These academic partnerships support and nurture IAFOR’s
goals of educational cooperation without borders, connecting the organisation with institutions thathave an international and internationalising profile, and a commitment to interdisciplinary research.
The IAFOR Global Partnership Programme provides mutual recognition and scope for Global Partner
institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.
Programme Design by Thaddeus Pope, IAFOR Media/iaforjapan@iafor.official@iafor (#iafor)
www.iafor.org

Organising Committee
Failautusi ‘Tusi’ Avegalio
University of Hawaiʻi at Mānoa, USA

Xu Di

University of Hawaiʻi at Mānoa, USA

Joseph Haldane
IAFOR, Japan

Curtis Ho

University of Hawaiʻi at Mānoa, USA

Barbara Lockee
Virginia Tech, USA

James W. McNally
University of Michigan, USA& NACDA Program on Aging

Alex Means

University of Hawaiʻi at Mānoa, USA

Michael Menchaca
University of Hawaiʻi at Mānoa, USA

Sela V. Panapasa

University of Hawaiʻi at Mānoa, USA

Hiagi M. Wesley

Brigham Young University – Hawaii, USA

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Letter of Welcome
Aloha! Welcome! Happy New Year!
Dear Colleagues,
I am very excited for IAFOR to be coming back to Hawai‘i for thefifth consecutive year, and am excited to report that this year’s
event, comprised of jointly run conferences on education andsustainability will grow to welcome around 325 delegates from
more than 40 different countries, making it our biggest meetingin Oahu, “the gathering place”, since we began.
Questions of sustainability, energy and the environment areissues at the very heart of these beautiful islands, which have along, storied, rich but troubled history, the social and environmental effects of which are ongoing.
Scratching the surface reveals a lot more than the tropical paradise presented by the tourism
industry that plays such a large role in both the identity and economy of Hawai‘i.
An international conference like this offers an immense opportunity for information and research
to be shared, highlighting the local context to an international audience, and inviting discussion
from the delegates from many different countries. This gathering and sharing, inviting comparativeand contrastive discussion, and informing future research paths is the most important part of aconference, and I encourage your active participation. This wonderful opportunity to learn fromthe local context as well as inform it, is also a responsibility for us to engage meaningfully given
the distance from which many of us have travelled to be here. There is so much for us to learn
from each other, and in a world which seems ever more divided and polarised, the coming togetherof people from across the world to discuss issues related to education and sustainability issomething to be celebrated.
Leafing through the conference programme, I am truly inspired by the exciting range and depth ofpresentations on offer, and I would like to thank the Organising Committee for their role and energy
in making this event, particularly to our colleagues at the University of Hawai‘i at Mānoa, and mostespecially to Professors Xu Di, Curtis Ho and Michael Menchacha. A conference comes and goesin a few days, but I would like to acknowledge the year-round dedication and hard work which goes
toward making an event like this happen.
I look forward to meeting you all, to forging new partnerships, and to making new friends over what
promises to be a great event.
Wishing you all the very best for 2020!
Mahalo! Thank you!
Dr Joseph Haldane
Chairman & C.E.O, The International Academic Forum (IAFOR)
Guest Professor, Osaka School of International Public Policy (OSIPP), Osaka University, Japan
Visiting Professor, Doshisha University, Japan & The University of Belgrade, Serbia
Member, Expert Network, World Economic Forum

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iaforRESEARCH
ARCHIVE

www.papers.iafor.org

Visit the IAFOR Research Archive, where you cansearch and access the repository of research
generated by IAFOR.
You can search by keyword(s), subject area(s), or
speciﬁc conference proceeding(s) to access
abstracts and full papers from past IAFOR
conference proceedings, browse and read them
online, or download them to your device.

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Conference
Guide
Conference at a Glance
Room Schedule
Directions & Access
General Information
Presentation Guide
Lunch & DinnerProfessor Stuart D. B. Picken (1942–2016)
IAFOR Membership
IAFOR’s Conferences on Education
IAFOR Publications
IAFOR Academic Grant & Scholarship Recipients

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January 10, 2020 | The Hawai'i Convention Center

Friday Morning at a Glance
09:15-10:00		

Conference Registration

10:00-10:05		
			

Announcements & Welcome | Room 314 (3F)
Brian Aycock, IAFOR, Japan

10:05-10:25
Featured Cultural Presentation | Room 314 (3F)
			Hawaiian Oli Opening
10:25-10:40
						

Welcome Address | Room 314 (3F)
Joseph Haldane, IAFOR, Japan
Nathan Murata, University of Hawai’i at Mānoa, USA

10:40-10:45
			

Recognition of IAFOR Scholarship Winners | Room 314 (3F)
Joseph Haldane, IAFOR, Japan

10:45-11:15
						

Keynote Presentation | Room 314 (3F)
Climate Emergency: The Road Ahead Beyond Heroes and Villains
Harrie Vredenburg, University of Calgary, Canada

11:15-11:30		

Coffee Break | Room 317 (3F)

11:30-12:20
Keynote Panel Presentation | Room 314 (3F)
			Education, Work, and Sustainability in the Fourth Industrial Revolution
			Alexander J. Means, University of Hawai’i at Mānoa, USA (moderator)			
Deane E. Neubauer, University of Hawai’i at Mānoa, USA			David P. Ericson, University of Hawai’i at Mānoa, USA
12:20-12:30		

Conference Photograph | Pakaloka Charlot Courtyard

12:30-14:00		

Lunch Break | Room 317 (3F)

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January 10, 2020 | The Hawai'i Convention Center

Friday Afternoon at a Glance
14:00-14:50
			
			
			

Featured Panel Presentation | Room 314 (3F)
Culture and Society in the New Modernization Paradigm
Ljiljiana Markovic, University of Belgrade, Serbia
Janina Martin, University of Hawai’i at Manoa, USA

14:50-15:00

IAFOR Documentary Photography Award | Room 314 (3F)

15:00-15:15		

Coffee Break | Room 317 (3F)

15:15-15:45
Featured Presentation | Room 314 (3F)			
Pacific Solo: A Voyage to Nemo North in the Middle of the North
			Pacific Garbage Patch			
Lowell Sheppard, HOPE International Development Agency, Japan
15:45-16:15
			
			
			
			

Featured Presentation | Room 314 (3F)
SDGs and Education: Teacher Deployment and School Facility
Installment in Early Childhood Care and Education (ECCE) in 		
Vietnam, Laos and Cambodia
Keiichi Ogawa, Kobe University, Japan

16:15-16:30		

Coffee Break | Room 317 (3F)

16:30-17:20
Keynote Panel Presentation | Room 314 (3F)			Global and Educational Engagement through Innovative 					Technology and Pedagogies
			
Ann Hartman, East-West Center, USA			
Geo Thao, University of Hawai‘i at Mānoa, USA			Yuko Ida, University of Hawai‘i at Mānoa, USA
17:20-18:30

Conference Poster Session Welcome Reception | Room 317 (3F)
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January 11, 2020 | The Hawai'i Convention Center

Saturday at a Glance
09:00-10:40

Parallel Session I

10:40-11:00		

Coffee Break | Room 317 (3F)

11:00-12:40

Parallel Session II

12:40-13:40		

Lunch Break | Room 317 (3F)

13:40-15:20

Parallel Session III

15:20-15:40		

Coffee Break | Room 317 (3F)

15:40-16:30

Parallel Session IV

18:00-21:00
						

Conference Dinner (Optional Ticketed Event)Meeting time & location: 17:15 at 317 (3F)Group leaves for restaurant at 17:30

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January 12, 2020 | The Hawai'i Convention Center

Sunday at a Glance

09:00-09:40
Featured Cultural Presentation | Room 318A (3F)
			Lei Making Workshop
09:40-11:20

Parallel Session I

11:20-11:35		

Coffee Break | Room 317 (3F)

11:35-12:50

Parallel Session II

12:50-14:00		

Lunch Break | Room 317 (3F)

14:00-15:15

Parallel Session III

15:15-15:30		

Coffee Break | Room 317 (3F)

15:30-16:45

Parallel Session IV

16:45-17:45
			
			
			
			

Closing Panel | Room 318A (3F)
The Future of Liberal Education
David P. Ericson, University of Hawai’i at Mānoa, USA
April Goodwin, University of Hawai’i at Mānoa, USA
Reed Dasenbrock, University of Hawai’i at Mānoa, USA

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Afternoon Plenary Session

Poster Presentations & Welcome Reception

17:20-18:30

Morning Plenary Session

14:00-17:20

12:30-14:00

09:00-12:30

Room 314

Lunch Break–Registration DeskRegistration Desk

Room 317

Friday Schedule | January 10, 2020

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18:00-21:00

WorkshopWorkshopHealth & Wellbeingin Education

Lunch BreakTeaching
Experiences:
Diversity

Workshop

Professional
Training

Interdisciplinary

Educational
Research

Room 321A

Conference Dinner (Optional Ticketed event)Workshop

Foreign Language
Education

Foreign Language
Education: Writing

Coffee BreakInternational
EducationWorkshop

Registration Desk

Learning
Experiences

STEM Education

Lifelong &Distance Learning

Room 319B

15:40-16:30

Teaching
Experiences

Assessment

Foreign Language
Education

Learning
Experiences

Room 319A

Coffee BreakRegistration DeskRegistration DeskRegistration Desk

Room 318B

Room 318A

15:20-15:40

13:40-15:20

12:40-13:40

11:00-12:40

10:40-11:00

09:00-10:40

Room 317

WorkshopIndustry/Innovation& Infrastructure

Climate Change

Clean & Affordable
EnergyRoom 321B

Workshop

Consumption /Production & Waste

Education
Symposium

Health & Wellbeing

Room 322A–

Higher Education:
GenderEconomic & Social
Inequality

Foreign Language
Education

Room 322B

Saturday Schedule | January 11, 2020

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Registration Desk–

16:45-17:45

Registration Desk

15:30-16:45

15:15-15:30

14:00-15:15

12:50-14:00

11:35-12:50

Registration DeskRegistration Desk

9:40-11:20

11:20-11:35–

09:00-9:40

Room 317

Innovation &Technology

Education &Difference

Closing Panel–

Natural Resources––

Preserving &Challenging Cultures

Primary & Secondary
Education–

Lei-Making
WorkshopTechnology in
Education

Room 318B

Room 318A–

Foreign Language
Education

Security & Safety

Teaching
Experiences:
Teacher
Preparations

Educational Policy–

Room 319A–

Education Policy

Coffee BreakWorkshop

Lunch Break

Online & Virtual
Education

Coffee BreakHigher Education:
Multiculturalism–

Room 319B–

Intercultural/Social
Justice in Education

Workshop

Education,
Sustainability &Society

Challenging &Preserving–

Room 321A–

Curriculum Design

Clean & Affordable
EnergyCreativity in
Education

Foreign Language
education: Korea–

Room 321B–

Curriculum Design

Climate Change

Education & AI

Teaching, Learning& the Mind–

Room 322A–

Education,
Sustainability &SocietyGaming & Online
Education

Technology &E-Learning

Education &Business–

Room 322B

Sunday Schedule | January 12, 2020

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Directions & Access
The Hawai‘i Convention Center is centrally located in the heart of Honolulu, at the gateway to Waikiki,on the corner of Kalakaua Avenue and Kapiolani Boulevard. The venue can easily be reached by bothcar and bus.

Venue Address
Hawai‘i Convention Center, 1801 Kalakaua Ave, Honolulu, Hawaii, HI 96815, United States

Driving Directions from Honolulu International Airport
•
•
•
•
•
•
•

Upon exiting the airport terminal, take the H-1 east on-ramp
Stay in your right lane and exit onto Nimitz Highway
Drive approximately six miles on Nimitz Highway (which later becomes Ala Moana Blvd)
Turn left onto Atkinson Drive
Turn right onto Kapiolani Avenue
Turn right onto Kalakaua Avenue
Entrance to the parking garage is on the rightPublic Bus Transportation (“TheBus”)
Public transportation to the Hawai‘i Convention Center from the airport and all parts of Oahu isavailable on “TheBus”. For information on routes, times and fares, call (808) 848-5555 or visit theirwebsite at www.thebus.org.

Around the Conference Venue
Located within walking distance of Waikiki, the Hawai‘i Convention Center is a large, modern events
venue conveniently located 8 miles (12 km) from the Honolulu International Airport, within 1.5 milesof 28,000 hotel rooms in all price categories, and adjacent to an array of shopping, dining, andentertainment venues.

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General Information
Registration Desk
You will be able to pick up your registration pack and name card at the Conference Registration Desk.
The Conference Registration Desk will be situated at the following locations during the conference:
Friday, January 10		
Saturday, January 11		
Sunday, January 12		

09:00-16:00		
09:00-16:00		
09:00-15:00		

Room 317 (3F)
Room 317 (3F)
Room 317 (3F)

If you have any questions or concerns, IAFOR staff and volunteers will happily assist you in any way
they can.

Name Badges
When you check in, you will receive a registration pack, which includes your name badge. Wearing
your badge is required for entrance to the sessions. You must wear your badge at all times during
the conference.

Refreshment Breaks
Complimentary coffee, tea and water will be available during the scheduled coffee breaks. Lightsnacks will be provided once in the morning and once in the afternoon.

Smoking
Smoking is only permitted in designated areas.

What to Wear & Bring
Attendees generally wear business casual attire. You may wish to bring a light jacket or sweater as
meeting rooms are air-conditioned and sometimes cool.

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General Information
Internet Access
There is Wi-Fi at the venue, but it is low speed. Streaming video will not be possible. If your presentation
includes video, please bring it on a file that can be played without an internet connection.
Connecting to WiFi
Free WiFi for light use like reading emails and web browsing is available in all public spaces. If you
want to stay connected in all common areas and lobbies, you can purchase Instant Internet fromyour device.
Purchasing Additional Internet
Open your browser (Internet Explorer, Firefox, Safari, or other standard browser). You should see a
Smart City splash page.
If you do not see the splash page when you open your browser, please refresh your browser. If you
still do not see this page you may need to manually select the network name, "Instant Internet", byfollowing your computer’s procedure for viewing and selecting a wireless network.
If this is your initial purchase, enter your username (email address) and password in the area shownon the left and click BUY NOW. Follow additional prompts to complete your purchase or log-in. Referto service options and limitations shown to the right. If you have already created an account and are
returning for an additional session, Click LOGIN.

Photo/Recording Waiver
Human interaction through networking, and dissemination of this knowledge, is at the core of what
IAFOR does as an academic research organisation, conference organiser and publisher. As part of
the archiving of the conference event, IAFOR takes photos in and around the conference venue,
and uses the photos to document the event. This also includes the filming of certain sessions.
We consider this documentation important and it provides evidence of our activities to members,
partners and stakeholders all over the world, as well as to current and potential attendees like you.
Some of these photos will therefore appear online and in print, including on social media. The above
are the legitimate interests of the organisation that we assert under the new European Union law on
General Data Protection Regulation (GDPR). Under this legislation, you have an absolute right to opt
out of any photo. We are committed to protecting and respecting your privacy. Read our full privacy
policy – www.iafor.org/about/privacy-policy
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Presentation Guide
Oral & Workshop Presentations
Oral Presentations are normally scheduled in sessions comprising three presentations, lasting 75
minutes in total. In sessions with two Oral Presentations, the session will last 50 minutes, and in thecase of four Oral Presentations, an extended session lasting 100 minutes will be scheduled.
The time in the sessions is to be divided equally between presentations. We recommend that an Oral
Presentation should last 15–20 minutes to include time for question and answers, but should last no
longer than 25 minutes. Any remaining session time may be used for additional discussion.

Equipment
All rooms will be equipped with a MacBook computer pre-installed with PowerPoint and Keynote
and connected to a LCD projector or LCD screen. If you wish, you may directly link your own PC
laptop, although we advise you to use the computer provided by plugging in your USB flash drive. We
recommend that you bring two copies of your presentation in case one fails, and suggest sending
yourself the presentation by email as a third and final precaution.

Session Chairs
Session Chairs are asked to introduce themselves and other speakers (briefly) using the provided
printouts of speaker bios, hand out the provided presentation certificates at the end of the session,
ensure that the session begins and ends on time, and that the time is divided fairly between thepresentations. Each presenter should have no more than 25 minutes in which to present his or her
paper and respond to any questions. The Session Chair is asked to assume this timekeeping role,and to this end yellow and red timekeeping cards are used as a visual cue for presenters, letting
them know when they have five minutes remaining, and when they must stop.
Please follow the order in the programme, and if for any reason a presenter fails to show up, pleasekeep to the original time slots as delegates use the programme to plan their attendance.

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Presentation Guide
Presentation Certificates
Presenters will receive a certificate of presentation from their Session Chair or a member of staff at
the end of their session.

Conference Proceedings
The Conference Proceedings are published on the IAFOR website (papers.iafor.org), and can be
freely accessed as part of IAFOR’s research archive. All authors may have their full paper publishedin the online Conference Proceedings.
Full text submission is due by February 12, 2020 through the online system. The proceedings will
be published on March 12, 2020. Authors will have PDF copies of their offprints emailed to them byApril 12, 2020.

A Polite Request to All ParticipantsParticipants are requested to arrive in a timely fashion for all presentations, whether to their own orto those of other presenters. Presenters are reminded that the time slots should be divided fairly andequally between the number of presentations, and that presentations should not overrun.
Participants should refrain from talking amongst themselves and ensure that mobile phones are
switched off or set to silent mode during presentations.

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Lunch & Dinner
Lunch
Lunch on Friday, Saturday and Sunday is available by pre-order only. Lunches will be distributed at
the times shown below in Room 317 (3F). Please remember to bring your conference name badge
as you will need to show this in order to claim your lunch. There is also an excellent choice ofrestaurants and cafes within walking distance of the conference venue.

Lunch Times
Friday, January 10		
Saturday, January 11		
Sunday, January 12		

12:30-14:00		
12:40-13:40		
12:50-14:00		

Room 317 (3F)
Room 317 (3F)
Room 317 (3F)

Official Conference Dinner
Conference Dinner attendees should meet in Room 320 (3F) of the conference venue at 17:15 on
Saturday, January 11. The group leaves for the restaurant at 17:30. Please remember to bring yourname tag to the Conference Dinner. Dinner starts from 18:00. It takes approximately 5 minutes towalk to the restaurant.
Restaurant name: The Signature Prime Steak & Seafood
Restaurant address: 36, Ala Moana Hotel, 410 Atkinson Drive

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The Reverend Professor
Stuart D. B. Picken (1942–2016)
The late Reverend Professor Stuart D. B. Picken began his distinguished career in academia asa Rotary Scholar on a research trip to Japan. A native of Scotland who had dedicated himself toreligious studies, he immediately became fascinated by Japanese culture and the practice of Shinto.
He was particularly drawn to the parallels and differences he saw in Western pedagogy comparedto that of the East and began a lifelong mission to bridge the communication and knowledge gap
between the two worlds.
Picken was appointed Professor of Philosophy at the International Christian University (ICU) in
1972. Here he turned his Western theological and philosophical training to comparative religious
and cultural studies of Japan, at a time when the country was emerging from the shadows of theSecond World War.
His groundbreaking and controversial work on suicide in Japan made his name within the country,
but it was his subsequent work on Shinto that influenced the rehabilitation of the religion at a time
when it was dismissed in the West as pagan and primitive, or unjustly caricatured for its wartime
associations.
Whether in his research or teaching, Picken devoted much of his life to increasing understanding
between his adopted country of Japan and the West, and in 2007 he was recognised with the Order of
the Sacred Treasure, an imperial decoration for his pioneering research and outstanding contribution
to the promotion of friendship and mutual understanding between Japan and the United Kingdom.
He also served as the International Adviser to the High Priest of the Tsubaki Grand Shrine, one ofJapan’s largest and oldest shrines.
From 2009 he was the founding Chairman of The International Academic Forum (IAFOR), where he
was highly active in helping nurture and mentor a new generation of academics, and facilitating
better intercultural and international awareness and understanding.
Stuart D. B. Picken was a cherished friend and an inspiration to IAFOR and its community of
supporters. In honour of Professor Picken and his dedication to academia, the ideals of intercultural
understanding and the principles of interdisciplinary study, IAFOR has created the Stuart D. B. Picken
Grant and Scholarship, an award supported by the Stuart D. B. Picken Memorial Fund. Awards are
made to PhD students and early career academics who are in need of funding to complete theirresearch, and whose work demonstrates excellence in the core values of academic rigour, intercultural
sensitivity and interdisciplinarity.
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Become an IAFOR Member
IAFOR provides an excellent personal and professional environment for academics and scholarsof all ages and backgrounds to come together and exchange the latest ideas, and inform eachother’s perspectives through their own cultural and disciplinary background and experiences.
We are able to do this thanks to the exceptional network of individuals and institutions aroundthe world who support our work and help shape our exceptional events globally. We emphasise
the nurturing and supporting of young academics from different backgrounds, providing mutualadvice and guidance, and offer more senior academics the chance to forge working relationships
outside of their traditional networks.
In a world where division and strife are underlined and played up in national and local contexts,
and political posturing frequently seeks to ostracise and demonise, IAFOR is committed toworking across cultural and national borders, and to work to bring people together. We believethat mature human interaction and academic and cultural exchange are essential to offering
positive versions of the future, where cooperation happens with individuals and institutions
who share a commitment to bridge divides, to being good global citizens, and to making theworld a better place.
By becoming a member, you will become a stakeholder in the IAFOR mission of facilitatinginternational exchange, encouraging intercultural awareness, and promoting interdisciplinary
discussion in the hope and expectation of generating and sharing new knowledge. Join us now
in this growing global organisation, and help make a difference today.
To learn more about IAFOR membership, please visit:www.iafor.org/membership

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About IAFOR’s Conferences on Education
The International Academic Forum (IAFOR) promotes and facilitates multifaceted approaches to oneof the core issues of our time, namely globalisation and its many forms of growth and expansion.
Awareness of how it cuts across the world of education, and its subsequent impact on societies,
institutions and individuals, is a necessity in creating effective and equitable educational policies
and practices across the globe. IAFOR’s conferences on education have these issues at their core.
The conferences present academics with three unique dimensions of experience; encouraging
interdisciplinary discussion, facilitating heightened intercultural awareness and promotinginternational exchange. In short, IAFOR’s conferences on education are about change, transformationand social justice. As IAFOR’s previous conferences on education have shown, education has thepower to transform and change whilst it is also continuously transformed and changed.
Globalised education is becoming increasingly socially, ethnically and culturally diverse. However,at the same time education is often defined through discourses embedded in Western paradigms
as desired outcomes become increasingly determined by dominant knowledge economies.
Policies, practices and ideologies of education help define and determine ways in which social
justice is perceived and acted out. What counts as "education" and as "knowledge" can appear
uncontestable but is in fact both contestable and partial. Discourses of learning and teachingregulate and normalise gendered and classed, racialised and ethnicised understandings of what
learning is and who counts as a learner.
In many educational institutions and systems anywhere in the world, we often face a stubborn
assumption that teachers are the possessors of knowledge to be imparted to students, and that
this transmission is neutral, impartial and objective. However, learning is about making meaning,
and in so doing learners experience the same instance of teaching in very different ways.
Learners and teachers share complex social, cultural, political, ideological and personal
circumstances; therefore all learning will depend in part on previous educational experiences, aswell as on age, gender, social class, culture, ethnicity, individual capacities and more.
IAFOR’s calendar includes several annual conferences on education where participants, explore
common themes in different contexts to develop a shared interdisciplinary research agenda, build
intercultural awareness, and promote international exchange.
Information on all upcoming IAFOR conferences here:

www.iafor.org/conferences
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www.iafor.org/publications

IAFOR Publications
Introduction
IAFOR’s publications provide a constructive environment for the facilitation of dialogue
between academics at the intersections of nation, culture and discipline. Since 2009, when theorganisation was established, over 20,000 academics have presented their research at IAFOR
conferences – a wealth of ideas have been generated and partnerships formed. Our various
publications, from Conference Proceedings, to peer-reviewed journals, to our online magazine,
provide a permanent record of and a global online platform for this valuable research. All of ourpublications are Open Access, freely available online and free of publishing fees of any kind.
By publishing work with IAFOR, authors enter into an exclusive License Agreement, where they
have copyright, but license exclusive rights in their article to IAFOR as the publisher.

Conference Proceedings
As a presenter at an IAFOR conference you are encouraged to submit a final paper to ourConference Proceedings. These online publications are Open Access research repositories,
which act as a permanent record of the research generated at IAFOR conferences. All of ourConference Proceedings are freely available to read online. Papers should be uploaded throughthe submission system before the Final Paper Submission Deadline, which is one month after theend of the conference. Please note that works published in the Conference Proceedings are notpeer-reviewed and cannot be considered for publication in IAFOR journals.

IAFOR Journals
IAFOR publishes several editorially independent, Open Access journals across a variety of disciplines.
They conform to the highest academic standards of international peer review, and are published inaccordance with IAFOR’s commitment to make all of our published materials available online.

How are papers submitted?
Submissions should be original, previously unpublished papers which are not under consideration
for publication in any other journal. All articles are submitted through the submission portal on thejournal website and must conform to the journal submission guidelines.

How does IAFOR ensure academic integrity?
Once appointed by IAFOR’s Publications Committee, the Journal Editor is free to appoint his or her
own editorial team and advisory members, who help to rework and revise papers as appropriate,according to internationally accepted standards. All papers published in the journal have been
subjected to the rigorous and accepted processes of academic peer review. Neither editors nor
members of the editorial team are remunerated for their work.

Where are the journals indexed?
IAFOR Journals are indexed in Scopus, DOAJ, ERIC, MIAR, TROVE, CiteFactor and EBSCO, SHERPA/ROMEO and Google Scholar. DOIs are assigned to each published issue and article via Crossref.
Please note that indexing varies from journal to journal.

22 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

What’s the reach?
Each of our journal issues is viewed thousands of times a month and the articles are frequently citedby researchers the world over, largely with thanks to our dedicated marketing efforts. Each issue ispromoted across our social media platforms and to our tailored email marketing lists. On average,
each journal publishes biannually.
Selected IAFOR Journals are available for purchase on Amazon. Search for The International
Academic Forum (IAFOR).

What’s the cost?
IAFOR Journals are Open Access publications, available online completely free of charge andwithout delay or embargo. Authors are not required to pay charges of any sort towards the
publication of IAFOR Journals and neither editors nor members of the editorial boards are
remunerated for their work.

How are IAFOR Journals related to IAFOR Conferences and Conference Proceedings?
IAFOR Journals reflect the interdisciplinary and international nature of our conferences and areorganised thematically. A presenter can choose to publish either in Conference Proceedings or
submit their manuscript to the corresponding IAFOR Journal for review.

Current IAFOR Journal titles include
IAFOR Journal of Arts & Humanities
IAFOR Journal of Cultural Studies
IAFOR Journal of Education
IAFOR Journal of Language Learning
IAFOR Journal of Literature & Librarianship
IAFOR Journal of Media, Communication & Film
IAFOR Journal of Psychology & the Behavioral Sciences

THINK
THINK, The Academic Platform, is IAFOR’s online magazine, publishing the latest in interdisciplinary
research and ideas from some of the world’s foremost academics, many of whom have presented
at IAFOR conferences. Content is varied in both subject and form, with everything from full research
papers to shorter opinion pieces and interviews. THINK gives academics the opportunity to stepoutside of the traditional research publishing status quo – to get creative, explore different disciplines
and to have their ideas heard, shared and discussed by a diverse, global audience.
For more information on THINK please visit www.think.iafor.org
If you would like more information about any of IAFOR’s publications, please contact publications@iafor.org

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IAFOR Academic Grant& Scholarship Recipients
Our warmest congratulations go to Melo-Jean Yap, Reynold Padagas and Xiaotian Han, who havebeen selected by the conference Organising Committee to receive grants and scholarships to present
their research at IICE/ICSEEHawaii2020.
IAFOR's grants and scholarships programme provides financial support to PhD students andearly career academics, with the aim of helping them pursue research excellence and achieve
their academic goals through interdisciplinary study and interaction. Awards are based on
the appropriateness of the educational opportunity in relation to the applicant's field of study,
financial need, and contributions to their community and to IAFOR's mission of interdisciplinarity.
Scholarships are awarded based on availability of funds from IAFOR and vary with each conference.
Find out more about IAFOR grants and scholarships: www.iafor.org/financial-support

Melo-Jean Yap | Stuart D. B. Picken Grant & Scholarship Recipient
54654
Matriarchs Matter: Family Influences to Scientific Thinking of Women of Color in the Community College
Melo-Jean Yap, San Diego State University, United States
Dr Melo-Jean Yap is a Postdoctoral Research Fellow at San Diego State University. She studies
STEM diversity, inclusion, and equity in higher education. She also recently received her first grantfrom the National Science Foundation for her research on women of color STEM majors in thecommunity college.

Reynold Padagas | IAFOR Scholarship Recipient
54049
Beyond Design Thinking Use in Conceptual Framework Development in Nursing Informatics
Reynold Padagas, Jose Rizal University, Philippines
Dr Reynold C. Padagas, R.N. is a Faculty Lecturer of the College of Nursing and Health Sciences
and the Graduate School of Jose Rizal University in the Philippines. His research interests arepedagogy, curriculum, assessment of student learning, education technology, private-public
higher education institution complementarity, and any other nursing and health-related researchundertakings.

Xiaotian Han | IAFOR Scholarship Recipient
54196
The Associations Between the Perception of Helpfulness of Teacher Induction Programs andAnticipated First-year Teacher Retention in China
Xiaotian Han, Shanghai Normal University Tianhua College, China
Dr Xiaotian Han received her doctor of education at the University of the Pacific in Summer of
2019. She has been teaching in K-8 for five years in California (USA) before becoming an instructor
in higher education in Shanghai, China. Her research interests include teacher education andsecondary math education.

24 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Friday
January 10
Plenary Session

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Friday, January 10 | 10:05-10:25 | Room 314 (3F)

Cultural Presentation: Hawaiian Oli Opening
The IAFOR Hawaii Conference Series 2020 will once again be opened with a Hawaiian Oli– the spiritual chant which connects powerfully with Hawaiian ʻāina and Aloha as well
as Hawaiian ancestors and all spiritual lineages. This indigenous and cultural tradition
will honour all diversity and unity of humanity as we gather to create a meaningful andnew scholarly and educational direction and destiny for all.

26 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Welcome Address: Joseph Haldane, Nathan Murata

Welcome Address

Friday, January 10 | 10:25-10:40 | Room 314 (3F)

Joseph Haldane
Joseph Haldane is the Chairman and CEO of IAFOR. He is responsiblefor devising strategy, setting policies, forging institutional partnerships,
implementing projects, and overseeing the organisation’s business andacademic operations, including research, publications and events.
Dr Haldane holds a PhD from the University of London in 19th-century
French Studies, and has had full-time faculty positions at the University ofParis XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya
University of Commerce and Business (Japan), as well as visiting positions
at the French Press Institute in the University of Paris II Panthéon-Assas(France), The School of Journalism at Sciences Po Paris (France), and the
School of Journalism at Moscow State University (Russia).
Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs,
and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at
Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the
OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.
A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting
Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School ofBusiness at Doshisha University (Japan), and a Member of the International Advisory Council of the Departmentof Educational Foundations at the College of Education of the University of Hawaiʻi at Mānoa (USA).
From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu
Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was electeda Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

Nathan Murata
Nathan Murata completed his PhD from The Ohio State University andjoined the faculty at Chaminade University to start their special education
program. He left Chaminade to pursue a position at the University ofToledo. Nathan returned to Hawaii as an Assistant Professor in the
Kinesiology and Rehabilitation Science (KRS) department, University of
Hawai’i at Mānoa. He became a Full Professor, served as Department Chair
and Associate Dean prior to becoming Dean of the College of Education.
He co-authored two textbooks, numerous publications and local, state,national and International presentations. He secured over $2.5 million
dollars in U.S. DOE, Office of Special Education and Rehabilitation
Programs training grants, and contracts worth over $1.5 million from theState of Hawaii, Department of Health focusing on the Hawaii Concussion
Awareness and Management Program (HCAMP) in collaboration with the Hawaii Department of Education.
HCAMP is the only state supported concussion awareness and education program in the country. Working within
the context of Adapted Physical Education, and with the support of external partners, he organized the first
Interscholastic high school basketball games featuring both students with disabilities and those who are at-risk.
His program has received a State Senate resolution in 2018 from the honorable Sen. Michelle Kidani.
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Keynote Presentation: Harrie Vredenburg

Climate Emergency:
The Road Ahead Beyond Heroes and Villains
Friday, January 10 | 10:45-11:15 | Room 314 (3F)Youth activist Greta Thunberg and Extinction Rebellion have recently ratcheted up the state ofworldwide alarm over climate change. But alarm alone does not address the climate problem.
Climate change mitigation has been increasingly framed in absolute terms, a perspective that divides
the world into two camps, heroes and villains.
This is hampering progress.
The world is filled with people who care about addressing climate change but who are workers whoneed good jobs to support their families, governments who need tax revenues to fund services,businesses who need inexpensive energy to provide competitive goods and services, citizens ofdeveloping countries who need to rise out of energy poverty, entrepreneurs looking for technical andbusiness model opportunities, and scientists searching for scientific and engineering breakthroughs.
These people are located in regions and countries with differing endowments of natural energy
resources, differing infrastructure systems and differing vulnerabilities to climate change.
Truly mitigating climate change calls for both transformative and compensatory behaviors,
technologies, and policies for a modern world that was built on fossil fuel energy.
This address will look at the global context for climate change and chart a real road ahead.

Biography
Harrie Vredenburg is a leading scholar in the areas of competitive
strategy, innovation, sustainable development and corporate
governance in global energy and natural resource industries and isProfessor of Strategy and Suncor Chair in Strategy and Sustainability
at the University of Calgary’s Haskayne School of Business. He also
holds appointments as a Research Fellow at the School of Public
Policy at the University of Calgary and as an International Research
Fellow at the Saïd Business School at Oxford University in the UK. In
addition, he has taught annually at ESSAM, the European Summer
School for Advanced Management since 2002.
Vredenburg was one of the visionaries who founded Haskayne's Global Energy Executive MBA andserved as its Academic Director from its inception in 2010 to 2018. Students in this two year blended
learning executive program live and work around the world and attend two-week intensive modules
in Calgary, Houston, London, Beijing/Shanghai and Doha and between face-to-face modules docoursework online. He was also co-founder and Academic Director of the University of Calgary’s
MSc in Sustainable Energy Development from its inception in 1996 until 2006.
28 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)He has authored or co-authored more than 50 frequently cited articles in leading international
scholarly publications including Strategic Management Journal, Organization Science, MIT Sloan
Management Review, Harvard Business Review, Energy Policy, Energies, Technovation, International
Journal of Economics & Business Research and Global Business & Economics Review. He has also
coauthored government reports on industry regulation, innovation and competitiveness and on
nuclear energy and he consults to industry. According to Google Scholar, his publications have been
cited more than 5,000 times. A leading authority on corporate strategy, governance, innovation andthe management of environmental issues in energy and resource industries, Vredenburg's work is
recognized in academic circles, corporations, governments and non-profits.
A popular teacher, he lectures in MBA, Executive MBA, doctoral, executive development and corporate
directors programs. He was honoured with the 2016-2017 Haskayne MBA Society Top MBA TeacherAward, based on a vote by MBA students. He was also voted 2015-2016 Haskayne MBA Society Top
MBA Teacher.
He serves as a non-executive member of the boards of directors of several publicly traded and privateinternational energy companies. He holds the ICD.D designation from the Institute of Corporate
Directors as a certified corporate director.
He is married to Dr Jennifer Maguire. They have three adult children.

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Keynote Panel Presentation: Alex Means, Deane Neubauer& David P. Ericson

Education, Work, and Sustainability in the
Fourth Industrial Revolution
Friday, January 10 | 11:30-12:20 | Room 314 (3F)

With an emerging new era of technology change – frequently referred to as the Fourth Industrial
Revolution, or Work 4.0 – education institutions will face challenges unlike any that have previously
confronted them. Of particular concern are how evolving developments in technology – especiallyin artificial intelligence, robotics, and deep machine learning – have the potential to drasticallytransform labour markets and upend the world of work. The papers in this panel grapple with how
the technological changes associated with the Fourth Industrial Revolution raise distinct problems
and possibilities for the sustainability of current social and education systems. The first paper by
Deane E. Neubauer, “The Challenge for Sustainability within Higher Education in an Era of Rapid
Technology Change”, considers the idea of sustainability in relation to the historical functions ofhigher education: knowledge production, knowledge transmission, knowledge conservation andsustaining public good. The presentation explores how these historic functions may be changing
within this significant period of rapid technology change. The second paper by David Ericson,“Sustaining the Tradition of Liberal Education: How Robotics and Artificial Intelligence May Save
the Arts and Humanities”, suggests that the job altering impacts of the Fourth Industrial Revolution
directly threatens the long held normative belief in the efficacy of education and the connection
between the educational system and the social and economic system. Perhaps counterintuitively,
the presentation will tease out the implications and how these changes may not only sustain liberalarts education but encourage it to flourish as never before. The third paper by Alexander Means,“Education for a Post-Work Society: Beyond Solutionism, Collaborationism, and Techno-Realism”,
synthesises and contrasts various perspectives on the future of work and technology including
solutionist, collaborationist, accelerationist, and techno-realist perspectives. It argues that a
crucial element missing from these post-work theories is a failure to consider how a sustainable
post-work society requires alternative paradigms for conceiving educational value, knowledge,
and mass intellectuality.

Biography
Alexander J. Means is Assistant Professor in Educational Policy
with Global Perspectives in the Department of Educational
Foundations, at the University of Hawaiʻi at Mānoa. He is theauthor most recently of Learning to Save the Future: Rethinking
Education and Work in the Era Digital Capitalism (Routledge,2018); Educational Commons in Theory and Practice: Global
Pedagogy and Politics (Palgrave, 2017); and The Wiley Handbookof Global Education Reform (Wiley-Blackwell, 2018). His research
examines educational policy and organisation in relation topolitical, economic, cultural, and social change. His work has also
been published in numerous academic journals such as Critical Sociology, Journal of Education
Policy, Critical Studies in Education, and Educational Philosophy and Theory.

30 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)Deane E. Neubauer
Deane E. Neubauer is Professor Emeritus of Political Scienceat the University of Hawaii, Manoa. He currently also serves
as the Associate Director of the Asia Pacific Higher Education
Research Partnership (APHERP) which conducts a wide rangeof policy-focused research with a special focus on higher
education. He is also currently an adjunct senior fellow of theEast-West Center in Honolulu, Hawaii. Deane holds a BA fromthe University of California, Riverside, and MA and PhD degrees
from Yale University. Over the course of his career he has focusedon a variety of political and policy areas including democratic
theory, public policy, elections and various policy foci, including education, health, agriculture andcommunication. He has held a wide variety of administrative positions at the University of Hawaii,
Manoa and the 10 campus University of Hawaii system. He also has over twenty years of experiencein U.S.-oriented quality assurance.

David P. Ericson
David P. Ericson is a Professor of Philosophy of Education and
Educational Policy Studies in the Department of Educational
Foundations, College of Education, University of Hawaii at Manoa.
Prior to joining the Faculty of the University of Hawaii at Manoa
in 1992, he was a professor at the University of California, Los
Angeles (1979 – 1992) and a professor at Virginia Tech (1977– 1979). In the College of Education at the University of Hawaii
at Manoa, he has served as chairperson in two departments(Department of Educational Foundations and the Department ofCurriculum & Instruction), as Associate Dean for Research andGraduate Studies, and as director of the Office of International Education. He also served as Editorin-Chief of Studies in Philosophy and Education for five years.
With research and scholarly interests in philosophy of education, educational policy analysis, andcomparative and international education, he has published widely on education issues, the logic
of social science research methodology, and educational policy and reform issues in the U.S. andAsia. He is particularly noted for his work on the structure and behaviour of national educational
systems in the U.S. and Asia. He has been a Fulbright Senior Specialist Award holder (2007 –2012), an award that has enabled his research efforts on educational reform issues in lower andhigher education in Denmark and China. Most recently, he has been researching policy issues
concerning the expansion and quality of higher education in Vietnam.

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Featured Panel Presentation: Ljiljiana Markovic & Janina Martin

Culture and Society in the New Modernization
Paradigm
Friday, January 10 | 14:00-14:50 | Room 314 (3F)

Cultures and societies are changing rapidly all over the world. The fast pace of technologicalprogress facilitated this process and contributed to its unimaginable pace. However, adevelopment gap has actually widened between the most developed countries and thosestill developing over the past four decades. Our research, and this panel, seek to examine thetheories of economic and cultural development, as well as the historical and currently rulingmodernization paradigms and, by comparing the case study results on the experience ofJapan's modernization and the modernization processes in Hawai'i and Serbia, to arrive at someconclusions as to how modernization could be a sustainable phenomenon, contributing to theoverall welfare of the country and its people. Elements of modernization, such as industrial andpost-industrial development, education (at all levels), its availability on an equitable basis, andthe building of a fair and inclusive society, with equal chances offered to men and women, as
well as to all groups living and working in the communities embraced by a developing society,shall be the topics we explore on this panel, which invites an open and broad discussion. The
focus of our attention in examining the case studies shall be placed on the crucial role of thequality of education in the process of modernization.

Ljiljana Markovic
Dr Ljiljana Markovic is Dean, Chairperson of the Doctoral
Studies Program and Full Professor in Japanese Studies at the
University of Belgrade, Serbia. She has previously served as Vice
Dean for Financial Affairs, Faculty of Philology, University ofBelgrade (2008-2016). She holds the positions of Chairpersonof the Association of Japanologists of Serbia, Member of the
University of Belgrade Council, Chairperson of the Universityof Belgrade SYLFF Committee, Member of the Republic of
Serbia, Ministry of Education, Science and Technological
Development, Bilingual Education Board, and Member of the
Republic of Serbia, Ministry of Culture, Committee on Books Procurement for Public Libraries.
In 2010 she received the Gaimu Daijin Sho Award from the Minister of Foreign Affairs of Japan,
and in 2011 she received the Dositej Obradovic Award for Pedagogical Achievement. She is theauthor of a large number of publications in the fields of Japanese studies and economics.

32 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Janina Martin
Janina Martin is an Assistant Professor of Early Childhood
Education at Honolulu Community College and a current PhD
student in the Education Foundations Global and International
Education program at UH Mānoa. She instructs ECED
foundational and practicum courses in the two year Associate
Degree programme, as well as acts as the Director of the onsite Keiki Hauʻoli Children’s Lab Center. She currently serves as
the Vice President of Public Policy for the Hawaiʻi Association
for the Education of Young Children (HIAEYC) and is a memberof the State Early Childhood Registry Panel. She has served inmany roles in the field of Early Childhood Education for over 30 years including preschool andtoddler teacher, training and coaching specialist, and program coordinator for various grants
assessing quality care. Her current work is focused on the impact of asset-based narrative
observations and assessments on the development of learner identities.

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Featured Presentation: Lowell Sheppard

Pacific Solo: A Voyage to Nemo North in the
Middle of the North Pacific Garbage Patch
Friday, January 10 | 15:15-15:45 | Room 314 (3F)

Lowell Sheppard has swapped a bicycle for a boat. Having cycled the length of Japan more thanonce to raise awareness and money for sustainability development causes, Sheppard is preparing
for a 2-3 month solo crossing of the North Pacific, through the Great Pacific Garbage Patch. He
hopes to raise awareness for oceans and the increasing pollution in them. Lowell will share thethinking behind this mission and suggest concepts for individuals and organisations to consider
when making strategic decisions. Lowell has recently launched Navigate22, an ethics consulting
firm, aimed at helping individuals and organisations navigate the ethical complexities of the 21stCentury with a sustainable 22nd Century in view.
Lowell Sheppard, a Fellow of the Royal Geographical Society and published author, ethicist and social
entrepreneur has spent a lifetime in the Sustainable Development sector. He is known by many for
his work with HOPE International Development Agency over the last 40 years which has taken him
to war and disaster zones and areas of extreme poverty.
He began his environmental activism in 1992 by planning a large environmental rally in Hyde Parkfor church groups across the UK called “Whose Earth” in the run up to the Earth Summit in Rio. He
spends his time between two residences. One is a solar powered log house in central Japan and theother a 40-foot sailboat in Tokyo Bay which he is readying for his solo voyage.

Lowell Sheppard
Lowell Sheppard is an author, speaker, a social entrepreneur, afellow of the Royal Geographic Society, husband, father, a longdistance cyclist, and wanna-be Sailor.
Lowell has spent his entire adult life working with established
Non-Government Organizations (also known as non-profit
societies) and in several NGO start-ups. As Founder of HOPE
International Development Agency Japan and Asia Pacifictwenty years ago, Lowell has seen the growth of HOPE to be in
the top 2 % of charitable organizations in Japan with the coveted“nentai” certified tax-deductible status.
Lowell has served for the last twenty years as an informal advisor to companies and boards in thearea of ethical decision making and thought leadership with a focus on community legacy.
He has dedicated much of his life to social and environmental improvement projects.
Today, Lowell is often asked to speak on Ethics and Philosophy, Social Enterprise, CSR, Sustainability,
and subjects related to his various books.
34 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Featured Presentation: Keiichi Ogawa

SDGs and Education: Teacher Deployment and
School Facility Installment in Early Childhood
Care and Education (ECCE) in Vietnam, Laosand Cambodia
Friday, January 10 | 15:45-16:15 | Room 314 (3F)In 2015, the Sustainable Development Goal (SDG) 4-Education 2030 was adopted with an ambitious Target 4.2
on Early Childhood Care and Education (ECCE), which states, "By 2030, ensure that all girls and boys have accessto quality early childhood development and pre-primary education so that they are ready for primary education”.
However, despite the global commitment and established benefits of investing in ECCE, it is still a sub-sector thatis seriously underfunded in the Asia and the Pacific region. Public spending is often not sufficient, and externalfunding is, at times, not large enough or sustainable. However, a few studies have been conducted to identify
specific challenges and innovative practices for financing ECCE, considering the detailed contexts of each country.
Against this background, this study explores strategies for sustainable financing of ECCE in Cambodia, Laos,and Vietnam, employing the mixed methods approach. In its qualitative component, semi-structured interviews
were conducted with stakeholders at central, provincial, district, and institutional levels. The key findings
show that Cambodia and Laos depend on external funding, while a community preschool system is applied in
Cambodia to expand access to ECCE in rural/remote areas. In Vietnam, there are some innovative practices,such as collaboration with private sector actors, in urban areas on an ad hoc basis. The study implied that, in
addition to ensure adequate, efficient, and equitable funding, governments are recommended to set a framework
to promote strategic engagement with the private sector in promoting sustainability in financing ECCE.

Keiichi Ogawa
Dr Keiichi Ogawa is a Professor/Department Chair in the Graduate
School of International Cooperation Studies at Kobe University in Japan,
where he teaches the human capital development, education finance/
administration, and development management. His research interest
lies in economics of education, education finance, and comparativeinternational education.
His professional experiences include serving as Education Economist
at the World Bank, Senior Advisor at the Japan Bank for International
Cooperation (JBIC), Advisor at the Japan International Cooperation
Agency (JICA), Consultant at the Asia Development Bank (ADB),Inter-American Development Bank (IDB), UNICEF and UNESCO, andAdvisory Committee Member at the Japanese Ministry of Education(MEXT). He has also served in various graduate schools, including
Honorary Professor at Kyrgyz National University, Visiting Professor at Columbia University, and Adjunct
Professor at George Washington University.
He has served as a Governing Board Member of the UNESCO IIEP, Secretary General/Board Member of
the Japan Society for International Development (JASID), and Board Member of the Japan Comparative
Education Society (JCES). He has also served on the Advisory Editorial Board for BAICE (British Association
for International & Comparative Education), Lao Journal of Economics and Management, and Souphanouvong
Academic Journal, as well as Editorial Board Member for Comparative Education (Japan Comparative
Education Society), Journal of Economics and Business Administration, Journal of International Cooperation
Studies, Africa Education Research Journal, and Journal of International Educational Cooperation.
Professor Ogawa received Distinguished Services Awards from the Yemeni Ministry of Education, in 2005
and 2009 and from the Lao Ministry of Education and Sports, in 2011 and 2018, for his contributions to
the development of education. He also received the Early Career Award from Teachers College, Columbia
University, in 2009; the President's Award from Kobe University, in 2010; the Professional Achievement Award
from Hawai'i Pacific University in 2011; and the Evaluation Award from the Prime Minister of Uganda, in 2014.
He has worked on development assistance activities in over 30 countries and has co-authored or coedited six books and over 70 journal articles/book chapters. Many of these works are related to educational
development and cooperation in international settings. He holds his PhD in Comparative International
Education and Economics of Education from Columbia University.

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Featured Panel Presentation: Ann Hartman, Geo Thao & Yuko Ida

Global and Educational Engagement throughInnovative Technology and Pedagogies
Friday, January 10 | 16:30-17:20 | Room 314 (3F)This panel will present a unique and innovative East-West Center capacity building program forgraduate student leaders from over 30 countries in the Asia Pacific/US region. The EXCHANGE,EWC Education Program’s flagship program, builds capacity on various levels using innovativetechnology and pedagogies. The program brings students together across cultures and disciplines
each week for eight weeks, to learn from distinguished guests and one another through performance,
presentations, activities and food. All of this is planned by an international team of students,
including interns from the College of Education at UHM, and supported by EWC staff with the goalof connecting students to the pressing issues, innovations, cultures, and challenges of the US-Asia
Pacific region and preparing them for action toward positive change.
Panelists will share their work as a team from different perspectives. Ann Hartman will discuss the
program design and administration from her leadership role as the Dean. Ger Thao will share theinsights as the planning coordinator/program mentor to rich and diverse international participants
across national and geographic borders. Yuko Ida will examine her experiences as a curriculum
developer, team trainer, and an activity leader. They will share highlights and challenges as well as
possibilities of the direction for international leadership developments.

Ann Hartman
Ann Hartman is dean of the East-West Center Education
Program. She provides overall leadership for the Center’s
graduate student programs, ensuring an enriching intellectual,social and cultural experience for students in residence at the
EWC, a cooperative relationship with the University of Hawaiʻi,
and international partnerships with institutions across the Asia
Pacific region. Previously, she spent 15 years in the Seminars
Program at the East-West Center, designing and coordinating
short-term
professional
development
andexchange
experiences for journalists, young political leaders, and female
entrepreneurs from Asia, the Pacific and the United States. She co-authored the book chapter,“Changing Faces Women’s Leadership Seminar: A Model for Increasing Asia Pacific Women’s
Entrepreneurial Participation,” in the 2014 academic text Women and Leadership Around the World.
Ms Hartman came to the East-West Center in 2002 from a career in teaching, training, and programadministration. She received her master’s degree in international education from the Center forInternational Education at the University of Massachusetts, Amherst with a focus on adult, nonformal education.

36 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Ger Thao
Ger Thao holds an MA in Education: Curriculum & Instruction,
BA in Liberal Studies, and multiple subject teaching credentialfrom California State University, Chico. She is a Graduate
Degree Fellow of the East-West Center and is pursuing a PhD
in Education: Curriculum & Instruction Specialization at the
University of Hawai‘i at Mānoa. She has been teaching foreight years as an elementary school teacher and as an ELAIntervention Specialist/ELD Coordinator. She was a former
Program Coordinator for the Hmong Language and Culture
Enrichment Program (HLCEP) in Madison, WI. Her researchinterest focuses on multicultural children's literature and social justice in education.

Yuko Ida
Yuko Ida holds a B.A. in English Education from the Universityof the Ryukyus in Okinawa, Japan. While in college, she studied
philosophy as an exchange student under Dr. ʻI. Futa Helu at‘Atenisi University in the Kingdom of Tonga. She is a 20192020 East-West Center Foundation Scholarship recipient andpursuing a M.Ed. in Educational Foundations at the College of
Education, University of Hawai'i at Mānoa. With seven yearsof teaching experience as a public elementary school teacher
in Okinawa and Nagoya, Japan, her research interests focus
on equity and social justice issues in education as well as
impacts of globalization on educational policies.

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Submit your research to the

IAFOR Journal of Education
The IAFOR Journal of Education is a Scopus indexed, internationally reviewed andeditorially independent interdisciplinary journal associated with IAFOR’s international
conferences on Education.
Editor: Dr Yvonne Masters
ISSN: 2187-0594
Contact: publications@iafor.org

Aims & Scope
The IAFOR Journal of Education is an Open Access, peer-reviewed, international
and intercultural journal. The journal encourages interdisciplinary research, with theprimary focus being on addressing critical issues and current trends and research ineducation. This would include exploring significant themes, exceptional programs andpromising practice in the field of education, and educational policy. The anticipatedaudience is preservice and inservice teachers and administrators, university faculty
and students, education policy makers, and others interested in educational research.
Papers submitted by academic researchers, theorists, practising teachers, policymakers and educational administrators are welcomed. Submissions should be original,
previously unpublished papers which are not under consideration for publication in
any other journal. Please note that papers already submitted to or published in IAFOR
Conference Proceedings are not accepted for publication in any of IAFOR’s journals.
Indexed in: Scopus (from 2019), DOAJ, ERIC, EBSCO Discovery Service, Education Source, MIAR,TROVE, SHERPA/RoMEO, WorldCat and Google Scholar. DOIs are assigned to each publishedissue and article via Crossref.

IAFOR Commitment
IAFOR believes in “Open Access” publishing, and since 2009, has been committed tomaintaining an online searchable research archive that offers free access to anyone,
anywhere, where there is Internet access, regardless of institutional affiliation or
scholarly rank. IAFOR publications are accessible on the website (Open Access) toresearchers all over the world, completely free of charge and without delay or embargo.
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For more information please visit:www.iafor.org/journal/iafor-journal-of-education
The IAFOR Journal of Education is now indexed in Scopus.

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Friday
January 10
Poster Session
Please note that all abstracts are printed assubmitted. Any errors, typographical or otherwise,
are the authors’.

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17:20-18:30 | Room: 317 (3F)

Friday Poster Session
53097 | Friday Poster Session: 17:20-18:30

The Importance of Continuing Education Units (CEUs) in Current Recreation Therapy Practices
Erick Kong, California State University East Bay, United States

Continuing Education Units (CEUs) plays an important role in the knowledge competencies of current recreation therapists. However, very little
research has been done to investigate whether or not attending recreation therapy workshops or conferences advances their knowledge andtechniques to apply in their current practices during real life situations that relate to the job task analysis in working with patients or clients. Thisis especially true when limited resources are available for recreation therapists to advance their skills. Literature suggests that there is a need for
healthcare professionals such as recreation therapist to continue to advance their skills by obtaining CEUs online or attending workshops andconferences. Studies also indicate practical experiences enable healthcare professionals to relate academic information into actual practice byfostering skill sets in working with their respective fields. This study will be aimed at recreation therapists’ knowledge competency as it relates
to the job task by asking the following question: To what extent does recreation therapy conference help to enhance recreation therapists’ ability
to working with their specialized population? The plan is to administer a survey to 150+ attendees at the California Park and Recreation SocietyRecreation Therapy Institute Conference. The implication of this study may suggest whether there is a strong link in attending recreation
therapy conference to enhance therapeutic recreation professionals in their ability to work with their specialized population. It may also suggest
the importance of CEUs opportunities in the field of recreation therapy and may lead to re-evaluation with policy makers.
53323 | Friday Poster Session: 17:20-18:30

Conservation Practices and Their Impact on Hawaiian Well-being Among YouthCamonia Graham-Tutt, University of Hawaii West Oahu, United States

Research with Kupu alumni included the examination of the relationship between land, culture, health and Native Hawaiian well-being. In
this process, using qualitative measures (NVIVO) to analyze youth speeches and journals, we sought to measure the level of impact that
Kupu had on youth in terms of health and wellness, however at the conclusion of our work we learned much more than initially planned.
We learned three ways Kupu youth believed that their lives had been impacted as a result of their guided land practices and experiences.
Kupu alumni expressed an increased sense of pride. As a result of their experiences, youth were positively impacted in the daily routinesof their lives. They also noted positive changes in self such as improved self- confidence. Youth noted an increased sense of purpose.
Kupu alum shared that their eyes were opened to the value of touching land in changing their mindset on education. They also shared anenhanced motivation to improve and change the current education system to include more land cultivation practices for younger children.
Kupu alumni also responded that their experiences had given them an increased recognition of Identity and cultural heritage. Alums
expressed an increased effect on their connection to others/family, their history and an increase appreciation for life and sharing theirlives with others. In sum, we learned that listening to youth voices, both expressed in written and oral formats, is essential to sustaining
knowledge of land, culture and health from generation to generation and for Hawaii's future.
53787 | Friday Poster Session: 17:20-18:30

The Virtuous Effect of Priming in the Classroom

Maura A. E. Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Tahani Alwaleed Algouhi, Prince Mohammad Bin Fahd University, Saudi Arabia
Jood Abdulaziz Alhowaish, Prince Mohammad Bin Fahd University, Saudi Arabia
Hissa Al Mubarak, Prince Mohammad Bin Fahd University, Saudi Arabia
Khadija El Alaoui, Prince Mohammad Bin Fahd University, Saudi Arabia
Students, as most people, appreciate honesty. Circumstances (e.g., an impending deadline) however, may challenge otherwise honest students.
The self-concept maintenance perspective argues that in addition to a cost-benefit analysis, compliance with one’s internal value systems is
an important factor in the decision-making process that will determine whether honesty is chosen. Research conducted in the Western world
has shown that external reminders of the norms and values of one’s society (i.e., priming) can be powerful deterrents, reducing the use of
rationalizations that justify fraudulence (Mazar, Amir, & Ariel 2008). In the present investigation, college students in Saudi Arabia were tested toassess two contrasting hypotheses on the impact of context. It was predicted that the commonplace nature of Islam in Saudi Arabia would makenot only religious reminders, but also opportunities to cheat ineffective (adaptation hypothesis). Alternatively, the commonplace nature of Islam
would reinforce the effects of religious reminders but weaken the effects of opportunities since dishonesty is forbidden regardless of whether
the culprit can be identified (reinforcement hypothesis). Students self-assessed their performance while believing that their assessment would
either be anonymous, giving them the opportunity to cheat, or be linked to their names (control condition). In agreement with evidence of earlier
studies conducted in the Western world, religious reminders reduced cheating, but regardless of whether reports were anonymous or identifiable.
55339 | Friday Poster Session: 17:20-18:30

Factors Affecting Paternal Parenting Involvement of Dual-Income Family
Ju-Eun Song, Ajou University, South Korea
Eun Ha Roh, Ajou University Institute of Nursing Science, South Korea

Purpose: This study was conducted to test the paternal parenting involvement model in the dual-income family in South Korea. Methods: The study
is a structural equational modelling to test causal relationships among father’s parenting participation and its affecting variables, which were father’s
parenting satisfaction, parenting conflict, health, fatigue, job satisfaction, job stress, depression. Data were collected by a structured questionnaire at 11
nurseries located in metropolitan area from August to September 2017. A total of 139 pairs who had toddlers from 3 to 36 months were analyzed for the
study. According to the Stroke theory (Eric Berne, 1964), 139 pairs were divided into positive stroke group which the wife’s perceived score was higher
than husband’s score of parenting involvement (n=35) and negative stroke group which wife’s perceived score was lower than husband rating score forfather’s parenting involvement (n=104). Data were analyzed by SPSS 23.0 and AMOS 21.0. Results: In the positive group, parenting conflict was affecting
on husband’s depression (β=.421, p=.004). In negative group, parenting conflict (β=.247, p<.001), perceived health status (β=-.345, p=.041), and job stress(β=.468, p<.001) were significantly affecting on husband’s depression, and husband’s depression was influencing on husband parenting involvement(β=-.465, p=.013). There was a significant difference in factors affecting paternal parenting involvement according to the wife’s perceivability. Discussion:
In order to increase paternal parenting involvement, parenting education and support program should be developed and applied to decrease father’s
depression and parenting conflict through enhancing wife’s positive perceivability about paternal involvement in the dual-income family.

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17:20-18:30 | Room: 317 (3F)

Friday Poster Session
53788 | Friday Poster Session: 17:20-18:30

The Education of Dispute Resolution: A Case for a Culturally Engaging Pedagogy
Maura A. E. Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Hissa Al Mubarak, Prince Mohammad Bin Fahd University, Saudi Arabia
Tahani Alwaleed Algouhi, Prince Mohammad Bin Fahd University, Saudi Arabia
Jood Abdulaziz Alhowaish, Prince Mohammad Bin Fahd University, Saudi Arabia
Muamar Hasan Salameh, Prince Mohammad Bin Fahd University, Saudi Arabia
Khadija El Alaoui, Prince Mohammad Bin Fahd University, Saudi Arabia

In law and business schools, teaching dispute resolution is not an easy task to accomplish (Lewicki, 1997; Sander, 1984). It is particularly
challenging if students’ socio-cultural and religious traditions invoke a distinct paradigm for dealing with disputes, and their habits of
information acquisition and communication emphasize reiteration. Frameworks that advocate active and meaningful learning (Novak,
2002), including culturally sustaining pedagogy (Ladson-Billings, 2014; Paris, 2012), agree that integration of new and old concepts is
critical to learning (Ausubel, 1963) and that relevant educational materials can aid students’ academic success by promoting conceptual
integration. Integration can aid Middle Eastern students’ learning in the following categories: cognition (e.g., comprehension and retentionof information), motivation (e.g., cognitive, affective, and behavioral engagement), and self-image (e.g., socio-cultural perception). In
this study, we examine, through focus group methodology, students’ reflections on the use of culturally familiar narratives to illustrate
principles and practices of dispute resolution (mediation and arbitration) in the Middle East as distinct or similar to those adopted by theWestern world. Through narratives embedded in familiar historical and socio-cultural contexts, we find that students of Middle Easterndescent can achieve a greater understanding and retention of the curriculum as it is translated from theory into practice, exercise criticalthinking skills, as well as enhance their motivation to learn. Teaching that taps into a reservoir of community knowledge can also becomea transformative experience since it recognizes communities of origin as noteworthy, thereby making students’ socio-cultural identities
key ingredients of the instructional process.
53819 | Friday Poster Session: 17:20-18:30

Application of Photovoltaic Power Generation in Agricultural Spaces of Japan: A Case Study
Ruth Anne Gonocruz, University of Tokyo, Japan
Tetsuya Doi, University of Tokyo, Japan
Yoshikuni Yoshida, University of Tokyo, Japan
Akira Tani, University of Shizuoka, Japan

Application of the photovoltaic system has recently been gaining attention in Japan due to current energy issues. The emerging dynamics
of this system led to the investigation of its influence on agricultural spaces in the country. In our experiment, different factors such astemperature, solar radiation, and crop yield were directly observed and measured to evaluate the changes associated with placing PV
panels above the crops. Introduction of photovoltaic power generation is a potential renewable energy source in Japan hence the Ministryof Agriculture, Forestry and Fisheries approved temporary diversion of agricultural land in 2013, making it possible to install solar panels
in farmland - agriculture and solar power generation. The farming type photovoltaic power generation is achievable, although scientificpieces of evidence confirmed the influence of the panels on crop cultivation, given that light is limited due to the impediment of lightabsorbed. Therefore, this study will investigate on the influence of shading cast on the cultivation crops if there is a possibility to suppress
deterioration of its growth, yield, and quality and by changing the amount of fertilizer and the panel distribution. This experiment would not
only benefit the country but of those countries cultivating the same crops as Japan as they could utilize the use of their food and energy
resources simultaneously without compromising its security.
54267 | Friday Poster Session: 17:20-18:30

Implementation of Input Methods with Natural Language for Pictogramming
Mikihiro Ishii, Aoyama Gakuin University, Japan
Kazunari Ito, Aoyama Gakuin University, Japan

This paper proposes the extension of input method of “Pictogramming”. We have been developing content creation environment using
human pictogram, called “Pictogramming.” It also leads to fit for educational use and it also has the advantage that an understandingof the concepts of programming such as sequential execution, parallel execution, variables, looping, conditional statements, etc. canbe achieved through pictogram creation without much learning cost. This application can be accessed freely (web site URI: http://
pictogramming.org/?page_id=470 and application URI: https://pictogramming.org/editor/). Pictogramming is coined from two words,“pictogram” and “programming”. Pictograms are widely used in various fields such as counseling, safety, and facilities. Thus, thepictogram has been researched in various fields. Pictogramming is designed with the goal of creating pictograms, so its command set
and functions are very simple compared to general programming languages. It supports three types of command inputs; 1) English or
Japanese keyboard input, 2) dragging the body parts of a human pictogram, and 3) clicking the buttons for supporting command inputs.
In this time, we had implemented further two input methods. 1) natural language sentence input, and 2) natural language speech input for
smartphone use. First function allows users to input arbitrary arguments order, and it may useful for learning foreign languages. Second
function may shorten the time to input and enhance efficiency.
We evaluate these new input methods through the experiment.

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17:20-18:30 | Room: 317 (3F)

Friday Poster Session
54273 | Friday Poster Session: 17:20-18:30

Sustainability in Foreign Language Textbooks
Josef Hellebrandt, Santa Clara University, United States

The inclusion of sustainability topics and issues in college foreign language textbooks has and continues to be quite uneven. Whereas
it is no longer unusual to read or hear about research aimed at connecting language learning to environmental issues, foreign language
textbooks provide a different perspective in that regard, particularly at the elementary level. Applying content analysis to multiple editionsof two college-level textbooks for first-year learners of German and Spanish, this study examines the type and frequency of selectedsustainability topics addressed in two different editions of the same textbook published between 2009 and 2019. This review further looks
at where in the textbooks any given topics are mentioned and if the selection of topics differs between the Spanish and the German texts.
Given that the majority of foreign language students do not continue beyond their language requirement, textbooks (and online platforms)
that include sustainability topics may help students to decide otherwise.
54425 | Friday Poster Session: 17:20-18:30

Narratives of Members in an Intentional, Self-Sufficient Community in Japan
Lilia Shahar Griffin, Kyoto University, JapanAn intentional community is usually a combination of people sharing the same social, spiritual or political visions that deliberately choose
to live in the same locality in order to establish mutual life. The notion in the literature indicates that sharing the same beliefs facilitates
sharing the same resources and responsibilities, as can be seen in the Kibbutzim, ecovillages, and some spiritual communes. It might
be suggested that there are values that need to be revived, which are the values that attract members to an intentional community. In
self-sufficient communities, this value is usually found to be environmentalism. However, no research has yet addressed the differences
between the reason to join an intentional community and the reason to stay in it, or the possible shift of values. At the conference, I would
like to present the findings of a study conducted over three months during late 2017 and early 2018 in a self-sufficient community in Japan.
This will examine the narratives of the community members, focusing on the reasons they joined the community, their transformation
while in the community, and the values the community helps them to achieve at present. Their narratives indicate that although thereasons to join were mainly related to environmental concern, the reasons to stay are different. The reasons to stay in the community are
no longer related directly to its sustainable practices, but to the members’ perception of its spiritual meaningfulness. The environmental
and social conclusions that derive from these narratives will be presented.
54437 | Friday Poster Session: 17:20-18:30

Early STEM Integration in the Classroom: Experiences of K-3 teachers with STEM Project-Based Approach
Esther Ntuli, Idaho State University, United States

The last decade has seen an increase in early STEM funding and research. However, current studies show that most teachers grapple withintegrating STEM effectively into the classroom. This presentation will share results from a study completed in two phases. Using a survey
instrument with both open-and closed-ended questions in the first phase, the study examined the STEM integration strategies used bycurrent K-3 in-service teachers, comfort levels with STEM curriculum and tools, and barriers to STEM integration. In the second phase,findings from the survey data were used to inform a four-day workshop with K-3 teachers that focused on STEM project-based approach.
After the workshop, data was collected using a qualitative approach. Findings from the study help identify the unique steps and processes
required to make STEM project-based approach effective in early learning. This study also provides suggestions to minimize barriers andrecommendations from teachers on how to improve early STEM PBL approaches.
54494 | Friday Poster Session: 17:20-18:30

The Effectiveness of Pair Work Implementation and of Pair Combination Indices in Large Classes
Yoshihiko Oya, Nagoya University of Foreign Studies, Japan
Kimiko Uchida, Nagoya University of Arts and Sciences, JapanDue to a decline in the population of 18-year-olds in Japan, a situation has arisen in which anyone may receive university education if
they wish, and yet there has been decline in the level of university students. For this reason, since 2012, the Japanese government has
recommended that methods of active learning be incorporated into university classes, and such methods are now practiced at many
universities. The authors have been introducing pair work, which is a form of active learning, into information literacy classes, and large
sized classes. As a result, it has been found that for passive learners, who are common among Japanese students, pair learning increases
their motivation, and improves their communication and thinking skills. In pair work, the way that pairs are selected is an important pointin terms of enhancing learning effects. Previous studies in information literacy classes have revealed that gender is the most important
combination index. However, the results of recent practical research on pair work in large sized classes have also revealed that pairing
students who have not met each other previously is another important factor that enhances the effectiveness of pair work. Specifically,in 2017, pairs were selected randomly, whereas in 2018, pairs were selected so that, to the greatest extent possible, students were pairedwith a partner they had not met before. As a result, students’ satisfaction, motivation for learning, number of utterances, and learning
effects were all higher in 2018 than in 2017.

42 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

17:20-18:30 | Room: 317 (3F)

Friday Poster Session
54537 | Friday Poster Session: 17:20-18:30

Perception of High School Students in Different Grades Towards the Teaching Method for English Reading
Class Under the New Curriculum Reform
Jing An, Japan Advanced Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, Japan

Under the requirements of the New National Curriculum Reform, student-centered learning has been widely implemented in China.
However, the needs and learning goals of students vary across their grade level and it may influenced by extrinsic motivation. This
research is to discover students' perceptions and attitudes towards the implement of student-centered learning in English reading class,to determine if it works at each grade level. We conducted a questionnaire survey with 306 students from 10th to 12th grade of Baotou No.
9 high school, in Inner Mongolia. The results show that students have a positive attitude toward student-centered learning. Students thinkthey become more motivated in reading when they have the opportunity to interact with others, and also can practice their collaborativeskills through group works. In spite of their positive perceptions, most of students still think it not as effective as traditional teachercentered method, and they prefer the passive way of learning which have less engagement by themselves. From the interview, teachers arewilling to practice the student-centered method, and believed that there is no need to design different teaching method for different gradestudents, each stage has its focal point, what difficult is being flexible in the given curriculum frame. Based on the results, the researcher
suggested a sensible balance teaching model between traditional teaching method and student-centered method, set tasks properly, lead
students accustomed to direct their own learning.
54544 | Friday Poster Session: 17:20-18:30

Advances in Nuclear Energy Education: Thorium – an Energy Solution for the Global Environment
Jon French, Member of Thorium Energy Alliance, United States

Energy and Education go hand in hand to provide for our future. As energy demand rises along with population growth, we must satisfy
the challenge of our times and create technologies that can sustain a positive global change to our world's energy requirements withoutharming the environment's fragile ecological system. This presentation offers the safest, lowest cost, and material efficiency that nuclear
energy can solve the existing radioactive waste problem while ensuring the survival and progress of our modern world. Nuclear energy
in a liquid medium using Thorium fuel in a Molten Salt Breeder Reactor is a sustainable energy source. The first 2000 years will be spentburning up existing radioactive waste using molten salt fast-burning reactors. Later Molten Salt Breeder Reactors will operate without
the massive pollution of fossil fuels that have been shown to be detrimental to our Global Environment. Molten Salt Breeder Reactors will
create more fuel than they consume. Discussion of course materials published since 2017 are for students whose interest and specialty
areas focus on Nuclear Science and Engineering or High Temperature Salt Chemistry. Other technologies associated with Thorium based
Nuclear Energy also includes Metallurgy, Electronics, Mechanics and Architecture, also Building Construction Skills. Given projections that
there will be a serious lack of food and water resources in the future, energy advancements through the use of Thorium alternatives willcontribute to the production of processing both water desalination and electricity culminating in a reduced global competition and conflictfor the distribution of basic resources.
54611 | Friday Poster Session: 17:20-18:30

A Decision-Making Framework for the Investment of a Roof-Type Solar PV Project Using a Scenario-BasedFeasibility Analysis
Kyeongseok Kim, Wonkwang University, South Korea
Hyeji Na, Wonkwang University, South Korea

Solar photovoltaics (PV) have the advantage that they can be installed anywhere, including water, land and roof, unlike hydropower andwind power. In 2015, solar PV has 227 GW capacity in the world. South Korea is the one of the top 10 solar PV generation countries in theworld. The Korean government implements various policies and incentives for the production and supply of renewable energy including
the Renewable Energy Portfolio Standard (RPS). This study proposes decision-making framework for the investment of a roof-type solar
PV project using a scenario-based feasibility analysis. The case study is for a roof-type solar PV generation project of the steel mill in
Dangjin-si, South Korea. This roof-type solar PV project operates 3MW facilities for 12 years and generates revenue from electricity sales
and Renewable Energy Certification (REC) sales from Korea Electric Power Exchange. The feasibility analysis of solar PV generation
project considers the generation time, electricity selling price, REC sales price, and project cost. However, each factor has its own volatility
in the Korean electricity market. A scenario-based feasibility analysis reflects various and volatile conditions related to the electricity
market in South Korea. If the project has more than 3.4 hours of solar PV generation time, more than 229.5 won/kwh REC unit price, andless than 6.7% annual interest rate loan rate, the solar PV project of the case study is feasible.

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17:20-18:30 | Room: 317 (3F)

Friday Poster Session
54708 | Friday Poster Session: 17:20-18:30

A Design Expert System to Meet Both Economics and Energy Performance of Small and Mid-sized Buildings
Sean Hay Kim, Seoul National University of Science and Technology, South Korea
Seung Yeoun Choi, Seoul National University of Science and Technology, South Korea
Gayoung Kang, Seoul National University of Science and Technology, South Korea
Young Jo In, Seoul National University of Science and Technology, South Korea
Moon Ki Park, Seoul National University of Science and Technology, South Korea
Yena Chae, Seoul National University of Science and Technology, South Korea

While large sized and public buildings have pursued High Performance Buildings (HPB) domestically, architects have been given a toughtask to design high performance, but small and mid-sized buildings, because owners tend to give up HPBs if the expected initial costexceeds their budget. More than often design and construction expense of small and mid-sized HPB increase due to the conventional
design practice that a set of building energy saving measures are uniformly applied without evaluating whether the selected measures
are both affordable and performing, and thus whether they are really needed. Although performance simulation is a good design decision
making tool that evaluates the performance of the selected measure, it is not that affordable for small and mid-sized buildings due to
expensive modeling and analysis cost of simulations. This study presents a design expert system that would provide clear design paths
backed up by quantitative performance evaluations and economic feasibility analysis of the energy saving measures for small and midsized buildings. The expert system has been developed by benchmarking actual design decision makings over domestic design practice.
Eventually the system would alleviate architects’ load to process simulations at every decision making event during early design phaseof HPBs.
54709 | Friday Poster Session: 17:20-18:30

Literature for Science

Yuko Hoshino, Tokyo University of Pharmacy and Life Sciences, Japan
In today’s globalized world, it is not enough to know one’s own culture and practices and to act within that boundary. However, it might
be difficult for young people who have grown up in that boundary to fully realize that there is something beyond it. That is the precise
reason that educators need to present multiple points of views, different interpretations of events thoughts, and encourage their students
to question things surrounding them. The author will discuss her attempt to develop a class for college students of science to have themthink differently from what they usually do through foreign literatures. Although the class is elective and the number of students who
have chosen to take the class is small for two consecutive years, the result was a success. Those science students had none or very
little experience reading literature at the beginning, they come to find hidden connotations of the writers from different cultures from theirown and to enjoy the process. One of the students went out of class requirement and started reading extensively, has developed goodreading skills. At science schools, students, at least in Japan, are often criticized for their over-simplified views of the world and of a poorcommand of language. However, if we can inspire them to read the work which presents various views, they can excel. At the presentation,
the literature work introduced and how they were presented will be explained, and the students’ feedback will also be discussed.
54711 | Friday Poster Session: 17:20-18:30

Educational Impacts on Learners to Acquire the ‘Agency’ at a U.N. Affiliated Student-driven Organization inHigher Education Institutions
Shinichi Yamazaki, J.F. Oberlin University, Japan
Koichi Haseyama, Tsurukawa Women's Junior College, Japan

This qualitative study reports on educational impacts through projects of a student-driven organization, Action by Students to Promote
Innovation and Reform through Education (ASPIRE), part of the United Nations Academic Impact projects. At ASPIRE, all of the educational
activities are extracurricular, and planned, organized and managed based on student’s autonomy and curiosity. OECD suggests the
Learning Framework 2030 and 3 abilities, ‘Taking Responsibility’, ‘Reconciling Tensions & Dilemmas’, and ‘Creating New Values’, callingthese as Agency. The concept and understanding of Agency play a critical role as guidance of how the students acquire such skills in
ASPIRE, contributing to achieving the Sustainable Development Goals. Anchored in “authorial reflexivity” (Marshall, Clemente & Higgins,2014), this study explores how the students’ and postsecondary researcher-educators’ social, educational and academic voices can beinterwoven to realize their co-learning and co-investigation. This study takes advantage of a narrative approach. “Restorying” (Creswell,2013) techniques let us form our multiple voices as learners, educators and researchers into one shared perspective. Empirical data wascollected from the coordinator and senior students of ASPIRE through individual and group interviews, with fieldnotes. Our findings suggestthat self-directed learning through autonomous awareness in global issues cultivates unique learning outcomes that are facilitated byeach student’s own academic interest and unique lived experiences. One of the key factors to improve the students’ satisfaction in
postsecondary education is having the students themselves to examine and assure what extent in the project each individual can commit
and contribute in the overall projects.
54207 | Friday Poster Session: 17:20-18:30

PM10 and Subway, Bus, Taxi and Public Shared Bicycle Ridership in Seoul, Korea
Seungnam Kim, Chung-Ang University, South Korea

Air quality issues have received great attention from researchers, policy makers and citizens. In particular, many people have suffered fromserious PM10 concentration in Seoul. In fact, higher level of PM10 affects the patterns of people `s outdoor activities, leading to changes
in travel mode choice. Against this backdrop, this study aims to examine the impacts of PM10 on ridership of diverse transportation
modes (Subway, Bus, Taxi and Public Shared Bicycle Ridership) in Seoul. To this end, we apply multiple regression using 9-term moving
average ridership of each mode to control for fluctuations in ridership associated with the day of the week, the time of the year, andother non-weather-related trends over time. We also various data gathered from Air Quality Monitoring Stations and SmartCard big datasystem. The findings will give us future directions of transportation policies in Seoul.

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17:20-18:30 | Room: 317 (3F)

Friday Poster Session
54712 | Friday Poster Session: 17:20-18:30

Enhancing Sustainability Awareness and Practice Using Bluetooth Beacons to Provide Location SpecificInformation to Learners
David Jennings, Southern Illinois University, United States
Meredith Wilson, Scottsdale Community College, United States

Studies linking sustainability, education, and technology frequently focus on how e-learning can reduce costs associated with transportation,
facilities, and production of physical materials compared to face-to-face approaches to delivering information. A hybrid approach, where
digital information and resources are directly tied to physical locations (“phygital”), potentially provides similar advantages to e-learning, butalso expand sthe physical spaces that can be used to disseminate information. One of the primary technologies that can provide these links
are Bluetooth Low-Energy beacons. These beacons emit signals that are picked up by mobile devices that then direct the user to site-specificinformation. One of the more common educational uses of this technology is in museum settings where beacons enable visitors to accessresources directly related to the installation they’re examining. The current work deployed beacons at sites on the campus of Southern
Illinois University – Edwardsville that are related to sustainability practices or issues (recycling locations, green roofs, LEED building features,honeybee hives, artwork). While still in the initial developmental stages, beacons have already been incorporated into several class activities,
and are targeted for inclusion in campus tours for students, parents, and the general public. The frequency of beacons access is recorded byeach individual beacon and will be used to evaluate the effectiveness of specific locations in stimulating interest in sustainability.
55075 | Friday Poster Session: 17:20-18:30

Special Needs Education in the Japanese Secondary School: Perceptions of Japanese Teachers of English
Christoper Hale, Akita International University, Japan
Satoko Ono, Akita International University, Japan

With the current emphasis on communicative language teaching (CLT) in second and foreign language teaching contexts, much of the
discussion has been on curricular design and reform of traditional-learning delivery systems. This is particularly true in Japan, with the
Ministry of Education, Sports and Technology (MEXT) placing heavy emphasis on students’ communicative abilities over test-taking
prowess. The rationale has been that communication should be the over-arching goal of English education. Overlooked in this environmentof reform has been how students with special needs, such as those with learning disabilities like Dyslexia or ADHD, can be accommodated
for within a system that emphasizes social interaction and willingness to communicate (WtC). In Japan, it is still relatively uncommon
to separate students with special needs from other students, meaning that they are left to cope with language (as well as other) learningwhich is delivered at a pace that is often beyond their cognitive capabilities to maintain. This poster presentation represents preliminary
research into how Japanese teachers of English (JTEs) perceive their readiness in addressing the needs of such students, and what
specific concerns they may have in ensuring a productive and healthy classroom learning environment.
55129 | Friday Poster Session: 17:20-18:30

A Need to Support Teacher Diversity Through Culturally Relevant STEM Education at the Elementary School
Neha Anand, University of Houston, United States
Ananthi Shankaranarayanan, University of Houston, United States

The United States and European nations are persistently engaged in advocating the need for culturally relevant practices for the diverse
student population to achieve maximum student participation and engagement in mathematics and science (hereinafter referred as MSED).
However, there exists a huge gap in preparing mathematics and science teachers who could implement culturally relevant practices for thediverse population in the United States (Menshah, 2010 & Sleeter, 2011). Students participation, from marginalized communities, in MSED
depending on their family background, awareness of higher education courses, and assistance with preparation exams like SAT and ACT(Rawal & Decosta, 2019). This study argues that there are bright possibilities of increasing the marginalized students’ participation in MSED
through preparing teachers for culturally relevant practices from early grades, through lived experiences of two Indian teachers who arealso doctoral candidates at a Southwestern university in Texas. This study investigated two female Indian teachers, engaged in teacher
education preparation program in a tier one university in southeast Texas. Findings based on auto-ethnography identified culturally relevant
mathematics and science education (MSED) as a tool to improve language learners’ participation in the content areas mentioned. Preparing
pre-service teachers with an MSED focus could promote a stronger foundation in mathematics and science for elementary level students, byeliminating their biases such as mathematics and science as a pre-dominate field for ethnically White or Asian students only.
55151 | Friday Poster Session: 17:20-18:30

Design and Implementation of “SPOC Teaching Mode” for Fostering Creativity
Haiming Jiang, Japan Advanced Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, Japan
Xiaolin Sun, Dalian Polytechnic University, China

SPOC (Small Private Online Course) has been widely used in higher education all over the world for its ease of access due to advanced
information technology. Pursuing the successful future career, students in the higher education needs to develop their creativity skills andprofessional knowledge. Therefore, higher education should focus on the cultivation of creativity and professional knowledge throughSPOC. This study aims to establish a “SPOC Teaching Mode” for fostering students’ creativity, by integrating online resources withclassroom activities in order to develop a creative and professional education. The application of the mode is expected to encourage
students to actively engage in autonomous learning activities, by practicing problem-finding and problem-solving skills, furthermore,
facilitate students’ professional knowledge learning as well as enhance their creativity in the professional field. A two-group experiment
was conducted to evaluate the applicational effect, one group is a control group, the other group is an experimental group. The first grouputilized the traditional teacher-centered strategy, while the second group utilized the SPOC teaching mode. Finally, a survey questionnaire
was distributed to participants to test their creativity. Then an independent sample t-test was conducted to compare differences between
the two groups in creativity and professional knowledge. Additionally, an extra questionnaire was distributed to the experimental groupin order to evaluate participants’ views about SPOC teaching mode. The findings suggest that the SPOC teaching mode may promoteparticipants’ creativity as well as specialized knowledge in comparison with a traditional teaching mode.

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17:20-18:30 | Room: 317 (3F)

Friday Poster Session
55264 | Friday Poster Session: 17:20-18:30

Power System Reliability and Resilience: A Comparative Analysis of Challenges and Opportunities
Rajesh Karki, University of Saskatchewan, Canada
Safal Bhattarai, University of Saskatchewan, Canada
Prasanna Piya, University of Saskatchewan, Canada

Power system reliability is a well defined subject of study in engineering practice with established quantitative metrics, regulatory standards,
compliance incentives and jurisdiction of responsibilities. The effects of high-impact low-probability (HILP) events such as hurricanes,
floods, ice storms, earthquakes, geomagnetic disturbances, cyber-physical attacks, etc. are not generally considered in routine reliability
evaluation. Growing concerns over severe power outages due to HILP events have motivated power utilities, policymakers, and regulators
to consider resilience in system operation and planning. In contrast to reliability study, power system resilience is a relatively new area ofstudy lacking widely accepted standards, assessment methods or metrics. This work explores and reviews models, methodologies, andmetrics proposed in available literature for power system resilience assessment. A large portion of the literature present resilience models
and metrics similar to that used in the reliability studies, which often creates delusion for researchers and engineers. There is a need to
distinguish the models and metrics used in reliability versus resiliency assessments and narrow down the overlap. This paper provides acomparative analysis of reliability and resilience models and metrics in order to clarify the similarities and distinctions between them. The
paper also presents discussions on the importance of applying resilience studies at different levels and jurisdictions of a power system.
55296 | Friday Poster Session: 17:20-18:30

Analysis of Characteristics of Students’ Inquiry Problem Finding Process
Bongwoo Lee, Dankook University, South Korea
Heekyong Kim, Kangwon National University, South Korea

Scientific inquiry, along with scientific knowledge, is the most important area of science learning. Although many countries make manyefforts to increase students' inquiry ability, students have many difficulties in carrying out the inquiry. In particular, the greatest difficulty incarrying out inquiry activities is deciding the theme of inquiry. Why do students find it difficult when they try to determine inquiry questions?
The purpose of this study is to analyze the students' process of finding inquiry problems. In this study, 33 university students conducted agroup inquiry over about three months. We analyzed the interview with students, found some features. Here are some of the key features:First, in the inquiry of high school students, the steps such as 'selecting keyword, presenting a complaining, presenting a question, andfinding a inquiry problem' were found, but, in the university student's inquiry, there was no stage of ‘presenting an inconvenience’. Secondly, in
the inquiry of high school students, strategies such as 'searching information, review of prior research, sharing of knowledge and experience,linking and extension of knowledge and experience, environmental awareness, expert consultation, discussion of suitability, elaboration'
were used. But, in college students' inquiry, strategies such as 'searching information, review of prior research, conducting simulation tests
and expert consultation' were mainly used. In this presentation, the characteristics of the process of selecting inquiry problems of college
students are compared with those of high school students, and the results are presented along with actual cases.
55370 | Friday Poster Session: 17:20-18:30

A Comparative Study of Three Mathematical Models for Predicting the Indoor Environment Quality (IEQ) in
Secondary School Classroom
Zhiheng Li, Japan Advanced Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, Japan

Indoor environmental quality is considered as an important indicator to reflect the occupants’ comfort level in buildings. However, it isdifficult to evaluate the impact of physical parameters on the occupants’ comfort individually because of the coexistence of parameters
and their interactions with each inhabitant. The objective of this research is to find out the best-fit mathematical model to predict comfort
condition for secondary school by comparing three different models: Iordache’s IEQ model, Wong’s multivariate-logistic model and Ncube’s
IEQ model. The best-fit model is applied as a supporting theory for the subsequent interior environment design, which can improve thelearning performance of students. In addition, this research can obtain the relevance and difference between models, which provide support
for the model identical. This research collected data by combining objective measurement with subjective survey. The whole experiment was
conducted in a secondary school classroom in northeast of China, with a sample of 45 students. Data were collected once a week during
the two-month experiment. The relevant environmental parameters from the collected data were brought into three mathematical models to
calculate the corresponding thermal index, air quality index, acoustic index and visual index. Meanwhile, Actual Mean Votes (AMV) and Actual
Percentage of Dissatisfaction (APD) were measured by analyzing the questionnaire from subjective survey to obtain the corresponding
AMV and APD curves. The results showed that Wong’s multivariate-logistic model is best-fit comfort prediction for secondary school bycomparing the calculated indexes and the corresponding AMV and APD curves through the SPSS and MatLab.
55371 | Friday Poster Session: 17:20-18:30

Preservice Teachers’ Beliefs about Teaching in Physical Education Classes in Japan
Kengo Kakazu, Okinawa University, Japan

Teachers' beliefs form an important background to their teaching practices and thought processes. These beliefs are particularly formed during
the teacher training process. However, there are very few studies on teachers' beliefs in Japan, and the cumulative research data is insufficient.
The purpose of this study is to clarify the beliefs of physical education student teachers (PESTs) regarding the teaching of physical education. In
addition, this study aims to examine the formation of beliefs related to teaching practices using two PESTs as case studies. Twenty-eight PESTs
nearing the end of their teacher training participated in the study. Data were collected through a description-type questionnaire, which included
questions such as: ‘What kind of physical education class are you aiming for? Please write your thoughts’. Data were analysed inductively via
all participant text descriptions. The PESTs' beliefs about teaching physical education are divided in two domains: the aim and the environmentof physical education classes. The former comprised fun classes, skill improvement classes, emotion and attitude improvement classes, andclasses that understand the basics of skills and knowledge. As regards the latter, these classes had an environment of cooperation and active
student engagement. The case study of two individuals suggested that the formation of student teachers' beliefs regarding physical education
classes were influenced by the real situations of children and instructions from colleagues during the teaching practice.

46 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

17:20-18:30 | Room: 317 (3F)

Friday Poster Session
55373 | Friday Poster Session: 17:20-18:30

Promoting Autonomous Learning Through a Reflection Tool
Ross Sampson, Kanda University of International Studies, Japan

In order to be autonomous, students often need to learn how. In Japan many first students enter university lacking the necessary skills
to self-direct their learning. Skills like self-evaluation and reflection. Boud, Keogh and Walker (1985) argue that reflective learning aims
to develop learners to have the ability to monitor themselves in a variety of situations. The presenter will give details about an on-going
research project at a university in Japan. In this project student participants reflect on their in class speaking, one aspect of their English
language learning. The results so far have shown many student participants are able to self-evaluate their strengths and weaknesses,
as well as express their thoughts about their feelings towards speaking English through writing and talking about it. This reflection tool
started out digitally but then moved to being paper based. The researchers involved in this project are working to make the tool into a web
application in the future. The intention is to have an attractive application for learners so they are able to reflect on a range of aspects of
their learning both in and out of the class and become more autonomous.
55391 | Friday Poster Session: 17:20-18:30

Applications of Multi-Walled CNT for Utilization of Solar Thermal Energy
SungWon Kim, Korea National University of Transportation, South Korea
Kyeong Hwan Go, Korea National University of Transportation, South Korea
Sae Han Park, Korea National University of Transportation, South Korea

There is a growing interest in the SHC (solar thermal collectors for heating and cooling) technology in order to produce energy of medium
temperature below 300 oC such as gas preheating in industrial plant including thermal power plant which is responsible for a very highfraction of fossil fuel consumption and CO2 emission. A directly-irradiated fluidized bed solar receiver is one of the best options for
the SHC application in the industrial plant. The thermal efficiency of the receiver is strongly influenced by the physical properties of theheat-absorbing particles. Carbon nanotube (CNT) could be a promising candidate as bed materials due to its high specific surface area,
high thermal conductivity and high thermal resistance under an inert atmosphere. However, it is difficult to handle the CNT powder in thefluidized bed because of the cohesive force between nanotubes on the particles. A method of multi-walled CNT beads preparation with acontrol over the macroscopic shapes has been proposed for application in the solar thermal collector. The CNT beads of 1.6-1.0 mm wereprepared by ball dropping, drying and calcination steps after the CNTs dispersion using m-cresol as a cost-effective processing solvents.
The CNT beads show much higher bed conductivity of 0.49 W/mK and lower repose angle (< 30o) with higher particle circularity comparedto the raw CNT powders. Finally, the prepared CNT beads have good fluidization behavior in a fluidized bed solar system, indicatingpromising bed material suitable for the direct gas-solid heat transfer in the fluidized bed.
55393 | Friday Poster Session: 17:20-18:30

Healthy Keiki Lifestyle Training for Dental Hygiene Students: Improving Oral Health and Reducing Obesity in Children
Deborah Mattheus, University of Hawaii at Manoa, United States
Maureen Shannon, University of California at San Francisco, United States
Katherine Burke, University of Hawaii at Manoa, United StatesChildhood obesity is a major problem in the United States. Overweight children are at higher risk for chronic diseases and are often subjected
to bullying resulting in low self-esteem. A positive relationship exists between diet and dental caries and therefore dental professionals havean opportunity to impact health through proper oral and nutritional assessments/education delivered to children and families. The dental
hygiene program (DHP) at the University of Hawaiʻi at Mānoa (UHM) provides educational opportunities for individuals to obtain their BS andproduces 80% of the state dental hygiene workforce. For dental hygiene (DH) students to gain clinical experiences with children the UHM
SONDH developed a “Healthy Keiki Lifestyle Field Trip”. The field trip allows for head start keiki to receive healthy lifestyle assessments/
education and dental assessment/care at the UHM dental clinic. The healthy lifestyle session includes: obesity risk factor assessment;
good and bad foods for teeth game; know your fruits and vegetables; and coloring station. With head start staff present at the healthy
lifestyle session and dental visits, the education provided can be reinforced and discussed with family members at future encounters. The
identification of obesity risk factors in children and delivery of healthy lifestyle education with children and families can be easily integrated ateach and every dental encounter. Training our future dental hygienist and increasing provider’s confidence in providing health promotion anddisease prevention can increase the probability of successful implementation of these practice standards in their future work environment.
55475 | Friday Poster Session: 17:20-18:30

How to Teach Clinical Assessment Skills Effectively: The Effects of Frequent Self-monitoring, Group Work, andthe Use of Web Applications
Mayumi Hirozane, Teikyo Heisei University, Japan

Introduction: Teaching clinical assessment skills is difficult, even though frequent confirmation of understanding and group work facilitates
active learning. These procedures are also time-intensive. This study aims to verify whether frequent self-assessments and group work
facilitate active learning, and if web applications promote timesaving. Experiment: 1. Participants: Forty-one third-year speech–language–
hearing therapy students participated. Methods: 1) All students participated in a class on cognitive communication disorders (CCD) and the
Cognitive Communication Checklist for Acquired Brain Injury, Japanese version (CCCABI-J). It included four lectures, one clinical practice, andthree group work sessions. 2) Students evaluated their understanding of the CCCABI-J five times, and individual feedback was provided. 3)
A questionnaire asked if the five self-evaluations were useful, and if the group work promoted active learning. 4) Quantitative and qualitative
analyses were conducted. The KH coder (Higuchi, 2015) extracted frequently used words for the qualitative analysis. Results: Most (95%)
students deemed self-evaluations useful, and 88% reported spending more time preparing and discussing than in other courses. The KH
coder indicated that students who understand the CCCABI-J “well” or “well enough” “participated in group work in comparison with othercourses,” and “spent more time for the group work.” Method: Calculate the time required for teachers’ typical preparation of self-monitoring
and feedback and when using a web application. Results: On average, the web application saved one hour of work. 4. Conclusion. Frequent
self-monitoring and group work influences students’ motivation positively. The results suggest web applications are useful timesavers.

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17:20-18:30 | Room: 317 (3F)

Friday Poster Session
55495 | Friday Poster Session: 17:20-18:30

An Image Study on the Outdoor Play of Pre-service Early Childhood Teacher in South Korea
Eun Ju Kim, Pusan National University, South Korea
Jeong Mi Kim, Pusan National University, South Korea

This study explores the outdoor play experiences of pre-service early childhood teachers'. We asked teachers to draw pictures of their
outdoor play experiences in kindergarten. The study was conducted on 180 pre-service early childhood teachers attending the Department of
Early Childhood Education at the University of B, South Korea. We analyzed the pictures and it was observed that, kindergarten outdoor playexperiences that the teachers remember are as follows. First, they remembered this play as a dynamic experience as it was an outdoor activity.
They also remembered it as encounting with various lives, as leisurely interaction with different people, as a special experience that they hadfor the first time. On the other hand, some of the teachers were unfamiliar with the experience as they did not have memories of outdoor play.
People live on the memories of their childhood. Outdoor play memories of pre-service early childhood teachers' could have an impact on how
they view and practice outdoor play as teacher. The results of this study show that positive images of outdoor play in kindergarten are importantfor outdoor play of early childhood. In addition, the fact that pre-service early childhood teachers who have not experienced outdoor play and can
not familiar with the experience suggests that they need practical education to understand the value and practice of outdoor play.
55501 | Friday Poster Session: 17:20-18:30

Language Program Evaluation from the Students’ Perspectives
Reginald Gentry, University of Fukui, Japan

Evaluations are necessary to determine the value, worth, merit and/or significance of a program by collecting information to better
communicate its impact on others, and thereby assisting decision-makers with judgments that affect a program. The current study
describes how an evaluation was used to implement feedback from twenty-two Japanese university students who participated in a summer
intensive English language program in Japan. The participants completed a twenty-five item questionnaire upon completion of the program.
Individual semi-structured interviews were held with the participants to reconfirm the reported information and to clarify any ambiguous
replies. Results indicated which aspects of the program met the students’ expectations; which aspects needed to be reviewed and revised;
and which aspects of the program should be promoted. Additionally, the information was shared with program administrators who usedthe data to investigate specific aspects of the program, thereby increasing their active involvement in the program. Furthermore, the study
highlighted the importance of using ongoing evaluations from the participants’ perspectives to ensure that program administrators will beable to make informed decisions regarding learning objectives, goals, and outcomes while addressing the desired needs of the learners.
55514 | Friday Poster Session: 17:20-18:30

Do Eye Movements Visualize the Thinking Process of the Mental Formation of Geometric Figures?
Naoko Okamoto, Ritsumeikan University, Japan
Yasufumi Kuroda, Kyoto University of Education, JapanThe relationship between solid figures and nets is an important topic in geometry education. Understanding the correspondence of the faces-tofaces, edges-to-sides, and vertices-to-vertices between the solid figures and the nets is crucial. However, to mentally imagine three-dimensional
solid figures from two-dimensional nets or to mentally imagine two-dimensional nets from three-dimensional solids is one of the most difficult
problems not only for students to solve but also for teachers to teach. The reason why teachers experience difficulties is because it is hard tocapture students’ thinking processes through outward observations. Furthermore, only a minor part of the mental process that students go
through in search of a solution gets captured on paper. It is necessary to develop several ways to visualize the students’ thinking processes.
Measuring eye movements may be a useful means of visualizing the students’ thinking processes. This is an objective method that allows users
to record what people have looked at. The advantage of this method is that even unconscious eye movements can be recorded. The purposeof this study is to visualize the thinking process and to examine its characteristics by conducting an eye movement measurement experiment
during the mental process of forming solid figures from nets. Based on the result of this experiment, conducted on 10 university students, wefound that focus points differed between participants who were able to solve the task within a short time and those who took a long time.
55544 | Friday Poster Session: 17:20-18:30

Relationship Between Mindfulness and Stress Response in Japanese Nursing Students: Focus on the Impact
of Sense of Coherence
Yukako Ando, Nagoya City University, Japan
Kanako Yamauchi, Hiroshima International University, Japan
Ryoko Ohara, Aichi Prefectural University, Japan
Yuki Ito, Nagano College of Nursing, Japan
Shiho Hasegawa, Nagano College of Nursing, Japan
Shunsuke Aoki, Nagano College of Nursing, Japan
Toshio Kobayashi, Ishii Memorial Hospital, JapanTo help nurses preserve their mental health while working, mental health education must be imparted to nursing students. Mindfulness has beenshown to be effective in reducing stress responses. Mindfulness aims to cultivate ways to cope with negative thoughts, but the mechanism
for doing this is not clear. We examine how Sense of coherence（SOC）, a stress-coping skill, affects the relationship between mindfulness andstress response. Self-reporting questionnaires were distributed among the nursing students (n = 166) of two universities in Chubu, Japan. We
measured stress response using the Perceived Stress Scale developed by Cohen et al., and mindfulness using the Mindful Attention Awareness
Scale (MASS) developed by Brown et al. We used Yamazaki et al.’s short Japanese version of Antonovsky’s SOC scale. From previous studies,
we created a model where mindfulness affects stress response via SOC, and calculated its degree of fitness for our data by covariance structure
analysis. The valid response rate was 74.7% (130 of 174). By the covariance structure analysis, mindfulness was found to have an effect on SOC(β = 0.53, p < 0.001), and SOC on stress response (β = -0.72, p < 0.001). Thus, mindfulness is shown to influence stress responses by increasing
SOC. The goodness-of-fit of the model is: GFI = 0.999, AGFI = 0.997, and RMSEA < 0.001. We conclude that mindfulness can help reduce stressamong nursing students. We suggest that it should be a part of their mental health education.

48 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

17:20-18:30 | Room: 317 (3F)

Friday Poster Session
55576 | Friday Poster Session: 17:20-18:30

The Antecedents of Job Burnout in Korean Employees
Shine Eunji, Chungnam National University, South Korea

Job burnout is a psychological syndrome brought on by long-term, unresolved, work-related stress, and has important implications on
employee well-being, effectiveness and growth. However, there is not much empirical study to identify which job demand(s) would be
the major antecedents of job burnout in Korean employees. Drawing from conservation of resource theory and job demands-resources
model, we hypothesized that job insecurity and job demands (i.e., role ambiguity, workloads, time pressure, emotional labor, and physicaldemands) are positively related to three sub-dimensions of job burnout: exhaustion, cynicism, and reduced professional efficacy. Multiple
regression analyses of data from a representative sample of 29,830 Korean employees showed that job insecurity and job demands
significantly predicted job burnout after controlling for demographic variables (i.e., gender, age, tenure, and income). However, the effectsof the antecedents are different across sub-dimensions of job burnout. For example, job insecurity is the strongest predictor of exhaustionand cynicism, while role ambiguity is the strongest predictor of reduced professional efficacy. Further, time pressure is positively related
to exhaustion and cynicism, as expected, but is negatively related to reduced professional efficacy. The implications and future researchof these findings are discussed.
55608 | Friday Poster Session: 17:20-18:30

Sustainable Disease Management in Aquaculture

Andrew Wargo, Virginia Institute of Marine Science, United States
World dependency on aquaculture is rapidly expanding, particularly in developing nations. Aquaculture recently passed fisheries as theprimary source for aquatic based food and natural products worldwide. There is high potential for aquaculture to become one of the mostsustainable sources of animal protein for human consumption. As with agriculture, disease management in aquaculture is a major hurdle
for production. Various strategies are utilized to manage disease in aquaculture, such as antibiotic treatment and vaccination. However,many practices can lead to increased disease management problems in the long-term, thus reducing aquaculture sustainability. This
presentation will provide an overview of some of the disease management sustainability challenges faced by aquaculture, and provide
some possible solutions. Specific examples of antibiotic treatment and vaccination approaches will be highlighted, with quantitative datafrom research studies. This work is directed towards bolstering aquaculture and food security sustainability.
55823 | Friday Poster Session: 17:20-18:30

The Strength Property of Amorphous Metallic Fiber Reinforced Mortar with Blast Furnace Slag Powder
Sejin Choi, Wonkwang University, South Korea
Tae gue Oh, Wonkwang University, South Korea

Blast furnace slag powder (BFSP), the by-product of steel industry, has been widely used in the production of cement mortar or concrete
as one of the cementitious materials. The benefits of using BFSP in cement mortar or concrete are as follows: it can reduce the concrete
production cost; it can reduce the green gas (CO2) emission of cement industry; it can reduce the possibility of a thermal crack in massconcrete; and it can improve the durability of cement mortar or concrete. In South Korea, blast furnace slag is produced about 15 million
tons a year. However, much of this is treated as waste and dumped in landfills. In this study, the strength properties of eco-friendly
mortar using BFSP and the amorphous metallic fiber (AMF), which has excellent corrosion resistance and mechanical properties, were
investigated. The BFSP was used to replace 40% of the cement content by the weight. In addition, the AMF with 15mm length was used atadditional content of 0, 10, 20, and 30 kg/m3. Test results indicated that the flexural strength of Af30 sample with 30kg/m3 of AMF wasapproximately 49% higher than that of the control sample.
53305 | Friday Poster Session: 17:20-18:30

Site Selections and Topographic Design for Preventing Risks From Mountain Floods in Light of Feng-shui
Ping Xu, University of Colorado, United States

Mountain floods involve debris flows, landslides, and overflows occurring throughout complex and steep terrains during intense rainfalls.
The historical 2013 floods, which took place in the Colorado front range, caused extensive damages to many mountain properties. Repairing
these flood damages have cost the government hundreds of millions on disaster recovery and reimbursements. These recovery efforts
have involved reconstructing damaged homes on their original property, which risks subjecting residents to the same dangers if future
debris flows occur. Meanwhile, other residents who experienced overflows have repaired their homes with government reimbursements,
but have not addressed the drainage issues of their site conditions, as they do not recognize the threat of additional mountain floods
during their lifetime. However, some locations received minimal to no impacts from the floods. This research explores safety methods
pertinent to successfully residing in mountain areas in the following aspects: first, using principles of feng-shui – an ancient Chinese
geomancy, as a clue to discuss landforms prone to mountain floods, and optimal areas to occupy; secondly, studying topographic design
and providing precedents which withstand mountain areas and avoid flood risks; and finally, using case studies from the Colorado Front
Range and Boulder mountainous areas to exemplify the significances of site selections and improvements of topographic design inpreventing and protecting residents from possible floods. This research will provide recommendations on surviving mountain floods, fromlarge-scale site selections to details of the topographic design. Criteria will be identified/evaluated for improving site selection processes
in order to sustain mountain communities.

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Friday, January 10 | 17:20-18:30 | Room 317 (3F)

Conference Welcome Reception
Join fellow delegates for a drink or two at the Conference Welcome Reception. This
event provides a great opportunity for delegates to network and get to know eachother. All registered presenters and audience members are welcome to attend.
Admission is included in the conference registration fee.
The Welcome Reception will be held in Room 317 on the third floor at 17:20.
50 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Saturday
January 11
Parallel Sessions
Please note that all abstracts are printed assubmitted. Any errors, typographical or otherwise,
are the authors’.

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09:00-10:40 | Room: 318A (3F)

Saturday Session I
Learning Experiences
Session Chair: May Olaug Horverak
53942

09:00-09:25 | 318A (3F)

Learning Ecologies: From Past Generations to Current Higher Education
Cláudia Lima, Universidade Lusófona do Porto, Portugal
Heitor Alvelos, University of Porto, Portugal
Susana Barreto, University of Porto, Portugal
Eliana Penedos, University of Porto, Portugal
Nuno Martins, IPCA/ID+, Portugal

This paper reports on the ongoing establishment of a basis for a re-consideration of the way the contributions to knowledge, culture
and social fabric of ageing Portuguese scholars may be recognized, communicated and activated in future contexts. The project stems
from an analysis of the professional life and work of Portuguese scholars graduated at the School of Fine Arts of Porto (ESBAP), during
the 1960s and 1970s, a period marked by the country's political Revolution of April 25th, 1974, with deep socio-cultural repercussions.
The analysis was performed following semi-structured interviews carried out with informants who attended the School to later become
professors. Their testimonies reveal a contrast in learning from being a student and being a lecturer; they provide valuable insights into
their personal creative journeys in light of their commitment to education and how their efforts have helped maintain related formal andtacit streams of traditional knowledge, within rapidly changing cultural and socio-political environments. Despite the scarcity of means in
the early days, most of the interviewees remembered their time as students with affection and a strong sense of belonging. The knowledgetransfer from lecturers was often insufficient, but the creative environment and cross-fertilization was a long-standing asset.
53591

09:25-09:50 | 318A (3F)

Transformational Leadership and Policy: Critical Times, Critical Issues
Dolapo Adeniji-Neill, Adelphi University, United States
Donna Elam, Elam Leadership Institute, United States

These are critical times in education, where increased accountability for achievement, new standards for rigor in curriculum are mandated
while the achievement gap still exists for many groups of students from diverse backgrounds, abilities and disabilities. We examinedstrategies and structures that addressed these areas under strong and innovative leadership. Through qualitative inquiries, nine innovative
and transformational leaders shared their successes on how to turn failing schools into effective and thriving schools. We concluded that
Leadership matters. Introduction: Twenty-two percent of the children in the U.S. live at or below poverty level. Students living at or below
poverty level tend to have the highest dropout rates. Studies show that students who do not get enough food or sleep are less likely to perform
at their full academic potential. Schools know these truths first-hand, and despite efforts to provide students with basic essentials, teachers,
administrators, and other policy makers know there is no equitable distribution of resources. Compounding these issues are poor environmental
conditions of the schools in low-income neighborhoods. Our research emphasizes triumphs amid the aforementioned adversities. It features
the stories of nine transformative leaders who created positive change in failing schools. Methodology: The research method used was
Personal Interviews of educational leaders from principal to Superintendents and above. 9 leaders (Principal, superintendent, Commissioner)
were interviewed for the purpose of the study. Each Interviewee were asked 15 Questions. Each interview was approx. 90 minutes.
54182

09:50-10:15 | 318A (3F)

Adding Value to the College Experience: Using Co-curricular Transcripts to Enhance Student Learning
Leslie Scamacca, LaGuardia Community College, United States

In a 2017 college student Strada-Gallup survey, a mere one-third of the respondents believed that their college experience adequately preparedthem for success in both the job market and in the workplace. By maintaining the academic status quo, the gap is widening between what students
can synthesize and express about their college experience, and what employers hear during interviews. Thomas (2018) suggests bridging thisgap takes more than updates to a resume. Student involvement provides a strong base for the development of leadership, interpersonal skills,
and critical thinking; all high-demand skills with employers. The use of career-relevant education and the co-curricular transcript are toolsthat can help educators support students in building strong connections between academia and the workplace. The co-curricular transcript
offers an official record of all student activities beyond the classroom, and how these college experiences truly complement their academic
work (Thomas, 2018). The co-curricular transcript delves deeper than traditional participation in student clubs and organizations. Co-curricularlearning includes experiential and service learning like intern- and externships, study abroad programs, volunteering, and attending conferences.
For the employer, surely the co-curricular transcript can corroborate activities listed on a resume. However, well-developed and supported cocurricular learning encourages students to connect their in- and out-of-classroom experiences in a meaningful way. Students are able toarticulate their learning outcomes in a way that demonstrates value to a potential employer. In this presentation, the author will discuss efforts
at an urban community college to implement co-curricular learning through the Digication platform of ePortfolio.
53632

10:15-10:40 | 318A (3F)

Developing Resilience and Life Mastery Skills in the Classroom – A Multiple-case Study Comparing a Norwegianand a Peruvian Context
May Olaug Horverak, Birkenes kommune, Norway

Despite different circumstances, something is universal for pupils across the world; they need motivation and resilience to succeed. This
is what the current study is about; how to facilitate for increased motivation and development of life mastery skills in the classroom sothat pupils are resilient when they meet obstacles in their learning and in their lives in general. The study is part of a project called «A
Systematic Approach – the five-step Motivation Method», which started in the southern region of Norway and has spread to new contexts
such as Peru. The presentation aims at describing examples of what pupils around the age of 10-12 years in Norway are concerned withcompared with pupils in a Peruvian context. The five-step motivation method applied in this study is based on Ryan and Deci’s selfdetermination theory, stating that in order to develop inner motivation, pupils need to feel autonomy, competence and relatedness. To
support the pupils to achieve this, we ask them to go through the following five steps 1) define what is important in life, 2) define successfactors; skills and what is positive in life 3) define possible obstacles, 4) decide what to focus on and 5) decide how to carry this out. This
process is partly carried out as a class discussion and partly through anonymous individual writing. The pupils take control of their own
lives and their own learning, and at the same time, they take active part in a learning environment, finding solutions to possible obstacles.

52 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-10:40 | Room: 318B (3F)

Saturday Session I
Foreign Language Education
Session Chair: Kathy Malone
55397

09:00-09:25 | 318B (3F)English Language Teaching Innovation from the Learning Strategies of High-performing Students in a
Government University in Ayutthaya, Thailand
Suwaree Yordchim, Suan Sunandha Rajabhat University, Thailand
Kantavee Wiengsima, Suan Sunandha Rajabhat University, Thailand
Rujika Thammalaksamee, Suan Sunandha Rajabhat University, Thailand

This study aims to (1) investigate students’ English learning strategies, (2) analyze the learning strategies of high-performing students, and (3)construct innovative lesson plans based on successful learners. The purposive sample included 35 students majoring in English for International
Communication who enrolled in 22 English-related subjects at Rajamangala University of Technology Suvarnabhumi. This study used a mixedmethod research approach combining quantitative and qualitative methods. The two instruments were (1) a questionnaire and (2) focus groupinterview forms. They consisted of 50 items with six learning strategies: Memory, Cognitive, Compensation, Metacognitive, Affective and Social.
Semi-structured interviews were conducted with five high-performing students. The research methods were (1) the questionnaire was filled out
by the sample group (2) five high-performing students were selected for the focus group interviews, and (3) the findings from the interviews were
utilized for the creation of the lesson plans. The data were statistically analyzed with mean and standard deviation values. The findings are: (1)students’ English learning strategies are Memory (x̄ = 3.55), Cognitive (x̄ = 3.86), Compensation (x̄ = 3.71), Metacognitive (x̄ = 4.28), Affective (x̄= 3.6) and Social (x̄ = 3.7); (2) the learning strategies of high-performing students are memorizing new vocabulary as pictures and connecting
them with the context, building up new vocabulary and expressions by watching online game casting, and joining social network sites such as
Tinder, Hello Talk, etc.; and (3) the six lesson plans based on the successful learners are as follows: Exploring the world, Vlogging yourself, etc.
54300

09:25-09:50 | 318B (3F)The Effect of Foreign Language on Moral Decision Making
Arnold Arao, Osaka Ohtani University, Japan

Would you sacrifice one person to save a group of five people? This kind of moral dilemma juxtaposes deontological ethics against consequentialism.
It presents the problem of balancing doing what is right against the common good. Such morality forms the foundation of our identity as citizens.
However, does this morality change when the problem is posed in a different language? This has been the focus of recent research into the effectsof the Foreign Language Effect on moral judgement (MFLE). This experiment examined whether and how the MFLE affects moral judgementof non-native speakers of English. The findings suggest that foreign language does influence moral decision making. Moreover, there wasevidence supporting the hypothesis that a problem presented in a foreign language attenuates cognitive functioning toward the deliberation ofconsequences rather than blunting the emotional and moral reactions to right and wrong. Such findings have a wider social implication, particularly
in an increasing globalized world where individuals often engage in decision-making involving communication in a foreign language.
54637

09:50-10:15 | 318B (3F)

A Case Study: The Effects of Short-term English Study Abroad Programs for Engineering Students in Different
Language Settings
Tae Ito, Toyota Technological Institute, Japan

It is an urgent task for Japanese universities to foster students as “global human resources” in response to the competitive global economy.
Engineering students often get a job at a multinational manufacturing company; therefore, it is important for them to improve English skills
and have experiences abroad. However, a language training program in America is expensive and is not affordable for many students.
Therefore, a program was started in Asia (Malaysia and the Philippines) as the cost is reasonable. The purpose of this study is two-fold: (1) tofind out if there are any changes in students’ English language skills before and after participating in a program and (2) to examine if there areany differences in students’ expectations and satisfaction between students who studied in the different learning settings, America, Malaysia
and the Philippines. For these purposes, pre- and post-English proficiency tests, TOEIC, and pre- and post- questionnaires including 22
questions were conducted. The result showed the difference between pre- and post-test scores of the group which went to America wasstatistically significant but not the other groups. The pre-questionnaire asked their degrees of expectations for English study and crosscultural experiences. The post-questionnaire asked to what extent their expectations were fulfilled. The result revealed that the overallsatisfaction of the three groups was almost the same and many participants found great values in their experiences and were motivated to
study English, and to go abroad again. Therefore, a college should prepare various programs for various students' needs.
54232

10:15-10:40 | 318B (3F)The Effectiveness of Biology Modeling with English Learners: A Multiple Case Comparison Study
Kathy Malone, Nazarbayev University, Kazakhstan
Kristina Cameron, Westerville City Schools, United States

The use of Science Modeling, specifically Modeling Instruction, has been shown to be very effective in the learning of science content in multiple
disciplines at the secondary level. However, the benefits of using this pedagogy with English Learners (ELs) has not been assessed. In addition,
there is a need for research concerning methods that will help to close the science learning gap between ELs and non-ELs which is a social justiceissue. This paper presentation attempts to fill these gaps. The effectiveness of this method with ELs was assessed using a mixed-methods
comparison case study design. The three cases compared included an EL modeling biology cohort (taught in a sheltered classroom), a non-EL
modeling biology cohort and a non-EL traditional biology cohort. The goal of this study was to examine shifts in conceptual understandingin all three cohorts. The High School Biology Concept Inventory was used to determine student gains in biology knowledge from pre to postassessment. The normalized gain (Ngain) was calculated to assess the effectiveness of the pedagogy. The Ngains for both Modeling Instruction
cohorts, EL and non-EL, were very close and significantly larger than that of the non-EL comparison (i.e., traditional) cohort (i.e., 0.17, 0.14 and
0.07, respectively). Thus, Modeling Instruction holds promise towards helping to decrease the science gap between ELs and traditionally taught
non-EL students. MI could be one method that could help towards alleviating this social justice issue.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/ICSEEHawaii2020 | IAFOR.ORG | 53

09:00-10:40 | Room: 319A (3F)

Saturday Session I
Lifelong & Distance Learning
Session Chair: Atsushi Nishio
55575

09:00-09:25 | 319A (3F)

A Practical Theory of Lifelong Learning Assistance for Promoting Community
Hidekazu Sasaki, Utsunomiya University, Japan

Lifelong learning is a concept that targets not only adults including the elderly but one that involves all generations from the time of birth
to death. From an originally theoretical viewpoint, this concept should be accompanied by radical changes in the traditional concept of
education and schooling. Politically, lifelong learning has been one of the most important elements of the Japanese educational reform foralmost 40 years, since it was first provisionally defined in the Central Educational Council Report (1981) titled “On Lifelong Education.” Of
course, community promotion has never been the main aim of activating each citizen’s learning activity, but it has very often been reported
that promoting lifelong learning activities throughout a particular region led to effective promotion of the community. An accumulation of
the richness of human relationships created through their learning activities, including mutual face-to-face encounters, seems to haveresulted in optimal social efficiency owing to the active collaboration among citizens. It is for this reason that I insist that education in
the new era must be redefined, not only as the teaching of individuals but also as the fostering of mutual trust, even though the content
of educational evaluation tends to be exclusively restricted to each individual. In this presentation, I would like to share some theoreticalideas about lifelong learning assistance that can function as both analytical guidelines and pragmatic indicators and explore a newpractical methodology of education, paying attention to educational efficacy in community planning.
55502

09:25-09:50 | 319A (3F)

What is Missing in the Process of Poverty Alleviation?
Jianhui Zhang, University of Hawaii at Manoa, United States

Taking alleviating extreme poverty as the top priority, the World Bank has conducted many projects in achieving this goal, such asincreasing health, promoting educational access for girls, and so on (World Bank, 2018). All these projects that invest in human capitalwork to boost the economy and reduce poverty. However, a close look at the World Bank projects revealed that that ethics education is
missing in these projects. Even though the Bank has its own Ethics Department guiding the behaviors of its employees, the projects it
conducted in countries in poverty does not involve ethics education, an essential element in poverty alleviation. Other than explaining why
extreme poverty exists and why certain groups of people keep returning to the poverty stage while receiving support from the government,
this article takes China as an example based on scholarly publications to explain why ethics education is necessary in the World Bank
poverty alleviation projects. Based on the literature review, this article argues that it is crucial to offer opportunities for those who do nothave access to discover alternative lifestyles due to limited resources and low socioeconomic status and to facilitate people to determine
a life goal in order to eliminate extreme poverty effectively.
54655

09:50-10:15 | 319A (3F)

Applying Critical Incident Analysis to Processes of Reengagement in Formal Learning
Tauri D'Eatough, University of Technology Sydney, Australia

The use of Critical Incident Analysis (CIT) as both a qualitative research method and a reflective teacher education and professional
practice tool, has progressively gained relevance at all levels of education, since its early application to the training of American pilots
during World War 2 (Flanagan, 1954). For example, in Australia, by 1993, CIT had been pioneered in both undergraduate teacher education(Tripp, 2012) to support educators in securing more diversified learning outcomes for higher education students. This presentation
reports on a research project undertaken within a qualitative framework, adopting a critical interpretive emancipatory form of CIT analysis,
and incorporating an Indigenous methodological lens described as the Cultural Interface (Nakata, 2007). It provides an expose of thedevelopment of the technique of Critical Incident Analysis, including the steps involved in the construction of critical incidents in an
educational setting. It identifies how the resultant data may become a platform for subsequent analysis of approaches and strategies
specifically designed to improve educational outcomes for mature-age Indigenous tertiary learners. The research addresses thecomplexity of using memory recall in research, and the related issue of utilising subjective evaluation and interpretation of criteria, as
determined by the researcher, in seeking to define categories of ‘criticality’. Lastly, the presentation sets out preliminary findings in relation
to the application of CIT analysis to adult learning, particularly in relation to Indigenous adults re-engaging with formal learning based ona pattern of ‘broken education’, a phenomenon arising from dislocation in formal learning, often resulting in long-term disengagement.
55516

10:15-10:40 | 319A (3F)

Legitimate Peripheral Participation (LPP) in Community-based Child-rearing Support Centers (CCSCs)
Atsushi Nishio, Aichi Toho University, Japan

Legitimate peripheral participation (LPP) represents how newcomers become experienced members and eventually experts of acommunity of practice (Lave & Wenger 1991). The purpose of this study is to investigate the developing LPP process in Communitybased Child-rearing Support Centers (CCSCs) through qualitative research on the process that the participants (parents) experiencemutual communications and acquiring knowledges and skills. The Japanese government has expanded child-rearing support via theCommunity-based Child-rearing Support Centers (CCSCs) in recent twenty years. They are open spaces for infants and parents in thecommunity, where they can gather freely, communicate with each other, and share their anxieties and worries related to child rearing. We
observed different types of social exchanges are prevalent among the participants including intern students and senior citizens in CCSCs.
These kinds of practices embody the idea of the “socialization of childcare” by sharing it among families and people in the community.
A community of practice is evolving naturally because it is through the process of sharing information and experiences with the groupthat parents learn from each other, and have an opportunity to observe the practices of volunteers and expert workers, and thereby tounderstand their own worries from another point of view. As the results of these interactions, some parents become the full time workers
of CCSCs later. The results of this study show that these LPP empowering processes are important functions of CCSCs and CCSCs require
to foster community of practice and involve broader community people in CCSCs.

54 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-10:40 | Room: 319B (3F)

Saturday Session I

International Education
Session Chair: Michelle Cummings-Koether
54252

09:00-09:25 | 319B (3F)

‘Misinformed’ Perceptions of English Language Amongst Japanese Learners
Naoko Araki, Akita International University, JapanThe Japanese government and enterprises have been emphasizing the urgent need of fostering ‘global jinzai’ (global human resources)
in Japan. The pressure of increasing numbers of global human resources, globally competitive Japanese people, is commonly viewed as
requiring fluency in English communication. The current social and educational norms lead to further development of English language
education to satisfy the government policies. Under these policies and competitive pressure, Japanese students entering university comewith ‘misinformed’ impressions of English language and culture associating their mastery of English language with their sense of selfworth. This creates disparity and a new imagined category of 'Junjapa' amongst themselves that it is particularly seen amongst students
who highly value advanced English language levels as essential for being accepted into 'elite discourses of globalisation' (Yamagami
and Tollefsen, 2011). The presentation will be critically questioning the government policy on global human resources and will bringdiscussions of this new category in globalising Japan.
53810

09:25-09:50 | 319B (3F)

Extensive Practice with Verbatim Learning is not Destiny

Runna Alghazo, Prince Mohammad Bin Fahd University, Saudi Arabia
Khadija El Alaoui, Prince Mohammad Bin Fahd University, Saudi Arabia
Huda Almulhem, Prince Mohammad Bin Fahd University, Saudi Arabia
Maura A. E. Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
The present investigation examined the study habits of college students whose educational past fostered verbatim learning. Its main
goal was to determine the extent to which the distinctive demands of verbatim and analytical learning tasks map into different sets ofstudy habits. The ancillary goal was to assess whether the trait of self-efficacy is reflected in particular sets of study habits. For bothtypes of learning, we found that organizing study activities within a limited window of time was a major contributor to class performance.
Active preservation of information and degree of attention to information being processed, however, differentiated verbatim learning andanalytical learning, respectively. Self-efficacy was primarily related to the habits of actively preserving information and organizing one’s
study activities. The main implication of these findings is that students’ main concern, when confronted with the heavy course load of acollege-level curriculum, is the management of tasks within a constrained time frame. Yet, educational past is not destiny in the sensethat college students adjust their information processing habits to the demands of qualitatively different assessment measures.
54380

09:50-10:15 | 319B (3F)

Beyond the School Day: Exploring Refugee Youths’ Perceptions and Participation in Out-of-School Activities
Ashley Cureton, Johns Hopkins University, United States

Out of School Time (OST) activities provide important contexts for children’s development and well-being. As the number of refugee
children and youth continues to grow, the educational and social emotional needs require more and sustained attention. OST programs
have the potential to serve as an anchor for refugee youth and their families who lack familiarity with American schools and communities.
This study employs an interpretivist paradigm, prioritizing students’ meanings and understandings of their OST experiences. The study
consists of 28 Muslim refugee youth (ages 13-17) from Syria and Iraq who resettled to the US in the last 5 years. Semi-structured, indepth interviews and participant observations were collected through a secular non-profit organization assisting refugees from Middle
Eastern countries. First, analysis of the types of OST programs youth participated in within their respective schools revealed that refugee
boys were typically involved in sports-based programs while girls engaged in arts-based programs; for boys and girls, these activities
reinforced their feelings of nostalgia for their countries of origins. Second, refugee students typically participated in OST programs within
their local communities—but outside of their schools. Favored OST activities included programs offering academic support and homeworkassistance, encouraging refugee youths’ engagement both civically and politically in their schools and communities, and promoting theircultural and ethnic identities. This study provides an empirical opportunity to learn about refugees’ firsthand experiences in OST activities,
their unique perceptions of the social context, and knowledge about what they need in order to feel supported within these settings.
53159

10:15-10:40 | 319B (3F)

Setting Academic Standards in Intercultural Training at Universities Without Losing the Fluidity of Culture: The
ECRI as an Example
Michelle Cummings-Koether, Deggendorf Institute of Technology, Germany
Sascha Kreiskott, Deggendorf Institute of Technology, Germany
Oscar Blanco, Deggendorf Institute of Technology, Germany
James Larson, Deggendorf Institute of Technology, Germany

As student populations become increasingly diverse, universities worldwide face a dual challenge: How to set standards for interculturaltrainings that are designed to help international students and do so with respect for the diversity of individuals students’ cultures. At ECRI(European Campus Rottal-Inn) in Bavaria – one of the most culturally diverse Universities of Applied Science in Germany, the interculturaltrainings are designed to do just that. Intended to be conducted in 6 hours by any qualified educator, they provide each student with the samelevel of content. In addition, the students have an opportunity to interact with each other and exchange information about their personal
expectations and values. The goal is to help the international students integrate as efficiently as possible into their new environment while
offering local students an opportunity learn more about their international counterparts. The skills the training provides can then be applied totheir regular programs, forming a foundation for international business and leadership skills. This presentation will present the framework thatwas designed for these trainings, one that provides relatively rigid academic standards with the flexibility to integrate “cultural fluidity”. This
design will be tested throughout the Fall semester of 2019, and the results will be presented at the conference. The speaker combines over
10 years of intercultural training experience with her experience as an academic to focus on forging new pathways in integrating both fields.

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09:00-10:40 | Room: 321A (3F)

Saturday Session I
Educational Research
Session Chair: Oliver Franke
55282

09:00-09:25 | 321A (3F)Using the Delphi Method to Identify Technical Workshop Topics
Jon Jones, Pittsburg State University, United States
Greg Belcher, Pittsburg State University, United States

This research utilized the Delphi method to collect data from a selected panel to both identify and rank the importance of technical workshop
topics in one of the sixteen Career and Technical Education (CTE) Pathways. The primary reason for selecting this research method wasbased on past research where it was utilized in gaining consensus on curricular items. Other reasons for selecting this research methodology
included the diversity of the panel members being located in different areas of the United States, and the limited past research in this area.
Also, items that were later rank ordered in round two and three were originally unknown in round one. The design of this Delphi study allowed
researchers to gather information from 12 panel members. Diversity, within this panel, was utilized to ensure that input was provided from all
aspects of this technical area. The final panel was comprised of four of the participants being employed by or owners of a related businessand industry, four participants being graduates of a related CTE area within the previous four years and employed in a related occupationalarea, and four participants being educators teaching in a related pathway. The three round Delphi method accomplished the outcome sought,
to identify and rank order a list of proposed workshop topics. It was also determined that the Delphi method had both advantages anddisadvantages in developing this list. The researchers would propose to share the identified advantages and disadvantages.
55320

09:25-09:50 | 321A (3F)

Variable Selection Using Decision Tree Models
Chansoon Lee, Liberty University, United States

Classification and regression problems characterized by the number (p) of predictor variables being relatively large to the sample size (n),called ‘the large p small n problem’, are common in educational sciences. Variable selection methods can resolve the problem by reducing
variable dimensionality while maintaining prediction accuracy. However, traditional statistical approaches, such as stepwise regression
models, cannot deal with the large p small n problem effectively. In this article, variable importance measures (VIMs) from decision treemodels are introduced to educational research to select a parsimonious classification model as well as evaluate their properties under
different conditions. In addition, this study proposes a cross-validated permutation (CV-permutation) threshold for random forest, which
is a popular tree model, to identify informative variables. Using classification models, a series of simulation studies is conducted with four
simulation factors: six VIM methods, four data models, two numbers of variables, and two samples sizes. Each combination of the four
factors was replicated 1,000 times. In addition to the simulation studies, VIMs were applied to an education longitudinal study to selectinfluential predictor variables on the prediction of six-year college graduation. As evaluation measures of VIMs, effectiveness, rank, andBrier score were used. This study finds that VIMs can effectively deal with the large p small n problem while preserving the predictive
accuracy. Random forests VIMs with the CV-permutation threshold performed better in preserving prediction accuracy than the other
VIMs. The case study results showed that most tree VIMs selected the top five cognitive measures.
54439

09:50-10:15 | 321A (3F)

Some Important Considerations When Conducting Undergraduate Cyclical Program Reviews at a Small University
Oliver Franke, Concordia University of Edmonton, Canada
Colin Neufeldt, Concordia University of Edmonton, Canada
Elizabeth Smythe, Concordia University of Edmonton, Canada
John Jayachandran, Concordia University of Edmonton, Canada

Cyclical program reviews (CPRs), also called periodic or academic reviews at institutions of higher education, are undertaken to ensurethat the programs meet a variety of academic, pedagogical, professional, credentialing, and quality assurance objectives. Preparing,
reviewing and implementing a CPR involves a great deal of time and effort and potential pressure on those who are tasked with preparing
one especially if the program has never had a CPR, or a long time has passed since the last one was undertaken. Much has been written
on how to do a CPR (Bresciani et al, 2006), what measures are most useful in assessing programs (Jayachandran, Neufeldt, Smythe andFranke Canadian Journal of Higher Education, 2019) and some of the problems from the perspective of external reviewers (Halonen andDunn, 2017). This presentation, however, draws on our experiences as faculty and administrators at a small university in Western Canada
involved in reviews of several academic programs in the social sciences. Reflecting on challenges we faced our findings identify key
issues and considerations that should be addressed when preparing to undertake a CPR, both from the perspective of administrators andfaculty, especially at smaller institutions where the number of faculty may be small and the institutional supports to the review process
more limited. Key issues include timing of reviews, the costs and benefits of tasking a team or an individual with preparing the CPR, therole of administrators, the importance of policy templates, and the need for clearly identified learning outcomes.
55294

10:15-10:40 | 321A (3F)Using Maximum Variation Strategy Within a Case Study to Explore Reasons Teachers Are Willing to ContributeOpen Educational Resources
Kelley Manley, Pittsburg State University, United States
Julie Dainty, Pittsburg State University, United States

The intent of this exploratory study was to increase the body of knowledge and guide decisions regarding sustainability of Open Educational
Resources (OER). Previous studies have reported one of the challenges facing facilitators of OER repositories is teachers’ lack of willingness
to contribute their instructional materials. This study, in contrast, investigated the reasons teachers are willing to develop and share OER
instructional materials. Six cases (who were previous contributors to an OER repository) were chosen for face-to-face interviews using amaximum variation strategy. The goal of this unique strategy is to choose cases that will maximize learning by selecting individuals with a wide
range of characteristics. Interview questions were developed to explore the question, “Why do CTE teachers contribute their intellectual capital
to OER repositories?” Data condensation and data display strategies were implemented during data collection in order to interpret patterns andform conclusions. Inductive and deductive reasoning were utilized during data analysis, which included pattern coding. After pattern coding was
finalized, cross-case analysis was conducted to enhance transferability and to deepen understanding. Triangulation was utilized to corroborate
findings. One finding of this study was that all cases expressed an understanding of the significance of contributing to OER as a result ofprevious teaching experiences categorized into three areas: professional experiences, challenging experiences, and networking experiences.

56 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-10:40 | Room: 321B (3F)

Saturday Session I
Clean & Affordable Energy
Session Chair: Peter Yang
54141

09:00-09:25 | 321B (3F)

Performance Monitoring and Evaluation of an Air Source Heat Pump (ASHP) in Extremely Cold Climate
Getu Hailu, University of Alaska Anchorage, United States

This project implemented a comprehensive monitoring system to evaluate the performance of an air source heat pump (ASHP) in heating
mode under Anchorage, Alaska weather conditions. A data acquisition system was built to monitor and acquire data in fall/winter. The
data was used to establish heating performance curve for the ASHP. The results were found to be useful in establishing the performanceand thereby determining the applicability of ASHPs in regions of Alaska with relatively moderate climates. In addition, important data was
obtained for further study of the coupling of ASHPs with Building Integrated Photovoltaic/Thermal (BIPV/T) systems and thermal energy
storage technology, such as gravel bed and concrete slab.
55619

09:25-09:50 | 321B (3F)

A Content-Analytic Exploration of Contrasting Environmental Policy Outcomes: An Examination of the State
Responses to ‘Hydraulic-Fracturing’ in New York and Pennsylvania
Dipanjan Chatterjee, Brock University, Canada
Damayanti Banerjee, Colorado State University, United States

In our research we adopt a content-analytic approach to address the question: Why did the governmental decisions and outcomes on‘Hydraulic-Fracturing’ differ markedly in the neighboring states of New York & Pennsylvania. While Pennsylvania has allowed ‘HydraulicFracturing’ (or Fracking) for extraction of mineral oil-and-gas resources, New York decided to ban fracking in 2014 after an extended periodof regulatory and scientific study. The dissimilarities in government and regulatory responses to fracking across the two states especiallyassume significance when one considers the similarities in socio-economic conditions, industrial past, demographic resemblances andgeological commonality of oil-rich Marcellus shale deposits on which both the sates sit. For students of public and environmental policy
the contrasting outcome to an essentially analogous environmental policy question, provides a key opportunity to analyze and understandthe dynamics of environmental policy formulation, when noticeably opposing outcomes materialize in largely similar decision-making
contexts. While a rich body of literature has examined the social, economic, environmental & regulatory outcomes and antecedents offracking, there has been no discernible exploration of the contrasts in policy outcomes related to fracking. Moreover, a few of the studies
that do address the differing outcomes in NY and PA on fracking have largely occurred within the practitioner and trade publications, andthere is a lack of rigorous theory-driven approach to understand the differing policy outcomes on Fracking in NY and PA.
54630

09:50-10:15 | 321B (3F)

Prospects for Nuclear Energy Policy in Australia
Craig Mark, Kyoritsu Women's University, Japan

During the May 2019 national election campaign, Prime Minister Scott Morrison denied his Liberal-National Party (LNP) government
had any intention to pursue nuclear power for Australia. An official ban on nuclear power remains in place, but following the election, aparliamentary inquiry into nuclear energy was announced, to be delivered by the end of 2019. This announcement restarted a long-runningdebate on nuclear policy in Australia. Under the Liberal-Country Party government in the 1950s, Australia hosted the UK’s atomic weapons
testing, and considered developing Australia’s own nuclear weapons arsenal. However, after the election of a Labor Party government in
1972, Australia signed the Non-Proliferation Treaty (NPT), and has relied on the extended deterrence protection of its US ally ever since.
Australia has nevertheless been a major exporter of uranium, and has maintained a small research reactor. In 2006, the LNP governmentof John Howard commissioned a report into nuclear power, which found it was uneconomic, given Australia’s preponderance of coalfired energy. A Royal Commission held by the South Australian state government in 2016 found nuclear power would still be uneconomic,
compared to renewable energy sources. Nuclear power advocates argue that small modular reactors (SMRs) could deliver baseload
energy for Australia, while reducing carbon emissions. The opposition Labor Party remains opposed to nuclear power though, particularly
over where to site power plants, and disposal of nuclear waste. Any future Australian nuclear power industry is therefore a very long-term
prospect, as renewable energy becomes more widespread, efficient, and affordable.
55379

10:15-10:40 | 321B (3F)Will Germany Continue to be the World’s Leader in Fighting Climate Change?
Peter Yang, Case Western Reserve University, United States

Germany has been a long time leader with its energy transformation and the related innovative renewable energy promotion policies in theworld fighting the climate change. However, with its upcoming nuclear power phaseout by 2022 and the expiration of generous renewableenergy feed-in tariffs in the 2020s, Germany's energy transformation is confronted with uncertainty. Will Germany continue to be a leader
in the world's fight against climate change? This study takes a holistic approach to answering this research question. It will not only
analyze current statistic data on renewable energy production and consumption, but also examine current and future projects, as well as
future trends in the renewable energy development and energy efficiency. The results of this study will help us gain a better understanding
the future dynamics of the energy transformation and carbon reduction in the world's early leading country.

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09:00-10:40 | Room: 322A (3F)

Saturday Session I
Health & Wellbeing
Session Chair: Randy Chiu
55072

09:00-09:25 | 322A (3F)

Application of Google Street View Application for Footpaths’ Inspection in Nakhonratchasima City
Municipality, Thailand
Pornthip Ueathammataworn, Rajamangala University of Technology Isan, Thailand
Yaowaret Jantakat, Rajamangala University of Technology Isan, Thailand

Walking is one way to increase physical activity regardless of whether the purpose of walking is for transportation or leisure. Therefore,
this paper aims to inspect urban footpaths in term of infrastructures and facilities based on data of Footpath Standard Inspection (FSI)
from the Ministry of Transport (MOT). This study selected 5 routes of Nakhonratchasima City Municipality (NCM) that were reported as aquality footpath along public transport routes from The Study of Traffic Management and Public Transport Development Master Plan in
Nakhon Ratchasima Urban Area, Thailand. Moreover, Google Street View (GSV) was used for footpaths’ investigation in NCM. GSV was
implemented to help with prior inspecting process by allowing prospective researches to take a virtual tour before visiting. The results
showed that all inspected 5 routes above-based GSV still was lacked curb ramp and obstacles arrangement. These results are consistent
with the currently true ground. Moreover, footways are now not provided facilities for disables such as protective rails and braille block.
Consequently, the results of footpaths’ inspection in NCM will be able to take action for planning and improving footpaths in NCM toward
health and wellbeing further.
55307

09:25-09:50 | 322A (3F)

Healing Village: Implementing Biomimicry, Natural Architecture to Promote Sustainability in Healthcare
Rana Bazaid, Texas Tech University, United States
Hamed Yekita, Texas Tech University, United States
Amani Khan, Texas Tech University, United States
Debajyoti Pati, Texas Tech University, United States

Sustainability in healthcare is essential to have many beneficial outcomes. Healing Village is a healthcare project in Tehran, Iran which
was designed for all people living in the surrounding community as well as patients. This project aims to spread long-term health andwell-being among neighbors and takes advantage of the surrounding resources from biomimicry and natural architecture for sustainable
solutions. In this redesign process, we present a new healthcare center completely adaptive with its surrounding environment. This center
will produce, consume, and recycle based on its resources and needs. Analyses of the surrounding neighborhoods and the climate reveal
challenging issues like air pollution, as well as other characteristics such as limitations, weaknesses, and strengths. The function of thehospital in the Healing Village is considered as a prospective example of biomimetic architecture operating similar to natural organismsthat create a living structure which is transforming, breathable, and self-cleaning to protect the indoor building and help the users to havebetter outcomes. The biomimicry and natural architecture methods make Healing Village a good example of well-being for the city of
Tehran and other polluted cities in the world.
55606

09:50-10:15 | 322A (3F)

Communicating Sustainability

Claudette Artwick, Washington and Lee University, United States
This paper examines contemporary mediated communication on sustainability, encompassing strategic messaging and news. Using
case study analysis, it explores how information about sustainability is being communicated by a range of actors—from environmental
non-profits to Fortune 500 companies—and how those messages and stories flow through mainstream and social media. Situated in apolitical climate where tweets that cast doubt compete with science, how do citizens and consumers navigate this information, and what
is its potential impact? The concept of sustainability guiding this work draws from the UN document, Our Common Future, which defines
it as development that “meets the needs of the present without compromising the ability of future generations to meet their own needs.”
Adopted by myriad organizations, the concept of sustainability extends beyond development to include a range of practices—from natural
resource stewardship to supporting human health and economic vitality.
53490

10:15-10:40 | 322A (3F)

Effects of Work–family Interface, Flexible Employment Modes and Work–life Balance on Family Satisfaction:
A Moderated Mediation Model
Randy Chiu, Hong Kong Baptist University, Hong Kong

Living and working in a fast-pace international city, people in Hong Kong are said to experience low work-life balance and therefore low
family satisfaction. In order to promote family-friendly employment policy, local academics and NGOs emphasize the importance ofintroducing flexible employment modes to the city; however, there is a lack of empirical study supporting this will work in Hong Kong.
The present study examined the relationship between work–family interface and family satisfaction, by illustrating the mediating effectof work–family balance and the moderating effect of satisfaction with work schedule flexibility. Based on a sample of 201 full time
employees in Hong Kong, we found that work–family conflict negatively affected family satisfaction, while work–family enrichment
was positively related to family satisfaction via work–family balance. Our moderated path analysis pointed out that there was stronger
negative relationship between work–family conflicts and work–family balance when low satisfaction with work schedule flexibility existed.
The result also indicated that high satisfaction with work schedule flexibility weakened the above-mentioned negative relationship.
Furthermore, this study found that the positive relationship between work–family enrichment and work–family balance could not be
further empowered when high satisfaction with work schedule flexibility existed. As shown by this study, flexible employments modes
improved both work-family role balance and family satisfaction. The encouragement of flexible employment modes in Hong Kong should
hence be urged, while non-governmental organization and the government need to take active roles in implementing relevant policies.

58 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:00-10:40 | Room: 322B (3F)

Saturday Session I
Foreign Language Education
Session Chair: Nobuo Tsuda
54733

09:00-09:25 | 322B (3F)

Utilizing U.S. TESOL Undergraduate Internship Students to Improve Japanese College Students’ English Skills
and the TESOL Students’ Teaching Skills
Nobuo Tsuda, Konan University, Japan

The purpose of this presentation is to demonstrate how utilizing U.S. TESOL undergraduate internship students can help improve
Japanese college students’ English skills effectively in an EFL environment as well as help develop the interns’ teaching skills. Theinternship students spend about six weeks at Konan University during the spring semester during which they are involved in teaching, coteaching, observing, tutoring, lesson planning, and having individual conferences for a total of more than 120 hours. The biggest benefit toour students is to increase their opportunities to communicate with the interns in class as well as outside of class through tutoring. The
presenter will give detailed information about how he usually recruits interns and organizes the schedules for different classes and howeach instructor supervises them. Furthermore, he will talk about student survey results that show how they felt about their interns andhow interacting with the interns has helped improve their language skills. The presenter will also explain how the interns’ experience at
Konan will help them prepare for their teaching at any institution in the States and overseas in the future.
54688

09:25-09:50 | 322B (3F)

Eye Movement Characteristics in Reading Foreign Language Text Based on Mind Mapping Training
Ting Liu, Japan Advanced Institute of Science and Technology, Japan
Takaya Yuizono, Japan Advanced Institute of Science and Technology, Japan

Mind mapping training is a way to visualize thinking process to stimulate students’ interest in learning and to improve their reading
ability. This research aims to compare and analyze the reading ability of students who were given reading teaching integrated with mind
mapping training (experimental group) and the conventional model (control group). Eye tracking is a sensitive and effective technique forrecording online reading behavior, showing eye movement indicators during reading and providing sufficient data support for the reading
comprehension process. In this research, reading ability was analyzed from eye movement indicators measured by eye tracking during
reading of foreign language articles. The results showed that for experimental group, numbers of fixation, fixation frequency, average
fixation time and re-reading frequency were all less than control group. The hotspots of experimental group showed convergence, mostly
focused on the position of keywords and subject sentences, with relatively large distance of saccade amplitude and more information
obtained by one gaze. In addition, there was no significant difference in reading comprehension rate, but in reading speed and reading
efficiency, the former was obviously superior to the later. It indicated that mind mapping training was helpful for identifying keywords
and subject sentences and accurately understanding their meanings during the process of reading. The attention and time used on
the reading unit can be reasonably allocated, while key points can be selected for skip reading to improve reading teaching effect andstudents’ reading ability.
54519

09:50-10:15 | 322B (3F)

Learner Centered Visual Representation of Articulatory Distances of Vowels
Florent Domenach, Akita International University, Japan
Shunsuke Nakata, Akita International University, Japan

This study presents a visual representation of the articulatory distances amongst vowels centered around learners’ insight, with a focus
on French vowels, the target language of our students, and of Japanese vowels, our learners' native language. The aim of the study is
to facilitate their understanding of their own pronunciation’s learning by offering a tool which allows learners to visually and intuitively
grasp the distance between two vowels. The distances are calculated based on the number of articulatory gestures needed to attain atarget vowel starting from specific vowels in the learner's language. Our previous research had shown that these distances are obtained
when the distinctive articulatory features (aperture, tongue position, roundness, nasalization) are well specified. Our perception data had
also indicated that perceptive similarities could be misleading since a perceptually close sound can be articulatorily far and thus not
appropriate as a starting point to reach the target sound. Our visual representation of the articulatory distances can invite learners to
discover such counter-intuitive but phonetically more efficient vowels for pronunciation learning. Possible future avenue for our research
including the refinement of the distance calculation criteria will be also mentioned.
55041

10:15-10:40 | 322B (3F)The Effects of Task Repetition vs Task Sequencing on L2 English Speaking Performance
Jin-Hwa Lee, Chung-Ang University, South Korea
Joo-eun Hyun, MINDs Lab, South Korea

Arguing that tasks need to be considered as a part of a sequence in the context of a syllabus rather than one-off activities, this study
explored the issue of grading in designing a task-based syllabus. Specifically this study compared the effects of task repetition (Bygate,2001) and complexity-based task sequencing (Robinson, 2011). A total of 46 Korean high school students were divided into three groups
and performed a series of English speaking tasks. The first group repeated the same task three times. The second group performed threetasks whose complexity was manipulated along the resource-dispersing factor (- planning time) first and the resource-directing factor(- few elements) later. The last group performed three tasks whose complexity was manipulated in the opposite order of the second group.
Three groups’ third task performances were compared in terms of complexity, accuracy, and fluency. Also, each group’s performance
trajectory was examined across the repeated or sequenced tasks. The results will be discussed along with pedagogical implications.

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11:00-12:15 | Room: 318A (3F)

Saturday Session II
Assessment
Session Chair: Mohamed Askar
54634

11:00-11:25 | 318A (3F)

Assessment in Higher Education, Federated States of Micronesia – Towards an Ecological Approach
Caroline Kocel, College of Micronesia-FSM, Micronesia

Many higher education institutions suffer from linear thinking and ‘siloing’ – characteristic of a mechanistic view. By contrast, an ecologicalview based on systems thinking focuses on relationships. Program review is one tool that can help make visible connections between
interconnected parts and to ensure that reliable evidence exists to support decision-making. This research facilitated a critical selfassessment of non-academic operations within the College Of Micronesia-Federated States of Micronesia (COM-FSM). Best practices
developed in the context of assessment of instructional programs were applied for non-academic units. The researcher assumes that
staff are learners and that the pedagogical approaches used within staff development are no less important than those used by facultyin our classrooms. Participants were selected from under each Vice President and each of our campuses across the four island statesof FSM. They were engaged as a community of practice to evaluate the extent to which the program review process effectively assessed
operations across COM-FSM. This process was then analyzed to demonstrate those elements which were characteristic of a mechanistic
view, and those characteristic of an ecological view. Analysis shows that assessment of non-academic operations at COM-FSM hascharacteristics of both a mechanistic view and an ecological view at two levels: learning and pedagogy, and management. The findings
from this research contribute to better understand how systems thinking can be practically applied to assessment practices to movetowards an ecological approach in education.
54197

11:25-11:50 | 318A (3F)

Attitude, Perceptions and Development of edTPA as an Assessment Process Among ECE Senior Cohort Students
Anuja Roy, University of Cincinnati, United States
Marcus Johnson, University of Cincinnati, United States

edTPA serves as a teacher performance assistance and support system that measures new teachers’ readiness to teach young
children. Even though it is not mandatory for the teaching license in Ohio, the University of Cincinnati makes edTPA mandatory inorder for teacher candidates to graduate. This study tries to determine the change in attitude of the teacher candidates towards edTPA
throughout the academic year while gauging the relationship between the edTPA support sessions provided by the university and thecandidates’ attitude towards edTPA. The quantitative results from all 63 participants across five sessions throughout the academic
year indicate that the attitude of the teacher candidates was highest for edTPA in the second session of data collection (November) andit was lowest after the submission of their portfolios while the candidates waited for their scores. There was a weak positive correlation
between the candidates’ attitude and the edTPA support sessions provided by the university. Overarching themes that have surfaced
during the qualitative interpretation of 12 candidates’ responses were taken into consideration. The negative feedback focused onlack of time to complete edTPA assignment and the high fee for assessment. Few positive themes include, but not limited to, providing
individualized attention to the children by the teacher candidates, and video recording as a good indicator of one’s teaching practices.
These findings suggest that edTPA can be useful in enhancing skills among teacher candidates. Suggestions have been proposed tomotivate teacher candidates towards edTPA.
54803

11:50-12:15 | 318A (3F)A Quantitative Model for Quality Assurance (QMQA) to Enhance Engineering Education Performance Indicators
Mohamed Askar, Southern Utah University, United States

The quality of engineering education is a vital factor that relates to the long-term strategic development of engineering education’s
infrastructure. The most common technique of evaluating the quality of engineering education is through a range of qualitative indicators,
sometimes as a part of department assessment. Common qualitative assessments embrace contribution measurements of students
and faculty, such as interviews, surveys, course evaluation, peer evaluation, and faculty annual activity reports. The main objective of
this paper is to design a Quantitative Quality Assurance Model (QQAM) for engineering education in order to create a statistical andmathematical reference that would optimize the processes of the evaluation and help students to receive the high standards of education
they need to meet the demands of the international employment market. A constructive QQAM framework was designed that consideredplenty of control criteria selected from the teaching standards and methods, the degree of importance, the control methods description,
the quality assurance assessment, and the statistical analysis. The model was tested by implementing quality circles for teaching inside
the institution. Second, the individual items within the model were examined to identify the correlations of the quality with the performanceindicators of engineering education. Finally, QQAM comprehensively considered the complexity and practicality of engineering education,
which had provided a powerful evaluation tool for effectiveness analysis of QQAM. As a result of the model design, a matrix of twelve
dimensions was obtained and implemented in the engineering education programs.

60 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:00-12:40 | Room: 318B (3F)

Saturday Session II
STEM Education
Session Chair: Patricia Brockmann
53880

11:00-11:25 | 318B (3F)

The New Development of Arboriculture and Urban Forest and Its Relevance to Higher Education in Hong Kong
Allen Hao Zhang, Technological and Higher Education Institute of Hong Kong, Hong Kong

Hong Kong's greenery is much treasured by our community. Around 67% of the territory's total land area is covered by woodland, shrub
land and grassland, most of which concentrates in rural areas, especially in country parks. The arboriculture and horticulture industry is
young and evolving in Hong Kong. Building up its strength and capability is of utmost importance to ensure quality arboriculture service
to keep our urban forest healthy and minimise tree failure risks, thereby protecting public safety. Thus, tree management (in particular treerisk assessment) is a professional task, and training is essential to ensure that we have adequate quality staff at different levels. In 2015,
the Development Bureau (DEVB) commissioned a consultancy study to assess the manpower supply for the arboriculture, horticulture
and landscape management and maintenance industry (greening industry). The study also covered the assessment of education andtraining for the greening industry and explored measures to tackle short-, medium- and long-term manpower demands. Another study
in 2015, the Greening, Landscape and Tree Management Section commissioned a study on the Human Resources and Competences
Survey and Analysis of the Arboriculture, Horticulture and Landscape Management and Maintenance Industry (the Study) to assess thetraining and supply of manpower against market demand. Based on these reports, it can be concluded that the arboriculture, Horticultureand Urban forestry industry is still facing a shortage of skilled and young qualified professionals, there is a demand for discipline specificmanpower with first degree qualifications.
54279

11:25-11:50 | 318B (3F)

Research Trends in Science Education Through LDA Modeling Based on the Web of Science
Hunkoog Jho, Dankook University, South Korea
Junhaeng Lee, Seoul National University, South Korea
Seungcheol Chae, Seoul National University, South Korea

Recently, there is a growing demand for textual analysis using text mining, machine learning, and natural language processing. This study
aims at investigating research trends in science education using Latent Dirichlet Allocation (LDA). A total of 7,516 papers registered in
SSCI (Social Science Citation Index) were selected through the Web of Science. The abstracts of the selected papers were preprocessedby NTLK package in Python, and the LDA modelling was operated by using Gensim package. As a result, nine topics were found as
cross-cutting issues since 1991. In terms of chronological trend, there was a big shift in the year of 2009 and 2015. This study is helpful
for young science educators to understand the whole pictures of science education research and for senior educators to have some
implications for future research.
55160

11:50-12:15 | 318B (3F)

Development and Validation of an Electronic Module in Linear Motion for First Year College Students of Iloilo City
Donna Gabor, University of the Philippines Visayas, Philippines

This study aimed to develop and validate an electronic module in physics for first-year college students taking introductory physics ofIloilo City and find out if there would be a significant difference in the performance of students before and after using the electronic module.
The e-module was composed of one topic with two sub-lessons in linear motion. The participants of the study were classified into threegroups: the Subject Matter Experts who are physics instructors who suggested the content, physical appearance, and limitations of thee-module; the IT experts who are active both in teaching and developing computer programs, and 28 students divided into two groups,
15 in the pilot group and 13 in the final test group. A researcher-made checklist form containing 30 items was prepared and validated foruse in gathering data. To test the difference in student performance in physics, the researcher prepared an achievement test containing
25 items, multiple choices. The findings revealed that there was an increase in the performance of students in the pre-test and post-test.
T-test results revealed that there was a significant difference in the test scores of the students before and after using the module.
54172

12:15-12:40 | 318B (3F)

Machine Learning to Guide STEM Learning: Relative Importance of Social vs Technical Competencies for
STEM Students from Underrepresented Groups
Karin Maurer, Technische Hochschule Nürnberg Georg Simon Ohm, Germany
Heidi Schuhbauer, Technische Hochschule Nürnberg Georg Simon Ohm, Germany
Patricia Brockmann, Technische Hochschule Nürnberg Georg Simon Ohm, Germany

Students interested in STEM professions are often unsure about exactly will be required of them upon graduation. Academic planning is
made even more difficult by the fact that STEM fields evolve quite rapidly. In addition to technical qualifications, such as programming,
employers increasingly demand soft-skills, such as communication, self-reflection, conflict management and team work. Underrepresented
groups in STEM include women, ethnic minorities and students from non-academic families. Although they may lack role models to help
them in academic planning, they can offer employers unique advantages. As minorities learning to integrate into the majority group, they
may have learned to switch roles and see alternative perspectives. University job market portals could further aid STEM students fromunderrepresented groups. Ads placed by potential employers describe the competencies required for entry-level positions. Text miningof job ads enables the extraction of these competencies. A job market portal supported 15 German universities is analyzed using two
different machine learning tools: linear regression and neural networks. The analysis of thousands of job ads over 10 years enables theidentification of specific competencies desired by potential employers in STEM fields. By tracking the changes in employer demands,
trends can be identified showing which skills are becoming more and less desirable over time. This analysis demonstrates how the
relative importance of social competencies to technical qualifications changes over time. The probable future importance of individual
qualifications can be predicted. This can help students from underrepresented groups in their academic planning.

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11:00-12:15 | Room: 319A (3F)

Saturday Session II

Foreign Language Education: Writing
Session Chair: Madoka Kawano
54236

11:00-11:25 | 319A (3F)

Syntactic Complexity and EFL Writing Proficiency
Cheng Luo, Brock University, Canada
Meisu Wang, Brock University, Canada

Syntactic development as an important component of writing proficiency has often been studied in terms of the relationship between
syntactic complexity and writing proficiency. In assessing syntactic complexity, a frequently acclaimed indicator is the T-unit or error-free
T-unit. However, some studies have failed to find significant correlations between T-unit length and writing proficiency; and others havedisclaimed T-unit as a viable index of overall written language development. Given such inconsistencies, this study further explores therelationship between syntactic complexity and English as a Foreign Language (EFL) writing proficiency by comparing the use of various
syntactic structures by adult Chinese EFL learners at different proficiency levels, to identify the most viable syntactic correlate(s) of
EFL writing proficiency that can guide EFL teaching and learning. 101 corpus-based compositions by adult Chinese EFL learners were
graded into two proficiency groups in comparison to a native speaker group, and analyzed in terms of non-finite verb constructions,nominalization, ellipsis, comparative structure and relative clauses, as well as T-units. The results indicate that while clause length is
not indicative of EFL learners’ developmental writing proficiency, non-finite verb constructions, T-units, and some other structures are.
Further analysis show non-finite verb structures as the most significant indicator of syntactic maturity in adult EFL writing, which not
only accounts for the vagueness of T-unit that indiscriminately subsumes a number of syntactic structures, but also pinpoints embedded
structures as more essential to syntactic maturity in writing proficiency development.
55569

11:25-11:50 | 319A (3F)

Contrastive Interlanguage Analysis of Modal Auxiliary Verb Usage by Japanese Learners of English in
Argumentative Essays
Shusaku Nakayama, Meiji Gakuin University, Japan

This research concludes that Japanese non-native English speakers (JNNSs) use modal auxiliary verbs in a way that differs from what
native speakers (NSs) use from two perspectives: frequency of occurrence and verb phrase structures (VPSs) where modals occur. To
lead this conclusion, JNNSs’ usage of nine central modals (‘can’, ‘could’, ‘may’, ‘might’, ‘shall’, ‘should’, ‘will’, ‘would’, and ‘must’) is
compared with NSs’ in the International Corpus Network of Asian Learners of English, which is one of the largest freely-available corporaof Asian learners’ English. Among several modules the corpus contains, this research adopts the ‘Written Essay’ module only, which isthe set of 200-300 words essays. Frequency analysis reveals that both JNNSs and NSs use ‘can’ with the most frequency, followed by‘should’ and ‘will’; however, as for all the other modals except ‘shall,’ there are no similarities in frequency order. Besides, a log-likelihood
test uncovers the JNNSs’ overuse of ‘can’ and ‘must’ as well as their underuse of ‘will’ and ‘would’. Analysis regarding VPSs reveals that
JNNSs use most of the modals with bare infinitives or in the passive voice only. Although several of them are used in other VPSs, thenumber of such cases are very few. Overall findings suggest that teaching materials explain these gaps in use to JNNSs in order to bring
their modal usage close to the native-like usage, and present more examples of the modals occurring in a wide range of VPSs to help
learners to express their opinions from a variety of viewpoints.
54690

11:50-12:15 | 319A (3F)

Effects of an English Essay Writing Module on the Attitudes of University Students in Japan
Madoka Kawano, Meiji University, Japan

Among four skills of language, writing requires more time and energy to acquire than other skills such as listening and speaking. Writing
in a second/foreign language poses a major challenge to learners, as it involves deep cognitive engagement and advanced language
proficiency. First-year university students in Japan often feel anxiety towards various types of academic writing tasks including reports,
exams, and essays, especially at the beginning of the academic year. This paper reports on an English essay writing module planned
and implemented at a private university in Japan and discusses its effects on students’ attitudes towards writing. The objectives of themodule was to teach logical thinking skills in line with paragraph writing and essay writing. The module was embedded in two first-year
English classes for science-major students in 2018. The pre-survey and the post-survey, both of which contained 5-scale questionnaire
items and open-ended questions, were conducted to explore their attitudes towards writing in English. The responses were analyzed withdescriptive statistics and a text mining scheme. According to the pre-survey, most students expressed anxiety about learning writingin English, since they had only experienced translating tasks and sentence-level grammar practices at high schools. The post-survey
showed that most participants learned basic steps of essay writing and that they gained confidence in writing in English via activities in
the academic writing module. A few students seemed to require more class time and supports, which revealed the necessity to incorporate
more of academic writing to English curricula for science students.

62 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:00-12:15 | Room: 319B (3F)

Saturday Session II
Teaching Experiences: Diversity
Session Chair: Cecilia Ikeguchi
55091

11:00-11:25 | 319B (3F)

Positive Outcomes of Feminist Pedagogical Practices in the Undergraduate Classroom
Fiona Green, University of Winnipeg, CanadaThis presentation addresses the positive outcomes of using elements of feminist pedagogies and intersectionality in teaching Canadianundergraduate students. Using reflections from my own teaching experiences over the past 3 decades, and those of students themselves,
I demonstrate how feminist pedagogical approaches open intellectual spaces within the classroom that assist students in witnessing amore inviting and substantive way to critically engage with the course material and the world around them. The initial segment outlines
various elements of feminist pedagogies central to my feminist teaching, such as creating a participatory classroom community where
critical thinking, empowerment, and leadership skills are valued, developed and practiced. Part two demonstrates how the most basic
feminist inquiry into how and what we know, particularly when using a lens of intersectionality, exposes students to the ways in whichknowledge structures and systems have influenced their understanding of themselves, the world they inhabit, and their relationship with
it and with others. The final section draws upon the written experiences of students themselves to demonstrate how the practice ofengaging in these specific elements of feminist pedagogy and intersectionality assist students to participate in engaged ways of criticalthinking. I conclude by examining examples of student reflects of how their experiences of feminist pedagogies and intersectionality havefostered their interests in and practices of pursuing and participating in political and ethical acts of resistance to bring about progressive
social change in a world that needs their intelligence, commitment and participation more than ever.
53889

11:25-11:50 | 319B (3F)

Successful Instructional Approaches for Contemporary Students – A Case Study
Chris Chamberlain, California State University, East Bay, United States
Nancy White, California State University, East Bay, United States
Heather Vilhauer, California State University, East Bay, United States

California State University East Bay (CSU East Bay) in Hayward, California has one of the most diverse student bodies in the United States
including a large first-generation population. In recent years, faculty have noticed a shift in the make-up of today’s contemporary student.
At CSU East Bay, most students work at least one job, experience financial, food insecurity, housing, and transportation challenges in
addition to shouldering a variety of family responsibilities. Given these challenges, it became apparent that a different approach in teaching
was necessary to meet the needs of today’s contemporary students. In 2019, faculty in the Department of Hospitality, Recreation andTourism at CSU East Bay conducted a study to explore teaching styles, learning from each other’s style; how those styles have changed
over time to meet the needs of today’s student; and the types of assignments and modes of delivery that produced the greatest learning
impact on a diverse student body. This internal study helped faculty learn more about what drives them as instructors to be successful
purveyors of educational, and experiential knowledge. Findings of the study revealed a department pedagogical style or culture in teachingthat employed different types of experimental, practical, and problem-based activities in online, in-person and hybrid classes, which
resulted in students showing greater retention of the material that better-prepared students for the working world beyond graduation.
53821

11:50-12:15 | 319B (3F)

Relationship Between Gender, Culture Adaptation and Employment Equity – the Case of Foreigners in Japan
Cecilia Ikeguchi, Tsukuba Gakuin University, Japan

This paper explores two issues: the relation between gender and adaptation and gender and job equity of international students inJapan. The continued increase in the number of international students has caused a corresponding increase in a variety of problems
and challenges regarding overseas study (Gebhard, 2012; Li et al., 2014). The problem of adjustment, particularly in the tertiary level is ofgigantic importance, since foreign students need help in adjustment beyond intellectual progress. What is unclear is the amount of impact
gender has on adjustment. Do male students adjust better and/or faster compared to female students? This study uses two assessment
scale the Index of Life Stress (ILS) and Index of Social Support (ISS) to measure the degree of life stress and social support (Ikeguchi,2007) available to two groups. ILS measures three areas of stress, while ISS attempts to measure the degree of social support available
to foreign students. This paper likewise deals with employment equity. How many foreign student graduates choose to work and live inJapan? JASSO data indicates, as of 2017, 55.9％, of foreign students studying in Japanese universities are male, while 44.1％ are female.
Labor Ministry reports 1.5 million foreign workers in Japan (2018). How many foreign female student graduates get a job in Japan? The
scope of the foreign labor market in Japan goes beyond the retail, restaurant and manufacturing industries. This paper hopes to provide
insights on gender equity in labor opportunities to foreign born graduates of Japanese universities.

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11:00-12:40 | Room: 321A (3F)

Saturday Session II
Interdisciplinary
Session Chair: Darlene Espena
55161

11:00-11:25 | 321A (3F)

Society 5.0 and the Shifts in English Education in Higher Education in Japan
Yuri Jody Yujobo, Tamagawa University, Japan

Global higher education policies in Japan has shifted in order to fit the driving force of innovation and global competitiveness throughincreased interdisciplinary and multidisciplinary education such as STEM and STEAM education to match the higher sophistication of
the Internet, AI, and cyber society of Society 5.0’ (Cabinet Office 2018). A new area in Japanese university is inquiry-based learning, butwith English as a Lingua Franca (ELF) as the goal rather than native-speaker competence. ELF communicative capabilities by repurposing
English not as a single discipline but for multidisciplinary education and also for non-academic communication to enhance everyday
communication which is the vital tool for economic development to cultivate competent global human resources. Textbooks to teachthese life skills and 21st-century skills are difficult to find with ELF-informed teaching. This presentation focuses on adapting general
ELT textbook themes to relevant and necessary life skills through inquiry-based learning projects (PBL, PrBL, Active Learning) and expose
students to deeper learning of the multidisciplinary educational themes. ELF-informed teaching materials focus on helping students tounderstand that English is not a monolingual provincialism for native speakers but is appropriated by multilingualism in this multilingual
world (Ishikawa 2019). Through such materials and methodology, students will ideally notice, refine, adapt, and adjust their language
depending on their foreign interlocutors which is the foundation for becoming better ELF-aware global communicators.
55119

11:25-11:50 | 321A (3F)

Learning With, From and About One AnotherCassie Prochnau, MacEwan University, Canada

Human interaction and communication are key to successful professionals engaged in the ‘helping professions'. For students preparing
for these careers, the development of interpersonal skills provides the foundation for good working and social relationships. They are
the building blocks for learning to collaborate effectively, to work in teams, and to develop relationships with colleagues and clients.
Interpersonal skills can be cultivated and developed throughout our lifetime and are shaped by our experiences. Institutions of higher
education, engaged in preparing students for these critical roles, are expected to deliver quality instruction, dynamic curriculum andopportunities for personal and professional growth in a concerted effort to produce a well-skilled workforce. Professional programs
prepare graduates for eventual practice in an interprofessional team, yet disciplinary concentrations in undergraduate programssocialize education in the context of respective disciplinary norms. Students benefit from multiple perspectives, from interaction
with and learning across interprofessional boundaries. It is through this lens that we can provide a unique learning experience toengage students in the practical application of these expectations in the educational context. With support and collaboration fromsenior administration and program faculty, interprofessional education can not only meet the learning outcomes of an interpersonal
skills course; but, more importantly, this model provides a unique opportunity for learning that engages students across disciplines inlearning with, from and about one another.
52442

11:50-12:15 | 321A (3F)

Screening Diversity through Southeast Asian Films: The Pedagogical Value of Film in Teaching Multiculturalism
Darlene Espena, Singapore Management University, Singapore

This paper explores the pedagogical value of film to help students understand multiculturalism and diversity in the context of Southeast
Asia. Based on the premise that films are powerful tools to understand the entangled and intimate histories, politics, and cultures ofdiverse communities, this paper examines whether watching Southeast Asian films facilitate increased knowledge and understandingof the diversity of the region. This paper also assesses whether watching Southeast Asian films affects students understanding andappreciation of cultural diversity. This paper focuses on the case of Southeast Asia to highlight how using various Southeast Asian films
reinforce students' understanding of Southeast Asian narratives and cultures. First, I establish the theoretical and pedagogical basis forusing audio-visual tools in classroom teaching. Second, I explain the difficulties in teaching multiculturalism in the case of Southeast
Asia given its diversity and divergences in history, cultures, and political systems and then assert that screening films from the region
can enhance student's understanding in an interdisciplinary way. Finally, I will explain and discuss the use of the film Nasi Lemak 2.0, asa case material to unpack the complexities of multiculturalism in the context of Malaysia, and by extension, the region of Southeast Asia.
55591 12:15-12:40 | 321A (3F)

Futuristic Praxis of the Mind Versus Centralized Education Systems as Colonizers
David Benson, Bemidji State University in Minnesota States Colleges and Universities, United States

A temporal journey starting with an Anishinaabe conception of epistemology to Rousseau’s Emile, Piaget's equilibration, Montessori’s
normalization within Helen Parkhurst’s Dalton plan as a perspective for the cognitive and social emotional developmental praxis of ouryouth. The colonization of the mind in the form of liberal education or Paulo Freire’s “banking approach” will be defined as the primaryobstacle to the “Praxis” of human development. The Native American Nation of the Anishinaabe, similar to other Native American Nations,have a perspective of knowledge that each individual has a right to determine if a cultural teaching story fit for themselves or not. Rousseau’s
expression that the “time spent in learning what others have thought [almost exclusively in centralized education systems] is so much time
lost in learning to think for themselves”. Piaget’s concept of equilibration suggests an individual needs freedom of initiative “if in the futureindividuals are to be formed who are capable of production and creativity and not simply repetition”. Montessori describes the emotional
euphoria of a child whom through freedom of initiative becomes absorbed in a task of their choosing, almost like a religious conversion, as“normalization”, a critical component of cognitive development. Finally, Helen Parkhurst’s Dalton Plan, that has proliferated, especially in the
Netherlands, provides a template utilizing Piaget’s formal operational thinking, or hypothetical /deductive reasoning as the “goal” of Pre-12
education and not the antiquated liberal education and centralized curriculum thereof typical in the US and many other nations.

64 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:00-12:40 | Room: 321B (3F)

Saturday Session II
Climate Change
Session Chair: Abhishek Asthana55610

11:00-11:25 | 321B (3F)

Accounting Sustainability of Human Activities

Matthias Rapf, University of Stuttgart - Institute for Sanitary Engineering, Water Quality and Solid Waste Management, Germany
Martin Kranert, University of Stuttgart - Institute for Sanitary Engineering, Water Quality and Solid Waste Management, Germany
How do we measure Sustainability? Is a central question when it comes to the discussion about the impacts of mankind’s activities on
the ecosystem and about how far it is necessary to minimise them in order to leave a functioning planet to future generations. However,answers to these questions mostly apply paraphrases and analogies, often influenced by personal opinions and the current socio-political
discourse. Thus sustainability quickly becomes a hollow phrase, a sales argument. In order to straighten up this discussion, sustainability
needs its own unique physical parameter enabling us to calculate it based on reliable scientific studies. The appropriate physical quantity
has already been used for decades in connection with sustainability. But just like sustainability, it is mostly used as a buzzword and rarely
in its actual physical sense, leading to misunderstandings and contradictions. We are talking about entropy.
Far off from the beaten tracks, on which entropy is equated with disorder or diversity, as measure for reversibility the variable is directly
physically linked to the impact of any activity on its environment and therefore to sustainability. It can be easily calculated for all realprocesses and therefore serve for their unambiguous comparison. We are convinced that sustainability is a topic too important to leaveto green publicity, and that the physical quantity entropy is able to lead from the discussion about sustainability to a more sustainablehuman behaviour.
54572

11:25-11:50 | 321B (3F)

Improved Representative UV Index Forecasting in Qatar Through Incorporation of Aerosol (Dust and Ozone)
Dispersion Models and Ground-based Measurements
Dillan Raymond Roshan, Hamad Bin Khalifa University, Qatar
Christos Fountoukis, Hamad Bin Khalifa University, Qatar
Muammar Koc, Hamad Bin Khalifa University, Qatar
Rima Isaifan, Hamad Bin Khalifa University, Qatar

The accurate monitoring, modeling, and forecasting of ultraviolet (UV) radiation from the sun is vital to regulate its exposure to humans.
While healthy doses of UV radiation is required for vitamin D synthesis, excessive exposure leads to several harmful health impacts on
the skin, eyes, and the immune system. One parameter to gauge UV radiation is the UV Index. However, a key limitation with UV index
forecasting today is the limited accuracy in modeling the impact of atmospheric mineral dust concentrations on UV radiation, making
UV Index measurements in the earth’s high UV radiation-receiving and dust-belt regions such as Qatar, non-representative. With climatechange and increased forecasts of drying and dust generation around the region, the need to accurately account for its effect in UV index
forecasting to reduce the radiation’s negative health impact on its population is indispensable. In this research, a three-dimensional air
quality model that combines a well-established numerical weather prediction model with a state-of-the-art pollution (dust) dispersion
model, will be used to accurately simulate and forecast UV index in Qatar and the greater area at high resolution. To the best of ourknowledge, this is the first study considering an advanced dust representation in the calculation of UV index. Additionally, the data
are validated with modeling simulations with (i) ground-based UV radiation measurements from outdoor test facility in Education City,
Qatar, and (ii) NASA’s satellite data of daily global gridded Aura-OMI Spectral Surface UVB Irradiance and Erythermal (skin-damaging UVradiation) Dose product (OMUVBd).
54545

11:50-12:15 | 321B (3F)

A Tale of Two Planets: The Uninhabitable Earth vs The Regenerative EarthJames Stone, Mt. San Antonio College, United States

My paper will involve a critical analysis of the messaging of two recent books on climate change, "The Uninhabitable Earth" by David Wallace
Wells and "Drawdown" which had several contributors, but was edited by Paul Hawken. The reason for the focus on these two books is thatthey were both on the New York Times Best Seller List and each book played a pivotal role in reshaping the prevalent narrative about climatechange in the United States. Most notably, "Drawdown" was an inspiration for the 2019 documentary film "Ice on Fire" directed by Leila Conners
and narrated by Leonardo DiCaprio. Based on my analysis of the contrasting narratives about climate change found in each book I will turn toan analysis of public opinion polling data in an effort to assess which message or which combination of messages is most likely to be mosteffective in influencing public opinion regarding climate change and policies to address it as the United States heads into the 2020 election.
55073

12:15-12:40 | 321B (3F)

Hydrogen the Future Fuel? A Review of the Technical Challenges in Replacing Natural Gas With Hydrogen for Heating
Abhishek Asthana, Sheffield Hallam University, United Kingdom
Mukesh Goel, Sheffield Hallam University, United Kingdom

Hydrogen is being seen as a key fuel for reducing our carbon emissions and governments are seriously considering repurposing existing gas
networks to pure hydrogen so that it can be used by industry, in homes and businesses, and in the energy sector. However, unlike other energy
vectors such as electricity, hydrocarbon gases and district heating, high-purity hydrogen has not been deployed at large scales anywhere in
the world. This puts hydrogen at a distinct disadvantage. Any attempt to replace natural gas with hydrogen will require a compelling caseto compensate for this lack of experience. This article explores the importance of natural gas to our energy systems and the benefits ofhydrogen, which could significantly decarbonise our heating and reduce over-dependency on natural gas. These include: (i) Hydrogen canuse much of the existing gas infrastructure, (ii) Hydrogen is a very versatile fuel which can be used by households, industry and businesses(iii) Hydrogen can be produced in large volumes (iv) Hydrogen compares well with other low-carbon heat technologies. This paper considers
15 key questions which need to be addressed before attempting any large-scale deployment of hydrogen to retrofit homes and businesses.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/ICSEEHawaii2020 | IAFOR.ORG | 65

11:00-12:15 | Room: 322A (3F)

Saturday Session II
Education Symposium
Session Chair: Marcella Mariotti
54656

11:00-11:25 | 322A (3F)

No-Level Brick Japanese Language Education: Understanding Learning as Participation in Practice Through a
Communities of Practice Perspective
Takuya Kojima, Ca' Foscari University of Venice, Italy

Drawing upon No-Level Brick (NoLBrick) Japanese Language Education (JLE) project at an Italian university, this study explores how agroup of undergraduate students interested in JLE develops their JLE Communities of Practice (Wenger 1998; CoP) and what effect the
CoP comes to have on their view of JLE. CoP which views learning as participation in social practice guides this study. NoLBrick project
thematises ‘dialoguing and thinking’ by using Japanese instead of memorising linguistic information as it assumes that our language
develops in sustained attempts to make ourselves understood (Mariotti forthcoming). In NoLBrick project, 12 ‘student-facilitators’ 1)
supported students in a 15-weeks dialogic Japanese language course and 2) conducted action research about the course. For theirresearch, the student-facilitators regularly reflected on students’ learning and their facilitation during pre- and post-meetings and online
discussions using Japanese. While the studies informed by CoP has investigated second/foreign language learning in varied contexts (e.g.
Morita 2012), little study has explored the above-mentioned way of undergraduate student language learning. This case study employedthematic analysis (Nowell et al. 2017) to examine two focal student-facilitators’ 15 weekly journals, final reports and online discussions.
The result informs that focusing less on correctness but more on contents throughout the project turned their communication into active
and respectful dialogues, which turned the group of students into the JLE CoP. The CoP encouraged them to view JLE as not an object tolearn but a resource to think and communicate within social practice e.g. a conference presentation after the course.
54658

11:25-11:50 | 322A (3F)

No-Level Brick Japanese Language Education: Expectations Toward Language Teaching
Chiara Alessandrini, Ca' Foscari University of Venice, Italy

This study explores dynamic relationships between students and student-facilitators, aiming to explore how student expectations
influence their relationship and thus language learning experience and outcomes in No-Level Brick (NoLBrick) dialogic Japanese as aforeign language course at an Italian university. This research focuses on participants’ expectations toward language education as they
profoundly influence their learning processes and outcomes (Bernat & Gvozdenko 2005), in particular, their expectations towards language
teachers. In adult language education, facilitators are expected to ‘support’ student learning achievement while respecting their autonomy
and thus allowing students to take responsibility within the learning process (Umeda 2005; Balboni 2014). However, the facilitators areoften seen to fulfill the role of the teachers who often take an initiative in guiding student learning. The NoLBrick dialogic Japanese
language course in this research asks us to reconsider such aforementioned expectations towards ‘facilitators’ in language classrooms
when the facilitators are peer-students whose role is to promote its dialogic approach in and outside the classroom. This qualitative casestudy (Duff 2008) explores the data from the reports produced by students and student-facilitators, relating it to researcher’s participant
observation and own experience as a facilitator within the course. This research found that the student expectations toward the facilitators
were dynamically negotiated and changed or unchanged. Findings highlight a variety of relationships among the participants, ranging
from friendship to evasive ones, which differently impacted the cooperativeness and the quality of dialogues in the class.
54657

11:50-12:15 | 322A (3F)

No-Level Brick Foreign Language Education: Definition of the Field and Explanation of the Purposes – Japanese
Language Classroom as Case Study
Marcella Mariotti, Ca' Foscari University of Venice, Italy

Today, we frequently observe social discriminations. These are tightly connected to stereotypes and intolerance toward others’ values
differing to ours. Many of us do not have/take the chance to become aware of and question even our own values and ideologies behindthem. Dialogue through a (foreign) language is considered as a ‘must’ toward social cohesion and mutual understanding (Council ofEurope 2001). In much needed citizenship education, foreign language teachers can play a key role (Hosokawa, Otsuji, Mariotti 2016).
This presentation aims to demonstrate that ‘active learning’ language classes where learners are asked to think and choose the theme
which each of them cares, whatever the themes and language proficiency levels are, can empower learners and teachers to becameaware of their own values given they are guided to question the reasons behind their choices and to share their thoughts in meaningful
dialogues (Hosokawa, 2019) between them and outside the classroom. This approach can move our classes toward more inclusive
ones. The data to support the claim came from interviews, participant observation and submitted texts in three case studies: absolutebeginners (2016), undergraduate (2018), master (2019) Japanese language courses at an Italian university. The analysis focuses ona) interrelations between language proficiency and chosen themes; b) changing awareness toward own and others’ values; and c)
relationship with peer-facilitators. The showcase will leads to No Level-Brick (NoLBrick) language education project, which suggests
a de-standardized transformative-critical language education, where teachers and learners are seen as subjects of a reciprocallyempowering citizenship formation process.

66 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:00-12:40 | Room: 322B (3F)

Saturday Session II
Economic & Social Inequality
Session Chair: Patricia Levy
54384

11:00-11:25 | 322B (3F)High Energy Usage, Low Income Households, and Disadvantaged Communities: The Case of Southern
California Edison’s Care and Fera Program Customers
Melanie Edel, Southern California Edison, United States

This presentation examines the dynamics of “high energy usage,” i.e. usage of at least 400.5% of baseline allocation, in households
residing within “Disadvantaged Communities” (DACs) specifically among Southern California Edison’s (SCE) low income customers
enrolled in either CARE (California Alternate Rates for Energy) or FERA (Family Electric Rate Assistance) programs. The Clean Energy
and Pollution Reduction Act of 2015 (or Senate Bill 350) mandates the California Public Utilities Commission (CPUC) “to help improve
air quality and economic conditions” in DACs defined as communities “which most suffer from a combination of economic, health, andenvironmental burdens. These burdens include poverty, high unemployment, health conditions, asthma and heart disease, as well as air
and water pollution, and hazardous wastes” (http://www.cpuc.ca.gov/discom/). In particular, this endeavor employs logistic regression to
identify socioeconomic and demographic factors that significantly influence the propensity towards high usage among SCE’s low-income
customers particularly taking into account how such behavior varies by household vulnerability as measured by residence in DACs. Froman operations standpoint, the statistical findings sheds light into more responsive programs and policies that can better address theunique configuration of needs related to reducing the incidence of high usage among these customers, especially living in DACs. Froma broader national perspective, this presentation highlights the importance of using a more holistic approach in profiling vulnerability
among low-income customers, one that duly recognizes the vital role played by the environment and public health, among others, as thesevariables impinge upon the proclivity towards high energy consumption.
54689

11:25-11:50 | 322B (3F)

Positive + EvidenceMark Taylor, University of Illinois at Urbana-Champaign, United States
This presentation charts the opportunities and frustrations of working with a non-for-profit organization as they work to acquire a derelict
building that used to house the evidence of crime and transform it into a hub for urban agriculture and employment opportunities. From aseries of small-scale design build projects that included the creation of compost bins, and the conversion of a school bus so fresh produce
could be sold locally students increasingly got to know the needs of the non-profit organization to a point where they could conduct aneeds and program analysis for future growth. An obvious need that was identified was the non-profit would require approximately$120,000 if they were to renovate the derelict building and establish a facility to prepare produce for sale. To assist with this fund-raisingeffort students prepared material in video format to communicate the needs the organization had to potential supporters. In addition, theorganization’s website was revamped, merchandise materials created, including a recipe book that could be sold to generate revenue
for the renovation project. A transition of leadership occurred in the summer of 2019 and an intentions has been expressed to proceedwith the renovation of the former evidence building and provide daily employment on a $10 an hour basis for homeless members of thecommunity that have little opportunity to work their way out of poverty.
53633

11:50-12:15 | 322B (3F)

How to Support Immigrant Entrepreneurs to Succeed in a Foreign Culture? – A Multiple Case Study from a
Norwegian Context
May Olaug Horverak, Birkenes kommune, Norway

With increased globalisation and immigration, multiculturalism is the status quo for many western societies, and with this, challenges
concerning integration and equality arise. In Norway, we generally have a low unemployment rate, 2,7% in 2018, but, the situation issomewhat different for one group; immigrants. For this group, the unemployment rate was 6,4% the same year. This shows that people
with an immigrant background have challenges succeeding with getting a job, and as a result, many of them turn to entrepreneurship.
This is the background for the current study which is part of a project called «Multicultural value creation» run in the southern region of
Norway by the Agder-county in cooperation with the EVA-centre (a centre for giving guidance to entrepreneurs). The project is supportedby the Norwegian Directorate of Integration and Diversity. When being an immigrant and starting as an entrepreneur, there may be many
challenges that occur, for example difficulties with the language, understanding taxation rules and other regulations and understanding
the potential customers. Of the many businesses that are registered in general, only a small percentage survives. To support immigrants
in a tough market, we have carried out motivation courses for those who have recently started or are about to start a business. We will
present qualitative data from these courses which aimed at building resilience in the process of starting and running a business, byidentifying and discussing goals, success factors and hindrances, and deciding on focus and necessary action to succeed.
54543

12:15-12:40 | 322B (3F)A Legacy of Hate: The Flourishment of Antisemitism in Current Times
Patricia Levy, Fort Hays State University, United States

Contemporary antisemitism through increasing incidents of violent acts and verbal slander constitutes what has become part ofa normative phenomenon of intolerance expressed within the American social, economic, and political arenas. This presentation will
focus on an in-depth analysis of the psychology of prejudice, discrimination by way of the means used to produce fear and division
while ensuring the continuation of hatred and scapegoating stereotypes from the past into the present-day lives of Jewish Americans.
Noted psychological theories will be discussed as applied to issues related to the sanctioning of antisemitic aggression, perceived threat,
ethnocentric racial and religious identity socialization, and the perpetuation of social disenfranchisement. Research findings exploring
strategies of strengthened societal resiliency related to the defusing of attitudinal antisemitic prejudice and the cessation of violent
discriminatory attacks will also be examined.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/ICSEEHawaii2020 | IAFOR.ORG | 67

13:40-15:20 | Room: 318A (3F)

Saturday Session III
Teaching Experiences
Session Chair: Thomas C Padron
54687

13:40-14:05 | 318A (3F)

Teaching Experiences, Pedagogies, Practices and Praxes in Subject of Applied Geo-information System Technology
Yaowaret Jantakat, Rajamangala University of Technology ISAN, Thailand

This paper is presented as an important point for teaching experiences from 2012 to 2019 based on pedagogies and praxes in subjectof applied geo-information system technology (AGST) for graduate students, is under Master of Science Program in Applied Information
and Communication Technology, Faculty of Sciences and Liberal Arts, Rajamangala University of Technology ISAN, Thailand. These main
purposes are to share teaching experiences, pedagogy and praxis with tactics for instructors or lecturers and to share teaching outputsbased graduate students’ assessment from thesis or independent study (IS). The sequential topics for teaching has started with a basic
and theoretical approaches of geo-information (such as Geographical Information System, GIS; Remote Sensing, RS; Global Position
System, GPS or called, ‘3S’) including pre-and post-test. In pedagogy and praxis, lecturer has given assignment for graduate students
who have to find a variety of their interested three or five case studies using geospatial technology (GT) and present to lecturer before they
will implement for small-geographic inquiry project. This teaching has been found that graduate students during 2012-2019 are able touse these pedagogies and praxes for operating their theses and ISs about 80% while 20%, who do not lead to do thesis or IS but need justknowledge. Furthermore, over eight periods above, lecturers have faced to advances of geospatial technology including cloud-based GT
applications and increasingly sophisticated software, etc. Consequently, lecturers and graduate students have to develop or improve andlearn using such advanced GT for research, thesis or IS too.
55378

14:05-14:30 | 318A (3F)

Exploring Hindrances to the Development of Clinical Judgment during Clinical Experiences
Nicole Hoffman, Athabasca University, Canada

Rationale/Background: Clinical judgment is recognised as an essential skill for competent nursing practice. Nursing students develop
clinical judgment throughout their program. The clinical setting is an ideal place for students to explore clinical judgment. Clinicalinstructors have an integral role in these experiences. Research Questions: 1) How do experienced clinical nursing instructors understandclinical judgment? 2) How do experienced clinical instructors facilitate the development of clinical judgment in their students?
Methodology: Experienced clinical instructors were invited to participate in semi-structured interviews. Open, axial, and theoreticalcoding were used to analyze responses. Trustworthiness was addressed through thick, rich description, member checking, negative caseanalysis, statements of researcher motive and positioning, and the use of an audit trail and reflexivity journal. Results/Findings: Fivestudy participants with over 50 years of collective teaching experience participated. Participants identified student, instructor, course
constraints, and interpersonal conflict as potential hindrances in the clinical setting and discussed strategies to minimize the impactof these factors. Managing hindrances can be one of the most challenging aspects of teaching, and can have considerable impact on
student experiences. Implications: Study results can help new and experienced instructors to explore their practice on how to guide andsupport students during their endeavors in learning to ‘think like a nurse’. The results could also be used by new clinical instructors to help
them during their first year or two of practice while they are adapting to their new role.
55477

14:30-14:55 | 318A (3F)Students Perspectives of Experiential Learning in a Technical Education Program
Andrew Kline, California Polytechnic State University of San Luis Obispo, United States
Scott Kelting, California Polytechnic State University of San Luis Obispo, United States
Stacy Kolegraff, California Polytechnic State University of San Luis Obispo, United States

This paper discusses students’ perspectives of the impact that hands-on experiential learning laboratories have on both technicalunderstanding and soft skill development. The hands-on experiential learning laboratory exercises provided opportunities for teams ofstudents to build assemblies outside the classroom on full-scale projects by applying knowledge first learned in class. These exercises
have been designed to reinforce course comprehension by combining them with additional instructional delivery methods allowing
students to “learn by doing.” Each hands-on experiential exercise followed a lecture and incorporated concepts learned in class; these
exercises included wood and steel stud framing, exterior systems, door and window flashing and installation, and concrete. A survey
was conducted to determine student’s perspectives on how these exercises impacted and reinforced both technical skills and soft skills,
including an increased understanding of systems and assemblies and greater appreciation for trades, interpersonal relationships andincreased confidence. The results of the student surveys are presented and discussed. This information may assist technical education
programs that are interested in developing hand-on experiential laboratory exercises to prepare students for careers.
54001

14:55-15:20 | 318A (3F)

Leadership Skills Development in Higher Education Courses: A Case for Experiential Learning
Thomas C Padron, California State University East Bay, United States
Matthew Stone, California State University Chico, United States

Leadership skills are essential in many professional fields. These skills that are required for each field differ by a number of factors as ideal andprescribed leadership skills that are required by one field may not suffice for others. Northouse (2012) states that the demand is strong for effective
leadership in society today from local and community levels to national and international levels. According to Doh (2003), leadership knowledge,
skills and attitudes can be taught, and formal classes and experiential learning environments may lead to skill development. Different people
learn in different ways, but skills are developed through practice and through relating learning to one’s own personal experience and background(Katz, 1955). For students, experiential learning activities are an ideal opportunity to develop, practice and enhance their leadership skills. The
effectiveness and value of mixing conventional knowledge teaching approach with experiential learning has been empirically researched indifferent disciplines (Hoover, Giambatista, Sorenson, & Bommer, 2010; Lei, Lam, & Lourenco, 2015; Ng, Dyne, & Ang, 2009). Utilizing theoreticalframeworks from Katz’s (1955) leadership skills theory, and Kolb’s (1984) experiential learning theory, an exploratory study introduced theconcept of implementing leadership skills as a core objective in a hybrid, experiential event management course. Through a cursory overview,
insights from the study will be shared along with results that can be applied to most all types of higher education courses in most all disciplines.

68 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-15:20 | Room: 318B (3F)

Saturday Session III
Learning Experiences
Session Chair: Lotta Larson54049

13:40-14:05 | 318B (3F)

Beyond Design Thinking Use in Conceptual Framework Development in Nursing Informatics
Reynold Padagas, Jose Rizal University, Philippines

Historically, learning was strictly confined in a typical brick-and-stone classroom solely purposive to enable knowledge transmission
from the teacher to the learners. The traditional classroom is highly teacher-centric where the students act as obedient receptacles ofknowledge transfer until massive technology disruptions emerged during the fourth industrial revolution. One strategy that has beenused exponentially in education is design thinking (DT), a human-centered approach in problem solving. In this pre-test and post-test
experimental research, DT enabled randomly paired nursing informatics (NI) students to construct their conceptual papers or frameworks
addressing significant challenges that affect healthcare. Pre- and post-surveys were conducted after the completion and oral presentationsof their conceptual papers. Key informant interviews were also conducted to generate qualitative data, which were believed to expand
understanding of the perceptions and expectations of the students in NI through DT. The findings revealed that design thinking was aneffective strategy in developing conceptual papers or frameworks. The nursing students valued design thinking as a tool that enhances teamdiversity, collaboration, patience to listen, openness to honest feedback mechanisms, openness to learning new things, social awarenessand sensitivity, inquisitiveness, keenness to details, and uses mistakes as opportunities to learn. The areas of improvement, however, were in
the areas of data analysis, time management, technical writing, problem-solving, conducting literature review using online platforms, reading
comprehension, concentration, critical thinking, cultural sensitivity, innovations, adaptability, following prescribed formats, and creativity.
Generally, while DT can be adopted as an effective teaching tool, enhanced utilization is further required.
55182

14:05-14:30 | 318B (3F)

A Conceptual Analysis of Various Challenges Facing by Business Management Education in the Middle East,
With Special Reference to UAE
Ambili Sunil, University of Fujairah, United Arab Emirates
Munther Talal Momany, University of Fujairah, United Arab Emirates

This study is an investigation into the conceptual framework for Business Management education, the challenges and issues concerning
the modern business education in Middle East. This paper analysis the innovative strategies and policies of UAE in bringing up the besteducational experience to its people. This paper also analyses the various needs of the diverse group of people in the country so as
to identify the problems and prospects of technology embedded education system in the country. Research Questions: What are thechallenges that the Business Management education face in the Middle East? How can the technology embedded system of education
be effective in teaching-learning process. What is the importance of Blended learning approach in teaching and learning? Research
Objectives: To understand the innovative strategies of UAE in bringing up the best educational experience. To evaluate the effectivenessof technology embedded education system. To identify the problems and prospects of technology embedded education system in the
country. Research Methodology: The first two objectives have been studied by analyzing the policies and strategies of UAE ministry ofeducation. Secondary data sources have been utilized for the same. One case study has been undertaken in one of the Universities in
UAE so as to understand the problems and possibilities. The study utilized the available secondary data and the case study reveals all the
aspects of the teaching-learning process and the level of understanding of the students.
53599

14:30-14:55 | 318B (3F)

The Culture of Journal Writing Among Manobo Senior High School Students

Jessevel Montes, Pigcawayan National High School-Senior High School Department of Education, Philippines
The study explored on the culture of Journal Writing among Manobo Senior High School students.The purpose of this qualitative morphosemantic and syntactic study was to discover the morpho-semantics and syntactic features of the written output through morpho-semantic
and syntactic categories present in their journal writings.Also, beliefs and practices embedded in the norms, values and ideologies wereidentified. The study was conducted among Manobo students in the senior high schools of Central Mindanao particularly in the Divisionof North Cotabato, Philippines. Findings revealed that morphologically, the features flourished are the following:subject-verb concordance,
tenses, pronouns, prepositions, articles and the use of adjectives. Syntactically, features are the types of sentences according to structureand function,and the dominance of code-switching and run-on sentences. Lastly, to the beliefs and practices embedded in the norms,
values and ideologies in their journal writing,the major themes are:valuing education, friends and families as treasures, preservation ofculture,and emancipation from the bondage of poverty. The study has shed light to the writing capabilities and weaknesses of the Manobo
students when it comes to English language. Further, such an insight into language learning problem is useful to teachers because it provides
information on common trouble-spots in language learning which can be used in the preparation of effective teaching materials.
54664

14:55-15:20 | 318B (3F)

Cultivating Global Competence in Teacher Preparation Programs: Preparing Students and Educators for a
Changing World
Lotta Larson, Kansas State University, United States

Today’s students face an unprecedented future in which they will navigate a global society. To prepare global-ready students, teachers mustalso be global-ready. This qualitative study explores the collaboration between 85 American preservice teachers, 25 Swedish preservice
teachers, and 100 Swedish ninth graders. Goals of the study included 1) develop ninth graders’ English language skills , 2) encourage
preservice teachers from two continents to collaboratively to create and assess literacy lessons, 3) to cultivate globally competent teachersand students. All instruction and communication took place in online environments. Data sources included recorded Zoom/Skype meetings,
visual representations (images, videos), written communications (Google Docs, social media), assignments, assessments, and narrative
feedback. Findings include evidence of ninth graders’ progress in English, ways Swedish and American preservice teachers collaborate, andways the three groups interacted and developed global competencies and diverse perspectives. General suggestions for raising global-readystudents and teachers and resources for international, online collaborations will also be shared.

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13:40-15:20 | Room: 319A (3F)

Saturday Session III
Foreign Language Education
Session Chair: John Duplice55505

13:40-14:05 | 319A (3F)

Developing Note-taking Skills for EMI Courses in Japan
James Broadbridge, J. F. Oberlin University, Japan
Yoko Kusumoto, J.F. Oberlin University, Japan

With the progress of globalization and internationalization in the 21st century, English is being used as a medium of instruction in content
courses more and more at universities in foreign countries. However English Medium Instruction (EMI) courses differ vastly to English as a
Foreign Language (EFL) courses and all too often presumptions are made about the level of readiness students possess when they progressfrom EFL courses to EMI courses. Note-taking is an activity that distinguishes learning at university from learning at secondary school (vande Meer, 2012), and the importance of note-taking has been well-recognized by educators. Note-taking is a complex action which involves
comprehending aural input, identifying important information, and recording information all being undertaken under real time constraints.
This difficult task is amplified for those doing so in their second language and therefore the explicit teaching of the skills required to do soshould be beneficial to these learners in order to help them prepare to participate successfully in EMI courses. Although some recent EFL
textbooks include note-taking practices, classroom techniques for teaching EFL note-taking and empirical studies are insufficient. This
presentation will introduce attendees to these issues by highlighting the current situation in Japan regarding the move from EFL to EMI
classes. It will describe research carried out by the presenters into ways to help Japanese students succeed in EMI courses by improving
their note-taking skills, and offer a qualitative analysis of the improvements students made in their note-taking following instruction.
55205

14:05-14:30 | 319A (3F)

Language Learning Behind the Screen: Movies for Second Language Acquisition
Tetyana Kucher, University of North Texas, United States

Teaching English through movies, TV-shows, and video clips is a relatively modern way of enhancing language acquisition. The benefitsof using American movies for improving students’ English language proficiency have been studied by many researchers (e.g., Webb, 2011;
Gormly, 2013; Lavaur & Bairstow, 2011; Etemadi, 2012) who supported the idea that, unlike traditional ESL instruction, authentic American
movies are able to target all major language aspects as a unit without separating each individual skill, thus increasing the effectivenessof language instruction. This presentation explains the benefits of using video materials for English language instruction. It will cover theorganizational process of implementing movies into an ESL classroom which include (1) relevance and appropriateness, and (2) genre
selection. The presenter will also talk about the principles of developing the course structure, which will consist of different types ofpre-watching, while-watching, and post-watching activities. The session concludes with recommendations for effective incorporationof American TV-shows in English teaching programs. Attendees will leave the presentation informed and inspired to use authentic TVshows in their classrooms for effective second language acquisition.
55530

14:30-14:55 | 319A (3F)

An Exploratory Study about Korean Students’ Perceptions of the Effectiveness of English Medium Instruction
Courses and Their Use of Language Learning Strategies
Hyunjung Lee, University of Arizona, United States

English Medium Instruction (EMI) in university courses is expected to have positive effects on university students’ English language
learning in non-English-speaking countries since they can learn English on campus (Macaro, 2018). For successful second language
learning, efficient use of L2 learning strategies is essential (Oxford, 2017; Cohen & Wang, 2018). The goal of this study is to investigate,
through qualitative research, how the experiences of EMI impact students’ learning strategies for effective English learning. The data
for this research were collected through class observations of 88 students in two EMI classes and in-depth interviews with two focus
groups of five students and instructors at a Korean national university from April, 2019 to June, 2019. One of the classes was for first-year
students who were taking an EMI course for the first time and the other for second or third-year students who had taken more than two EMI
classes before. My data analysis has brought out the following findings: (1) students who had taken more EMI classes used more learning
strategies than the others, (2) students used social strategies more often than the other strategies to understand complicated subject
matters such as syntax, and (3) students combined different strategies to increase their understanding. The conclusion this researchleads to is that students perceive EMI courses as effective and helpful for their English language learning and that more experiences of
EMI can increase their use of learning strategies, which would facilitate their English learning.
54855

14:55-15:20 | 319A (3F)

Efficient Teaching and Learning of a Second Language: Comparing “Desirable Difficulties” and “Cognitive Load
Theory” in the Language Learning Classroom
John Duplice, Sophia University, Japan

Although second language learning goals can be clearly defined in the form of can-do statements, theories behind how students bestlearn material to reach these goals is not as clear; thus it is crucial that both teachers and learners understand effective ways of acquiring
the material and skills to reach the language learning goals. Two seemingly opposing theories on how best to learn have derived frompsychology research. These are “Desirable Difficulties” and “Cognitive Load Theory”. Desirable difficulties theory is based on the idea that
including some difficulties in student learning may help students` longer-term retention and their ability to transfer knowledge to otherskills or settings. In contrast, “Cognitive Load Theory” is built upon the premise that the brain, specifically short-term memory, is limited
and intentional study methods are best to reduce the amount of cognitive load when learning. Research has been conducted into these
theories investigating their effectiveness, but little has been done in comparing the efficacy of the two theories in a controlled setting.
Furthermore, there is need for empirical research with focus on the second language learner. In this proposed presentation, I addressthese two conflicting theories and my ongoing research on the dichotomy of desirable difficulties and cognitive load theory in the second
language learning classroom. Data from this research comes from university students learning English in Japan.

70 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-15:20 | Room: 319B (3F)

Saturday Session III
Health & Wellbeing in Education
Session Chair: Yoshihide Terada
55068

13:40-14:05 | 319B (3F)Using Visual Communication Analysis (VCA) to Treat Maladaptive Behaviors and Teach Communication
Aileen Herlinda Sandoval, The Chicago School of Professional Psychology, United States
Gary Shkedy, Alternative Teaching Strategy Center, United States
Dalia Shkedy, Alternative Teaching Strategy Center, United States

The number of students with disabilities served under the federal law of the Individuals with Disabilities Education Act (IDEA) in publicschools has increased from 6.4 million to 7.0 million students. Current curriculum offered is eclectic, and inconsistent as they varyacross students, classrooms, districts and throughout the nation. Additionally, curriculum also does not typically provide any therapeutic
benefits, communication or behavioral support. Furthermore, according to the Centers for Disease Control, approximately 31% of children
with Autism Spectrum Disorder (ASD) are classified as intellectually disabled and between 25 – 50% of children with ASD do not developfunctional verbal communication. As a result, this subset of nonverbal children is considered “severe” or “low functioning.” Researchers
conducted two studies to test the effectiveness of Visual Communication Analysis (VCA) as a method to teach communication and reduce
maladaptive behaviors, in both non-verbal children with severe Autism, and verbal children with Intellectual Disability, and/or Speechand Language Impairment. Researchers used changes in letters correct per minute (LCPM) when typing, as a measure of learning. An
additional measure used was frequency of maladaptive behaviors at the beginning of the study compared to the frequency at the endof the study. Using both of these measures, VCA showed statistically significant improvements with communication and a decrease inmaladaptive behaviors in the individuals tested. In addition to demonstrating the efficacy of VCA, these results lead to the questioning of
the validity of the original diagnosis of intellectual disability given to this subset of children with ASD.
55588

14:05-14:30 | 319B (3F)

Examining the Sentiments and Practices of Math-anxious Parents of Preschool Children
Anastasia Betts, University at Buffalo, SUNY, United States
Kelly Sheehan, Age of Learning, Inc., United States

International measures of assessment have shown that math anxiety is associated with lower achievement in mathematics. Additional
studies have shown the presence of intergenerational effects of math anxiety, which can be passed from parents to children, thus
continuing the cycle of low math performance. Yet, very little is known or understood about the nature of parent math anxiety, or the ways
in which the beliefs, attitudes, and practices of math-anxious parents contribute to the development of math anxiety in their children.
This mixed-methods research examines the sentiments and practices of parents of preschool age children (4 and 5 year-olds) throughsurveys (total n = 225) and semi-structured interviews (n = 23), in order to gain a better understanding of the factors that contribute to thepresence of math anxiety in parents. Findings identify factors that influence math anxiety in parents, such as income and education, as
well as negative early experiences with learning mathematics leading to diminished confidence and math avoidance. This presentation
further discusses the impacts of these factors on each other and on the underdevelopment of math competencies in learners and calls
for new research to explore the ways in which math-anxious parents may unintentionally transmit math anxiety to their children, andpotential strategies that may mitigate the effects of that transmission.
55125

14:30-14:55 | 319B (3F)

Wellbeing Warriors: A Randomised Controlled Trial Examining the Effects of Martial Arts Training on Secondary
Students’ Resilience
Brian Moore, Macquarie University, Australia

Mental health is a significant issue across international education systems. In the past 12 months, an estimated one in seven Australian
youth experienced a mental health disorder and school-based mental health services were the most commonly accessed service
supporting this population. Universally delivered preventative approaches to mental health are an important component of school-based
mental health services, and interventions promoting resilience fit within this model. While research has suggested that resilience can belearned and that schools play an important role in developing resilient youth, rigorous evaluation of interventions promoting resilienceis limited. Martial arts training has been found to have psychological benefits such as increased confidence and self-esteem, and was
the basis of a preventative mental health intervention delivered in the current study. The study examined the effects of a 10-week martial
arts based intervention which was evaluated using a randomized controlled trial. The intervention was delivered to 283 secondary school
students aged 12-14 years, who were recruited from schools in New South Wales, Australia. The program was delivered in a group format
at participating schools, and had an intervention dose of 10 x 50-60 minute sessions once per week for 10 weeks. Quantitative data wascollected pre-intervention, post-intervention, and at 12-week follow-up. Results found a consistent pattern for resilience outcomes, where
all primary and secondary measures improved for the intervention group and declined for the control group. The study provides robust
evidence that students’ resilience can be improved using martial arts based interventions delivered in school settings.
54665

14:55-15:20 | 319B (3F)

Health Inequality Between Humanities Majors and Science Majors in Japan
Yoshihide Terada, Keio University, Japan

This study analyzed health inequality between humanities and science majors using the “Keio Household Panel Survey.” The study compared theaverages and estimated the functions of “health” and calculated the difference in health inequality factors using Blinder-Oaxaca decomposition.
First, the average of “health” for humanities majors was lower than that of science majors. The following results were obtained: (i)the coefficientof “income” in the estimation of “health function” of “Total” was significantly positive, (ii) the coefficient of “graduate school dummy” in theestimation of “health function” of humanities majors was significantly negative, but the same coefficient was not significant regarding science
majors, and (iii) the coefficient of “junior college and technical collage dummy” in the estimate of “health function” of humanities majors
was negative, but the same coefficient was positive regarding science majors. Third, an explained component of “income,” an unexplained
component of “graduate school dummy,” and an explained component of “junior college and technical collage dummy” were significant factors.
From the above results, we suggest that labor supply is reduced and advance to graduate school and junior college in humanities.

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13:40-15:20 | Room: 321A (3F)

Saturday Session III
Professional Training
Session Chair: Sara Zimmerman54954

13:40-14:05 | 321A (3F)

Bloom Where You’re Planted: Spreading the Seeds of Leader in Me Everywhere
Carol Bennett, Brigham Young University-Hawaii, United States

Research has indicated that the Leader in Me process has shown success in raising academic scores and reducing behavioral referrals in
multiple schools in the US mainland and several other countries. Numerous studies followed strict evidence standards required by What
Works Clearinghouse (WWC) and the Collaborative of Academic, Social and Emotional Learning (CASEL). In March 2018, the Collaborative
for Academic, Social, and Emotional Learning (CASEL) endorsed Leader in Me as a “CASEL SELect” program (their program-certification
title). This designation is notable as it identifies Leader in Me as an approved social and emotional learning (SEL) approved program. Thisbody of research is impressive, yet to date, no studies have been conducted to review the effects of the Leader in Me process on schools in
Hawaii. Of the over 4,000 schools in the Leader in Me process worldwide, currently there are ten elementary schools which have officiallybeen designated as in the Leader in Me process in Hawaii. Specifically, this study explored the Leader in Me process in schools in Hawaii,
to discover if it has had a positive effect with academic achievement indicated by state test data in reading, math, and science, as well as,
improved behavior according to participating school principals’ perceptions of the number of behavior referrals. Principals’ perceptionsof overall satisfaction and additional indications of school improvement were also noted. These findings could greatly impact principals’
decisions to become involved in the professional development and financial commitment needed in becoming a Leader in Me school.
53464

14:05-14:30 | 321A (3F)

The Importance of Context in Teacher Development Programs – The Macao Context
John Wheeler, MPI Macao, Macao

This paper outlines focuses on a teacher development program delivered at a Middle School in Macau. The participants on a teacher
development course on the teaching of reading skills were asked to complete a questionnaire about the course. Teachers who indicatedtheir willingness then took part in semi structured interviews. The aim of the study was to determine how suitable and useful the
professional development had been for the particular context of the school. It was also hoped that the research could inform the planningof future teacher courses, many of which are conducted by my Centre. Overall, the findings of the research indicated the vital importanceof context knowledge in the delivery of such courses, since teachers who were often well versed in theories of teaching, doubted whether
some theories could be applied in their teaching situation. The findings also supported the idea that a teacher development, rather thanteacher training focus should be adopted in professional development, drawing wherever possible on the superior context knowledgeof the participants in teacher education. While findings from this small scale study are not generalisable beyond Macau they do provide
some insight in the teacher education field. In this field course titles such as 'how to teach reading' are not uncommon, while there is noresearch based evidence that an answer to this question has been identified.
55601

14:30-14:55 | 321A (3F)

Professional Teacher Associations – The Third Side of the Triangle of Support for Teachers’ WorkJoe Alvaro, The University of Sydney, Australia

Teaching is a complex, demanding and time-consuming task. Professional teacher associations play an important role in building teacher
capacity and bringing teachers together to boost performance. In addition to university qualifications and employer support, professional
teacher associations add a third side to the triangle of support for teachers which is empowering for teachers and enables them to keep
going on a path of continuous improvement. Using an Australian case study approach this presentation will focus on research about thisthird side of support for teachers’ work and how we can use professional teacher associations to increase the quality of teaching andlearning and teacher wellbeing in our educational institutions.
54440

14:55-15:20 | 321A (3F)

Advancing Teacher Agency and Meaningful Professional Development
Melanie Mikusa, Morganton Day School, United States
Sara Zimmerman, Appalachian State University, United States

In recent years, schools have started rethinking professional development and the increasing need to provide meaningful, effective teacher
learning that changes teaching practices and improves student outcomes (Mizell, 2010; Wunderlich, 2018; EdSurge, 2019). Research onteacher agency and the power to make learning choices to achieve individual goals has shown potential for teacher learning, teacher
contributions to the growth of their colleagues, and support of student learning (Calvert, 2016). In this study, we describe a school where
teachers take charge of determining their own professional development. The principal’s assumption is that teachers can identify theknowledge and skills they need to more effectively address student learning concerns. Financial support and assistance is provided to theteachers. Questions that are important to this study include: how do we listen to teachers to help guide their individualized learning, how
do we encourage teachers to identify their student needs, and are there additional benefits to teachers and schools when teachers are
given more power to make decisions regarding professional development. Ultimately, as is the case with any professional development,
the most important question is how should we analyze the effectiveness of the individualized professional development. In an effort toaddress these questions, teachers were surveyed and teacher feedback was analyzed using Darling-Hammond, Hyler, & Gardner’s sevenfeatures of effective professional development (2017). In this session, the researchers will describe methods and provide a summary ofthis study’s findings.

72 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-15:20 | Room: 321B (3F)

Saturday Session III
Industry/Innovation & Infrastructure
Session Chair: Erin Hopkins
55046

13:40-14:05 | 321B (3F)

Can Chocolate Be the Key to Sustainable Agricultural Development?
Jeana Cadby, University of Tokyo, Japan
Tetsutya Araki, University of Tokyo, Japan

Cacao is produced predominantly in smallholder farming systems in equatorial regions around the world, with many farmers living below
the poverty line. The craft chocolate and specialty cacao industries make up a very small share of the total chocolate and cacao markets,and often seeking high-quality cacao beans through direct trade strategies, which can prioritize farmer welfare. These markets may
provide cacao farmers with considerably more sustainable resources than the traditional cacao marketplace in addition to increased
opportunities for environmental conservation. Direct trade prices offered by specialty cacao buyers were found to be on average
251.63% more than world trade commodity cacao farm gate prices, and 169% more than fair trade farm gate prices (not inclusive offair trade premiums). Specialty cacao production also encourages understory cropping agroforestry systems and the conservation ofgenetic diversity. Specialty cacao and craft chocolate can demand higher price premiums in addition to opportunities for environmental
conservation when compared to commodity cacao, potentially contributing to improvement of farmer livelihoods and sustainable
development in cacao production regions.
54171

14:05-14:30 | 321B (3F)

The Impact of Air Pollution Levels on Bikesharing in Seoul, South Korea
Hyungkyoo Kim, Hongik University, South Korea

Bikesharing is increasingly being favored in many cities in the world for its benefits on the urban environment and public health. Seoul’s
public bikeshare program, the Seoul Bike, was first launched in October 2015 and has become widely spread around the city. As of 2018,
it is supported by 20,000 bikes and 250 stations and attracts more than 27,000 riders daily. However, concerns are being raised as rising
air pollution levels in Seoul, usually represented by PM10 and PM2.5, in the recent years may discourage citizens from using bikesharing
and put them back in cars. This study investigates the impact of PM10 and PM2.5 levels on bikesharing in Seoul using daily air pollution
and ridership data. Statistical analyses, which take into account control variables like season, weather, and calendar events, are adopted
to empirically measure the impact. Findings present that air pollution levels have a significant impact on bikesharing in Seoul and call for
new approaches in its future planning and policymaking.
55607

14:30-14:55 | 321B (3F)

Engineering Complex Systems: Do Parts and Interactions Receive Equal Attention?
Katelyn Stenger, University of Virginia, United States
Leidy Klotz, University of Virginia, United States

Engineering complex systems remains a difficult task, (Lade and Peterson 2019). Those engineering complex systems for resilience often
begin by identifying the systems’ parts, interactions, and environment, (Meadows 2008). To achieve resilience, experts suggest managing
interactions – such as increasing absorption of water in stormwater systems, (Elmqvist, Andersson, and Frantzeskaki 2019). Engineeringwith interactions can be difficult because they have lower salience when compared with a system’s parts, (Higgins 1996). While resilience
research shows the need for managing interactions, current resilience research does not address how we might overlook interactions.
This research fills the gap in understanding how we might overlook interaction, in favor of parts, when engineering complex systems.
We tested between-subjects using a factorial design in an in-lab, behavioral experiment to quantify how we engineer complex systems.
Participants (est. n = 150) were randomly assigned a control or manipulation group, and provided a written description and visual of astormwater system. Participants in the manipulation group saw labeled interactions on the visual to increase the interactions’ salience.
All participants were asked to engineer the stormwater system, and decrease run-off water. Data collection is ongoing; we hypothesize
participants in the manipulation group will engineer more often with interactions than the control group, and the control group will engineer
more often on parts than interactions. Our findings fill the gap in understanding how interactions can be considered while engineering
complex systems. Our research contributes to identifying potential blind spots in our process engineering a more resilient infrastructure.
53187

14:55-15:20 | 321B (3F)

What is Green Real Estate Management? An Emerging Adult Perspective
Erin Hopkins, Virginia Tech, United States

There are many different definitions of sustainability and environmental sustainability. When examining this from the built environment
context, the different definitions continue to cause confusion among stakeholders. As building operations represent the largest portion of
the building lifecycle, a common definition regarding green real estate management can be beneficial. While research has looked at thesevarying definitions and the issues which arise because of these differences, it can be instructive to survey students as this cohort will beentering the workforce and will help to shape environmental sustainability from a property management perspective. The research questionof how undergraduate students define green real estate management will be answered through a content analysis of questionnaires
from an undergraduate multifamily property management and operations course from Fall 2016 and Spring 2018 semesters. These
two semesters were chosen to try and capture both millennials and post-millennial generations for a more comprehensive examination
among younger generations. The themes discovered through this research will be compared and contrasted with existing definitions
put forth by various reputable sources and recommendations put forward for a standard definition taking into account emerging adults.

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13:40-15:20 | Room: 322A (3F)

Saturday Session III
Consumption/Production & Waste
Session Chair: Tomomi Hamada
55617

13:40-14:05 | 322A (3F)

Don’t Consume Less, Just Recycle More: Public Perceptions About Waste Generation and the Recycling System
Michaela Barnett, University of Virginia, United States
Patrick Hancock, University of Virginia, United States
Shahzeen Attari, Indiana University, United States
Leidy Klotz, University of Virginia, United States

As waste generation and its environmental costs increase globally, do Americans have any idea how much waste they generate? Whatdo people think are effective personal actions they can take to reduce waste? In a national online survey, 932 participants reported theirperceptions about waste behaviors and the recycling system. When asked about what they and other Americans could do to reduce landfill
waste and, in a second question, reduce plastic pollution in the ocean, most participants cited disposal behaviors (e.g., recycle more, donate
clothes, or compost) rather than source reduction behaviors (e.g., purchasing products with less packaging, not buying unnecessary items).
Similarly, when thinking about how they would change their behaviors if recycling were no longer available, most participants reported thatthey would either drive farther to recycle or throw away recyclable goods rather than reducing purchase of single-use items that requiredisposal. This contrasts with EPA and UN waste management recommendations to minimize waste production by focusing on source
reduction and reuse. Although recycling will be an important part of a sustainable circular economy model, recycling alone and as currently
practiced is not an effective waste management strategy. The misperceptions revealed in this research indicate the need for better public
understanding about what happens to waste after it is thrown “away” and increased emphasis on waste reduction strategies.
55480

14:05-14:30 | 322A (3F)Net Zero Energy Building Design as the Challenge of the Current Agenda
Essraa Fatani, Eastern Michigan University, United States
Shinming Shyu, Eastern Michigan University, United States

This paper reviews the emerging literature on Net Zero Energy Building characteristics in office buildings. Recently, the frequency and intensityof energy building performance has penetrated into every aspect of the architecture industry including its design. Net Zero Energy Buildings aim
to reduce energy consumption by transforming renewable energy into power supplying buildings' needs. While there have been few successful
real projects of Net Zero Buildings, case studies have noted to the existence of multiple failed cases. Our knowledge concerning the factors
contributing to the challenge of reaching Net Zero Building is limited at best. Using a systematic review approach of the literature, this research
has mined the available scholarship on Net Zero Buildings features in the architecture literature and classified the barriers of implementation of
Net Zero Buildings into few categories. Those categories are building design factors and energy generation factors. Building design factors is
composed of passive and active design. Energy generation factors are constructed of renewable energy sources. The findings are significant
due to the increasing emphases put on energy consumption of office building. The results suggest that designs of Net Zero Energy Buildings
in office building must take more into consideration the building envelop, lighting system, and HVAC as important aspects in the ZNEB design.
53774

14:30-14:55 | 322A (3F)

Effect of Carbonization Temperature and Reaction Time on Non-Recyclable PET Bottle for Char Formation
Chiaweefern Jennifer, University of Tokyo, Japan
Sawai Osamu, University of Tokyo, Japan
Nunoura Teppei, University of Tokyo, Japan

Japan has reported a high recycling rate of 84.5% for PET bottles in 2017. However, out of the total bottles collected, approximately 15 wt%
consist of non-recyclable PET bottles. Here, non-recyclable PET bottles are referred to materials consisting of colored pigment, materials
with impurities such as oil on surface and materials exposed to long-term UV-degradation. Due to the zero-recycling value of non-recyclable
PET bottles, it is difficult to purify and recycle these materials. As a result, non-recyclable PET bottles are still being processed throughthermal treatment. Thermal treatment of plastic materials is the least desired approach in waste management due to environmental andhealth concerns involving the emission of toxic PAH and greenhouse gases during the incineration of plastic wastes. Incentives should betaken to decrease the dependency on thermal treatment for non-recyclable PET bottles through improvement of processing routes of PET
bottle recycling. The aim of this research is to provide an alternative route to improve the material value of non-recyclable PET bottles for theenhancement of the PET bottle recycling cycle. In particular, we plan to treat the non-recyclable PET bottles into char through carbonization,
followed by activation of the carbonized product into activated carbon. Current experiments were conducted using commercial PET bottles
as model feedstock to give a better understanding on the factors in the carbonization of PET using a bench-scaled batch reactor to obtainhigh char yield. Studies include the effects of operating temperature and reaction time on char, wax and gas yield.
54029

14:55-15:20 | 322A (3F)

Empirical Analysis of Chinese Environmental Citizenship: Citizens’ Awareness of Environmental Issues andEnvironmental Protection Activities
Tomomi Hamada, Chubu University, Japan
Makoto Shimizu, Chubu University, Japan

China has experienced rapid economic growth over the last thirty years. However, owing to such rapid growth, China is facing various environmental
issues that need to be addressed. Numerous researchers believe that Chinese citizens’ cognizance regarding pollution can play an important rolein protecting the environment by incorporating social changes, which is termed as “environmental citizenship.” The objective of this study is toinvestigate Chinese citizens’ awareness of environmental issues, pollution in cities, and environmental protection activities (EPAs), and thereby
identify the determinant factor for an individual to participate in activities that protect or pollute the environment. Based on questionnaire-survey
data, aspects such as civilians’ knowledge of environmental protection laws (EPLs), rules for sorting garbage-waste, awareness of the severityof China’s environmental issues, participation in EPAs, and prioritization of EPAs in daily life were analyzed. Mathematical distributions of thesaid aspects were statistically analyzed through factor analysis and regression analysis. Obtained results indicate that most Chinese citizens
understand the severity of environmental issues and recognize the need for changing citizens’ activities and outlooks. However, few citizens
adhere to EPLs. Furthermore, Chinese citizens do not prioritize EPAs in their daily lives, and regional inhabitants do not refrain from polluting theenvironment. However, Chinese citizens are shifting their focus from rapid national development to sustainable development. Hence, the obtained
results demonstrate the implications for the education sector and national/local government to raise public awareness toward EPAs.

74 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:40-15:20 | Room: 322B (3F)

Saturday Session III
Higher Education: Gender
Session Chair: Keiji Hashimoto
54654

13:40-14:05 | 322B (3F)

Matriarchs Matter: Family Influences to Scientific Thinking of Women of Color in the Community College
Melo-Jean Yap, San Diego State University, United States

In the University of California system, community college transfer students comprise of 48% of graduates with STEM bachelor’s degrees(Community College League of California, 2015). This demonstrates that two-year colleges help pave the career pathways of community
college students, many of which are students from underrepresented backgrounds in STEM fields. To cultivate the potential of women of color
in pursuing STEM fields in the community college, focusing on their standpoint will empower them in centering their own perspectives in theirown retention and success. Learning more about their standpoint also highlights their knowledge production as future producers of knowledge
in the STEM fields (Harding, 2004). To obtain the influences to their scientific thinking development, 35 women of color STEM majors answereda social network questionnaire by nominating these influences. Social network analysis was used to analyze their influential social networks.
Results demonstrate that family members have the highest frequency of influence to scientific thinking, regardless of educational attainment
at the high school or lower levels. These relatives also heavily consists of matriarchal figures, such as mothers and grandmothers, especially as
influences to scientific observation and scientific justification. These findings signify the importance of family in cultivating intellect, whether
or not the relatives obtained college degrees or higher. Significance also supports emphasis on the students’ standpoint in self-determining
their own success, and creates a campus culture that celebrates family-inclusiveness. Creating campus programming that caters to students’strong relationships with their families may promote even more persistence in their STEM career trajectories.
54473

14:05-14:30 | 322B (3F)

Dishonest Self-Monitoring and Relationship Conflict of Undergraduate Students: The Effect of Gender
Takt Shishido, Musashino University, Japan

1. Research Goal: Self-monitoring (the ability to regulate behavior to accommodate social situations) is required for a good relationship,
and thus universities try to improve the student's self-monitoring ability. It is assumed there that the self-monitoring is beneficial;
however, the quantitative data collected from undergraduate students surprisingly showed that the self-monitoring significantly
increased unfavorable relationship conflicts in classroom. The goal of this study is to explain the counter-intuitive results. 2. Hypothesis
Development: Dishonest person may try to utilize self-monitoring for a relationship building strategy, but his/her self-centered hidden
agendas and motivation are sometimes detected by others and this may lead to relationship conflicts. This means that self-monitoring,when combined with low honesty, can increase relationship conflicts. In addition, we predict a moderator role of gender, because men andwomen are expected different roles in interpersonal relationships, according to social role theory. 3. Method: Data were collected from 187
Japanese undergraduate students (48.1% men and 51.9% women; mean age = 19.65 years) by questionnaire. 4. Results: The regression
analysis showed a significant three-way interaction effect between self-monitoring, honesty, and gender on relationship conflict inclassroom, in which self-monitoring significantly increased relationship conflict only among male students with a lower level of honesty.
5. Conclusion and Discussion: Dishonest self-monitoring worsens interpersonal relationships among men. Therefore, universities should
be aware of a negative side effect of teaching "strategic" self-monitoring to male students.
55597

14:30-14:55 | 322B (3F)

Female Leadership for Higher Education in the Progressive Era in the US: An Analysis of Identity, Gender Roles
and Agency
Limin Su, The University of Iowa, United States

From the colonial period to the twentieth century, the identity of women, as well as gender role expectations, have evolved with the advancementof higher education for women. Identity determines self-autonomy, including educational motivation and achievement. From “republican
motherhood”, “ideal woman”, to “new woman”, different identities and images of women have influenced institutional efforts, educational ideals,
and achievements of female educators and students in higher education institutions. To better understand the role of identity and gender roles
in women’s agency for higher education, the paper examines the experiences of female educators in the progressive era from the 1880s to
the 1920s when higher education for women rapidly expanded. Influential female educational leaders of the time include Marion Talbot, Alice
Palmer, Lucy Sprague Mitchell, Ella Flagg Young, Margaret Haley, and Martha Carey Thomas. The research, looking into biographies, primary
documents and published works of these female educational leaders, casts light on the gender roles and values that they had fostered and that
had influenced their propositions for women’s education. The characteristics of female educators’ experiences in the progressive era include
intellectual aspiration for advanced learning, active engagement in public affairs, and progressive attitude towards marriage. The gender roles
and values these female educators harbored and acted on had become part of their agency for educational reform.
54477

14:55-15:20 | 322B (3F)

Female Labor Force with Higher Education and Economic Growth in Japan: Prefecture Panel Data Approach
Keiji Hashimoto, Otemon Gakuin University, JapanAs a consequence of the demographic change due to aging population combined with the diminishing number of children, the shortage of labor force
is a serious problem in Japanese economy. At the same time, the shares of the people of both sexes highly educated keep constantly increasing. In
this study, with a focus on the labor market participation rates of female with university education, its impact on the macroeconomic performanceis considered. Based on the Okun’s Law which is the standard tenet on the relationship between unemployment and economic growth, the impactof the number of people not working, classified by sex, age and education attainment, on the economic growth is empirically investigated. The
panel data on all 47 prefectures (1982-2017) for empirical estimation of Okun’s Law are from two main sources for population aged 15 and older(excludes those ""in school"") and GDP: Employment Status Survey (Statistics Bureau of Japan) and Prefectural Economic Calculation Annual
Report (Cabinet of Office, Government of Japan), respectively. Our estimating results show that there is a noticeable difference between men andwomen with higher education in the relationship with real per capita prefecture income growth. We argue that the main cause of such a differenceis the point that the labor force participation rates of women become lower as the education attainments of them become higher.

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15:40-16:30 | Room: 318A (3F)

Saturday Session IV
Workshop Presentation
53061

15:40-16:30 | 318A (3F)

Unlocking Implicit Bias: How Our Hidden Attitudes are Affecting How We Teach Our Students
Jabraan Pasha, University of Oklahoma School of Community Medicine, United States

Unlocking Implicit Bias weaves humor, poignant stories from national headlines and personal experience into a rich learning
experience. Participants leave with a sense of relief in knowing that even good people have unconscious attitudes that affect thedecisions they make. By removing the feelings of guilt, we open the door to constructive discussions that help begin to combat theeffects of implicit bias. We guide participants through enlightening experiential exercises to deepen understanding of the power of
automatic associations which serve as the foundation of implicit bias. After introducing participants to the landmark tool that canreveal unconscious attitudes, the Implicit Association Test, our attention is then focused on the evidence-base, where we demonstrate
key findings from the substantial literature on the nature and effects of implicit bias. By facilitating refreshing and productive large andsmall group activities on personal experiences with implicit bias in everyday life, we begin to peel away the feelings of shame and guiltthat many people associate with implicit bias – allowing for constructive discussion about combatting implicit bias.
Objectives:
1. Understand implicit bias as it impacts the personal, professional and societal relations we all have.
2. Interpret the impact of implicit bias from shared experiences.
3. Formulate a personal list of methods to combat implicit bias.

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15:40-16:30 | Room: 318B (3F)

Saturday Session IV
Workshop Presentation
53493

15:40-16:30 | 318B (3F)The English Language Classroom: A Place for Changing Hearts and Minds?
Mark Rebuck, Meijo University, JapanFor some teachers the classroom is not only a place for focusing on language, but one where students engage with issues. This
presentation revolves around such an issue-orientated class; specifically, a disability awareness lesson, taught in a Japanese pharmacy
faculty. The lesson covers several topics, including an introduction to chromosomal abnormalities, and the concerns of parents ofchildren with the most common chromosomal abnormality, Down syndrome (DS). Also covered is NIPT (non-invasive prenatal genetic
testing), a revolutionary method of prenatal testing. With over 90 per cent of pregnant women in Japan choosing selective abortion
after a positive NIPT result for DS, the test raises profound ethical issues. The presenter is the father of a child with PWS, a rare
chromosomal disorder; however, in creating and teaching the lesson he did not seek to further any particular agenda. Nevertheless,a questionnaire survey of 237 first-year pharmacy students, conducted before and after the lesson, showed a significant increase (of23%) in the number of students who would choose to abort following a positive NIPT result for DS. After outlining the lesson's content,
the presenter will discuss how it could have influenced the students’ attitude change on selective abortion. This will lead to a wider
discussion on pertinent issues in the teaching of controversial issues. One question the presenter will ask is this: Why would manyteachers consider it acceptable to create a lesson designed to deter students from smoking, but not one that sought to sway theirviews on selective abortion.

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15:40-16:30 | Room: 319A (3F)

Saturday Session IV
Workshop Presentation
53325

15:40-16:30 | 319A (3F)

LOL – Laugh or Learn?: An Investigation into the Potential of Adopting Popular Cultural Material into
Mainstream Academia
Esther Laryea, Ashesi University, Ghana
Ayawen Asuinura, Ashesi University, Ghana

Established conventions in pedagogy have been shown to elicit reducing qualities in responses of students. Research attributes this to anumber of factors including paradigm cultural shifts, the rapid rise to prominence of technological advancement and with it, diminishingattention spans. It follows that new methods of teaching are required to meet students in a pedantic space suited to them while providing
effective results. This paper proposes an extensive integration of popular cultural media into teaching material; with a focus on memes
and short videos, to the end that they may illustrate academic concepts to students in a clear and engaging manner. The methodology
involves purposive sampling of appropriate short videos and memes and an illustration of how to use them in teaching effectively, as well
as benefits and potential downsides associated with this method. It is crucial to highlight ways in which popular culture can be adapted
into mainstream academia if we are to reach out to the young people we educate today effectively. The stark reality that Africa will witness
a doubling of its population by 2030 is one that most young Africans today are oblivious to. Educators need their attention to impartcritical thinking and problem-solving skills if they are to face this challenge properly. We propose that one of the most effective ways to do
this is to get the full attention of students to transmit these skills will be to integrate popular cultural media into mainstream academia.

78 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:40-16:30 | Room: 319B (3F)

Saturday Session IV
Workshop Presentation
54244

15:40-16:30 | 319B (3F)

Pictogramming Workshop (Learning Programming Concepts with Pictogram Contents Creation)
Kazunari Ito, Aoyama Gakuin University, Japan

We have been developing content creation environment using human pictogram, called “Pictogramming.” This application can be accessed
freely (web site URI: http://pictogramming.org/?page_id=470 and application URI: https://pictogramming.org/editor/). Pictogrammingis coined from two words, “pictogram” and “programming”. Pictograms are widely used in various fields such as counseling, safety,
and facilities. Thus, the pictogram has been researched in various fields. Pictogramming also has aspects of a programming learning
environment. Pictogramming is designed with the goal of creating pictograms, so its command set and functions are limited compared togeneral programming languages. It leads to fit for educational use and it also has the advantage that an understanding of the conceptsof programming such as sequential execution, parallel execution, variables, looping, conditional statements, etc. can be achieved throughpictogram creation without much learning cost. Our past research proved that posturing human-shaped pictogram by this application
generates humour and surreal emotions, which also promotes communications between learners. Hence, this application has widelyused at from many elementary schools to universities with various learning context in Japan. This time, we would like to introduce thisapplication and show off some practice examples and after that we held short workshop that each participant makes pictogram signs
and we shall discuss programming learning method for student and the further educational use of various symbols not only pictograms
but also emojis, diagrams, and so on.

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15:40-16:30 | Room: 321A (3F)

Saturday Session IV
Workshop Presentation
55887

15:40-16:30 | 321A (3F)

Embracing Difference: A Card Game to Inspire Creativity and Foster Multiple Perspectives
Arina Eichelberger, University of Hawaii at Manoa, United States
Meng Fen Grace Lin, University of Hawaii at Manoa, United States

Creative people are often people who embrace differences, bring about original and novel ideas with fluency, and be able to articulate
their ideas to others with detail. The ability to view problems from multiple views and develop creative solutions is an essential skill intoday’s fast-changing society. Interestingly, these same skills are also essential in empathizing with others. Empathy is the capacity tounderstand or feel what another person is experiencing from within their frame of reference. In other words, the capacity to embracing
differences allows one to see from multiple perspectives with fluency and to relate to others by using imagination. In this professional
development workshop, we will use simple card games to dive into the complex concept of embracing differences. Through three roundsof games, we hope to inspire creativity and foster multiple perspectives. We will provide the cards, you just need to show up ready to play.
We will have two rounds of hands-on, small-group activities focused on creativity and multiple perspectives. In round three, participants
will discuss possible applications for these activities in their own environments.

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15:40-16:30 | Room: 321B (3F)

Saturday Session IV
Workshop Presentation
54940

15:40-16:30 | 321B (3F)

Spanish for Specific Purposes: The Training of Spanish Interpreters
Graziela Rondon-Pari, SUNY Buffalo State College, United States

Throughout the decades, the teaching of languages has undergone transformations, from rote memorization of grammatical rules, to freespontaneous language without error correction. At the same time, during the 20th century and beginning of the 21st century, language
classes in higher education centered around grammatical reviews, culture and the study of literary works written in the target language.
As language enrollments started to decline, colleges realized the need to offer students language classes that enabled students to becompetitive in the global market. With that thought, universities started to focus on the teaching and learning of languages for the
professions and specific purposes. Some of the specific purposes fields that are currently in great demand in the United States arecourt and medical interpreting, as well as legal and business-related translation, with the legal field being the one in higher demand.
This workshop provides an overview of skills needed to be an interpreter, practical tips on legal discourse learning, ethical issues and an
overview on how to become state and nationally court certified. The workshop will be in English, with Spanish examples.

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15:40-16:30 | Room: 322A (3F)

Saturday Session IV
Workshop Presentation
54366

15:40-16:30 | 322A (3F)

Transformation through Embodiment of Pancha Maha Bhutas (Five Great Elements)
Jelena Vasic, Independent Scholar, CanadaThis holistic and experiential workshop explores transformation through the embodiment of the five elements: space, air, fire, water, andearth, intersecting Eastern and Western epistemologies. According to Samkhya Philosophy, whatever exists in the cosmos resides within
us. We are the physical manifestation of consciousness through the five elements. In this workshop, the participants are guided throughthe movement inspired by the elements in order to explore the body as a place of knowing, while connecting movement to self-reflection.
This eco-spiritual pedagogy challenges the participants to re-examine their worldviews and re-evaluates our education systems that are
still heavily influenced by Western patriarchal mind/body dualism. Through the embodiment of the elements, as well as the explorationof the fundamental concepts of Samkhya Philosophy, the participants are encouraged to explore embodied self-inquiry and criticalself-reflection. They may also reflect on feelings and emotions that are catalyzed by and released through the movement and gain adeeper understanding of themselves and their lived experiences. This session uses a holistic, integrative and cyclical learning modelof embodiment, self-reflection and transformation. It also intersects theories of adult education with both personal and environmental
sustainability. Lastly, it is rooted in a belief that once we become aware of the individual spiritual connection to our inner world -throughboth cerebral and embodied inquiry -we can begin to heal our collective connection to our external natural world.

82 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Sunday
January 12
Parallel Sessions
Please note that all abstracts are printed assubmitted. Any errors, typographical or otherwise,
are the authors’.

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09:40-11:20 | Room: 318A (3F)

Sunday Session I
Education & Difference
Session Chair: Marina Wong
55540

09:40-10:05 | 318A (3F)

Teaching English as a Foreign Language to Japanese Learners With Learning Difficulties
Mutsumi Iijima, Gunma University, Japan

Compared with learners in several other countries, it is said that the ratio of learners with Dyslexia is much lower in Japan. This might be truein a prospective of the orthographic depth, but there exists learners with Dyslexia in Japan, too. This fact is often unmarked even at school. It
has been shown that learning will be built up on the development of phonological awareness at early stage. And learners with the insufficientdevelopment of it cannot acquire or achieve learning successfully. The problem is that learning is going on without being noticed. Then at the
fifth year of the primary school, those who suffer from Dyslexia start to learn English without enough support or self-awareness. Their learning
will collapse sooner or later. And according to several literatures, difficulties in the mother tongue should bring problems in learning a foreign
language. Therefore, all the pupils at the very early stage of primary school, should be assessed of the ability of reading and writing their mothertongue, Japanese. This study examines possible causes which may hinder Japanese learners of English as a foreign language who havesome difficulties, including learners with learning disabilities (LD), developmental disorders, hearing impairments or lower achievements. Thoselearners have several problems or difficulties caused by various impairments, but this study focuses on phonological awareness as a crucial
factor in learning a language. And also this study suggests how TEFL at a primary school in Japan should start and what should be noticed.
55552

10:05-10:30 | 318A (3F)

Math Readiness: Early Identification of Preschool Children Least Ready for Formal Mathematics Instruction in School
Anastasia Betts, University at Buffalo, United States
KP Thai, Age of Learning, Inc., United States
Daniel Jacobs, Age of Learning, Inc., United States

Key mathematics competencies mastered in kindergarten are associated with higher mathematics achievement in later elementary andmiddle school. Unfortunately, deficits in math understanding can begin before students enter school, often due to home environmentsthat lack sufficient mathematics enrichment. Moreover, the gap between students who begin school behind and their more prepared peers
only widens as students move through successive grades. As a result, developing ways to quickly assess and address gaps in students’mathematics foundations at school entry is critical to ensure future success in math. The present study evaluated the implementationof an adaptive digital mathematics program designed to assess and teach number sense skills to 292 low-SES children in 20 preschoolclassrooms in Southern California. Analyses revealed that children with low prerequisite knowledge and possibly low executive functioning
skills were unable to progress effectively in the program. This study explores early identification of children who may not yet be fully readyto take full advantage of school mathematics instruction, and calls for educational programs that can quickly detect children who may
benefit from early mathematics remediation, before the onset of formal schooling.
54723

10:30-10:55 | 318A (3F)

Parental Perspective of Play in Children with Disabilities
Connie Ellen Gualberto, Department of Education, Philippines

Play is an innate feature of childhood. For children with disabilities, play is viewed from another perspective due to their limitations, as
they tend to demonstrate play skills that are distinct from their typically-developing peers. Therefore, this study aimed at generating abroader understanding of play among children with disabilities, particularly those with Autism Spectrum Disorder, Down Syndrome andCerebral Palsy, from the perception of their primary caregiver. Specifically, this study investigated two problems: (1) what are the lived
experiences of parents or guardians with their children during play and (2) what model of play can be generated from the analysis of theirplay experiences. Using a qualitative, descriptive-interpretive approach, the narratives of nine participants who shared the play storiesof their children through semi-structured interviews were analyzed through thematic analysis. Through the analysis, the parents andguardians’ lived experiences were given more meaning. In particular, the research findings showed eight themes: a) Panagay-ayam (Playas paglalaro), b) Pannakiay-ayam (Play as pakikipaglaro), c) Pagaayat (Play as laro ayon sa gusto), (d) Panagtulad (play as imitation) (e)Paglaingan (Play and the child's strengths), (f) Pagkapsutan (Play and the child's limitation), (g) Panagadal (Play as learning); and, (h) playand parents' wishes for their children's play. Based on these results, the Progression Spin Model of Play was generated that puts children
with disabilities at the center of play. This model of play serves as an intervention tool for use at home, in school and in the community.
55585

10:55-11:20 | 318A (3F)

Instructional Strategies That Could Foster Musical Creativity of Students With Intellectual Disabilities
Marina Wong, Hong Kong Baptist University, Hong Kong

Background: In Hong Kong, students with intellectual disabilities [ID] are commonly placed in special schools. Under the principle of “onecurriculum for all”, students with ID are expected to achieve the same learning targets as their counterparts in mainstream schools. Musicis a subject that is offered to all students (Age 6 to 14). One of the major learning targets is “developing creativity and imagination”.
Purpose of study: The purpose of this study is to explore special schools music teachers’ reflections on the instructional strategies that
could foster musical creativity of students with intellectual disabilities. Methodology : This is a qualitative multiple-case study. Purposefulsampling was used to select nine cases of special schools music teachers. Face-to-face interview technique was used for soliciting
music teachers’ reflections on the instructional strategies that they believe to be useful for fostering musical creativity of students with
ID. An identical semi-structured interview guide was repeated to all nine cases. All interview data were transcribed and checked by theparticipants. All data were coded, categorized and analyzed. Findings: The instructional strategies that could foster musical creativityof students with ID are branched out through various music learning activities, such as listening and performing, instead of limiting tocomposing activities. The design of these instructional strategies must be meaningful and interesting to the students with ID; otherwise
they would not be able to respond nor demonstrate their learning outcomes in the music lessons.

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09:40-11:20 | Room: 318B (3F)

Sunday Session I
Innovation & Technology
Session Chair: Jeremy White55536

09:40-10:05 | 318B (3F)

Evaluation for Children’s Internet Literacy for Cultivating Competencies and Resilience Abilities to Internet Risks
Nagayuki Saito, Kio University, Japan

Modern societies benefit greatly from the Internet. The Internet has become indispensable for not only adults but also for children.
However, Internet use by children carries risks. In terms of childrens’ Internet use, there have been a number of problems, suchas encounters with illegal and harmful content, leaks of private information, encounters with criminals, problematic e-commercetransactions, Internet dependence, etc. In order to address such social problems, Japan developed an internet literacy assessment
program for youth that aims to realize an evidence-based policy for making the internet environment safer for youth. This indicatorspecifically focuses on the ability to respond to the threats and dangers on the Internet from the viewpoint of making a safer and moresecure Internet environment for youth. From the analysis results, while the category with high literacy was “inappropriate usage”,“improper transactions” and “privacy risks” showed lower literacy than the other categories. Therefore, it will be necessary to increase
these literacies. Regarding the relationship between smartphone usage time and literacy, as the smartphone usage time increased,
the correct answer rate tended to decrease. This will require efforts to promote appropriate screen times. In addition, in terms of
the relationship between online trouble experience and literacy, subjects with trouble experience tended to have higher literacy. In
particular, the trend was stronger in the security risk category than in other categories. For this reason, it is considered effective not
only to develop youth Internet competencies but also to increase their resilience.
54110

10:05-10:30 | 318B (3F)Technology Acceptance Model for Pre-Service Teachers of Region I
Maria Theresa Forneas, University of Northern Philippines, Philippines

The study determined the profile of College of Teacher Education Faculty and Pre-service Teachers; Adequacy and extent of ICT – Based
Instruction along hardware, software and peopleware; degree of Perceived Usefulness, Perceived Ease of Use, and attitudes towards theuse of ICT in teaching; level of assessment of the respondents in terms of technological practices; degree of difficulties on frequency
of use by pre-service teachers in the school; developed ICT-based instructional materials used by the pre-service teachers in practiceteaching; and propose a Technology Acceptance Model for Pre-Service Teachers. This study used descriptive research design. The
findings revealed that majority of the respondents were female, have graduate or postgraduate degrees or have earned units towards ahigher-level academic degree, and were in the Instructor level. The Level of adequacy and extent of utilization for ICT-based instruction
was found to be Moderate Adequacy / Moderately Extent. Perceived Usefulness is Strongly Agree as supported by the rating very useful inusing ICT-based instruction. Assessment in terms of Technological Practices is excellent in surfing the internet for educational research.
For the Degree of difficulties concerning frequency of use, they used ICT-based in teaching activities four times a week. For Utilization andavailability of the developed ICT-based instructional materials, PowerPoint presentation with audio and animation and using traditionalbased instructional material ranked first in the availability of the developed ICT-based instruction. From these results, a Technology
Acceptance Model is proposed to address the 21st-century education and Sustainable Development Goal of 2030.
54460

10:30-10:55 | 318B (3F)

Learning Economics with Mobile Cartoons Among Undergraduates
Yin Yin Khoo, Sultan Idris Education University, Malaysia
Wai Bing Khuan, Sultan Idris Education University, Malaysia
Zainizam Zakariya, Sultan Idris Education University, Malaysia

The Ministry of Education Malaysia has spent more than RM 6 billion to leverage the Information and Communication Technology (ICT)over the past decade. Utilizing the ICT in education institution becomes one of the main shifts in Malaysian Education Blueprint 20132025. The economics students are facing the problem to think critically in the learning activities. Since the users of smartphone haveincreased tremendously among the undergraduates, there is a developing trend in mobile learning to provide increased interaction andengagement in undergraduate education. This study conducted to examine the effect of mobile cartoons on the students critical thinking
ability and performance. A survey design was selected in this study. A total of 102 undergraduates was taken as samples. The findings
showed significant result on students critical thinking and performance. Future research may focus on the up-scaling of the cartoons andthe large sample will be employed.
53959

10:55-11:20 | 318B (3F)The Use of Digital Videos, LMS, Peer and Self-feedback to Improve Presentation Skills
Jeremy White, Ritsumeikan University, Japan

An issue with conducting presentations in class is the one-off nature of the activity. Students present their topic and have little idea of how
their own performance was except for their feelings and the grade they eventually receive from the teacher. However, improved access tomobile technology for both educators and students, coupled with the enhanced functionality of higher education learning management
systems (LMS), has provided additional opportunities for the teaching of presentation skills in the classroom. One such opportunity is
combining mobile devices, YouTube, and LMSs to allow students to record, upload, watch, and give both peer and self-feedback on inclass presentations. This presentation will at first outline the need for peer review with oral presentations, focusing on the skills students
can improve by watching and giving comments on both their own and their classmates presentations. The presenter will then outline theresults of a survey related to the use of video and peer review by 45 students in a private university in Western Japan. The results of thesurvey in general demonstrated that students felt positive towards the use of video and receiving feedback from their peers in this format.
However, some were concerned about the privacy of the videos while others worried about receiving critical feedback from their peers. The
presenter will conclude by outlining which skills the students believed would benefit the most from video-based peer feedback.

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09:40-11:20 | Room: 319A (3F)

Sunday Session I
Educational Policy
Session Chair: Xiaotian Han
54598

09:40-10:05 | 319A (3F)

The Impact of Georgia Charter School Systems’ Governance Teams
Barbara Roquemore, Georgia College and State University, United States
Larry Newton, Georgia College and State University, United States

Charter schools and systems are a growing trend in the United States. In 2007, The Georgia State Assembly passed the Charter Systems
Act. Georgia’s charter school movement, however, evolved in a unique direction in the 2000’s. In an effort to expand the tenets of theoriginal charter school concept, one that is centered on the ability to innovate, freedom/flexibility from state regulations, and a greater
emphasis on self- governance, entire school systems were given the opportunity to apply to the State of Georgia to become charter
systems. Local boards of education were able to apply to become Charter Systems in exchange for increased academic accountability.
The Georgia Department of Education defines a charter system as: “a local school district that operates under the terms of a charter
between the State Board of Education and the local school district. The system receives flexibility from certain state rules and regulations
in exchange for greater accountability. There is an emphasis on school-based leadership and decision-making.” The purpose of thisstudy is to determine the level of the impact the school-level governance teams have on Charter Systems’ use of flexibility, innovationand governance at the school level. The School Governance Team (SGT) members in 46 districts are surveyed to determine the impact
of governance on the Charter School systems. The study is a mixed method study. It includes surveying the SGT members to provide
quantitative data. Additionally, open-ended questions provide qualitative data.
54230

10:05-10:30 | 319A (3F)

A Generational Study of Chinese Educational Value Transformations in the Past 70 Years
Aili Guo, School of Foreign Languages, Shanghai Ocean University, China

Chinese educational value has undergone significant transformations from 1949 to 2019. By interviewing three generations of Chinese
people, this paper reports the distinct features of Chinese educational value transformation in the past 70 years in terms of the focus
of education and the student-and-teacher relationship. It is found that Chinese education is consistently related with politics, but its
significance in real educational practice varies during different historical periods. The focus of Chinese education has generally changed
from political belief to intelligence. Moral education is neglected in real practice today, though it is promoted by policy. The relationshipbetween teacher and student is becoming loose and secular. Teacher’s authority has been challenged by students, and the traditional
Chinese value of respecting teacher is declining. Equality between teacher and student is defined as the ideal type of teacher-and-student
relationship by new generations of Chinese students. The research findings allow a nuanced understanding of Chinese indigenous
educational psychology. Their implications for global education are also discussed.
53748

10:30-10:55 | 319A (3F)

Estimating Returns to Education in the Philippines: A Quasi-experimental Approach
Ma. Laarni Revilla, National Graduate Institute for Policy Studies, Japan
Jonna Estudillo, National Graduate Institute for Policy Studies, Japan

Since the late 1950s, various studies have shown the positive relationship between schooling and income. Most of these, however, areconducted in developed countries and rarely in developing economies. My paper, thus, contributes to the extant literature on returns toschooling in a developing country. I follow a quasi-experimental approach called regression discontinuity design (RDD) using survey datafrom the Philippines in 2008 and 2011. RDD deals with the endogeneity problem of schooling in the income regression model using an
instrumental variable (IV). My selected IV is exposure to free and subsidized secondary education programs that were implemented in 1989. I
conduct the analysis on the whole sample of workers and subgroups of workers based on sector and gender. The main results are as follows.
First, overall, an additional year of schooling significantly increases income by about 17 to 23 percent. More years of schooling, thus, yieldhigher income. Education investment pays off. Second, we find significant returns to education among men in the formal sector. Since theglobal financial crisis in 2008 to 2011 led to the contraction of mostly female-dominated industries, we find an increase in income among
men and not among women. Finally, we observe significant returns to education among women in the informal sector. Women workers who
were laid off in the formal sector opted to engage in informal activities, such as self-employment and managing small businesses. This led
to a substantial rise in women’s informal income, which means that education matters even in the informal sector.
54196

10:55-11:20 | 319A (3F)The Associations Between the Perception of Helpfulness of Teacher Induction Programs and AnticipatedFirst-year Teacher Retention in China
Xiaotian Han, Shanghai Normal University Tianhua College, China

The purpose of the study was to: (a) determine to what extent the formalized teacher induction programs (TIPs) are perceived to be helpful forfirst-year public primary school teachers in Shanghai, China; (b) measure anticipated job retention of first-year teachers; and (c) examine thedegree to which these TIP helpfulness and anticipated job retention are associated. In this study, retention is defined as remaining in a Shanghai
public primary school. Shanghai TIPs are one-year long, mandatory programs for first-year public primary teachers. The conceptual frameworkof TIPs includes four main components (orientation, mentoring, professional development, and teacher evaluations) as found in Horn, Sterling,
and Subhan’s (2002) high-quality teacher induction program component model. The study employed a non-experimental, correlational design
and used survey responses from teachers to address the research questions. An on-line survey was completed by 408 participants who held abachelor’s degree or higher along with a teaching credential and who were within their first year of teaching in a Shanghai public primary school.
Results of the study include: (1) Overall, Shanghai public primary school teachers perceived the level of TIP helpfulness to be relatively high;however, the levels of helpfulness varied across the four components; (2) The majority of participants expressed agreement with plans to stayin the same position; and (3) The perception of overall TIP helpfulness was a statistically significant predictor of anticipated teacher retention.

86 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:40-10:55 | Room: 319B (3F)

Sunday Session I

Higher Education: Multiculturalism
Session Chair: Pamela Palmater
54820

09:40-10:05 | 319B (3F)

Deconstructing and Reconstructing Self: A Journey to Decolonization Indigenization and Reconciliation
Gloria Ramirez, Thompson Rivers University, Canada

In 2015, the Truth and Reconciliation Commission of Canada (TRC) completed the five-year national inquiry into the truth of survivors,families, communities and anyone personally affected by the Indian Residential Schools (IRS). Through the voices of the survivors, theTRC report informs Canadians and the world on what really happened and the ongoing impact on Aboriginal people, hoping that thisguides Canadians to reconcile through a process of mutual understanding and respect. The TRC calls for action hold every Canadianaccountable. Some have ignored them, others resist them, and others are taking action. For me as an educator, teacher educator,
researcher, and visitor in Secwepemcúlecw, the TRC report and its calls for action have strong resonance. The TRC report has shaken
me and driven me to a deep exploration of my own identity and my role in the process of reconciliation. This paper reports on an auto
ethnographic examination of my identity, my positionality and my role in decolonizing and indigenizing the academy through my researchand teaching practices. Intersectionality (Crenshaw, 1991), critical (Bhabba,1998) and indigenous theories (e.g., Little Bear, 2009; Smith,
1999, 2012) and First Nations Principles of Learning guide this examination.
53838

10:05-10:30 | 319B (3F)

Many Minority HS and College Students Think Better with “Distractions”: Culture, Verve and Task Presentation Format
Eric Hurley, Pomona College, United States
Shawn Trimble, Pomona College, United States
DeAndre Turton, Pomona College, United States

Recent evidence suggests that individual and group differences influence what level of immediate and ambient stimulation and stimulation
variation supports optimal performance on cognitive tasks. The matter is relevant to education because schooling pedagogies generally
assume that academic environments should be configured to allow students to concentrate without “distractions”. Several studies havesuggested that many minority students thrive in high verve task environments (Boykin & Bailey 2001; Cunningham, et. al. 2017). Vervedescribe the effects of cultural socialization on one’s psychological and behavioral preferences concerning such stimulation. In 3 studies
high school and college aged students completed 4 different tasks in high or low verve task environments. In the first study Black HS
students performed better on tasks presented in high-verve than in low-verve formats, while White students performed best in low verve
contexts. In the second study LatinX college students performed better in high-verve than in low-verve contexts while White students
performed best in low verve context. In the third study Black and White college students performed best in the high or low verve condition
depending on the strength of their ethnic identity. Implications for schooling will be discussed.
54204

10:30-10:55 | 319B (3F)

Reconciliation with Indigenous Peoples in University and Colleges
Pamela Palmater, Ryerson University, Canada

Reconciliation has become the buzz word of the decade ever since the Truth and Reconciliation Commission (TRC) of Canada publishedtheir report on residential schools in Canada.* The TRC, headed by (then) Justice Murray Sinclair, heard from residential school survivors,families and native communities from all over Canada about their experiences in residential schools and their lives afterwards. These
schools lasted for over 100 years, with the last one only closing in 1996. Despite being called schools, residential schools were actuallydesigned to separate native children from their parents, extended families and communities, for the express purposes of assimilating theminto, what the TRC describes as "Euro-Christian society". Thousands of children were starved, neglected, tortured, medically experimented
on, mentally, physically and/or sexually abused or even murdered. Their experiences have had long-lasting, inter-generational impacts
on many more thousands of children, grandchildren and great-grandchildren. The TRC offered 94 Calls to Action directed to the federal
and provincial governments, churches, businesses, the media, the public at large and, specifically, universities and colleges. This research
looks at how universities and colleges need to engage in reconciliation with Indigenous peoples on a substantive basis and not thesuperficial gestures currently offered by most.

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09:40-11:20 | Room: 321A (3F)

Sunday Session I
Challenging & Preserving
Session Chair: Padmini Boruah
54089

09:40-10:05 | 321A (3F)

Implementing the Japanese Dental English Core Curriculum: Enhancing Cultural Competency through Preparedand Impromptu Role Play Activities
Omar Rodis, Tokushima University, Japan

Background: A study funded by Japan’s Ministry of Education conducted a needs analysis, proposed a solution, and implemented an
active learning approach for the Dental English course. Its goal was to prepare future Japanese dentists to be globally and culturallycompetent. Three activities were introduced into the course and one of it is the role-play activity. The activity focuses on students playing
the role of a Japanese dentist and non-Japanese patients. The aim is to report student compliance and acceptance of this active learning
activity in a Japanese dental school. Methods: Two hundred and three 3rd-year undergraduate dental students participated in an active
implementation-learning role-playing activity, which was included in the Dental English course in a classroom setting at a dental school
in Japan, over a 5-year period from October 2013 to March 2017. Students had to do the prepared role play and impromptu role play. At
the end of the course, the students evaluated the active learning activities and wrote their comments in a free entry survey. Results: All
203 students decided to participate in the active learning activities confirming the changing learning needs of Japanese students. The
most common comment was that the class was interesting, fun, an easy way to learn other culture and common/dental terms, and a nonthreatening way to express themselves in English. Conclusion: The majority of Japanese students preferred the active learning style. The
study revealed that students reported greater engagement and better learning with proper guidance and time to prepare for the activities.
55593

10:05-10:30 | 321A (3F)Intercultural Communication and Education for the Future in Japan – How We Correspond with Newly Revised
Immigration Law
Masako Mouri, Toyohashi University of Technology, Japan

Along with aging society and decreasing birth rate in Japan, the government of Japan decided to revise Immigration Law to invite foreign
national workers easily. This law intends to welcome foreign national workers and the fourth generation of Japanese offspring. Some, however,say that the general public or society in Japan have not been prepared enough to include "foreign national workers" in general, and they seemto have a kind of hesitation or anxiety. In addition, social and educational approaches to interculturality, international understanding orintercultural communication have not provided enough to comprehend differences among people. This is because Japan has not accepted
immigrants or refugees historically and officially. Furthermore, due to the revision of previous immigration law to have the third and fourth
generation of Japanese offspring, especially from Brazil or Peru, many people has come to Japan, but unfortunately this has caused several
problems and challenges in society, such as gangs, organized crimes, low school attendance with little Japanese language skills, thereby
leading to worries, anxiety, racism and discrimination among the Japanese. Based on those issues, this paper will elaborate on the current
situation and circumstances in Japan, and would like to focus on and explain how the society and education have to correspond to theprospective future with foreign nationals including Japanese offspring, who look like Japanese but don’t understand Japanese.
55063

10:30-10:55 | 321A (3F)

Mutual Support Activities for Chinese Immigrants in Multicultural Society Singapore
Yuki Yokohama, Kanto Gakuin University, Japan

This study analyzed by intensively reading main literatures while focusing on a study of social organizations in Chinese community
in Singapore and clarified its establishment process, activities and future issues."Chinese clan associations" were founded for eachhometown or kin from the middle of the 19th century in order to support many immigrants from China. Cultural events of their hometown,
religious services, and the support of the social welfare, the medical care, and educational activities were provided there. And the foundingof "Chinese clan associations" made many immigrants' lives stable, and they developed to the point that they formed various networks
between China and Singapore. Some "Chinese clan associations" founded schools famous in Singapore, and they developed to what
affected not only educational activities of Chinese residents in Singapore but political activities. On the other hand, after Singapore became
independent in 1965, it was clarified that the role of "Chinese clan associations" weakened gradually as new government promoted speak
mandarin campaign. And it was clarified that many of the youth of Singapore were less concerned about activities of "Chinese clan
associations" in recent years, too. It was paid attention to in the future what kind of influence the education policy of Singapore or
southeast Asia has on identity of the youth of Chinese residents and Chinese descents under the globalization.
52789

10:55-11:20 | 321A (3F)

Visibility as Validation: Culturally Responsive Materials Development: A Case Study
Padmini Boruah, Gauhati University, India“When you don’t see yourself on the page, it’s harder to imagine yourself as a person” (gay Indonesian poet Norman Pasaribu, quoted by John
Gray, IATEFL plenary 2019). Erasure and negation in teaching materials is not limited to representations of gender and sexuality; in most ESL/EFL
course books in India, non-dominant cultural and ethnic representations are absent or superficial, and hardly meet UN Sustainable Development
Goals 2015-30 (#4,5, & 16). In this backdrop, preliminary results of a study of state-mandated English textbooks being developed for Upper
Primary level (grades VI to VIII) by a state education department in India show that using appropriate self-check rubrics, materials developers
can identify sites of diversity-blindness or lack of responsiveness to inclusivity and design materials with inclusive cultural representations ofboth target learners and ‘Others’. In this presentation, using NYU Metro Center’s Culturally Responsive Curriculum Scorecard and the Fairness,
Bias, and Cultural-Responsiveness Checklist of the Centre for Collaborative Education, Boston, (modified), I examine whether, and to what
extent, the draft textbooks reflect culturally responsive and inclusive pedagogy as a response to the multilingual, multicultural education needsof North-East India. Preliminary data collated from responses of materials developers and reviewers reveal areas where cultural interventions(ethnic, religious, linguistic, perceptual, gendered) could be rendered both inclusive and transformative, moving beyond overt manifestations likefestivals, holidays, and (mainstream) family traditions. I argue that appropriate inclusivity self-checks at the pre-development stage of materials
preparation can contribute effectively to the development of culturally responsive teaching materials for multicultural contexts.

88 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:40-11:20 | Room: 321B (3F)

Sunday Session I

Foreign Language education: Korea
Session Chair: Sun-Young Lee
55531

09:40-10:05 | 321B (3F)

A Critical Discourse Analysis of English Listening Sections of Korean College Scholastic Tests
Yoonjung Lee, University of Arizona, United States

I conducted a critical discourse analysis of the English listening sections of the 2019 and 2018 Korean College Scholastic Ability Tests(hereafter CSAT), which are national college entrance examinations in Korea for the year of 2019 and 2018 with the following two researchquestions: 1) Are the ways of speaking socially determined and appropriate in sociocultural contexts? 2) Do the dialogues in the English
listening test appropriately reflect real life communicative interactions? My goal is to investigate whether the dialogues in the English listening
test are appropriate for sociocultural interactions, which is important in language learning, and whether they are presented in meaningfulcommunicative contexts to help the students to understand and develop interpersonal communication skills. I examined three dimensions ofcommunicative events between speaker and hearer: 1) discourse structures, 2) discursive practices 3) social practices. The Korean Ministryof Education has made tremendous efforts for revision of the English language education policy and teaching methodology to enhance
Korean students' English communicative competence. To help to achieve the goal of enhancing the students' communicative competence it
is important to develop good English tests. For this purpose, it is necessary to analyze the English listening sections of the CSAT and assess
their validity. I hope my research will be helpful for both English teachers and examiners in making improvement of the English listening tests.
54663

10:05-10:30 | 321B (3F)

The Psychological Effectiveness of Gamified English Speaking Program Applied to Adventure Based Counseling
Activities for Korean Secondary Underachievers
Junghye Fran Choi, Walden University, United States
Seung Ho Bang, Ahyoen Polytechnic School, South Korea

This study investigated Korean secondary students who are academic underachievers’ affective domain of gamified English speaking program
implemented Adventure Based Counseling (ABC) activities. Gamification is to apply the game elements and mechanism to non-game context
for active participation and reinforcing motivation (Deterding et al., 2011). ABC is a counseling method to promote positive changes as learningby doing, including experiential learning, outdoor education, and group counseling (Glass & Myers, 2001). This study adopted survey and faceto-face interviews to explore the affective domain in their learning, including English learning resilience and motivation. Resilience in second
language education refers to the learners’ ability to effectively manage academic failures, pressures, and stress from studying (Martin, 2002).
The speaking program was designed for the twelve participants who pursue e-sports players and professional gamers rather than academic
performance. Also, the public high school was specially designed for the third-grade students’ professional careers such as games, cooking,and art. For their presentation skills, the speaking program was designed based on gamification, and the participants took the classes for 50
minutes twice per week for five weeks. The result presented positive responses in their learning resilience and motivation. Overall, the interview
and survey data analysis indicated that gamification can be effective to facilitate the secondary underachievers’ English presentation skills
and ABC activities can provide enjoyable foreign language learning environment for academic low achievers. These findings provide positive
empirical evidence for the effectiveness of gamified English speaking program applied to ABC activities in the aspect of affective domain.
54660

10:30-10:55 | 321B (3F)

Development of the Tense Dependency by Heritage and Non-heritage Speakers of Korean
Sun-Young Lee, Cyber Hankuk University of Foreign Studies, South Korea

This study investigated the L2 development of the tense dependency in the acquisition of Korean as a second language by heritageand non-heritage speakers. In Korean, the past tense marker –a/ess- is deleted in the subordinate clause of a past-tense sentence,
depending on the conjunction (e.g., pika wa-se/*wa-ss-se, wusan-ul kace wa-ss-ta. ‘I brought an umbrella because it was raining.’)
which is different from English. This study investigated the influence of the tense system of native language on the acquisition of L2. This
study analyzed the data which were collected from 52 heritage and non-heritage speakers of Korean on the production abilities at 1+ to 4
on the ILR (Interagency Language Roundtable) scale. The overall preliminary analyses indicated the high internal reliability of the task andhigh correlation between individual accuracy scores and ILR proficiency scale on the task (see Lee et al. 2016). Further detailed analyses
were conducted in this study focused on (i) the comparison among various experimental conditions, and (ii) the comparison of theperformance between heritage speakers and L2 learners to better understand the acquisition of Korean tense system by English speaking
learners of Korean. Preliminary analyses showed influence of English on the acquisition of Korean as well as differences between heritageand non-heritage speakers. The implications of the findings will be discussed regarding heritage language acquisition in general.
55583

10:55-11:20 | 321B (3F)

Development of English Teacher-Researchers in South Korea
Kyungja Ahn, Seoul National University of Education, South Korea

This study aims to examine the development of elementary EFL (English as a foreign language) teacher-researchers in a graduate program inSouth Korea. Survey responses and autobiographic essays from 22 graduate students were collected. Also, survey responses, autobiographic
essays, reflective journals, and final papers were gathered. All the data were analyzed qualitatively through content analysis. It was found thatthe graduate students went through three different stages as teacher-researchers based on their amounts of experience in research and how
long they had been in the graduate program: The initial, implementation, and expansion stages. While conducting their own research during thesemester, the participants displayed four types of teacher-researchers: research learners, research explorers, research negotiators, researchreflectors. Individual differences were primarily related to how specific their research topics and methodology were and how prepared they werewhen they started their research at the beginning of the semester. In particular, in case the teacher-researchers carried out action research, theirdevelopment was more directly influenced by their students’ reactions to instruction. Important implications for teachers, teacher researchers,
teacher educators, and policy makers surrounding elementary English education and teacher education are discussed.

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09:40-11:20 | Room: 322A (3F)

Sunday Session I
Teaching, Learning & the Mind
Session Chair: Jennifer Walinga
54131

09:40-10:05 | 322A (3F)

Neuroplasticity: Rewiring the Brains for Success
Rieko Matsuoka, Teikyo University, Japan
Tadashi Nakamura, Nakamura ENT Clinic, Japan

This presentation shares the recent studies on the brain (e.g., Arden, J.B., 2010; Norman, D., 2007) and proposes the possibility of applying
these studies for out daily professional life as an educator. The brain used to be thought as hardwired and it was believed that genetics
determined everything that we experienced (Arden, J. B., 2010). However, as an eye-catching article online (Mauz, S., 2019) describes,
we can train our brain for success. According to Chopra D. (2013), we could rewire our brains as a result of neuroplasticity including
neurogenesis (the growth of new neurons) and synaptogenesis (new connections between neurons). Specifically, Chopra advises us topractice 5 to 10 minute positive visualization about ourselves a day for six weeks for rewiring our brains, based on the study of memory(Schacter, D. L. et al., 2012) which states that the human brain cannot always discern between a memory and a vision of the future. The
students, complaining that they are different from so-called good students owning good brains who attend prestigious universities, may
develop their self-efficacy (Bandura, A., 1997) by practicing 5 to 10 minute visualization a day for six weeks. Further review on the brain
research and the students’ feedback comments on this practice will be examined and presented for the purpose of disseminating thepossibly effective intervention for enhancing the quality of students’ academic lives.
55563

10:05-10:30 | 322A (3F)The Art of Reflection – Teaching Experiences of Reflection as a Tool for Learning
Annika Johansson, University of Umea, Sweden
Maria Liljeholm Bang, University of Umea, Sweden
Carina Lindgren, University of Umea, Sweden
Thomas Back, University of Umea, Sweden

At Umeå University, students undertaking the Basic Training Programme for Police Officers develop knowledge and skills concerning
the effects of mental preparation and mental abilities on police work. Tactical, physical and mental preparations relative a multitude ofsituations are essential for police officers to be able to prevent bad decisions. It is therefore crucial that students develop self-knowledge
and coping strategies, and this is reflected in the significance of reflection as an element of teaching within our subject. To be able tohandle the art of reflection, students need support in developing this special competence. The aim of this presentation is to provide
examples, based on our teaching experience, of how reflection takes place in our practice. In doing so, we problematize the teacher’srole in reflective activities (i.e., how to create an educational format that contributes to learning), including the teacher’s competence indesigning the activity, creating a safe learning climate, and supporting student activities that lead to higher levels of reflection. We draw
specifically on our experiences from repeated but varied learning activities during which students reflect on their own and others’ action
in relation to theories of reflection in order to gain a deeper understanding of how thoughts, emotions and physical reactions impact
behavior. By highlighting strengths and challenges in our ongoing work, our goal is to contribute to a discussion on how reflection may be
a tool for learning and professional development, and how this tool may be implemented in different learning situations.
53754

10:30-10:55 | 322A (3F)

The Power of Believing: Analyzing Self-Empowerment Communication in the College Classroom
Jessica Vierra, California State University, San Bernardino, United States

This study assesses students self-image and its relation to positive learning outcomes. Predominantly, this study will examine previous
research and connect students ability to believe in themselves to their retention of content and self-image. The literature review describes
how important it is for students to have a positive self-image and how important it is for instructors to hold a positive influence instudents lives. The duration of this research was one year, analyzing a total of six oral communication courses, with each class including
28 students. The literature review displayed many benefits came from students having a positive self-image and being encouraged tomaintain this self-image from instructors. The data suggests positive self-image was created from the instructors' ability to be immediate,show their positive self-image, and the ability to believe in their students. This research describes independently successful students
come from a healthy immediate learning environment.
54957

10:55-11:20 | 322A (3F)Integrated Focus: Unlocking Insight and Creativity in the Face of Intractable and Complex Problems
Jennifer Walinga, Royal Roads University, Canada

The concept of insight - the ‘out of the box’ or ‘aha!’ solution to a problem - offers a framework for exploring and understanding how best
to enhance problem solving skills and, consequently, performance in a variety of realms. The sudden shift in thinking that characterizes
the insightful solution seems to be an important link in unlocking creative solutions to all manner of problems. Researchers of insightproblem solving argue that the cognitive shift we seek happens not at the solution end of the problem, but at the problem end. It is believedthat insight results from a restructuring or redefinition of the problem (Knoblich et al., 1999; Ohlsson, 1986) which leads to the abrupt andunanticipated change in the solution path that leads the solver to immediate success with a problem (Weisberg, 1995). As the old adage
says: a problem well defined is half solved. As such, Wertheimer describes insight as a ‘new, more penetrating view of the problem’, butwhat does ‘a more penetrating view’ really mean? And how does one go about achieving ‘a more penetrating view’? This paper documents
the process for unlocking insight in a variety of contexts including sport, education, social profit and corporate organizations, and public
institutions.

90 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

09:40-11:20 | Room: 322B (3F)

Sunday Session I
Education & Business
Session Chair: Rosula Reyes
55359

09:40-10:05 | 322B (3F)

Unseen Skills and Knowledge: Call Center Agents and Invisible Literacies
Johanna Tovar, WU Vienna University of Economics and Business, Austria

A common conceptualization of call center work is that it is low-skilled, with minimal or no new learning occurring because it’s underpinned by
Taylorist management practices and standardization. However, some studies have reported that agent’s report to having improved their language
skills as part of working in a call center. Moreover, as Hampson & Juror (2005) observe, call center work is more complex than generally assumed.
In fact, they argue that the skills needed to perform range from emotional labor, articulation work and possession of procedural and substantive
knowledge. Building on their work, this paper argues that call center work requires a unique hidden set of literacies for employees to succeed. It
is argued that these literacies help in turn agents with language learning. Unfortunately, these literacies, although potentially transferable to otherjob sectors if known to employees and employers, remain often hidden and illegible to in-and outsiders. This research explores how these invisible
literacies are acquired and trained in the context of L2 speakers of English in call centers and will provide reasons for their misconceptions, which
can be changed. To do so, it draws on ethnographic fieldwork in a Filipino and British context as well as interviews with agents and managers.
This research argues that transpositional analysis (Woydack, 2019) and focusing on textualization practices can make the various set of literacies
such as script literacies more visible and provides some insight on how it helps with language learning in the workplace.
55056

10:05-10:30 | 322B (3F)

Developing a Faculty Training Program for Entrepreneurship Education
Mingrui Yang, Japan Advanced Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, Japan

With the development of entrepreneurship education (EE), a fundamental problem remains-the improvement of educators' ability to teachentrepreneurship in Chinese universities. Compared with top universities, educators at second-tier universities are disadvantaged in terms ofhuman resources, educational resources, corporate resources in China. Therefore, the faculty training program is a major method to help educators
enhance their ability in EE. This paper attempts to identify the main factors for developing an effective faculty training program conducting aqualitative study by semi-structured interviews. In the study, eleven entrepreneurship educators of second-tier universities have been interviewed;
the respondents evaluated and commented on previous training and elaborated on the actual needs for the faculty training program for EE. The
results found that the respondents showed a lower overall satisfaction with previous training, since the training content does not match the needsof the educators well enough，and cannot effectively help educators to improve the level of entrepreneurship education. According to the interview,
the appropriate three suggestions have been elaborated: developing a more diversified training form, constructing a universal theoretical foundation
and a common conceptual framework, and applying the diversity of teaching methods. Furthermore, it was suggested that government and top
universities should play a key role in organizing a long-term faculty training program to help improve the quality of EE in second-tier universities.
54686

10:30-10:55 | 322B (3F)

Innovations in Hospitality and Tourism Education in Vietnam: A Hypothetical Framework
Thao Thanh Luong, Japan Advanced Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, JapanIn Vietnam, the number of international tourists is increasing and their needs become more diverse. However, workers in the hospitality and tourism
industry do not meet the demands due to lack of professional skills. Therefore, it is necessary to innovate the skills of workers through education,
especially through innovative pedagogical approaches. Supporting teachers to innovate in teaching and curriculum development thus becomesvital for institutions. Nevertheless, few researches focused on factors responsible for curriculum renewal and pedagogical innovations, particularly
in hospitality and tourism education. This paper aims to propose a hypothetical framework for innovation in hospitality and tourism education
using Hargreaves and Fullan’s concept of “professional capital” and curriculum renewal process. We adopted a mixed-method approach to address
psychological factors, organizational conditions and curriculum renewal factors that influence how teachers foster pedagogical innovations.
Qualitative methods include interviewing school administrators and teachers, and documentation which is the researcher’s diaries. An online
survey is also conducted with 100 teachers in Vietnam to identify factors responsible for innovation in hospitality and tourism education. The
hypothetical framework for innovations in hospitality and tourism education shows the relationships of three groups of factors, namely teachers’
motivational forces, organizational supporting conditions, and curriculum renewal facilitation. Although it needs to be tested in our further study,
the suggested framework will help administrators of Vietnamese hospitality and tourism institutions in not only building a motivational strategy todrive teachers’ innovative behavior, but also developing a training program that provides methods for teachers to innovate their teaching practices.
54915

10:55-11:20 | 322B (3F)

A Problem-based, Design Thinking Approach to Teaching Entrepreneurship to Scientists and Engineers in
Developing Countries: A Philippine Experience
Rosula Reyes, Ateneo de Manila University, Philippines

The technology-driven society has tremendous impact on the economic perspective of a society; that the most innovative and entrepreneurial
society produces greater economic prosperity. In the global market only the right products will be able to compete. It is in this context thatscientific and technological innovations are essential to entrepreneurship. However, the education system for science and engineering
in developing countries prepares graduates as future employees, wage-earners rather than employers nor entrepreneurs. The Philippine
Commission on Higher Education in response, established a program with the objective of raising the entrepreneurial competence of Filipino
engineering students. This program paved the way to the inclusion of the entrepreneurship course in the curricula of the engineering disciplines.
The challenge in teaching entrepreneurship to scientists and engineers, is how to deliver the course effectively as it transcends the standard
method of teaching. This paper presents how the course evolved from teacher-centered learning to becoming a problem-based, team-based,
experiential learning. The ideation process incorporates creativity and design thinking approach to identifying social challenges and finding
innovative solutions. The term technopreneurship is well-defined in the community of scientists and engineers as the used of technology asa significant factor in the transformation of good and services. Synergy, sharing of ideas, engaging the user-customer, putting together thefinancial and technical aspects to implementing the best solutions are among the key terms mentioned by students who have taken the course.

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11:35-12:50 | Room: 318A (3F)

Sunday Session II
Technology in Education
Session Chair: Mayumi Hori
54633

11:35-12:00 | 318A (3F)

Seniors and Preschoolers Connect With a Robot Toy Dog: Learning Through Social and Emotional Engagementin Transgenerational Play
Katriina Heljakka, University of Turku, Finland
Pirita Ihamäki, Prizztech Ltd, Finland

Playful technologies are increasingly used as tools for learning. Toy robots, a multidimensional and multiplatform media, call out for
improved understandings of their potential: These toys invite to interaction of many kinds, generating both multi-sensory and cognitive
experiences. For example, many toy robots use sound, lights, movement, and language-based communication to encourage players toengage physically and creatively. This presentation highlights a study focusing on playful human-robotics interaction with an interestin a robot dog, and the social and emotional connections established in a learning situation with a transgenerational playing audience
including preschoolers and seniors in the context of Finnish early education. In order to find out how players of different ages reacted to,approached and employed a robot dog (called Golden Pup) as a part of playful learning, we designed an experimental study with 6-7 year
old preschool children and 80+ year old seniors. We conducted the study with preschoolers and seniors who during a shared sessioninteracted with a robot dog resembling a Golden Retriever puppy. Through a group interview and an analysis of video-recorded data, ouraim was to find out how the robot dog invites playful interaction with it, facilitates social engagement between generations of players, andopens up conversations around social robotics and adaptive learning on toy-based technologies between players of different ages. Ourfindings suggest the role of importance of play in transgenerational encounters showing how toy robots can be used to enhance socialand emotional connections, when shared by players of different ages.
54307

12:00-12:25 | 318A (3F)

Combining Pedagogy and Modern Technology into the Public Relations Classroom: Arousal Theory as aRoadmap for Student Success
Jessica Nerren, California State University, San Bernardino, United States
Jessica Vierra, California State University, San Bernardino, United States

This study further assesses instructional pedagogies utilizing public relations technology in classrooms leading to the heightening ofstudent success, empowering students, increasing comfort, bridging disparities, and embracing a diverse learning community. Public
Relations professional technology hinges on educating and informing key publics, and similarly, can serve as tools that every instructor
has at their disposal. Predominantly, this study dives into the literature review of research associated with the use of consumer gradeand professional grade technology in the classroom and the types of different resources (i.e. live polling, animated video presentations,socials, etc.) a person may wish to apply in the classroom that is significant not only to public relations as a practice but also as apedagogical tool, accomplishing two goals at once for students. Particularly, this study connects learning in the classroom with Arousal
Theory. This study will be among the first to analyze the benefit of PR technology in the public relations classroom, through primary andsecondary research by two PR practitioners and instructors. Technology used in the field of PR used as learning tools can persuade
students to be more interested and participate more in content, which creates a healthy collectivistic classroom climate.
54692

12:25-12:50 | 318A (3F)

Knowledge Creation of Adaptive Learning on the Blockchain System – Collaborative Cloud Educational System
Mayumi Hori, Chuo University, Japan
Masakazu Ohashi, Chuo University, JapanThe major difference of the networked society from the conventional analog society is its potential of increasing the continuity of time andspace. That is, it transcends the boundaries between individuals and organizations, private and public sectors, family and work, businessand pleasure, producers and consumers, the national and local governments, different disciplines and so on. With this continuity based
upon an advanced ICT infrastructure, tacit knowledge, which is the most difficult yet valuable type of knowledge to be transmitted that isgained through personal experiences and stored within individuals, has better chances to be transferred and shared. Therefore, building
a platform to make tacit knowledge more accessible and sharable in the society is essential. In this paper, we would like to discuss
Adaptive Collaboration, which integrates different systems and applications into one comprehensive system. The Adaptive System holds
the potential to connect different entities such as corporations, university lecture, and Project Based Learning to enable the Adaptive
Learning (AL) which is critical to meet the increasingly diverse needs of the Ubiquitous Society. The structure of this paper is as follows:First, we introduce the AL and discuss the potentialities of application of the Cloud System based on the Block Chain Technology. Second,
we refer the experimental pilot study on the AL and provide further observation for applying the AL. Third, we discuss how this Society
utilizing the Cloud Services based on the AL would affect the lectures and AL.

92 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:35-12:50 | Room: 318B (3F)

Sunday Session II
Primary & Secondary Education
Session Chair: Rika Iwami
53824

11:35-12:00 | 318B (3F)

Play, Health and Wellbeing in Primary Schools: Findings from a Survey
Catherine Latimer, Queen's University Belfast, United Kingdom

Outdoor play has been linked to a multitude of health benefits, from physical strength and fitness to mental wellbeing and resilience. This
generation has seen a worrying drop in outdoor play activity largely due to societal changes such as ‘stranger danger’, urbanization, andtechnological advancements, which leave children with less freedom – or indeed desire – to roam outdoor spaces than ever before. For
many children the school playground is the only accessible outdoor space available to them on a regular basis, highlighting the need forthese spaces to be designed and utilised with children’s health outcomes in mind. Outdoor play, when delivered correctly, has the capacity
to alleviate the negative health outcomes currently – and disproportionately – experienced by primary school children in Northern Ireland(obesity, asthma, anxiety, transgenerational trauma resulting from the Troubles, to name a few), and instil in them the resilience to not only
cope but flourish in a post-conflict society. The objective of this research project is to explore the effectiveness of current outdoor playprovision using the voices of teachers and primary school students (aged 9-11) in Northern Ireland. This paper explores the findings froma quantitative survey which gathered information from a sample of 150 primary school teachers as part of a wider mixed-methods study.
55025

12:00-12:25 | 318B (3F)

Today’s Choices for Selecting a School: Private, Public, Charter, or Homeschool
Margaret Ferrara, University of Nevada Reno, United States

Today, “equity” and “a quality education” are is at the forefront of education conversations. Local and national efforts are increasing
to meet individual students where they are and provide relevant support to overcome obstacles preventing them from a fair chance atan education in a public school. Three years ago, gender was one of the variables that held a spotlight as districts set up a blueprint
to develop new schools – namely public charter schools. A strong opposition arose against this initiative based on interpretations ofTitle IX. Today, mixed and single public schools are still present in the United States but what is now in the forefront are an increasein private charter schools and homeschools.. This paper attempts to capture a broad understanding of school choice –private charterschools, public charter schools, public schools, and homeschools. Overall, the paper will touch on the most fundamental differencesamong schools and use the template of questions that originally was linked to single and mixed gender public schools – as a researchframe for looking at charter schools overall.
55595

12:25-12:50 | 318B (3F)

The Pedagogical Effects of Global Experiences and Research-based Learning on Japanese High SchoolStudents’ Academic and Global Abilities
Rika Iwami, Kobe University Secondary School, JapanThe Super Global High School Program provided by Japan’s Ministry of Education, Culture, Sports, Science and Technology aims to foster
globalized leaders who will be able to play active roles on the international stage through education at high schools that contribute tothis mission. High schools designated as Super Global High Schools design a profile for the type of globalized leader they envision. This
program requires high school students to conduct fieldwork both domestically and internationally on a research topic as part of theirlearning, in order to broaden their views and pursue their goals. They will achieve goals such as awareness and deep knowledge of social
issues, communication ability and problem-solving skills. However, the pedagogical effects of SGH-related educational programs havenot been clearly examined. This paper explores how students’ global experiences and research experiences are related to their academic
grades and global abilities. The author analyzes the data obtained from the students from a Super Global High School in Hyogo Prefecture.
The data include: (1) numerical values that describes the students’ attitude towards essential abilities and qualities to become a global
citizen,(2) their free descriptive answers about the definition of a global citizen,(3) the scores of their academic grade,(4) the participation
points in international exchange programs (5) and the evaluation points of their research paper. The result indicates the possibility that
the SGH program will have a definite effect in fostering learners’ academic grades as well as their global abilities.

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11:35-12:50 | Room: 319A (3F)

Sunday Session II

Teaching Experiences: Teacher Preparations
Session Chair: Kevin O'Connor
54050

11:35-12:00 | 319A (3F)

Professional Integration of (Im)migrant Teachers in Singapore: Practices and Values
Peidong Yang, National Institute of Education, Singapore, Singapore

The professional integration of (im)migrant teachers is a relatively neglected topic within research on teacher education and teacher
experience, possibly due to the modest numbers of such teachers in most pre-tertiary education systems around the world. This paperargues that (im)migrant teachers’ experiences are educationally and sociologically significant: better understanding of migrant-backgroundteachers’ experiences not only adds knowledge to teacher education scholarship, (im)migrant teachers’ professional integration also
have direct impacts on host society students’ learning experiences and their formation of values and perspectives. More broadly, theintegration of (im)migrant teachers in an education system arguably reflects the system’s overall orientation to social diversity, difference,and change, which are pressing global trends. This paper looks into migrant-background teachers working in mainstream primary andsecondary schools in Southeast Asian city-state Singapore, drawing on a mixed-methods study combining surveys (144 responses)
and qualitative interviews and focus group discussions with more than 50 participants in total. The paper presents basic pictures about
the diverse backgrounds of these (im)migrant teachers and their integration patterns, before qualitatively examining their professional
integration experiences under two broad categories of practices and values. ‘Practices’ refer mainly to aspects to do with the enactmentof teaching and learning, whereas ‘values’ refer to issues to do with cultural beliefs, perspectives, and value orientations. The majority of(im)migrant teachers in Singapore consider themselves well integrated professionally, but their experiences with regard to ‘practices’ and‘values’ also display certain distinct patterns that reflect the teachers’ ethnic, cultural, and educational backgrounds.
54589

12:00-12:25 | 319A (3F)

Getting Out of the Box: A Dare to Disrupt the Conventional Practices in Teacher Preparation Pratica
Rayna Fujii, University of Hawaii Manoa, United States
Stacy George, University of Hawaii Manoa, United States
Alyssa Kapaona, University of Hawaii, United States

Field practica is integral to teacher preparation programs (TPP). Through school-university field practica partnerships, TPPs “integratecoursework, theory, and pedagogy with practitioner knowledge” (NCATE, p.3). However, there are other learning experiences that
could benefit teacher candidates (TC). Baldwin, Buchanan, & Rudisill, (2007) conducted a study around the impact of service-learning
experiences on TCs in a TPP. They discovered that service-learning and practica shared a common purpose, but were not the same
experiences. Practica are mostly self-serving to the TC, preparing them solely for assimilation to a classroom. Similar to service-learning,
the researchers saw potential in other supplemental experiences, that could provide valuable opportunities for TCs to apply pedagogicalknowledge in situations outside clinical practica. The researchers began a partnership with a local elementary school, to provide aspace where TCs could engage with elementary students in an activity that promoted Career and College readiness, a sense of place,and STEM critical thinking and problem solving skills. The following questions are addressed in this case study: How are TC’s able toapply theoretical practices learned from content method courses to supplemental teaching experiences? What are the implications andimpact of having TC’s engage in supplemental teaching experiences within the TPP? Methods include examining artifacts (videos ofteacher candidate engagement, written reflection, interviews), looking at surveys, and analyzing student reflections. This study aims to
uncover data and implications that could inform TPPs on the impact that adding supplemental teaching experiences may have on teacher
candidate preparation for a career in education.
54296

12:25-12:50 | 319A (3F)

School-University Partnerships: Generative Possibilities for Theory-and-Practice Integration
Kevin O'Connor, Mount Royal University, CanadaThis paper investigates, through self-study, the effects of our pedagogy designed to help our teacher candidates’ integration of theory
and practice within a “realistic” approach to teacher education involving partnership schools and an integrated, school-based, andprofessionally-oriented semester. Teacher education programs tend to be ineffective, as teacher candidates struggle to use the researchbased guidelines offered to them in their courses when they subsequently engage in their practicum placements Clift & Brady, 2005; Perry& Power, 2004; Wideen, Mayer-Smith, & Moon, 1998). Such conclusions have prompted us to investigate alternate approaches to teacher
education that foster “realistic” experiences (Korthagen, 2001) among teacher candidates in order to help them move beyond these typicallimitations in their development as teachers. During the 2014-2019 academic years, we initiated the formation of partnership schools
and piloted an integrated, school-based, and professionally oriented semester consisting of a capstone research project, two curriculum
and instruction courses, and a fifteen-week practicum placement for all candidates in their final year of our four-year undergraduate
education program. As teacher educators, this study helped us become more attuned to the importance of relationships between schools
and universities as we confronted the complexities of theory-and-practice integration. The results will enhance the learning experiencesof our teacher candidates through a better understanding of our own practice as we design and implement more integrative practicum
experiences in the context of school-university partnerships. This research links our developing professional knowledge to ways teacher
educators can support the formation of robust partnerships within teacher education.

94 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:35-12:50 | Room: 319B (3F)

Sunday Session II
Online & Virtual Education
Session Chair: Kristin Palmer
54177

11:35-12:00 | 319B (3F)

Massive Open Online Classes (MOOCs) are Not Dead: An Overview of Geographic and Degree Trends in MOOCs
Kristin Palmer, University of Virginia, United States

In 2012, the New York Times proclaimed it was the year of the MOOC. By 2015, most academics in higher education in the United Statesand Europe were saying MOOCs are dead. During this presentation, I will present an overview of MOOCs from 2012 through 2019. I will
walk through different product developments with a variety of MOOC platforms from free open educational resources (OER) courses
to full online degree programs from elite universities. I will also walk through data illustrating which are the primary MOOC providers
and geographic trends for what different regions are doing with MOOCs. This includes degrees in North America, partnerships acrossinstitutions for content in Latin America, credentialed courses that can be used for credit in any European institution and popularity of
MOOCs in Asia. Participants will walk away from this session with a thorough understand of trends, products, and history of MOOCs
globally from 2012 to the present.
52932

12:00-12:25 | 319B (3F)Technology Fatigue in Online Instructors

Colleen Halupa, East Texas Baptist University, United States
Doris Bolliger, Old Dominion University, United States
Online instructors can easily experience technology fatigue when they feel like they are expected to be available constantly. Flexible course
and/or program delivery requires flexibility of those who teach online. Many online instructors work year around and end up teachingalmost every day unless they set strict boundaries for themselves and their students and colleagues. This predicament can result infeelings of technology or information overload and the desire to disconnect for periods of time due to stress. In order for universities tooffer proper support to the faculty, administrators need to understand the factors of technology fatigue. It was the goal of this study todevelop a valid and reliable instrument and measure this construct in online instructors at higher education institutions. The researchers
conducted a thorough literature review and developed a questionnaire with 26 items on a 5-point Likert-type scale. The instrument wasreviewed by a panel of four experts who had considerable experience in the area of online teaching and technology use. The review
resulted in the deletion of one item and revision of two statements. The final instrument was administered to online instructors in Spring2019 at three private universities located in the United States. A total of 171 individuals completed the questionnaire. Results indicate thatthe instrument is a valid and reliable measure of online instructors’ technology fatigue. Participants reported they were only moderately
fatigued. Presenters will discuss the results with the audience within the context of the literature.
54175

12:25-12:50 | 319B (3F)

Professional Development for Teaching Online and Hybrid Courses in Higher Education
Kristin Palmer, University of Virginia, United States

All institutions want their faculty to have confidence going into a classroom to teach their subject, whether face to face classes, hybridclasses that are partially online, or fully online classes. How can institutions support their faculty to be effective and independent in theclassroom teaching hybrid and online courses? This talk will walk through the suite of professional development opportunities available tofaculty for teaching online at the University of Virginia (UVA). There is a range of options from self-service, just-in-time summary sheets toimmersive cohort based residential workshops. I will illustrate the resources that have been developed which include: Screencasting 101,
Accessibility 101, and Converting Your Course to be Online. I will also walk through the self-paced six-week online course that is available
for teaching faculty best practices for teaching online. I will walk through the syllabus and materials for our face-to-face residential
workshop called the Course Design Institute. Finally, I will discuss the idea of having a selective teaching fellows program which is basedon available, free content but is delivered to a cohort over an academic year with high perceived value for faculty.

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11:35-12:50 | Room: 321A (3F)

Sunday Session II

Education, Sustainability & Society
Session Chair: Meegan Hall55484

11:35-12:00 | 321A (3F)

Multicultural Education: Bias Issues in Hawai’i Contexts
Minako McCarthy, University of Hawai'i at Mānoa, United States

Hawai'i has consisted of divergent cultural populations since the sugar plantation era in the middle of the 1800s. With a mixture ofethnic components, its society does not dominate in any majority. However, social stratification distinguishes as advantages anddisadvantages ethnics (Halagano, 2006). In a multicultural classroom, students from different backgrounds must cooperate and learn
tolerantly because each student has different perceptions, norms, or practices. Despite, students may have biases toward different groupsof others and their cultural practices. Having biases could be common but could also be learned throughout their lives. If they maintaintheir biases and prejudice, this will leads to major conflicts, such as hate crimes, bullying, and struggles (Oudekerk, 2019). It will also
affect students’ motivation and educational performance (Jacoby- Senghor et al., 2016). Therefore, bias reduction is a forefront topic in
multicultural education, which highlights promoting equality for diverse students in school (Banks, 2007). Critical multicultural education
has a transformative approach that analyzes power, oppression, and privilege, which is the advanced stage of multicultural teaching andlearning (Views, 2010). This paper examines bias classification and its issues related to social hierarchy in Hawai'i throughout the existing
literature. This study found that racism, which originates from bias, still occurs in a multicultural context like Hawai'i. Surprisingly, positive
biases lead to negative consequences; positive generalization creates an intergroup competition and rejection. This literature review
helps readers to understand that overcoming bias is a significant component in multicultural education.
54707

12:00-12:25 | 321A (3F)This is No Place for Hate: Social Justice and Political Movements at a Research 1 University in Texas
Donna Druery, Texas A&M University, United States

According to the Southern Poverty Law Center (2016), there were almost 900 reports of harassment and intimidation across the nationin the ten days following Donald Trump's presidential election. When the White Lives Matter group decided to host their rally at a
predominately White, Tier 1 University in Texas, legally, the student body and the President of the University could not say no. What they
could do was offer an alternative to hate in the form of a counter-rally to replace hate with unity and togetherness. In December, 2016,
Richard Spencer, self-proclaimed member of the White Nationalist group, Alt-Right, visited Texas A&M University for a White Lives
Matter Rally. Alt-Right is a political group that rejects immigration and multiculturalism (Ellis & Blakinger, 2017). The group wanted torecruit and bring in supporters from the White community. How did Texas A&M respond? They threw a party and invited the student
body and the community! The counter-protest was dubbed, "Beat The Hell Outta Hate" (BTHOHate) to show the nation and the worldthat hate has no place at Texas A&M University. BTHOHate organizers created a maroon wall (the campus colors are maroon and white)
to show solidarity with the student body and to denounce bigotry. University President Michael Young also hosted an "Aggies United"
event at the football stadium. Guests included Holocaust survivor, Max Glauben, singer-songwriter Ben Rector, actress and model V.
Bozeman, and award-winning actor Hill Harper. For this night, community members,students,and counter-protesters united to showthat hate is unwelcome here.
54638

12:25-12:50 | 321A (3F)He Pā Anamata: Indigenous Approaches to Teaching Sustainability
Meegan Hall, Victoria University of Wellington, New ZealandAs with many universities around the world, Victoria University of Wellington (VUW) in New Zealand has been increasing its teachingactivity about sustainability issues. Every Faculty now offers courses with sustainability content, and a number of degree qualifications
have a strong sustainability focus. The experience of some of the University’s academics who teach about sustainability suggests thatinterdisciplinary approaches to curriculum and pedagogy remain difficult (Wood, Cornforth, Beals, Taylor & Tallon, 2016). Even morechallenging is the complexity of incorporating Indigenous sustainability perspectives and practices into the learning and teachingexperience in ways that are authentic and inclusive (Kealiikanakaoleohaililani & Giardina, 2016; Yap & Watene, 2019). This presentation
will centre around two different examples of teaching about sustainability in ways that incorporate Māori (the Indigenous people of
New Zealand) perspectives. One example is a first-year design course that used a series of video dialogues between university andcommunity-based sustainability experts, including Māori, to teach students about the United Nation’s Sustainable Development Goals.
The second example comes from an ongoing project to create a living building on the VUW campus that will provide a uniquely Māori
multipurpose teaching, learning, engagement, and research complex that targets the highest level of sustainability. The presentation willconclude with thoughts and reflections on enhancing the transformative potential of sustainable development education through the useof Indigenous knowledge and pedagogical approaches to produce He Pā Anamata – a bright future.

96 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:35-12:50 | Room: 321B (3F)

Sunday Session II
Creativity in Education
Session Chair: Jordan Nielsen
55291

11:35-12:00 | 321B (3F)The Effects of Informal Learning on the Creative Expression of Craft Design
Sun Qianang, Japan Advanced Institute of Science and Technology, JapanKim Eunyoung, Japan Advanced Institute of Science and Technology, Japan

Craft design education can be defined with professional practice and creative expressions in a comprehensive domain. While theapprenticeship used to be a core of traditional ways of knowing in craft education， and the modern craft designers are learning throughworking in creative studios and heuristic teaching to promote their original performances. For the assessment of creative expression,both apprenticeship and heuristic teaching mainly focuses on the outcomes, and there has been less attention to the process of practice,which may involve a surprise in the result. This paper focuses on the process of creating crafts to explore the effects of informal learningwith social interactions such as visiting workshops, museums, peer discussions, and community learning on creative expressions. The
purpose of this research is to explore how do informal learning affects the practicing process of ceramics, particularly in the shaping
process, so that gives rise to adjust the details of expression and creative solution. We have conducted qualitative research through asurvey of 80 undergraduate students and interview six ceramic designers in their early career to conducting a thematic analysis. The
results showed that the knowledge from informal learning is less systematic, but the tacit knowledge has mentioned as a kind of ability togenerate creative solutions by accident in the process of making ceramics. This study attempts to spark new views for the assessmentof creative expressions in craft design and provide further insights into design education.
53718

12:00-12:25 | 321B (3F)

Developing Empathy through the Writing of Children’s Books
Claudine Fernandez, Artistic Strategies Academy, Singapore

Description: In this workshop, participants will get to witness how children’s empathetic imagination can be developed and nurtured
through the process of writing and publishing of illustrated children’s books. They would also be able to draw connections between
empathy and the stories and illustrations created by elementary school students from diverse ethnic and educational backgrounds. Thesestudents have also donated the profits from the sales of their books to their adopted charities and raised thousands of dollars.
Throughout the session, participants will take part in several interactive and hands-on activities that they could immediately use in theirown classrooms. These activities are multi-sensorial artistic activities that are designed to engage and challenge the learners. Rationale:
As we move towards the uncertain and unpredictable future, it becomes increasingly necessary to instil empathy in our students so thatthey will always approach the world with humanity, compassion for the environment and mindfulness of others. Learning Outcomes:
Participants will learn how to; 1. Guide and support diverse learners in increasing their levels of empathetic imagination through theplanning, drafting and creation of a story about other disenfranchised characters. 2. Facilitate a dialogic peer-review session between
diverse learners and their target audience to increase the level of understanding and empathy among all parties, leading to a more multilayered and richer creation of the children’s books. 3. Engage and support diverse learners in connecting and empathising with the broader
community through the writing of children’s books.
55177

12:25-12:50 | 321B (3F)

Examining the Use of Comics and Sequential Art in Professional Degree Programs and Implications for
Academic Libraries
Jordan Nielsen, San Francisco State University, United States
Kathryn Houk, University of Nevada, United States

There is a growing, documented trend in undergraduate humanities, arts and social science curricula to include comics as a tool forteaching and learning, and many academic libraries have responded by developing comic collections that support this. More recently,
comics have been adopted by faculty who teach professional students at the graduate level in several fields including medicine,engineering, and business. How are students enrolled in professional graduate degrees engaging with comics or sequential art to better
understand concepts in their field of study? What does this mean for library collections and services, particularly for those librarians who
provide information literacy instruction and research support for professional programs? This presentation will attempt to answer thesequestions by describing the results and reasoned implications from a review of the educational literature available for professional degree
programs. The presenters will highlight instructional approaches that integrate the use of comics and sequential art in the university
classroom and how adoption of comics impacts collection development, information literacy, and research services in academic libraries.

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11:35-12:50 | Room: 322A (3F)

Sunday Session II
Education & AI
Session Chair: Sayo Uyama
54281

11:35-12:00 | 322A (3F)

“Chatbot Says Her Favorite Artist is BTS!”: An Investigation Into Second Language Learners’ Perspectives ofan Effective AI-based Chatbot
Jang Ho Lee, Chung-Ang University, South Korea

One of the fastest growing areas of applying AI technology is related to the development of chatbot (or chatterbot), which can serve a variety
of functions, ranging from extracting information from the Internet, to making natural conversations with its user. In the field of second
language teaching and learning, the role of AI-based chatbot has just started to gain attention from researchers, raising the question of
how it can enhance learners’ second language acquisition. In this paper, we report a study on Ellie, an AI-based chatbot whose designand development are aligned with this purpose, and learners’ perception of Ellie after conducting a series of language learning tasks. Over100 young Korean EFL learners were asked to chat with Ellie in a group of three or four, and given specific language tasks such as eliciting
personal information from Ellie and buying shoes by taking the role of customers. The participants were given a survey, including an openended questionnaire on their perception of chatting with Ellie. The results of the survey showed that Ellie’s comprehension level of users’
speech and contents of its generated responses are what concern its users the most, while some other factors also seem to influence
their perception of the effectiveness of the chatbot. We suggest how the quality of chatbot may be enhanced in order to facilitate second
language learning, based on the learners’ perspectives.
55582

12:00-12:25 | 322A (3F)

Results of the New Type of Reading Skill Test for JSL High School Students in the Age of AI
Sayo Uyama, Hokkaido University, JapanThe Reading Skill Test (RST) has been developed to measure examinees' reading abilities to quickly and accurately understand themeaning and intention of text in textbooks and newspapers. This test has revealed that many high school students have low readinglevels that are often no better than those of AI reading programs. Previous studies, however, have failed to consider the performance
Japanese as a Second Language (JSL) students. In 2019, this study employed the RST to investigate 26 Sapporo high school students'
reading abilities including some JSL students to compare them with Japanese schoolchildren and the AI results of previous studies asbenchmarks. A questionnaire survey about their self-assessment of Japanese language abilities and study habits was also implemented.
The research questions are as follows: 1. What are the RST results of this study focusing on the JSL students when compared to that ofother examinees and AI in the previous study? 2. Is there any correlation between the RST results and the questionnaire survey? 3. In theage of AI, what are the necessary educational and language support for the JSL students? Results indicate that most of the JSL students
have significantly lower level of reading skills when compared to that of other examinees on the RST, and recognize that their readinglevels fall short of the advanced level. These results suggest that the JSL students need special reading programs not only to study forexams, but also to improve their precise reading comprehension to survive in the age of AI.
54818

12:25-12:50 | 322A (3F)

Designing an AI Chatbot-based Tasks for EFL Learners
Heyoung Kim, Chung-Ang University, South Korea

Artificial Intelligence (AI) chatbot is getting smarter and more human-like, but it seems to be rarely adopted for language learning. One of
the biggest reasons is that most of the highly recognized chatbot programs were developed for L1 users, so their language and topic areinappropriate to second language (L2) learners, and also the chatbot often fails to recognize the users’ inter-language. Language learning
chatbot should play a role as a conversation partner in the L2 classroom, not in the L1 context. Accordingly, the purpose of this study
is to introduce a new idea of developing an AI chatbot for English as a Foreign Language (EFL) learners and integrating it into English
class in Korean public school curriculum. This research is a part of the two-year AI Chatbot project funded by the National Research
Foundation (NRF). The testing chatbot Ellie was developed to perform speaking tasks by interacting with users in English. The tasks werecreated in two types: “exchanging personal information” and “problem-solving.” The presenter will show examples of the AI chatbotbased pedagogic tasks and explain how they can work as a group activity in the elementary classrooms by demonstrating the program.
Finally, findings of the three-week experiments with 177 Korean elementary school students will be briefly reported especially focusing on
the benefits from the new technology, and barriers to using chatbot in L2 class.

98 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

11:35-12:50 | Room: 322B (3F)

Sunday Session II
Technology & E-Learning
Session Chair: Lyle Benson
54080

11:35-12:00 | 322B (3F)

Effects of Social Media on Adolescence

Eden Rincon, California State University San Bernardino, United States
The growth of technology and social media use today is easily attainable to not only adults, but also in the hands of adolescence.
The adolescence population is at high risk for experiencing psychological and mental health effects due to social media use. Whenmental health is affected in adolescence, other external domains may also be harmed such as social aspects, academic performances,and environmental factors. This has brought rising concerns to mental health professionals, academic staff, parents, and so forth. This
literature review will explain the development of adolescence and it’s correlation to social media use. It will also examine the effects ofsocial media on adolescence encompassing the topics of self-esteem, depression, anxiety and sleep loss, addiction, child pornography
and sexting, and cyberbullying. Treatment and inventions of counseling surrounding approaches of cognitive behavior therapy, clientcentred therapy, and rational emotional behavior therapy will be discussed when providing help to adolescents. Finally, a professionalrole examination through school counseling will exhibit what steps are more effective and appropriate to take when providing services tostudents on the effects of social media whether administered individually, in groups, or school-wide.
54142

12:00-12:25 | 322B (3F)

Use of Smartphone for Engineering Class Instruction and Its Effect on Student Engagement and Learning
Getu Hailu, University of Alaska Anchorage, United States
Maria Gemzicka, University of Alaska Anchorage, United States

According to the 2012 UNESCO report, there are a staggering 5.9 billion mobile phone subscriptions on a planet with 7 billion people.
Smartphones, by far the ubiquitous interactive information and communications technology on Earth, have tremendous potential to assist
the learning of people everywhere. They can be used to help deliver and spread knowledge and significantly improve the education
process throughout the world. In this project, an engineering laboratory exercise was designed and developed where smartphones wereused to conduct the exercises. Student engagement and learning outcomes were evaluated. Quantitative (pre- and post-laboratory
exercise surveys with relevant statistical analyses) and qualitative (observations) methods were used to assess student engagement
and the learning outcomes. Results indicate that, smartly used, smartphones can enhance student engagement and learning outcomes.
55243

12:25-12:50 | 322B (3F)

Does an e-Learning Tutorial Increase Students Knowledge About Academic Integrity?
Lyle Benson, MacEwan University, Canada
Rickard Enstroem, MacEwan University, Canada
Evandro Bocatto, MacEwan University, Canada
Kristin Rodier, MacEwan University, Canada

Because academic integrity is a concern at many universities’ they have implemented a variety of Park’s (2003) three approaches toaddress academic misconduct. These include the punitive approach which focuses on punishment for the offender (student) and acts
as a deterrent to would-be offenders (other students). The educational approach which acts as a rehabilitative process for the offender(student) and acts as a deterrent to would-be offenders (other students). The restorative justice approach which acts as a rehabilitative
process for the offender(student) and acts as a restorative process to the injured party (faculty). Universities have also employed an arrayof specific activities to deliver academic awareness education. These include individual courses, classroom visitations, online modules(e-learning), and out-of-class workshops. This study first reviews the literature on academic integrity e-learning; second; it provides
an overview of the development of an Academic Integrity E-Learning tutorial at a Canadian university which focuses on the educational
approach; third; it evaluates the effectiveness of the Canadian university Academic Integrity E-Learning tutorial on the increase ofacademic integrity knowledge in students through a study involving multiple course sections with a control group and experimental
treatment group; and forth makes recommendations for academic integrity e-learning at universities.

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14:00-14:50 | Room: 318A (3F)

Sunday Session III
Natural Resources
Session Chair: Cristian Casanova
55176

14:00-14:25 | 318A (3F)

Bat and Primate Richness in Response to Conservation Strategy and Forest Structure Across Costa Rica
Patrick Kelleher, St. Edwards University, United States
Eric Johnson, St. Edwards University, United States
Amy Concilio, St. Edwards University, United States
Michael Wasserman, Indiana University, United States

Human disturbance has fragmented tropical landscapes all over the world deceasing biodiversity and sustainable growth. Costa Rica has
been a leader in the response of restoration practices and policies aimed to counter this disturbance. The main conservation strategies
in place are National Parks, eco-lodges, research stations and incentive programs or payments for ecosystem services (PES) but it isuncertain how these strategies affect restoration, forest structure and species distribution and density. Comparing the influence thatdifferent policies and conservation strategies have on forest structure and species composition, especially indicator species, will informplanners and researchers on best practices and restoration strategies. This study measured primate and bat species presence anddensity, and forest structure composition (e.g. canopy cover, tree height, average seedlings/m2, saplings/m2, total DBH, or average DBH).
The life stages of trees were documented in nested plots in 20 forest fragments in 4 regions of Costa Rica. The conservation strategy was
identified for each site as national park (NP), ecotourism (ET), research station (RS), participating in the Payments for Ecosystem Services(PES), and other (O) was used if no conservation strategy was being used. Primate richness used to understand how these strategies
are influencing primate’s success. Bats are also important seed dispersers and pollinators, using two passive acoustic recorders it waspossible to determine species richness and assemblage.
55354

14:25-14:50 | 318A (3F)An Assessment of Water Access Opportunities for a Rural Farming Community in Ecuador
Cristian Casanova, University of Michigan, United States
Tanner Jones, University of Michigan, United States
Natalie Ritter, University of Michigan, United States
Jessica Kahn, University of Michigan, United States

In partnership with a community organization, Nido De Vida, we assessed the water access needs and built a physical map as a prototype
to recommend ways to improve water access for the Bolivarense community in Ecuador. The team, using deep dive method, conducted
initial interviews with community members from 17 households within a 3 mile radius. Out of 17 households, only six felt secured about
the amount of water they have access to during the dry season, but those that do have significant water storage, while all households
get their water from creeks which run low in the dry season. Lastly, all of the 17 household saw cost as a barrier to improving their water
systems; some explained that they would like to buy storage tanks or electric pumps, but could not afford them. The team, in cooperation
with Nido de Vida, employed a range of needs filtering methods in order to set aside some challenges and prioritize the others. After
prioritizing and filtering the challenges, most of the high priority challenges centered around ensuring water access for all community
members, environmental conservation, education, and community building. Focusing on the challenge of environmental conservation, we
created and presented a 3-mile radius physical map to the community, displaying geographic locations of water sources used by various
families and locations of homes of the community. This assessment and geographical map has demonstrated that it is possible to use
these deliverables and apply it for potential development projects to improve water access for this community.

100 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:00-14:50 | Room: 318B (3F)

Sunday Session III
Preserving & Challenging Cultures
Session Chair: Kenneth Hansen
54548

14:00-14:25 | 318B (3F)

Vernacular Architecture as Embodiment of the Melting Pot Culture in Labuan Bajo
Athina Ardhyanto, The University of Kitakyushu, Japan
Bart Dewancker, The University of Kitakyushu, JapanThe booming touristic town of Labuan Bajo in Indonesia was formerly a small trading port for Bajau, Bima and Bugis people of neighboringislands and Manggarai people of the mountainous areas of mainland Flores. Some of them then reside in Labuan Bajo, creating a melting
pot of many cultural and religious backgrounds in the fishing village. The existing pluralism nature has now allowed the village to transition
easily into a developing touristic town. The national government has even shed light on how they intend to further the developments tocreate an international premium tourist destination. With all these investments and excitement, the buildings and landowners on the mainstreet near the main port have adjusted their assets to new functions. Some have adjusted by doing small changes and renovations, somehave created entirely new buildings. Some tried to remember their cultural roots, some accustomed to the tourism business, and someare just functional. The research will analyze the buildings based on their exterior appearances and correlate them to the design logic.
The interweaving of various shapes and styles of the vernacular architecture is still a reflection and embodiment of Labuan Bajo’s original
cultural value, warm and welcoming to everybody regardless of their differing cultural backgrounds, to fuse various logics to continue
trading goods harmoniously. The study aims to be a reference for further study on the changing cultural value in architecture in the future.
53460

14:25-14:50 | 318B (3F)

Feeling the Burn: Native Cultural Revitalization, Fire Management and the Re-Greening of California
Kenneth Hansen, California State University, Fresno, United States

Dealing with catastrophic fires has become a way of life in California. But as time goes on and climate change continues to get worse, thefires have become much more lethal for people and ecosystems alike. This paper delves into the systemic causes of fire suppression policyin California and finds that almost two centuries of institutional discrimination against California Indian peoples--and policy disconnects
between state and federal governments--are greatly responsible for contemporary catastrophic fires. The question is how to fix thecurrent policy problems. I argue, based on participant-observation and discussions with tribal elders who maintain traditional culture,
the solution is to return to Native California fire management practices, which for millennia had been much more sustainable and green
than modern fire suppression policies imposed since statehood in 1850. For this to happen, there needs to be a re-acknowledgment ofCalifornia Indian tribes and increased support for cultural revitalization efforts, especially controlled burning. Also, the inter-governmental
dilemmas between state and federal bureaucracies, which oversee wild lands, needs to be addressed. Native tribal communities are in aunique position between states and the federal government in terms of sovereignty. Both state and federal governments need to recognize
the important role played by Native peoples in managing ecosystems with traditional, culturally-relevant good stewardship.

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14:00-14:50 | Room: 319A (3F)

Sunday Session III
Security & Safety
Session Chair: Kurt Smith
54095

14:00-14:25 | 319A (3F)

Quantifying Risk of Natural Disaster Using Typhoon Damage Cases in Commercial Buildings
Ji-Myong Kim, Mokpo National University, South Korea

Damages caused by natural disasters are increasing worldwide, and damages are increasing accordingly. Therefore, a number ofinternational public organizations and global insurance companies are actively studying risk modeling models to predict and counterthe risks of natural disasters. These organizations are working to increase the sophistication of the model, as it creates a strategy
for risk transfer or preparation based on the risk quantification model as the risk of natural disasters increases. Nevertheless, manystudies on natural disasters and economic losses have defined the main factors, but there is a lack of comprehensive study on therelationship between risk factors such as natural disaster indicators and building inventory using actual cases. This study examine
the risk factors and amount of risk through statistical analysis of damage cases caused by natural disasters. Hence, the purposeof this study is to define the risk indicators and to define the relationship between the risk indicators using actual damage cases of
Typhoon Maemi, a representative natural disaster cases in South Korea. Building inventory and natural disaster indicators were used
for statistical analysis. The results and framework of this study reflect the vulnerability of the actual damage, vulnerability of thebuilding to natural disasters as well as the vulnerability of the region, so that public agencies and insurance companies will have apractical way to develop natural hazard risk quantification models.
55219

14:25-14:50 | 319A (3F)

Environmental Protection and Military Exemptions – a Sustainable Framework
Kurt Smith, Sam Houston State University, United States

While much of the public and the environmental community remain aware of the Paris Peace Accords, a large segment of international
polluting stays largely out of public scrutiny and view. The United States military is a powerful and important actor on the world stage
in terms of global and international politics and policy. The United States Department of Defense spends more than six-hundred billion
dollars on defense, making its expenditure greater than the combined defense spending of China, Russia, Saudi Arabia, India, France,
United Kingdom, Japan and Germany combined. Only twenty-four countries in the world would have a higher GDP then the US militaryspends (Stockholm International Peace Research Institute, April 2017). With the expenditure of that money on gasoline, vehicles,
weapons containing hazardous waste, housing hundreds of thousands of personnel, building of infrastructure to support operationsetc., comes a major source of anthropogenic pollution to the environment. Coupled with​this impact have come a number of exemptions
from environmental laws and regulations. The Pentagon has continued to pursue an agenda of expanding these exemptions, with little
or no empirical data to suggest environmental regulations have had any impact on military readiness. Understanding the legitimate
needs of the military, and the risks to the environment past, present and future is a consideration of this paper/presentation, as well asrecommendations for further study on how to assist the United Sates in the role of being a good global citizen.

102 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:00-14:50 | Room: 319B (3F)

Sunday Session III
Workshop Presentation
52640

14:00-14:50 | 319B (3F)

Enlisting Student Agency for High-yield Learning

Ryan Champeau, Center for Secondary School Redesign, United States
The Question Formulation Technique (QFT) is a powerful tool that teachers at all levels can use to ignite student agency for learning. The
QFT promotes deep ownership for what and how students learn. The notion that teachers are the primary purveyor of questions in theclassroom is debunked by transferring this metacognitive student experience with learning. Divergent and convergent learning modalities
are embedded in the process in a way that builds student student learning capacity for deeply knowing and applying the knowledge toaction using the constructs of student experience. It is a counter-intuitive pedagogy for most educators with elevating learning outcomes
as a result of promoting the learning agency of the student. While the QFT is well suited for any age and any classroom environment, it isequality applicable to other settings, such as professional development and building capacity of individuals in pursuit of social services,
health services, building community engagement and promoting democratic participation in such things as voting. The QFT researchbase is robust in all these environs and showcases the exponently enhancing power of an individual's agency for learning; specifically
showcased in this workshop.

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14:00-14:50 | Room: 321A (3F)

Sunday Session III
Workshop Presentation
53208

14:00-14:50 | 321A (3F)

Jamie Oliver YouTube Videos to Promote Cross-Cultural Understanding in the Language Classroom
David Melhuish, Macao Polytechnic Institute, Macao

Cross-cultural communication and exploiting the increasingly wide-spread access to youtube and other short videos provides teacherswith opportunities to improve language output and study skills of their precious students. In my institute, (Macao Polytechnic Institute)
I am devising teaching resources to exploit the short cooking videos of British chef and restauranteur, Jamie Oliver. These teaching aids
provide fantastic resources for visual and auditory learning. Students are studying for Hotel Management and general English. These
carefully prepared and tested authentic resources help students become more aware and more curious about ingredients and dishes fromother cultures and presentation steps. The videos feature similar ingredients and cooking equipment (from common to less-familiar),allowing review and recycling of lexis and grammar. Exotic ingredients provide a scaffolding for cultural knowledge from the UK andbeyond. My fully-immersive workshop will explain rationale behind these teaching materials and the integral learning skills that they
support. I will demonstrate a short video with accompanying lessons so that teachers may be easily able to transfer these materials andideas to their own classes and adapt as necessary.

104 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:00-15:15 | Room: 321B (3F)

Sunday Session III
Clean & Affordable Energy
Session Chair: Hanan Nugroho
54276

14:00-14:25 | 321B (3F)

On the Tariff Modification for Remote Area Renewables Integration to the Power System
Roghieh Abdollahi, Clemson University, United States
Zoleikha Biron, University of Florida, United States
Ramtin Hadidi, Clemson University, United States

Growing interest in renewable energy sources and declining cost of solar photovoltaics and small-scale batteries in recent years arechanging the traditional power grid especially in the residential sectors. Renewables are a promising solution for power system reliability
especially in remote areas. A well-managed increasing level of renewables leads to a more reliable power grid in emergencies such as
hurricanes and power transmission issues. It is shown in literature that current electricity tariffs in higher penetration levels of renewablescauses multiple problems such as overvoltage and thermal issues in distribution systems. A significant portion of power energy is devoted
to the residential and small commercial customers, therefore developing smart electricity tariffs especially in residential and commercial
sectors to improve the power grid stability and load profile are inevitable. In this paper, we consider a small microgrid to model a remotearea as our case study model. In the first step we discuss the potential effect of the current electricity tariffs on power system frequency
and load profile in the presence of renewables such as batteries and solar panels. Then a tariff modification approach based on current
tariff and load profile is proposed to improve voltage and frequency profile of the system. It is shown that the new tariff also improves thepeak to average ratio (PAR) of the system. Lower PAR means a lower investment requirement for peak time demand in power systems
especially in the generation and transmission sector.
54647

14:25-14:50 | 321B (3F)

Resilient Control in Microgrids Using Renewable Energy Sources
Zoleikha Biron, University of Florida, United States
Roghieh Abdollahi, Clemson University, United States

Disasters are unfortunate events involving many countries like US, Japan, and Indonesia. Providing the minimum standards for living
during and after disasters, is a major factor in risk managements of these occasions. The minimum requirements such as power electricity
can prevent so many losses. In this paper, we focus on power grids as one of the fundamental infrastructures to be saved during thedisasters such as hurricanes. We provide a novel approach to enhance the resiliency of microgrids in islanding mode toward uncertainties
and load deviations in emergency situations. The resilient control strategy of the microgrids focuses on the quality of the delivered powerelectricity to the customer during the disaster and also increases the availability of the stored renewable energy for the customers. In thisstudy, we consider a microgrid case study with integrated solar photovoltaic panels as the renewable energy source to the system. Unlike
the majority of the existing papers on renewables, we do not focus on the profit for power grid system or the customer. The objective of our
proposed control strategy is to control the charging/discharging profiles of the existing batteries to increase the quality and the durationof power electricity for all customers served by the microgrid no matter if they have battery or not. In the emergency islanding mode, we
intend to use historical data of customers to predict their required power energy and then control batteries and solar energy in the powersystem to provide the required energy with high possible quality.
54225

14:50-15:15 | 321B (3F)

An Analysis of the Possibility to Achieve the Specified Indonesian Renewable Energy Development Target
Hanan Nugroho, National Development Planning Agency, Indonesia
Dedi Rustandi, National Development Planning Agency, Indonesia

Is it possible to achieve the specified Indonesian renewable energy development target? An analysis of constraints and recommendations
for accelerating the development of renewable energy in Indonesia. Indonesia has ratified a number of international agreements, forinstance on Global Climate Change and Sustainable Development Goals, and has also announced its long-term National Energy Policy(through Presidential Decree No. 79/2014), and well as published its 3rd Mid-Term National Development Plan (2015-2019). All thepolicies/plans point to the necessity of developing renewable energy (RE) for the country having significant and diverse reserves of RE.
However, at present the share of RE in the national energy mix is merely about 8 percent, or it seems to be very difficult for the country toachieve the target of 23 percent RE share in 2025 national energy mix, as set by the National Energy Policy. This paper analyzes factorsthat hinder the achievement of the target of RE development in Indonesia, taking also into account the country’s policies on fossil fuels
development, and clustered by regions. Based on the analyses and by making comparisons with other countries, this paper recommends
things/strategies that must be developed, especially with regard to institution, regulation, and pricing/financing issues for Indonesia's
energy transition to be able to deploy more RE projects and approaching the target set in the future.

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14:00-15:15 | Room: 322A (3F)

Sunday Session III
Climate Change
Session Chair: Allen Hao Zhang
55450

14:00-14:25 | 322A (3F)The Effect of Green Buildings on Environment

Nasir Ahmad Ahmadi, Konya Technical University, Turkey
Today, the construction sector has surpassed other sectors in the increase of carbon footprint. This sector, which uses one third ofnatural resources, uses 12% of fresh water and is responsible for 40% of total solid waste. Green buildings are designed, operated andterminated to minimize the negative effects of the built environment on human health and the natural environment. This means efficientuse of energy, water and other resources; protecting the health of users and improving employee productivity; means reduction of waste,
pollution and environmental degradation. Research on green buildings shows, if the buildings are designed and operated in this way,energy consumption compared to the average buildings designed and operated by traditional methods between 24% and 50%, CO2
emissions between 33% and 39%, water consumption between 30% and 50%, solid waste amount by 70% and maintenance costs by
13%. In this research, the effect of green building on environment and climate change was investigated. This study also present design,
construction and operation processes of high performance sustainable green buildings.
55749

14:25-14:50 | 322A (3F)

Empowering Communities by Optimizing the Deployment of Neighborhood-scale Resilience Hubs: A Case
Study of Maui Island
Alexander de Roode, KTH Royal Institute of Technology, Sweden
Ivo Martinac, KTH Royal Institute of Technology, Sweden

As a part of an integrated planning approach to develop programs intended to support communities increasingly facing impacts of natural
disasters, including those associated with climate change, neighborhoods must strengthen their local community cohesion and resilience.
One way to support neighborhood-scale resilience is to create recognized and accepted local resilience hubs. These hubs are physicalspaces intended to serve as a community resource during normal non-emergency periods, while also having the ability to serve as backup
emergency shelters and emergency recovery hubs during and immediately following emergency events, such as natural disasters. Criticalservices are integrated into such resilience hubs, including back-up power supply, potable water, telecommunications, medical resources,
and food provisions as complements to other support systems. This paper provides a case study of how resilience hub sites are selected
and enhanced for resiliency using bottom-up community engagement methods coupled with technical resilient power feasibility studies.
This methodology results in the creation of resilience hubs that are accepted, trusted and stewarded by neighborhood residents, while
meeting specified community needs. The community engagement process in this study informed a resilient power feasibility analysisof three targeted sites on the Island of Maui. Communities who implement this approach will increase their resilience, including theircommunity cohesion. This study is intended to inform related research exploring how a distributed network of resilience hubs can serve
as a critical component of resilient communities who face increasing vulnerability to disaster impacts resulting from climate change.
53881

14:50-15:15 | 322A (3F)

Evaluation of Tree Structure and Defects in Public Housing Estates: A Case Study in Urban Hong Kong
Allen Hao Zhang, Technological and Higher Education Institute of Hong Kong, Hong Kong

Sustainable urban forests require healthy trees with stable structures to provide satisfactory ecosystem services to urban areas. Trees incompact residential areas are particular prone to development of defects and unstable tree structures. We assessed in detail tree species,
key structural and physiological defects, tree dimensions, growing habitat and planting site conditions of 38,156 trees in 102 sampledpublic housing estates (PHEs) in Hong Kong. The PHEs offered representative urban trees in representative growing conditions. PHE
attributes including estate age, number of trees, species richness and tree diversity were assessed. The associations among estates,
species, tree structure and defects were computed using various quantitative techniques in community ecology. The species-specific andholistic approaches were adopted in data analysis and interpretation. The results showed diverse planting of 203 species from 57 families,
with most species beset by multiple defects. The health and structure of two dominant tree species, Acacia confusa and Ficus microcarpa,
were respectively influenced by inadequacies and stresses in planting environments such as inclined surface of disturbed slopes andsmall pits and planters with poor soil quality. Several tree defects of twigs, branches and trunks were associated to tree dimensions
especially on tree height and its inappropriate ratio to crown size and DBH. The findings have verified the importance of a species-specificapproach in studying and managing urban trees to maximize their benefits to the society.

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14:00-14:50 | Room: 322B (3F)

Sunday Session III
Gaming & Online Education
Session Chair: Hee Jin Bang
54771

14:00-14:25 | 322B (3F)Competency Education Goes Online: Overview of an Undergraduate Early Childhood Education Program
Moving to Competency Based, Online Education
John Lowdermilk, University of Texas Rio Grande Valley, United States

This presentation examines both the need and process used to create an online, competency-based program at the University of Texas
Rio Grande Valley. This project is funded by the Texas Higher Education Coordinating Board. The rationale for selecting this programfor development to an accelerated competency-based format is the growing need for childcare professionals with advanced academic
training and credentials at the local, state, and national levels and the insufficient number of programs in colleges and universities thatoffer credential and degree programs in this area. In recognition of this growing need, PreSchoolTeacher.Org reported that state spending
on preschool programs between 2014 and 2015 grew by $6.5 billion, an increase of $553 million from the year before. The following year,
32 states increased spending for preschool programs by a total of $767 million. Further, a report conducted in 2015 by the Institute ofMedicine and the National Research Council, corroborates the urgency of this problem and the need to create affordable certificate andbachelor’s programs in the childcare sciences: The Institute of Medicine (IOM) and National Research Council (NRC) were commissioned
to explore the implications of the science of child development for the professionals who work with children birth through age 8. In the
resulting report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, the committee found that much
is known about what professionals who provide care and education for children need to know and be able to do and what professional
learning supports they need.
55381

14:25-14:50 | 322B (3F)

Can Students be Nudged Toward Success? Implementing Nudges in a Self-Paced, Online, University Course
Ariana Eichelberger, University of Hawaii at Manoa, United States
Faye Furutomo, University of Hawaii, United States
Dan Hoffman, University of Hawaii, United States
Paul McKimmy, University of Hawaii, United States

The University of Hawaii at Manoa has developed a new course, LTEC 112 - Technologies for Academic Success. The course teaches
students a variety of technology tools and is offered asynchronously online on a custom platform that collects detailed student activity
data. The design of LTEC 112 incorporates elements of competency-based learning including flexibility in when assessments are submitted
and choice of topics to study. Because the course is largely self-paced, students must engage in self-regulated learning to be successful.
However, students often procrastinate assessment submissions as evidenced by activity peaks around the course deadlines that do exist.
Procrastination has been referred to as the “quintessential self-regulation failure” and students in the course report poor self-regulation
skills via survey and course evaluations. One strategy for addressing procrastination is the use of nudges which help individuals makedecisions in their own best interest without coercion. Nudges, such as reminders, feedback, and warnings have been shown to promote
behavior change and improve student outcomes. Nudging is thought to support development of self-regulatory skills by preserving
students’ autonomy. A number of nudges have been implemented in LTEC 112 with the goal of supporting students’ self-regulation. This
presentation will describe the generic and personalized nudge types developed in the course, show how and when they are implemented
and share data from over 700 students regarding behavior after receiving nudges. Additional findings from student activity data, lessons
learned from using the nudge approach and practical implications for future implementations will be discussed.
55463

14:50-15:15 | 322B (3F)Using Digital Games to Help Young Chinese English as a Foreign Language Learners Develop English Language Skills
Hee Jin Bang, Age of Learning, United States
Jacey Chen, Age of Learning, United States

Despite the recent increase in the number of digital games designed to facilitate learning, little is known about their effectiveness in helping
young children learn foreign languages (Hung, Yang, Hwang, Chu, & Wang, 2018). As children in Asia start learning English as a foreign
language at increasingly early ages, research is needed to help teachers, parents, and curriculum developers make informed decisions
about digital resources that help young learners’ English language development. This presentation reviews results from a study of 64
kindergarten-aged beginning learners of EFL in Hangzhou, China who played a digital game designed to help them learn English for 15-20
minutes a day for 6 months. The design of digital EFL game activities was informed by best practices in second language instruction andresearch, and weekly surveys completed by parents provided feedback on the extent to which these activities were engaging and helping
children’s English language development. Pre- and posttests of English language skills, along with survey, interview, and focus groupdata from children and parents offered insight into which activities were most helpful and how the learning activities shaped children’s
English language learning experiences. Results showed that kindergarteners who played the digital language learning game developedon various measures of English. Qualitative data shed light on the relative helpfulness of specific game elements in promoting children’s
engagement. Suggestions for creating effective digital activities to help EFL learners are discussed, aimed at parents and teachers ofyoung Chinese EFL learners.

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15:30-16:20 | Room: 319A (3F)

Sunday Session IV
Foreign Language Education
Session Chair: Meherun Nesa
54703

15:30-15:55 | 319A (3F)

Annexation of Co-curricular Activities: Experiencing and Assessing Grammar Competence in EFL Context
Meherun Nesa, Southeast University, BangladeshOver the past few years the annexation of co-curricular activities (CCAs) in experiencing learning and assessing grammar competence haveincreasingly been filtered into educational discourse in EFL context. The empirical evidence based on questionnaires shows that traditional
methods in grammar learning do not foster learners’ potential development and confidence in assessment tests. Learners are taught andassessed in different components of grammar following only academic resources via close tests. This paper proposed to include cocurricular activities with academic contents in weekly lesson plan in experiencing grammar learning and assessment tests to 25 cohort of
1st semester of the department of English at a private university in Bangladesh. This paper collected data through triangulation methods inthe means of observation, interviews, and focus group discussion via the lens of socio-cultural theory (SCT). In this study, CCAs comprised
drama, song, and debate to reinforce their ways of grammar learning, foster critical thinking and assess grammar competence amidst writing
scripts, lyrics and speeches. It intended to launch a transformative approach with the inclusion of CCAs to remove inhibition and fear of thelearners in grammar learning and assessment tests by creating collaborative intervention with peers, teacher and learning contents. This
paper investigated CCAs facilitated academic grammar learning and worked as an effective means to engage learners comprehensively,
reduce their affective filters implicitly, and thus, had a great impact on achievement of continuous classroom assessment. This paper may
give a new vision of learning and assessing grammar to learners and teachers in EFL context.
53762

15:55-16:20 | 319A (3F)

Easing into TED Talks comprehension: Establishment of a TED Word List
Wenhua Hsu, I-Shou University, Taiwan

TED (Technology, Entertainment and Design) is a nonprofit organization devoted to spreading inspiring ideas and its website provides
recorded talks delivered by experts from different disciplines and cultures at TED conferences. Covering a great variety of topics fromscience to business to global issues, TED Talks have been recommended as pedagogical resources in the EFL/ESL classrooms andcan be used in a range of ways, including the training of listening, speaking, reading and writing skills. Amid various language tasks,
vocabulary size has been generally accepted as an indicator of language abilities, since a rich vocabulary makes language skills easierto perform. As such, this research began by compiling a TED Talks Corpus of 3100+ transcripts across six topic areas downloaded
from its website and then measured the vocabulary levels of each sub-corpus and the corpus as a whole along the word-frequency
scale of the British National Corpus (BNC) and the Corpus of Contemporary American English (COCA). Adopting the putative 98%
lexical coverage for adequate comprehension, the subsequent purpose of this research was to create a TED word list (TWL) to bridge
the lexical gap to the vocabulary level of the talks. Results demonstrate that knowledge of the first BNC/COCA 8,000-9,000 wordfamilies plus proper nouns, transparent compounds and marginal words would command 98% lexical coverage of a TED talk. Assuming
knowledge of the first 3,000 word families is considered as prerequisite abilities for initial access to TED Talks, the first 3,000 wordfamilies were not included in the TWL. Applying a set of criteria, the next 700 most frequent word families were selected to form the
TWL and they accounted for 6.42% of the total words of the corpus. The present TWL may be helpful for EFL learners when using TED
Talks as learning materials for vocabulary development.

108 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:30-16:45 | Room: 319B (3F)

Sunday Session IV

Education Policy
Session Chair: Rebecca Wilson-Mah
54272

15:30-15:55 | 319B (3F)

Relational Organizing: Coordinating Student Services for Student Success
Jeffrey Grim, University of Michigan, United States

Higher education institutions of all types, sizes, and locations struggle to retain and graduate undergraduate students, especially thosefrom historically underrepresented backgrounds (low-income, first-generation status, and students of color). While the literature mostly
problematizes student background, motivation, and ability as the cause for individual retention and graduation rates, there is not enoughfocus on the institution’s role in producing such outcomes. This pilot case study research project examines one British institution’s
attempt at organizing student services to improve student success outcomes, especially for underrepresented students. Using relational
coordination theory from the management literature as an analytical tool, this paper will address how interpersonal and structural
mechanisms impact coordination of student services for students success along with providing implications for both student affairs
practice and future conceptual research.
54632

15:55-16:20 | 319B (3F)A Review of Foreign Language Education Policy Researches in China Through Bibliometric Analysis of CSSCI:
History, Content and Trend
Tiemei Guo, Japan Advanced Institute of Science and Technology, Japan
Eunyoung Kim, Japan Advanced Institute of Science and Technology, Japan

This research investigates the structure and dynamics of foreign language policy and planning research in China over the last twenty years
by using CiteSpace, a well-established software for bibliometric analysis. The purpose is to aid researchers and policy makers overseas
and domestic to attain a clear picture of current state of this field. 203 articles were extracted in China Social Science Citation Index(CSSCI) published between January 1998 and December 2018 with the key words “foreign language policy” or foreign language planning”,
or “foreign language policy and planning” for topic search. The results show that foreign language policy study in China sprouted around
1999, underwent three stages. By keyword co-occurrence analysis, the main topics changed from foreign language education, foreign
language teaching & learning, language policy, education policy, pluralism, globalization, foreign language education policy, language
planning, national foreign language capacity, language strategy, language resources, the USA, national interest, to global competence.
Those topics fall into two clusters; however, the two clusters converge into the same label as national language capacity development.
Reference co-citation analysis shows co-cited references form five clusters with national language capacity development as the largest
and latest one. Comparison of the total network and the main network shows the research content is quite concentrated. The predictable
trend will be national language capacity development and global competence.
55118

16:20-16:45 | 319B (3F)

Faculty Initiated Communities of Practice: A Case Study
Rebecca Wilson-Mah, Royal Roads University, Canada

Faculty development is defined as an individual process and a social activity in communities. In studies on faculty development, learningin communities and the process of developing collaborative relationships and groups of support are rarely the primary focus. Furthermore,studies suggest that autonomy, self-direction and specialized interests are impediments for forms of faculty professional developmentthat are embedded in learning in communities. Communities established for the purposes of collegiality and learning, without an
institutionally framed agenda are less common in faculty professional development in higher education. There is also more evidence of
higher education institutions supporting faculty communities that are formally associated with specific operational or strategic priorities.
This qualitative case study explored faculty members’ experiences in three faculty-initiated and organized communities of practice (CoP)
in a University. Data collection included three focus group interviews and nine in-depth, semi-structured interviews. A thematic analysis
indicated that faculty appreciated the opportunity to convene in a CoP and that learning was associated with five characteristics. The
characteristics were described by faculty members as: the freedom to choose whether to join and how to contribute; an engaging purpose
for attending; mutual support; a collaborative and open approach to learning and sharing; and, an opportunity to slow down and taketime for reflection. There were several barriers and impediments to group functioning in these informal groups and associated risks andbenefits. The findings give shape to forms of social learning that are often not noticed or invisible in our workplaces.

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15:30-16:45 | Room: 321A (3F)

Sunday Session IV

Intercultural/Social Justice in Education
Session Chair: Yu-Chieh Wu
55525

15:30-15:55 | 321A (3F)

Investigating Intercultural Communications Among International Students
Yu-Chieh Wu, University of Hawaii at Manoa, United States

Due to the interconnectedness of the world, many higher education institutions aim for internationalization by developing an interculturalenvironment through recruiting international students. In 2015, it is estimated that 1.13 million international students participate in higher
education in the US (U.S. 21 Immigration and Customs Enforcement, 2015). Despite the increasingly diverse environment in the campus,
recent research shows lack of intercultural competence which may not always result in successful intercultural communication. Studying
in a foreign country where one becomes a cultural outsider, international students often face linguistic, socio-cultural, emotional andeducational challenges studying abroad. While language barriers and cultural distance are often cited in the literature that may hinder
communication, less is known on how these challenges actually impact values, beliefs, attitudes, and the communication process. To
fill that gap, this empirical study aims to examine the experiences of international students, exploring how the interactions between
high-context and low-context cultures resulted in different expectations, constraints, and conflicted styles in a conversation. Qualitative
data from the transcripts of international students’ interviews and field notes in diverse environments such as dorms, classrooms, andTV lounge were analyzed analyzed using the constant comparative approach (Corbin and Strauss, 2008) to identify students’ learning
experiences. The research questions that guided this study is: How does the diversity among students influence international students’
overall experiences? The result will provide implications for intercultural competence and multicultural policies.
55564

15:55-16:20 | 321A (3F)

Teaching Social Justice to University Students in the Contemporary Australian Social, Political and Media
LandscapeErika Smith, Western Sydney University, Australia

The current social, economic and political climate in Australia means that teaching with social justice in mind is more than challenging,
it is heavily opinionated territory that requires caution. In 2012 editors Barry Down and John Smyth asked, ‘How do we educate for social
justice in a world that is neither just, nor social?’ This is a question that has validity, perhaps more so now, than when it published. Muchof the current literature on this topic examines teaching with social justice in mind within primary and high school environments, not inuniversities. In this presentation I draw upon autoethnography and research from my experiences as a unit coordinator for a Master ofSecondary Teaching unit, that ‘engages students in critical analysis […] for diversity and social justice in Australia and beyond’ (WSU).
This presentation focuses on the difficulties of teaching Master of Teaching students to become teachers with social justice in mind
when these students have conservative views about topics such as nationalism, gender and sexuality. Finally, I offer teaching strategies,that have allowed me (for now) to navigate this uncertain territory with success. This topic is worthy of critical discussion if we are tohave primary (elementary) and secondary (high) school educators truly embrace difference and teach with social justice in mind, thereby
supporting student wellbeing and academic achievement.
55600

16:20-16:45 | 321A (3F)

How to Foster the (Inter)cultural Competence of Language Learners at Institutions of Higher Education via
Short Animated Films?
Ingrid Kutz, Queen Mary University of London, United Kingdom(Inter)cultural competence is listed among the skills with an increasing significance in both professional and private domains due toongoing processes of globalisation and migration. There are various definitions of (inter)cultural competence not only in different areasof expertise, but also within the same subject. Most definitions, however, name empathy and the ability to change perspectives as core
constituents of the concept (inter)cultural competence. Many definitions suggest that people are endowed with these abilities, but
growing numbers of students within the autism spectrum disorder seem to contradict this assumption. Furthermore, highly different
cultures are likely to challenge these abilities. The presentation will introduce a teaching unit which aims at the development of (inter)
cultural competence respectively empathy and the ability to change perspectives. Knowledge about film aesthetic means like field sizes
and their effects on perception are the foundation of the teaching unit. Once the students learned about field sizes they are asked toapply them on short animated films from the target culture. Later on students will realise that perception (and judgements) are not only
influenced by field size, but also by perspective, setting, sound, etc. With this in mind students are asked to successfully represent different
opinions in a role-play which's content is currently subject of controversial debate (whether teachers in Germany should be allowed towear headscarfs). Before the discussion begins students are supposed to put themselves in the position of their characters by reflecting
on the teacher's questions about their assigned roles.

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15:30-16:45 | Room: 321B (3F)

Sunday Session IV
Curriculum Design
Session Chair: James McNally
54547

15:30-15:55 | 321B (3F)

Artificial Intelligence Models to Support Curriculum Development
James Otto, Towson University, United States
Chaodong Han, Towson University, United States

This research provides tools to support curriculum development for skills education. Specifically, we apply artificial intelligence neuralnetworks and multiple linear regression models to predict a person’s annual wages based on the levels and combinations of skills thatthey possess. The models are developed based on governmental data for 35 job skills combined with annual wage information for over
960 occupations. Given this input data, the resulting neural network trains to above 70 percent accuracy in predicting annual wage levels.
The multiple linear regression models provide somewhat lower performance. Curriculum developers and education administrators canuse these models to determine what level and mix of occupational skills are most appropriate for meeting student goals and optimizing
wage potentials. Job and career seekers can use these models to generate estimates of how well their skills should be compensated by
the job market.
55462

15:55-16:20 | 321B (3F)

Digital English as a Foreign Language Curriculum for Young Children Informed by Design-, User-, and Efficacy
Research
Jacey Chen, Age of Learning, United States
Hee Jin Bang, Age of Learning, United States
Paula Hidalgo, Age of Learning, United States

Worldwide, English is the most common second language being learned, and digital games can be effective in helping learners acquire
English (Kao, 2014). Limited research exists, however, on the effectiveness of digital games with younger children, although children in
many countries are learning English as a foreign language (EFL) at younger ages. This presentation focuses on the design, development,
and testing of a digital game for young EFL learners. For development, curriculum experts and game designers created a digital gamefor pre-k and kindergarten children that would provide a dynamic, engaging, and interactive English learning experience. A review oflearning science theories (e.g., spaced repetition) and best practices in second language instruction guided the team’s implementationof an immersive learning environment with guided interaction, offering children opportunities to acquire receptive and productive skills.
Multiple language learning standards (e.g., Common European Framework of Reference for Languages, American Council on the Teachingof Foreign Languages) informed the linguistic development sequences underpinning the game’s scope and sequence. Feedback from user
research conducted with young children informed revisions to content, lesson structure, and game features. The game’s effectiveness wastested in a 6-month study of 64 kindergarten-aged Chinese children playing for 15-20 minutes daily. Pre- and post-tests, weekly parent
surveys, and end-of-study interviews revealed that children were highly engaged and experienced improvements in several language
skills. Game analytics (e.g., activities completed, time spent in game), along with the usage and retention data from 20k+ daily users in
China inform the team’s continual game improvements.
55336

16:20-16:45 | 321B (3F)

Data in the Classroom: Online Resources for Education, Outreach and Training
James McNally, University of Michigan, United States

Secondary data, regardless of your discipline research approach offers your students at least four primary benefits. 1) Efficiency- Thecollection of primary data, both qualitative and quantitative is time consuming and expensive. Good secondary data facilitates the teachingof research methods across disciplines. 2) Variety- The quantity of secondary data has growth tremendously allowing many researchquestions to be explored with existing data. 3) Theory Testing- Secondary data allows for the controlled testing of theories in a mannerthat facilitates validation of results, and 4) Generalizability- Because secondary datasets take advantage of sampling distributions results
can be generalized to a broader population. While data use was one scene as a graduate level activity, increasingly undergraduates are
required to have some data experience before moving on to upper-level studies. This presentation will offer an overview of the value of
secondary data in the classroom and potential resources that teachers can use.

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15:30-16:45 | Room: 322A (3F)

Sunday Session IV
Curriculum Design
Session Chair: Kelly La Venture
55086

15:30-15:55 | 322A (3F)

Coaching in the Classroom: Incorporating Academic Coaching in a Student Success Seminar
Leilani Harjati, University of Hawaii at Manoa, United States
Shauna Sibonga, University of Hawaii at Manoa, United States

Freshman and sophomore student success seminars provide an excellent opportunity to incorporate academic coaching practice into
the classroom. This session shares the experience of an academic advisor and an academic coach coming together to team-teacha freshman/sophomore success seminar. They share the unique opportunity of incorporating academic coaching activities into an
established one-credit, major and career exploration course. Together they shared with students the power of developing a positive
growth mindset (Dweck, 2006), grit (Duckworth et al, 2007), self-efficacy (Bandura, 1977) and resiliency (Waxman et al, 2003). With weekly
touch points, students created personalized plans for major and career exploration, campus engagement, and academic achievement.
Through class activities and assignments, students identified personal strengths and barriers all while being part of a supportive seminarteam. Students end the semester with concrete tools to support their major and career goals. Sample class curriculum will be sharedalong with strategies to facilitate group coaching conversations. Presenters will also discuss how academic coaching can be applied invarious settings and support different student populations.
55594

15:55-16:20 | 322A (3F)

Early Childhood Education and School Readiness in Lao PDR: From Curriculum Perspective
Xiaodong Meng, Kobe University, JapanThe study aims to examine the National Kindergarten Curriculum prepared for 5 to 6-year-old children relative to transition fromkindergarten to primary school in Lao PDR. The National Kindergarten Curriculum is the only framework applying to all types of earlychildhood education programs in Laos. The standards within the curriculum define expectations for children's learning and development
prior to primary school entry, which is also a reflection of how the country is conceptualizing children's readiness for school. Totally, 13
developmental standards, 58 content categories, and 104 indicators under 5 developmental domains in the readiness competency partand 6 teaching-learning activities in a teacher’s guide part were analyzed by adopting content analysis, with the purpose of identifying
the specific areas of early development addressed within this standards document. Preliminary findings suggest that early childhood
education standards of Lao PDR have emphasized the language, intelligence, and general education domains, however, the specificareas within domains of social interactions and emotions have been addressed relatively less often. Few standards have emphasized thesocial-emotional and approach toward learning domains. The author suggests that the content of Laos early learning and development
standards reflect the current national objective for ECE: prepare children to learn Lao language and have readiness to study in primaryeducation focusing on reducing drop-out and repetition of primary education, but in some cases might not be coherent with the research
literatures on children's development in early years.
54379

16:20-16:45 | 322A (3F)

Phenomenon-based Learning Curriculum Design to Mitigate the Skills Gap
Kelly La Venture, Bemidji State University, United States
Julie Adams, Bemidji State University, United States

Urgently needed, are solutions to help mitigate the global skills shortage that threaten the long-term economic prosperity of many nations
and to address highly complex transnational challenges. These solutions require extensive coordination through the local and global
levels, from different professionals, and include increased worker training, education, and close collaboration with educational institutions
to improve graduate employability. Organizations need suitable candidates who have the right skills and appropriate education to fillan ever-increasing number of jobs. To alleviate the talent shortage impacting innovation and global economies, young people need a
globalized perspective that may in part, be developed through phenomenon-based learning (PhenoBL). Phenomenon-based learning is
a strategy born out of constructionism and developed in Finland. Students start with a real-world challenge then use collaboration andinquiry-based learning to grapple with real-world concepts to solve problems (Sislander, 2015). A phenomenological perspective on
students learning (1) prepares students for a narrow and receptive appreciation of a whole system and provides a globalized perspective,(2) integrates with ethics and values, thus complementing the students’ cognitive competencies by explicitly emphasizing the trainingof relevant skills and competencies, and (3) bridges the gap between theoretical knowledge and knowledge-based actions in real life
situations by promoting the action aspect of learning and teaching (Østergarrd, Lieblein, Breland, & Francis, 2010). This work-in-progress
paper includes a review of PhenoBL, overview of student and instructor roles, an in-depth dive into the curriculum re-design to PhenoBL
in a marketing course, and the impacts of PhenoBL on mitigating the skills gap.

112 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:30-16:45 | Room: 322B (3F)

Sunday Session IV
Education, Sustainability & Society
Session Chair: Leslie Ponciano55085

15:30-15:55 | 322B (3F)

Lessons From a Global Analysis of the UN Conventions on Children and Disability Rights
Gabriela Walker, National University, United States

Among the 6.7 billion people in the world, there are 2.2 billion children, of which 1 billion live in poverty. This study looks at the rights ofchildren with disabilities and how vulnerable populations can be protected. The UN (2009) identifies several obstacles to democracy,
human rights, and the rule of law, including: “deepening poverty; threats to human security; the infringements of individual rights and
impediments to the enjoyment of fundamental freedoms”. The author used a cumulative logit model for ordinal responses, in particular
proportional odds model, to look at whether states with a higher degree of democratization and a higher level of human development
are less likely to ratify the United Nations Conventions on the Rights of the Child and on the Rights of Persons with Disabilities. The
analysis finds statistically significant relationships for multiple variables. Here are selected general conclusions: (1) as the widest ratified
human rights treaties, the CRC and CRPD have profound implications on understanding how the states’ development and democratization
impact how they sign and ratify treaties; (2) different indices have different effects on each of the conventions, without contradicting eachother, meaning that governments perceive and treat Conventions distinctly; (3) the date of ratification, rather than the date of signature,
is much more reflective of the state’s democratization and development levels; and (4) the world is in need for a reconceptualization
and recontextualization of children and disability policies, redefining concepts like equity, empowerment, social enterprise, and inclusive
development to include these disempowered populations.
54643

15:55-16:20 | 322B (3F)

Planning Resilient Cities Around the Globe For and With Young People: Insights From UC Berkeley’s Y-PLAN
Tohoku, Japan Case Study
Amanda Eppley, University of California, Berkeley, United States
Myrna Ortiz, University of California, Berkeley, United States
Deborah McKoy, University of California, Berkeley, United States

The Y-PLAN (Youth - Plan, Learn, Act, Now!) Tohoku, Japan Studio offers an inspiring case study demonstrating the power of engaging
young people in planning inclusive and resilient cities across the globe. Through the Y-PLAN Japan studio, students from the region
devastated by the 2011 Great Japan Earthquake and Tsunami learn about sustainable development and prepare social action plans fortheir home communities. This paper and presentation will share findings from this eight year partnership between Tohoku, Japan andBerkeley, California, engaging 1,000 Tohoku high school students. Based at UC Berkeley’s Center for Cities + Schools, Y-PLAN is an awardwinning educational strategy, bringing the perspectives of young people to planning processes in our most vulnerable cities. Y-PLAN’s
rigorous research methodology empowers young people to give voice to the challenges and assets of their communities. It allows civic andcommunity leaders to hear directly about young people’s life experiences, develops trust and enduring relationships across generational
divides, and prepares tomorrow’s leaders. The Y-PLAN Japan case study reveals six core findings that enable planners and educators totransform cities for and with young people. Action plans for Tohoku range from a trash collection sporting event called Zero GoMission(“gomi” means trash), bringing together the community to clean up their town in the earthquake’s immediate aftermath, to turning park
benches into multi-functioning disaster-relief infrastructure by equipping them with supplies and tools. Today's young people will beliving in the future that’s being planned right now; they need to be part of shaping it.
55398

16:20-16:45 | 322B (3F)

Changing the Narrative for Youth in Foster Care

Leslie Ponciano, California State University: Office of the Chancellor, United States
Akin Abioye, Liberty Hill Foundation, United States
Zaid Gayle, Peace4Kids, United States
Changing the Narrative is a youth-initiated effort to identify implicit bias toward youth and alumni of foster care (YAFC) and to redress it
within the education and social services sectors. Results from a survey distributed to a representative sample of the general public in Los
Angeles County (N=2488) confirmed both that the public has negative expectations for the outcomes of YAFC and that these negative
stereotypes are inaccurately exemplified in the media portrayals of YAFC. Analyses determined that variation in public perception canbe connected to age, gender, ethnicity, personal experience in foster care, and professional experience with YAFC. As the majority ofthe sample had few direct experiences with YAFC, perceptions were primarily formed based on the portrayals of YAFC in the media.
The portrayals selected most often were criminals, victims, and survivors. This research highlights a distressing cycle that begins withsocial service professionals, foster parents, and teachers who are influenced by the media to perceive children and youth in foster careas deficient, thereby creating a negative set of expectations that are met as the children cope with early trauma and, thus reinforce thenegative stereotypes. Therefore, the next steps are for educators to develop a curriculum that increases awareness and changes thenarrative to a strengths-based perspective of youth in foster care.

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Keynote Panel Presentation: David P. Ericson, April Nozomi Goodwin& Reed Dasenbrock

The Future of Liberal Education
Sunday, January 12 | 16:45-17:45 | Room 318A (3F)

A comprehensive undergraduate experience encompasses a broad survey of the humanities, arts,social sciences, multicultural and global education, as well as mathematics, science and technology.
These disciplines are essential components of a liberal arts education that prepares students with theskills and knowledge to navigate an increasingly complex and dynamic future, regardless of disciplinary
major. In recent decades, decreasing enrollments and shrinking budgets have begun to threaten thevery existence of many of these programs. In response, some leaders are selecting to eliminate liberalarts majors in favor of supporting career and workforce preparation programs, while others are piloting
innovative curricular redesign across disciplines that coherently integrates liberal arts programs withprofessional and career pathways. Many are currently caught in the struggle to determine the best
path forward. In this contentious financial and political environment, higher education leaders acrossthe country would benefit from guidance to address this pressing issue. This panel will share thefindings of our study which utilized the policy Delphi method to engage a panel of education experts
in an iterative conversation around how to manage decreasing enrollments in liberal arts courses andprograms. The goal was to generate a robust set of policy options designed to enable higher education
leaders to optimally respond to the myriad internal and external threats to the liberal arts disciplines.
Pedagogical considerations and policy implications will be discussed.

David P. Ericson
David P. Ericson is a Professor of Philosophy of Education and
Educational Policy Studies in the Department of Educational
Foundations, College of Education, University of Hawaii at Manoa.
Prior to joining the Faculty of the University of Hawaii at Manoa
in 1992, he was a professor at the University of California, Los
Angeles (1979 – 1992) and a professor at Virginia Tech (1977– 1979). In the College of Education at the University of Hawaii
at Manoa, he has served as chairperson in two departments(Department of Educational Foundations and the Department ofCurriculum & Instruction), as Associate Dean for Research andGraduate Studies, and as director of the Office of International Education. He also served as Editorin-Chief of Studies in Philosophy and Education for five years.
With research and scholarly interests in philosophy of education, educational policy analysis, andcomparative and international education, he has published widely on education issues, the logic ofsocial science research methodology, and educational policy and reform issues in the U.S. and Asia.
He is particularly noted for his work on the structure and behaviour of national educational systems
in the U.S. and Asia. He has been a Fulbright Senior Specialist Award holder (2007 – 2012), an award
that has enabled his research efforts on educational reform issues in lower and higher education in
Denmark and China. Most recently, he has been researching policy issues concerning the expansion
and quality of higher education in Vietnam.
114 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)April Nozomi Goodwin
April Nozomi Goodwin is an Academic Affairs Program Officer
at the University of Hawai‘i at Mānoa. She has worked in higher
education leadership for over ten years and currently manages
the creation and review of academic programs, educational
agreements and articulation, and policy. She holds a BA in Social
Studies from Hamline University, a Master’s in International Public
Affairs from the University of Wisconsin–Madison, and a PhD in
Education from the University of Hawai‘i at Mānoa. Her research
is currently focused on liberal arts education, accreditation andapplications of the Delphi method in higher education.

Reed Dasenbrock
Reed Dasenbrock is a Professor at the University of Hawai‘i at
Mānoa who teaches courses in English, Italian, Philosophy,
Honours, and Higher Education. He served as a university
administrator for over 20 years, first at New Mexico State
University and the University of New Mexico before serving as
Vice Chancellor of Academic Affairs at the University of Hawai‘i at
Mānoa for seven and a half years. He also served as the Secretaryof Higher Education for the State of New Mexico.
Educated at McGill University in Canada, Oxford University in the
United Kingdom and the Johns Hopkins University in the United States, where he completed his
PhD, Dasenbrock is the author or editor of eight books, more than 50 scholarly articles and nearly
50 chapters in scholarly books. He has published widely in literature and literary theory, and in more
recent years has published about the nature and financing of higher education.

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THINK.IAFOR.ORG
THE ACADEMIC PLATFORM
THINK.IAFOR.ORG is IAFOR’s online magazine, launched in early 2016. THINK
is an ambitious project conceived by academics, for academics, with the following
objectives:
To provide an international, far-reaching platform for the best researchpresented at IAFOR conferences;
To make original, high-quality, thought-provoking multimedia content
freely accessible to a wide readership;
To facilitate the opportunity for academics to step outside of the
traditional research publishing status quo – to get creative, explore
different disciplines and to have their ideas heard, shared and discussed
by a diverse, global academic audience.
Content published on THINK spans a wide variety of disciplines and the format isvaried, encompassing full research papers, long-form journalism, opinion pieces,creative writing, interviews, podcasts, video, photography, artwork and more.
Current contributing authors include leading academics such as Professor Svetlana
Ter-Minasova, Professor A. Robert Lee, Professor Bill Ashcroft and Professor J. A.
A. Stockwin.
Get involved by visiting the website, following us on Facebook and Twitter andsigning up to our e-newsletter.
facebook.com/ThinkIAFOR
twitter.com/ThinkIAFORSUBMIT TO THINKWe are currently accepting submissions for publication in 2020. We welcome
photographs to accompany articles, as well as topical photo-essays.
Submissions should be between 500 and 2,500 words and sent topublications@iafor.org. Please include “THINK submission” in the subject line.

Virtual
Presentations
Virtual presentations afford authors the opportunity to present their research to IAFOR’s farreaching and international online audience, without time restrictions, distractions or the need totravel. Presenters are invited to create a video of their presentation, which is then uploaded to theofficial IAFOR Vimeo channel and remains online indefinitely. This is a valuable and impactful wayof presenting in its own right, but also an alternative means for those delegates who may be unable
to travel to the conference due to financial or political restrictions.
Please note that all abstracts are printed as submitted. Any errors, typographical or otherwise, are theauthors’.

www.vimeo.com/iafor/channels/moderated/

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www.vimeo.com/iafor/channels/moderated/

Virtual Presentations
54039

Internship Abroad Program: The Lived Experiences of Education Students in a State University
Luzviminda Relon, University of Northern Philippines, Philippines

Quality learning is indispensable for meeting people’s basic needs, and vital in nurturing the conditions for global peace and sustainable
development across the globe. Regardless of the race and creed, everyone needs to learn in active, collaborative and self-directed
ways in order to flourish and contribute to their communities. Colleges and universities are faced with evolving and more demanding
environment that has forced them to become adaptive and flexible. They are also faced with the pressure from the realization that theirgraduates should be able to compete in an increasingly global market place. This study aimed to disclose the personal experiences of
the 5 education students during their practice teaching in ASEAN countries such as Thailand, Vietnam and Indonesia. This is a qualitative
study which made use of case studies and Key Informant interview. It was disclosed that the student-teachers exposed in Universities of
non-English speaking countries like Vietnam and Indonesia, may tend to have several struggles academically, emotionally and sociallyas compared to a school in a country which have included in their curriculum the teaching of English, both as a subject and a medium of
instruction. Internship abroad tend to contribute to the holistic development of a globally competent future educator. However, prior totheir exposure to the country of destination, the students should be provided with opportunities to learn the culture and language of thecooperating school abroad.
54072

The Quality of Legal Education in Nigeria: A Case for Professional Ethics and ICT Courses in Law Degree
Curriculum
Osahon Omoregie, Ambrose Alli University, Nigeria

There has been raging debate on the quality of legal education in Nigeria. Scholars have opined that the challenges are more imminent at
the undergraduate level in the University in comparison with the Nigerian Law School. One central issue canvassed relates to curriculum
development. In this regard, the academic content of Law Degree Programmes has generated much criticism. While a lot has been written,
not much solution has been proffered. The situation calls for more attention against the backdrop of technological advancement andother developments in contemporary times. This paper is a modest contribution to the debate. The author argues that the inclusion ofProfessional Ethics and Information Communication Technology courses and modules in the curricula of the Law Faculties in Nigerian
Universities will not only effectively produce a better-equipped lawyer in view of the dynamics of a 21st century world, but will alsoengender the realisation of governmental tertiary education goals and objectives for attaining sustainable development.
54264

Fostering Sustainability Through Renewable Energy Resource Development: The Law and Policy in Nigeria
Osahon Omoregie, Ambrose Alli University, Nigeria

Renewable energy sources (RES) exploitation and utilization is the hallmark of sustainable development in any country around theglobe. The need to decarbonize Nigeria's energy base through the utilization of RES to ensure sustainability cannot be overemphasized.
In the last two decades, the Nigerian Government has shown keen interest in renewable energy resource development by evolving aplethora of policies which articulates certain visions, goals, objectives, targets, and strategies. This paper critically examines thesepolicies with a view to ascertaining their efficacy. It was found that the policies are ineffective and inadequate. The paper further
revealed that legislation is a pivotal tool to accompaniment and advance policies, but at present, the absence of a legislative frameworkposes a major challenge to RES exploitation and utilization in Nigeria. The author recommends the urgent need to enact a coherent andcomprehensive legislative and regulatory framework to drive RES development and deployment in the country. A content analysis of a
proposed legislative framework is succinctly outlined.
54485

Maloya: Performing Reunionese Identity

M-Muriel Hillion Toulcanon, Edith Cowan University, Australia
Maloya is a vernacular style of dance and music, born in the former French colony of La Réunion at the time of slavery. Slaves from
Madagascar, Africa, indentured labourers and workers from India, China and France brought by the French colonisers to the sugarcane
plantations led to a diverse mix of ethnicities, languages, customs and beliefs – the roots of Reunionese Creolisation. Maloya is amulticultural artform gathering of ancestry, slavery, resistance, resilience, reconnection. This unique communication system, whichconsequently alienated the French colonial authorities and landowners was unofficially banned until 1981. Accordingly, the importance ofacknowledging the past and preserving the cultural heritage by passing this artform from one generation to the next is significant. In 2009
maloya has been recognized by UNESCO as pertaining to have intangible cultural heritage value. At a glance, the dance invites the bodyparts to converse with each other similarly to the different ethnicities in contact on the plantations. The music, rich of various intertwined
influences, uses complex rhythms with call and response patterns and melodic intervals. I argue that Maloya embodies the spirit of theReunionese identity. Through a practice-led research methodology including research methods from autoethnography and artography I
investigate how this powerful symbol of freedom from colonial oppression is a celebration of multicultural contemporary 'postcolonial' La
Réunion. I investigate how performing maloya dance and music means to perform Reunionese identity/identities.

118 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

www.vimeo.com/iafor/channels/moderated/

Virtual Presentations
55438

A Systematization and Comparison Framework to Facilitate Structured Selection of Sustainability Assessment
Approaches
Jan Bitter, RWTH Aachen University, Germany
Daniela Janssen, Institute for Management Cybernetics, Germany
Frank Hees, RWTH Aachen University, Germany

Sustainability assessments (SA) of products, processes, organizations, strategies, etc. aim at providing a basis for decision-making
towards (more) sustainable practices and principles. An extensive variety of SA approaches as well as a wide diversity of assessment
situations exist, making situation-specific approach selection a complex issue. However, well-founded selection is crucial, as selecting
unsuitable approaches for respective assessment situations can lead to incorrect, inconclusive, insignificant, implausible or vulnerable
results. Structured, situation-specific selection processes for SA approaches can reduce these effects. However, there is a lack ofrespective concepts, criteria, guidelines or frameworks for decision-, i.e. selection-support. Based on this, the goal of this work is todevelop a systematization and comparison framework, which facilitates structured selection of situation-specific SA approaches. In
previous works, Bitter et al. (2018a, 2018b, 2019) proposed a requirements-set for SA approaches, a criteria-set for a systematization andcomparison framework as well as respective spectra and specifications for the criteria. In this work, these elements are combined andimplemented in form of a meta framework. By means of the criteria-set, SA approaches are characterized and subsequently quantified
using the criteria-spectra. Thus, via an extensive rule base, the “fit” of SA approaches to situation-specific requirements, i.e. desired
characteristics can be calculated. Based on these calculations within the meta framework, structured decision-support towards thesituation-specific selection of suitable SA approaches is provided. For future works, the developed systematization and comparison
framework can be used to systematically investigate the influence – nature and extend – of approach selection on assessment results.
55500

Arabic Literature as a Site for Engagement with Alterity: An Ethnographic Study of Arabic Literature
Collegiate Classroom
Ebtissam Oraby, George Washington University, United States

This paper reports a study that investigates the reading of Arabic literature in U.S. foreign language collegiate education as a site forengagement with alterity. The study explores how students in FL literature courses encounter alterity, how they construct the other andreconstruct themselves as they read modern Arabic literary texts, and how the political, historical, geographical, and cultural contexts inwhich students read shape their reading. The study adopts alterity as a framework to illuminate the understanding of literacy in foreign
language contexts and aims at engendering an Other-oriented literacy that is rooted in Levinas’s ethics of alterity. By examining thedifferent nuances of otherness at play when engaging with Arabic literary texts and the construction of the self and the other through theact of reading within its specific historical, cultural and political context, and examining the manifestations of power in the process of
meaning making this study envisions an ethical textual engagement with Arabic literature.
55603

Teaching English to Refugees in Greece: The Case of Lexena School – Challenges and Possibilities
Sofia Tsagdi, National and Technical University of Athens, Greece
Eythmios Tsitsikas, Lexena School, Greece
Maria Tsiakalou, Lexena School, Greece
Konstantinos Theologou, National and Technical University of Athens, Greece

In the last year Greece has experience an influx of refugees, this has been associated with forces having a highly destructive character,
resulting in a continuing transformation of existing notions concerning the proper forms of teaching and boundaries of such fundamental
phenomena as culture and education. Integration processes have also involved dramatic changes in national education systems, which
are currently facing a number of considerable challenges. The aim of this presentation is to examine the current practices of language
teaching in refugee schools, report on the challenges teacher and students face as well as suggest possible ways of facing them. It reports
on a research project in a secondary refuge school in Greece. The strategy of research applied in this study is grounded theory and thequalitative methods of research are: structured interviews (10 interviews done and transcribed during one month), scaled questionnaires
were distributed (80 done during one month and transcribed) and photography (800 photos done during one month and described) andrepeated visits in the school. There were at least 80 students involved at the project during one month. Moreover this presentation draws
on content analysis as a systematic, rigorous approach to analyzing documents obtained or generated in the course of research. The
presentation will conclude on how barriers and challenges can be met and will suggest practical, uncomplicated advice for teachers
on how best to support children who have experienced trauma, how to adapt standard teaching methods, and what they can do tohelp vulnerable children learn and develop their full potential. For those wishing to pursue less conventional research methodologies in
educational settings, this presentation will also highlight potential benefits and struggles.

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www.vimeo.com/iafor/channels/moderated/

Virtual Presentations
55524

Efficient Distribution of Wasted Food Using Smart Phone Application – Foodzo – An App Under Development
Ann Leelu George, Tata Elxsi, India
John Victor Christy, United Arab Emirates University, United Arab Emirates

This research aims at reducing food wastes and food storage losses due to mishandling. On average, about one-third of the foodproduced is lost or wasted globally. According to UN estimates, 40 percent of the food produced in India is either lost or wasted. At thesame time, a report by the UN’s Food and Agricultural Organisation states that every third malnourished child is Indian. This shows theneed for the world’s second-most populous country needs to reduce its food wastage to feed the 194 million Indians who go hungry daily.
FoodZo aims at alleviating these two problems at the same time. It is an app platform where one set of users (food chains, restaurants orindividuals) can post pictures as well as quantity available of extra consumable food, and another set of users can see the availability offood at low prices, and get connected. The cost of the food will be half the market price. The consumers can locate the food available nearthem via the app, and choose to drive themselves and get the food, or can choose to get it delivered for a nominal delivery fee. In India
where the number of smartphone users is expected to reach 84% of the total population by 2022, FoodZo will be the perfectly in-handsolution for lessening wastage as well as alleviating poverty.
54134

Management and Multiculturalism in Romanian Universities: A Case Study at the University of Medicine andPharmacy “Grigore T. Popa” Iasi
Gabriela Marinescu, University of Medicine and Pharmacy "Grigore T. Popa" Iasi, Romania

The paper aims to highlight the role of university management and multicultural education in an irreversibly interconnected world. The
research objectives were related to the testing of the fundamental hypothesis according to which management and culture influence
individuals and vice versa. The results showed that the academic management influences the multicultural community, and the relations
between its members are always under the sign of change; both technologically and culturally. The conclusions of the research highlight
that, first of all, in universities, people and technology influence and blend cultures. Multicultural education removes the barriers tocommunication and makes people understand others who are different from them. Self-determination is an essential dimension forthis interconnected world in which multicultural educated people learn to work in teams (collectivism), learn to tolerate, understandand respect cultures very different from their own. The independence of the educated individual who makes his own decisions implies
interdependence and multiculturalism. Culture and education will make the difference between those who understand what academic
management in the multicultural world is and those who believe that management is only leadership, privileges and benefits.
51679

Connectivism as a Driver to Improve Citizen Learning in Cognitive Cities: A Literature Review
Monica Vaca-Cardenas, Universidad Tecnica de Manabi, Ecuador
Jaime Meza, Universidad Tecnica de Manabi, Ecuador
Karina Mendoza, Universidad Tecnica de Manabi, Ecuador
Leticia Azucena Vaca-Cardenas, Universidad Tecnica de Manabi, Ecuador

Society has changed as a result of the new technologies of the digital age. In addition, we are living today a knowledge explosion, what
was considered to be powerful knowledge yesterday, is in doubt today, and may disappear tomorrow. As a consequence, earlier learningtheories no longer interpret learning activities of learners in a digital age, because these theories were developed at a time whentechnology had no impact on learning at the level that today does and they were developed when knowledge grew slower. Therefore,
Connectivism, a knowledge learning theory for the digital age, was emerged. In the same way, in a modern era, the concept of smart
city and afterwards the concept of cognitive cities which involves the human factor also appeared. Connectivism in cognitive cities is
not an area in which a great deal of research exist. Therefore, the purpose of this research is to analyze how Connectivism for citizen
learning and engagement in cognitive cities is applied. The methodology applied for this study was a qualitative content analysis
approach where abstracts, discussions, results, and conclusions were the main target; however, the whole text was also read in somecases. The results showed that several approaches in the context of connectivism in cognitive cities were implemented, not always
with complete success. This paper may help policymakers to take a proper decision in the way of adopting connectivism in cognitive
cities and take into account critical issues.
55452

Developing Lake Outcome Models to Support Indigenous Communities in Their Freshwater Management Actions
Mereana Wilson-Rooy, QEII National Trust, New Zealand

A Lake outcome model was created to identify bi-cultural concepts, tools and measures to test the effects of lake freshwater management
options for Lake Rotorua. These empirical models aim to address research gaps for lake freshwater management in Aotearoa-New
Zealand for cultural purposes. This exploratory research generates new pathways that reflect treaty-partner values, goals and cogovernance arrangements for Lake management by designing: 1. A cultural framework as a concept tool to describe water related values
from mātauranga and scientific perspectives. This framework identifies physical, chemical and biological factors that link Te Arawa
cultural values to current scientific values for lake Rotorua. 2. A Eco-Cultural Lake Systems model (ECLS) to employ a systems approachwith ecological, health and economic data inputs to specify and explore the multi-dimensional impacts of water quality interventions onlake health (mauri). 3. Development of quantifiable lake health outcome measures. These outcome measures are: Crayfish CPUE (catchper-unit-effort), as a cultural indicator of mahinga kai abundance, and lake TLI (trophic level index), as an environmental indicator for
mauri and lake health state. 4. ECLS modelling results show wetlands and land use change were better cultural options for water quality
improvement compared to alum dosing or multi-use options. 5. Results from ECLS modelling were reconciled with the cultural framework
to ensure a holistic and balanced view of health for lake Rotorua. The research provides a lake management regime that is culturally
grounded, environmentally accurate and economically focused to ensure the multiple uses for Lake Rotorua are sustainably managed.

120 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Reviewers
IAFOR depends on the assistance of a large number of international academics and practitioners
who contribute in a variety of ways to our shared mission of promoting international exchange,
facilitating intercultural awareness, encouraging interdisciplinary discussion and generating andsharing new knowledge. Our academic events would not be what they are without a commitment
to ensuring that international norms of peer review are observed for our presentation abstracts.
With thousands of abstracts submitted each year for presentation at our conferences, IAFOR relieson academics around the world to ensure a fair and timely peer review process in keeping withestablished international norms of double-blind peer review.
We are grateful for the time, effort and expertise donated by all our contributors.

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IICEHawaii2020

Review Committee
Dr Hungche Chen
Chang Gung University of Science andTechnology, Taiwan
Dr Joanie Crandall
University of Saskatchewan, Canada
Dr Colleen Halupa
East Texas Baptist University, United States
Professor Heeseon Jang
Pyeongtaek University
Dr Erick Kong
California State University East Bay, United States
Professor Cláudia Lima
Universidade Lusófona do Porto, Portugal
Dr Matthew Motyka
University of San Francisco, United States
Dr Masako Mouri
Toyohashi University of Technology, JapanDr Kristin Palmer
University of Virginia, United States
Dr Mico Poonoosamy
Josai International University, JapanDr Emarely Rosa-Davila
Texas Woman's University, United States
Dr Leslie Scamacca
LaGuardia Community College, United States
Dr Maria Luz Villarante
University of Perpetual Help Philippines,
Philippines
Dr Yu-Wen Wei
Defense Language Institute, United States
Professor Shih-Hsuan Wei
National Taichung University of Education,
TaiwanDr Yifeng Yuan
University of Technology Sydney, Australia

122 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)IICEHawaii2020

Senior Reviewers
Dr Dolapo Adeniji-Neill
Adelphi University, United States
Dr Mohamed Askar
Southern Utah University, United States
Dr Yustin Bangi
Institute of Finance Management, Tanzania
Dr Carol Bennett
Brigham Young University-Hawaii, UnitedStatesDr Doris Bolliger
Old Dominion University, United States
Professor Patricia Brockmann
Technical University of Applied Sciences
Nuernberg Georg Simon Ohm, Germany
Dr Venessa Casanova
Occidental Mindoro State College, Philippines
Dr Ryan Champeau
Center for Secondary School Redesign, UnitedStatesDr Rosalie Corpus
Polytechnic University of the Philippines,
Philippines
Professor Michelle Cummings-Koether
Deggendorf Institute of Technology, Germany
Dr Jonathan Dela Cruz
Ilocos Sur Polytechnic State College,
Philippines
Dr Scott Doig
United States
Dr Florent Domenach
Akita International University, JapanDr Maria Theresa Forneas
University of Northern Philippines, Philippines
Dr Rayna Fujii
University of Hawaii at Manoa, United States
Dr Aili Guo
Shanghai Ocean University, China
Professor Lisa Hahn
Appalachian State University, United States
Dr Christoper Hale
Akita International University, JapanDr May Olaug Horverak
Birkenes kommune, Norway
Dr Rika Iwami
Kobe University Secondary School, JapanDr Yaowaret Jantakat
Rajamangala University of Technology ISAN,
ThailandDr Bharti Kaushik
National Council for Educational Research andTraining, India
Dr Erick Kong
California State University East Bay, UnitedStatesDr John Lowdermilk
University of Texas Rio Grande Valley, UnitedStatesDr Kathy Malone
Nazarbayev University, Kazakhstan
Dr Kelley Manley
Pittsburg State University, United States
Dr Ashnil Murray
Torrens University Australia, Australia
Dr Michael Nguyen-Quan
Georgia State University - Perimeter College,
United States
Dr Esther Ntuli
Idaho State University, United States
Dr Lillian Nyamizi
Institute of Finance Management (IFM),
Tanzania
Dr Kevin O’Connor
Mount Royal University, Canada
Dr Reynold Padagas
Jose Rizal University, Philippines
Dr Luzviminda Relon
University of Northern Philippines, Philippines
Professor Omar Rodis
Tokushima University, JapanDr Necy Cesaria Romo
University of Northern Philippines, Philippines
Dr Graziela Rondon-Pari
SUNY Buffalo State College, United States
Dr Aileen Herlinda Sandoval
Alternative Teaching Strategy Center, UnitedStatesDr Marlou Savella
University of Northern Philippines, Philippines
Professor Amiee Shelton
Roger Williams University, United States
Dr Erika Smith
Institute for Culture and Society, Australia
Dr Sherrye Smith
University of Phoenix, United States
Dr Nobuo Tsuda
Konan University, Japan Dr Ali Aldakhil
Majmaah University, Saudi Arabia

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IICEHawaii2020

Reviewers
Dr Ali Aldakhil
Majmaah University, Saudi Arabia
Dr Balamuralithara Balakrishnan
Sultan Idris Education University, Malaysia
Professor Padmini Boruah
Gauhati University, India
Dr Mindy Carter
McGill University, Canada
Dr Amy Chapman
Columbia University, United States
Dr Usman Durrani
Ajman University, United Arab Emirates
Professor Fiona Green
University of Winnipeg, Canada
Dr Meegan Hall
Victoria University of Wellington, New Zealand
Dr Xiaotian Han
Shanghai Normal University Tianhua College, China
Dr Katriina Heljakka
University of Turku, Finland
Dr Josef Hellebrandt
Santa Clara University, United States
Dr Wenhua Hsu
I-Shou University, Taiwan
Professor Cecilia Ikeguchi
Tsukuba Gakuin University, Japan
Dr Hunkoog JhoDankook University, South Korea
Dr Annika Johansson
University of Umea, Sweden
Dr Jon Jones
Pittsburg State University, United States
Professor Heyoung Kim
Chung-Ang University, South Korea
Dr Takuya Kojima
Ca' Foscari University of Venice, Italy
Professor Jang Ho Lee
Chung-Ang University, South Korea
Professor Jin-Hwa Lee
Chung-Ang University, South Korea
Dr Sun-Young Lee
Cyber Hankuk University of Foreign Studies,South Korea
Dr Jing Lin
University of Maryland, College Park, United States
Dr Cheng Luo
Brock University, Canada
Professor Rieko Matsuoka
Teikyo University, JapanDr Deborah Mattheus
University of Hawaii at Manoa, United States
Dr James Otto
Towson University, United States

Dr Hui-Ju Pai
Providence University, Taiwan
Dr Zanita Glenda Plaga
West Visayas State University, Philippines
Dr Gloria Ramirez
Thompson Rivers University, Canada
Dr Rosula Reyes
Ateneo de Manila University, Philippines
Dr Nagayuki Saito
Kio University, JapanDr Sofia Tsagdi
National and Technical University of Athens, Greece
Dr Gloria Tuzon
Ilocos Sur Polytechnic State College,
Philippines
Dr Shinichi Yamazaki
J.F. Oberlin University, Japan124 | IAFOR.ORG | IICE/ICSEEHawaii2020 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)IICSEEHawaii2020

Review Committee
Professor Denis Binder
Chapman University, United States
Dr Getu Hailu
University of Alaska Anchorage, United States
Professor Kenneth Hansen
California State University, Fresno, United States
Mr Michael Kedzlie
Barrister and Solicitor of the High Court of New
Zealand, New Zealand

Dr Mutala Mohammed
Council for Scientific and Industrial Research Institute of Industrial Research, Ghana
Dr Allen Hao Zhang
Technological and Higher Education Institute ofHong Kong (THEi), China

IICSEEHawaii2020

Senior Reviewers
Dr Melanie Edel
Southern California Edison, United States
Dr Norma Muyot
Occidental Mindoro State College, Philippines

Dr Venus Vitales
Nueva Ecija University of Science andTechnology, Philippines

IICSEEHawaii2020

Reviewers

Dr May Olaug Horverak
Birkenes kommune, Norway
Dr Muhammad Ridwaan Gallant
Cape Peninsula University of Technology andUniversity of the Western Cape, South Africa
Dr Tomomi Hamada
Chubu University, Japan
Professor Kyeongseok Kim
Wonkwang University, South Korea
Dr Patricia Levy
Fort Hays State University, United States

Professor Agustin Perez-Barahona
Cergy-Pontoise University and Ecole
Polytechnique, France
Dr Malalaniaina Miora Rakotoarivelo
University of Antananarivo, Madagascar
Dr Kurt Smith
Sam Houston State University, United States
Professor James Stone
Mt. San Antonio College, United States

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A-Z Index ofPresenters

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A-Z Index of Presenters
Abdollahi, Roghieh				p. 105
Clemson University, United States
Adeniji-Neill, Dolapo			p. 52
Adelphi University, United States
Ahmadi, Nasir Ahmad			p. 106
Konya Technical University, Turkey
Ahn, Kyungja				p. 89
Seoul National University of Education,
South Korea
Alessandrini, Chiara			
p. 66
Ca' Foscari University of Venice, Italy
Alghazo, Runna				p. 55
Prince Mohammad Bin Fahd University,
Saudi Arabia
Alhowaish, Jood				p. 40
Prince Mohammad Bin Fahd University,
Saudi Arabia
Almubarak, Hissa				p. 41
Prince Mohammad Bin Fahd University,
Saudi Arabia
Alvaro, Joe				p. 72
The University of Sydney, Australia
An, Jing					p. 43
Japan Advanced Institute of Scienceand Technology, Japan
Anand, Neha				p. 45
University of Houston, United States
Ando, Yukako				p. 48
Nagoya City University, Japan
Araki, Naoko				p. 55
Akita International University, Japan
Arao, Arnold				p. 53
Osaka Ohtani University, Japan
Ardhyanto, Athina				p. 101
The University of Kitakyushu, Japan
Artwick, Claudette				p. 58
Washington and Lee University, United States
Askar, Mohamed				p. 60
Southern Utah University, United States
Asthana, Abhishek				p. 65
Sheffield Hallam University, United Kingdom
Baeck, Thomas				p. 90
Umeå University, Sweden
Bang, Hee Jin				p. 107Age of Learning, United States
Barnett, Michaela				p. 74
University of Virginia, United States
Bazaid, Rana				p. 58
Texas Tech University, United States
Belcher, Greg				p. 56
Pittsburg State University, United States
Bennett, Carol				p. 72
Brigham Young University-Hawaii,
United States
Benson, David				p. 64
Bemidji State University, United States
Benson, Lyle				p. 99
MacEwan University, Canada
Betts, Anastasia				p. 71
University at Buffalo, SUNY, United States
Betts, Anastasia				p. 84
University at Buffalo, United States
Biron, Zoleikha				p. 105
University of Florida, United States
Bitter, Jan				p. 119
RWTH Aachen University, Germany
Bolliger, Doris				p. 95
Old Dominion University, United States
Boruah, Padmini				p. 88
Gauhati University, India
Broadbridge, James			
p. 70
J. F. Oberlin University, Japan

Brockmann, Patricia			
p. 61
Technical University of Applied Sciences
Nuernberg Georg Simon Ohm, Germany
Cadby, Jeana				p. 73
University of Tokyo, Japan
Cameron, Kristina				p. 53
Westerville North High School, Kazakhstan
Casanova, Cristian				p. 100
University of Michigan, United States
Champeau, Ryan				p. 103
Center for Secondary School Redesign,
United States
Chatterjee, Dipanjan			p. 57
Brock University, Canada
Chen, Jacey				p. 111
Age of Learning, United States
Chiaweefern, Jennifer			p. 74
The University of Tokyo, Japan
Chiu, Randy				p. 58
Hong Kong Baptist University, Hong Kong
Choi, Jung Hye				p. 89
Walden University, United States
Choi, Sejin				p. 49
Wonkwang University, South Korea
Cummings-Koether, Michelle			p. 55
Deggendorf Institute of Technology, Germany
Cureton, Ashley				p. 55
Johns Hopkins University, United States
D'Eatough, Tauri				p. 54
University of Technology Sydney, Australia
Dainty, Julie				p. 56
Pittsburg State University, United States
De Roode, Alexander			
p. 106
KTH Royal Institute of Technology, Sweden
Domenach, Florent				p. 59
Akita International University, Japan
Druery, Donna				p. 96
Texas A&M University, United States
Duplice, John				p. 70
Sophia University, Japan
Edel, Melanie				p. 67
Southern California Edison, United States
Eichelberger, Ariana			p. 80
University of Hawaii at Manoa, United States
Eichelberger, Ariana			p. 107
University of Hawaii at Manoa, United States
Eppley, Amanda				p. 113
University of California, Berkeley, United States
Espena, Darlene				p. 64
Singapore Management University, Singapore
Eun Ji, Shine				p. 49
Chungnam National University, South Korea
Fatani, Essraa				p. 74
Eastern Michigan University, United States
Fernandez, Claudine			p. 97
Artistic Strategies Academy, Singapore
Ferrara, Margaret				p. 93
University of Nevada Reno, United States
Forneas, Maria Theresa			p. 85
University of Northern Philippines, PhilippinesFranke, Oliver				p. 56
Concordia University of Edmonton, Canada
French, Jon				p. 43
Member of Thorium Energy Alliance,
United States
Fujii, Rayna				p. 94
University of Hawaii at Manoa, United States
Gabor, Donna				p. 61
University of the Philippines Visayas,
Philippines
Gayle, Zaid				p. 113
Peace4Kids, United States

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A-Z Index of Presenters
Gemzicka, Maria				p. 99
University of Alaska Anchorage, United States
Gentry, Reginald				p. 48
University of Fukui, Japan
George, Stacy				p. 94
University of Hawaii at Manoa, United States
Gonocruz, Ruth Anne			p. 41
The University of Tokyo, Japan
Graham-Tutt, Camonia			p. 40
University of Hawaii West Oahu, United States
Green, Fiona				p. 63
University of Winnipeg, Canada
Griffin, Lilia Shahar				p. 42
Kyoto University, Japan
Grim, Jeffrey				p. 109
University of Michigan, Ann Arbor,
United States
Gualberto, Connie Ellen			p. 84
Department of Education, Philippines
Guo, Aili					p. 86
Intercultural Institute, China
Guo, Tiemei				p. 109
Japan Advanced Institute of Scienceand Technology, Japan
Hailu, Getu				p. 57
University of Alaska Anchorage, United States
Hale, Christoper				p. 45
Akita International University, Japan
Hall, Meegan				p. 96
Victoria University of Wellington, New ZealandHalupa, Colleen				p. 95
East Texas Baptist University, United States
Hamada, Tomomi				p. 74
Chubu University, Japan
Han, Xiaotian				p. 86
Shanghai Normal University Tianhua College,
China
Hansen, Kenneth				p. 101
California State University, Fresno,
United States
Harjati, Leilani				p. 112
University of Hawaii at Manoa, United States
Hashimoto, Keiji				p. 75
Otemon Gakuin University, Japan
Heljakka, Katriina				p. 92
University of Turku, Finland
Hellebrandt, Josef				p. 42
Santa Clara University, United States
Hillion Toulcanon, Marie-Muriel		p. 118Edith Cowan University, Australia
Hirozane, Mayumi				p. 47
Teikyo Heisei University, Japan
Hoffman, Nicole				p. 68
Athabasca University, Canada
Hopkins, Erin				p. 73
Virginia Tech, United States
Hori, Mayumi				p. 92
Chuo University, Japan
Horverak, May Olaug			
p. 52
Birkenes kommune, Norway
Horverak, May Olaug			
p. 67
Birkenes kommune, Norway
Hoshino, Yuko				p. 44
Tokyo University of Pharmacy
and Life Sciences, Japan
Houk, Kathryn				p. 97
University of Nevada Las Vegas, United States
Hsu, Wenhua				p. 108
I-Shou University, Taiwan
Hurley, Eric				p. 87
Pomona College, United States
Iiima, Mutsumi				p. 84
Gunma University, Japan

Ikeguchi, Cecilia				p. 63
Tsukuba Gakuin University, Japan
Ishii, Mikihiro				p. 41
Aoyama Gakuin University, Japan
Ito, Kazunari				p. 79
Aoyama Gakuin University, Japan
Ito, Tae					p. 53
Toyota Technological Institute, Japan
Iwami, Rika				p. 93
Kobe University Secondary School, Japan
Jantakat, Yaowaret				p. 68
Rajamangala University of Technology ISAN,
ThailandJennings, David				p. 45
Southern Illinois University - Edwardsville,
United States
Jho, Hunkoog				p. 61
Dankook University, South Korea
Jiang, Haiming				p. 45
Japan Advanced Institute of Scienceand Technology, Japan
Johansson, Annika				p. 90
Umeå University, Sweden
Jones, Jon				p. 56
Pittsburg State University, United States
Kakazu, Kengo				p. 46
Okinawa University, Japan
Karki, Rajesh				p. 45
Akita International Universtiy, Japan
Karki, Rajesh				p. 46
University of Saskatchewan, Canada
Kawano, Madoka				p. 62
Meiji University, Japan
Kelleher, Patrick				p. 100
St. Edwards University, United States
Kelting, Scott				p. 68
California Polytechnic of San Luis Obispo,
United States
Khoo, Yin Yin				p. 85
Sultan Idris Education University, Malaysia
Kim, Eun Ju				p. 48
Pusan National University, South Korea
Kim, Eunyoung				p. 91
Japan Advanced Institute of Scienceand Technology, Japan
Kim, Heyoung				p. 98
Chung-Ang University, South Korea
Kim, Hyungkyoo				p. 73
Hongik University, South Korea
Kim, Jeong Mi				p. 48
Pusan National University, South Korea
Kim, Ji Myong				
p. 102
Mokpo National University, South Korea
Kim, Kyeongseok				p. 43
Wonkwang University, South Korea
Kim, Sean Hay				p. 44
Seoul National University of Scienceand Technology, South Korea
Kim, Sungwon				p. 47
Korea National University of Transportation,
South Korea
Kocel, Caroline J.				
p. 60
College of Micronesia-FSM, Micronesia
Kojima, Takuya				p. 66
Ca' Foscari University of Venice, Italy
Kong, Erick				p. 40
California State University East Bay,
United States
Kucher, Tetyana				p. 70
University of North Texas, United States
Kusumoto, Yoko				p. 70
J. F. Oberlin University, Japan

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A-Z Index of Presenters
Kutz, Ingrid				p. 110
Queen Mary University of London,
United Kingdom
La Venture, Kelly				p. 112Bemidji State University, United States
Larson, Lotta				p. 69
Kansas State University, United States
Laryea, Esther				p. 78
Ashesi University, Ghana
Latimer, Catherine				p. 93
Queen's University Belfast, United Kingdom
Lee, Bongwoo				p. 46
Dankook University, South Korea
Lee, Chansoon				p. 56
Liberty University, United States
Lee, Hyunjung				p. 70
University of Arizona, United States
Lee, Jang Ho				p. 98
Chung-Ang University, South Korea
Lee, Jin-Hwa				p. 59
Chung-Ang University, South Korea
Lee, Sun-Young				p. 89
Cyber Hankuk University of Foreign Studies,South Korea
Lee, Yoonjung				p. 89
University of Arizona, United States
Leelu George, Ann				p. 120
United Arab Emirates University,
United Arab Emirates
Levy, Patricia				p. 67
Fort Hays State University, United States
Li, Zhiheng				p. 46
Japan Advanced Institute of Scienceand Technology, Japan
Liljeholm Baang, Maria			p. 90Umeå University, Sweden
Lima, Cláudia				p. 52
Universidade Lusófona do Porto, Portugal
Lindgren, Carina				p. 90
Umeå University, Sweden
Liu, Ting					p. 59
Japan Advanced Institute of Scienceand Technology, Japan
Lowdermilk, John				p. 107
University of Texas Rio Grande Valley,
United States
Luo, Cheng				p. 62
Brock University, Canada
Luong, Thao				p. 91
Japan Advanced Institute of Scienceand Technology, Japan
Malone, Kathy				p. 53
Nazarbayev University, Kazakhstan
Manley, Kelley				p. 56
Pittsburg State University, United States
Marinescu, Gabriela			p. 120
University of Medicine and Pharmacy"Grigore T. Popa" Iasi, Romania
Mariotti, Marcella				p. 66
Ca' Foscari University of Venice, Italy
Mark, Craig				p. 57
Kyoritsu Women's University, Japan
Matsuoka, Rieko				p. 90
Teikyo University, Japan
Mattheus, Deborah				p. 47
University of Hawaii at Manoa, United States
Mccarthy, Minako				p. 96
University of Hawaii at Manoa, United States
McNally, James				p. 111
University of Michigan, United States
Melhuish, David				p. 104
Macao Polytechnic Institute, Macao

Meng, Xiaodong				p. 112
Kobe University, Japan
Montes, Jessevel				p. 69
Pigcawayan National High School, Philippines
Moore, Brian				p. 71
Macquarie University, Australia
Mouri, Masako				p. 88
Toyohashi University of Technology, Japan
Nakamura, Tadashi				p. 90
Teikyo University, Japan
Nakayama, Shusaku			p. 62
Meiji Gakuin University, Japan
Nerren, Jessica				p. 92
California State University, San Bernardino,
United States
Nesa, Meherun				p. 108
Southeast University, Bangladesh
Newton, Larry Michael			p. 86Georgia College & State University,
United States
Nielsen, Jordan				p. 97
San Francisco State University, United States
Nishio, Atsushi				p. 54
Aichi Toho University, Japan
Ntuli, Esther				p. 42
Idaho State University, United States
Nugroho, Hanan				p. 105
National Development Planning Agency(Bappenas), Indonesia
Nunoura, Teppei				p. 74
The University of Tokyo, Japan
O'Connor, Kevin				p. 94
Mount Royal University, Canada
Okamoto, Naoko				p. 48
Ritsumeikan University, Japan
Omoregie, Osahon				p. 118
Ambrose Alli University, Nigeria
Omoregie, Osahon				p. 118
Ambrose Alli University, Nigeria
Oraby, Ebtissam				p. 119
George Washington University, United States
Ortiz Villar, Myrna				p. 113
University of California, Berkeley, United States
Otto, James				p. 111
Towson University, United States
Oya, Yoshihiko				p. 42
Nagoya University of Foreign Studies, Japan
Padagas, Reynold				p. 69
Jose Rizal University, Philippines
Padron, Thomas C				p. 68
California State University East Bay,
United States
Palmater, Pamela				p. 87
Ryerson University, Canada
Palmer, Kristin				p. 95
University of Virginia, United States
Palmer, Kristin				p. 95
University of Virginia, United States
Pasha, Jabraan				p. 76
University of Oklahoma School of Community
Medicine, United States
Penedos-Santiago, Eliana			p. 52
Universidade Lusófona do Porto, Portugal
Ponciano, Leslie				p. 113
California State University Chancellor's
Office, United States
Prochnau, Cassie				p. 64
MacEwan University, Canada
Ramirez, Gloria				p. 87
Thompson Rivers University, Canada
Rapf, Matthias				p. 65
University of Stuttgart, Germany

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A-Z Index of Presenters
Raymond Roshan, Dillan			p. 65
Hamad Bin Khalifa University, Qatar
Rebuck, Mark				p. 77
Meijo University, Japan
Relon, Luzviminda				p. 118
University of Northern Philippines, Philippines
Revilla, Ma. Laarni				p. 86
National Graduate Institute for Policy Studies(GRIPS), Japan
Reyes, Rosula				p. 91
Ateneo de Manila University, Philippines
Rincon, Eden				p. 99
California State University San Bernardino,
United States
Rodis, Omar				p. 88
Tokushima University, Japan
Rondon-Pari, Graziela			p. 81
SUNY Buffalo State College, United States
Roquemore, Barbara			
p. 86
Georgia College & State University,
United States
Roy, Anuja				p. 60
University of Cincinnati, United States
Saito, Nagayuki				p. 85
Kio University, Japan
Sampson, Ross				p. 47
Kanda University of International Studies,Japan
Sandoval, Aileen				p. 71
Alternative Teaching Strategy Center,
United States
Sasaki, Hidekazu				p. 54
Utsunomiya University, Japan
Scamacca, Leslie				p. 52
LaGuardia Community College, United States
Shimizu, Makoto				p. 74
Chubu University, Japan
Shishido, Takuto				p. 75
Musashino University, Japan
Shkedy, Dalia				p. 71
Alternative Teaching Strategy Center,
United States
Shkedy, Gary				p. 71
Alternative Teaching Strategy Center,
United States
Sibonga, Shauna				p. 112
University of Hawaii at Manoa, United States
Smith, Erika				p. 110
Western Sydney University, Australia
Smith, Kurt				p. 102
Sam Houston State University, United States
Stenger, Katelyn				p. 73
University of Virginia, United States
Stone, James				p. 65
Mt. San Antonio College, United States
Su, Limin					p. 75
The University of Iowa, United States
Sun, Qianang				p. 97
Japan Advanced Institute of Scienceand Technology, Japan
Sunil, Ambili				p. 69
University of Fujairah, United Arab Emirates
Taylor, Mark				p. 67
University of Iliinois at Urbana-Champaign,
United States
Terada, Yoshihide				p. 71
Keio University, Japan
Thammalaksamee, Rujika			p. 53
Suan Sunandha Rajabhat University, Thailand
Tovar, Johanna				p. 91
WU Vienna University of Economics
and Business, Austria

Tsagdi, Sofia				p. 119
National and Technical University of Athens,
GreeceTsuda, Nobuo				p. 59
Konan University, Japan
Ueathammataworn, Pornthip			
p. 58
Rajamangala University of Technology ISAN,
ThailandUyama, Sayo				p. 98
Hokkaido University, Japan
Vasic, Jelena				p. 82
Independent Scholar, Canada
Victor Christy, John			p. 120
United Arab Emirates University,
United Arab Emirates
Vierra, Jessica				p. 90
California State University, San Bernardino,
United States
Vilhauer, Heather				p. 63
California State University, East Bay,
United States
Walinga, Jennifer				p. 90
Royal Roads University, Canada
Walker, Gabriela				p. 113
National University, United States
Wargo, Andrew				p. 49
Virginia Institute of Marine Science,
United States
Wheeler, John Alan				p. 72
Macao Polytechnic Institute, Macau
White, Jeremy				p. 85
Ritsumeikan University, Japan
Wiengsima, Kantavee			p. 53Suan Sunandha Rajabhat University, Thailand
Wilson-Mah, Rebecca			
p. 109
Royal Roads University, Canada
Wilson, Meredith				p. 45
Scottsdale Community College, United States
Wong, Marina				p. 84
Hong Kong Baptist University, Hong Kong
Wu, Yu-Chieh				p. 110
University of Hawaii at Manoa, United States
Xu, Ping					p. 49
University of Colorado, Boulder, United States
Yamazaki, Shinichi				p. 44
J.F. Oberlin University, Japan
Yang, Mingrui				p. 91
Japan Advanced Institute of Scienceand Technology, Japan
Yang, Peidong				p. 94
National Institute of Education, Singapore
Yang, Peter				p. 57
Case Western Reserve University,
United States
Yap, Melo-Jean				p. 75
San Diego State University, United States
Yokohama, Yuki				p. 88
Kanto Gakuin University, Japan
Yordchim, Suwaree				p. 53
Suan Sunandha Rajabhat University, Thailand
Yujobo, Yuri				p. 64
Tamagawa University, Japan
Zhang, Allen Hao				p. 61
Technological and Higher Education Instituteof Hong Kong (THEi), Hong Kong
Zhang, Allen Hao				p. 106
Technological and Higher Education Instituteof Hong Kong (THEi), China
Zhang, Jianhui				p. 54
University of Hawaii at Manoa, United States
Zimmerman, Sara				p. 72
Appalachian State University, United States

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