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 that have an international and internationalising profile,and a commitment to interdisciplinary research. The IAFOR Global Partnership Programme provides mutual recognitionand scope for Global Partner institutions and organisations to showcase their research strengths, as well as engage in thedevelopment of projects and programmes with IAFOR.

Letter of Welcome
Aloha and welcome (back) to Hawai’i, and welcome (back) to an
IAFOR conference.
I write this letter with the strange mix of anxiety and hope thathas conditioned much of our lives for the past couple of years
since the world found itself in the middle of this ongoing global
pandemic.

has affected our operations.

IAFOR organises events on three continents involving thousandsof people every year. The event planning and the logistics
required to make these conferences work was no easy task even
before the coronavirus came along, involving myriad moving
parts. It would be an understatement to say that the pandemic

However, in the midst of this crisis, there have been revealing opportunities that have served as
wake-up calls to us all. The pandemic drove us to innovate online and hybrid conference structuresthat enabled us to reach and expand our membership and conference attendees. For financial,political, health, or family reasons, some people are unable to travel to IAFOR conferences, and yet
the move online has allowed people to present, publish and participate in events that would havebeen unthinkable before the pandemic.
This 2022 conference in Hawaii is a milestone for IAFOR, as we are able to host our first faceto-face conference events onsite in Hawai’i as part of the development of hybrid conferences.
You are part of IAFOR history as we try to reimagine the events to make them work regardless ofrestrictions.
The first part of the conference will be delivered onsite with plenary and featured sessions, which
will be recorded and made available through our on-demand ‘catch up’ system, and then later asa part of the research archive. The second part of the conference will be delivered live and online
through the IAFOR conference platform, and will be available for delegates both onsite in Hawaii,
or indeed, anywhere in the world.
Around 200 people will join us onsite, with a further 200 joining the online part of the conference
as we take our first steps into the future of conferencing with you.
As this is the first conference back after nearly two years behind cameras and screens, we areapprehensive but confident, not to say excited, to get together with people again.
I would like to thank our fantastic collaborators at the University of Hawaii at Manoa, particularly
Professors Michael Menchaca and Curtis Ho, who have been steady supporters of IAFOR over theyears, and have shown great flexibility and resolve as we have put this programme together.
Here’s to a great conference, and to 2022 bringing us some good cheer!
We’ve missed you!
Mahalo,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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IICE2022 Organising Committee
Failautusi ‘Tusi’ Avegalio

University of Hawai’i at Manoa, United States

Xu Di

University of Hawai’i at Manoa, United States

Joseph Haldane
IAFOR, Japan

Curtis Ho

University of Hawai’i at Manoa, United States

Barbara Lockee
Virginia Tech, United States

James W. McNally

University of Michigan, United States& NACDA Program on Aging

Alex Means

University of Hawai’i at Manoa, United States

Michael Menchaca

University of Hawai’i at Manoa, United States

Sela V. Panapasa

University of Michigan, United States

Hiagi M. Wesley

Brigham Young University – Hawaii, United States

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Grant Black

Chuo University, Japan

Joseph Haldane
IAFOR, Japan

Donald Hall

University of Rochester, United States

James W. McNally

University of Michigan, United States& NACDA Program on Aging

Haruko SatohOsaka Univertsity, Japan

Gary E. Swanson

University of Northern Colorado, United States (fmr.)

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/iaforjapan@iafor.official@iafor (#iafor)
www.iafor.org
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Conference
Guide
Conference at a Glance
Presentation Guide
General Information
Lunch Information
Directions & Access
IAFOR Membership
IAFOR Education Conferences
IAFOR Publications
Academic Grant & Scholarship Recipients

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January 06 | All times are Hawaii Standard Time (UTC-10)

Thursday at a Glance
12:30-13:00		

Conference Registration | Room 319

13:00-13:05		

Announcements & Welcome | Room 320 (Theater)

13:05-13:25		

Featured Cultural Presentation | Room 320 (Theater)

13:30-13:45		
			
			
			

Welcome Address & Recognition of IAFOR Scholarship Winners | Room 320 (Theater)
Joseph Haldane, IAFOR, Japan
Michael Menchaca, University of Hawai’i at Manoa, United States
Nathan Murata, University of Hawai’i at Manoa, United States

13:45-14:45								Keynote Presentation | Room 320 (Theater)
Higher Education Across the Globe: A Time of Transformative Change
Deane Neubauer, University of Hawai’i at Manoa, United States

14:45-15:15		

Coffee Break | Room 319

15:15-16:00		
			
			
			
			

Featured Panel Presentation | Room 320 (Theater)
Conference Responses: Onsite, Online, and Uncertain Hybrid Futures
Joseph Haldane, IAFOR, Japan
Brian Aycock, International Christian University, Japan
Inkar Alshimbayeva, Sony Corporation, Sweden

16:15-16:30		

Short Break

16:30-17:15		
			
			
			
			
			
			
			

Featured Panel Presentation | Room 320 (Theater)
Reimagining General Education Across Hawaii’s 10-Campus System:
Process, Product, and Lessons Learned
Michael Menchaca, University of Hawai’i at Manoa, United States
Debora Halbert, University of Hawai’i System, United States
Christine Beaule, University of Hawai’i at Manoa, United States
Celia Bardwell-Jones, University of Hawai’i at Hilo, United States
Shana Brown, University of Hawai’i at Manoa, United States

17:15-17:30		

Conference Photograph | Room 320 (Theater)

17:30-18:30		

Conference Poster Session & Welcome Reception | Room 319

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January 07 | All times are Hawaii Standard Time (UTC-10)

Friday at a Glance
10:30-12:30		
			

Critical Open Discussion Session I | Room 318
Higher Education Across the Globe: A Time of Transformative Change

13:00-14:40		
Room 318A 		
Room 318B 		
			
Room 323A 		
Room 323B		
Room 321B 		

On-site Parallel Session 01 | Hawaii Convention Center 3F
Foreign Languages Education & Applied Linguistics
Education & Difference: Gifted Education, Special Education, 			
Learning Difficulties & Disability
Professional Training, Development & Concerns in Education
Workshop Presentations
Arts – Teaching and Learning the Arts

14:40-14:55		

Coffee Break | Room 319

14:55-16:35		
Room 318A 		
Room 318B 		
Room 323A 		
Room 323B
Room 321B 		

On-site Parallel Session 02 | Hawaii Convention Center 3F
Support & Mentorship in Education
Higher Education
Higher Education
Workshop Presentations
Arts - Arts Theory and Criticism

16:35-16:50		

Coffee Break | Room 319

16:50-18:30		
Room 318A		
Room 318B		
Room 323A		
Room 323B		
Room 321B		

On-site Parallel Session 03 | Hawaii Convention Center 3F
Teaching Experiences, Pedagogy, Practice & Praxis
Learning Experiences, Student Learning & Learner Diversity
Higher Education
Learning Experiences, Student Learning & Learner Diversity
Media, Film Studies, Theatre, Communication

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January 08 | All times are Hawaii Standard Time (UTC-10)

Saturday at a Glance

10:30-12:30		
Critical Open Discussion Session II | Room 318
			Higher Education Across the Globe: A Time of Transformative Change			
13:00-14:15		
On-site Parallel Session 01 | Hawaii Convention Center 3F
Room 318A		
Interdisciplinary, Multidisciplinary & Transdisciplinary Education
Room 318B		
Teaching Experiences, Pedagogy, Practice & Praxis
Room 323A		
Design, Implementation & Assessment of Innovative
			Technologies in Education
Room 323B		
Philosophy, Ethics, Consciousness
Room 321B		
Language, Linguistics
14:15-14:30		

Coffee Break | Room 319

14:30-15:45		
Room 318A		
Room 318B		
Room 323A		
Room 323B		
Room 321B		

On-site Parallel Session 02 | Hawaii Convention Center 3F
Educational Research, Development & Publishing
Curriculum Design & Development
Higher Education
Perceptions and Resilience
UHM Graduate Student Research Panel

15:45-16:00		

Coffee Break | Room 319

16:00-17:40 		
Room 318A		
Room 323A		
Room 323B		
Room 321B		

On-site Parallel Session 03 | Hawaii Convention Center 3F
Curriculum Design & Development
Teaching Experiences, Pedagogy, Practice & Praxis
Workshop Presentations
Humanities

17:40-18:00		

On-site Conference Closing Address

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January 09 | All times are Hawaii Standard Time (UTC-10)

Sunday at a Glance
14:00-15:40		
Room A		Room B		Room C		Room D		

Live-Stream Presentation Session 01 | Online
Teaching Experiences, Pedagogy, Practice & Praxis
International Education
Literature/Literary Studies
Educational Support

15:40-15:50		

Break

15:50-17:30		
Room A		Room B		Room C		Room D		

Live-Stream Presentation Session 02 | Online
Teaching Experiences, Pedagogy, Practice & Praxis
Curriculum Design & Development
Ethnicity, Difference, Identity
Higher Education

17:30-17:40		

Break

17:40-19:20		
Room A		Room B		Room C		Room D		

Live-Stream Presentation Session 03 | Online
Curriculum Design & Development
Foreign Languages Education & Applied Linguistics
Cultural Studies
Learning Experiences

19:20-19:30		

Break

19:30-20:45		
Room A		Room B		Room C		Room D		

Live-Stream Presentation Session 04 | Online
Assessment Theories & Methodologies
Learning Experiences, Student Learning & Learner Diversity
Cultural Studies
Counselling, Guidance & Adjustment in Education

20:45-21:00		

Conference Closing Address | Online

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
printout 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 at the venue will receive a certificate of presentation from their Session Chair or a memberof staff at the end of their session. Live-stream and Virtual Presenters will receive a certificate ofpresentation after the conference.

Conference Catch-up
All live-streamed sessions will be recorded and uploaded to the Conference Catch-up page (videoon-demand) via Vimeo. The catch-up page will be available after the conference.

Pre-Recorded Virtual Presentations
A full list of pre-recorded virtual video presentations will be on the conference website during andafter the conference. We encourage you to watch these presentations and provide feedback throughthe video comments.

Conference Proceedings
IAFOR Conference Proceedings are Open Access research repositories that act as permanent recordsof the research generated by IAFOR conferences. The Conference Proceedings are published on the
IAFOR Research Archive (papers.iafor.org). All accepted authors who present at the conference may
have their full paper published in the online Conference Proceedings.
Full text submission is due by February 11, 2022 through the online system. The proceedings will be
published on March 11, 2022.

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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General Information
Registration Desk
You will be able to pick up your name badge at the Conference Registration Desk. The Conference
Registration Desk will be situated at the following locations during the conference.
Thursday, January 06
Friday, January 07 		
Saturday, January 08 		

10:00-18:00		
10:00-18:30		
10:00-18:30		

Room 319 (3F)
Room 319 (3F)
Room 319 (3F)

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

Name Badges
Wearing your badge is required for entrance to the sessions. You must wear your badge at all times.

Pre-Ordered Lunch
Lunch on Friday, January 07 and Saturday, January 08 is available to delegates who pre-ordered alunch. Lunchboxes will be available 12:00-13:00 in Room 319 (3F). Please remember to bring yourconference name badge as you will need to show this in order to claim your lunchbox. There isalso an excellent choice of restaurants and cafes within walking distance of the conference venue.

Refreshment Breaks
Complimentary coffee, tea, water, and light snacks will be available during the scheduled coffee
breaks.

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 WiFi at the venue, but it is slow. 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, pleaserefresh your browser. If you still do not see this page you may need to manually select the network
name, "Instant Internet", by following your computer’s procedure for viewing and selecting awireless network.)
If this is your initial purchase, enter your username (email address) and password in the area
shown on the left and click BUY NOW. Follow additional prompts to complete your purchase or
log-in. Refer to 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 partof 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 likeyou. 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 absoluteright to opt out of any photo. We are committed to protecting and respecting your privacy. Readour full privacy policy – www.iafor.org/about/privacy-policy
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Hawai'i Convention Center
Floor Guide | Level 3

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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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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 around theworld who support our work and help shape our exceptional events globally. We emphasise thenurturing and supporting of young academics from different backgrounds, providing mutual advice
and guidance, and offer more senior academics the chance to forge working relationships outsideof 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 to working
across cultural and national borders, and to work to bring people together. We believe that 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 tobridge divides, to being good global citizens, and to making the world a better place.
By becoming a member, you will become a stakeholder in the IAFOR mission of facilitating international
exchange, encouraging intercultural awareness, and promoting interdisciplinary discussion in thehope and expectation of generating and sharing new knowledge. Join us now in this growing globalorganisation, 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.

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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 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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IICE/IICAH2022

Academic Grant & Scholarship Recipients
Our warmest congratulations go to Ujene Ikem Godspower, who has been selected by the conference
Organising Committee to receive grants and scholarships to present their research at IICE/IICAH2022.
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 theappropriateness 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

Ujene Ikem Godspower | IAFOR Scholarship Recipient
61583 (IICE/IICAH2022)'Who Education Hep': Cybercrime and the Threat to Education in Ukwuani
Ikem Godspower Ujene, University of Ibadan, Nigeria
Ujene Ikem Godspower is an excellent researcher with academic dexterity and finesse. He holds a
Bachelor in Sociology and Masters in Criminology. Godspower is a sociologist and a criminologist
par excellence, he is currently a research fellow of the French Institute for Research in Africa (IFRA)
and a member of the review committee of International Journal of Political Science and Development(IJPSD), a position he earned through his academic diligence and know-how. Also, Godspower is anominee for the prestigious 2019 Fellowship for the Institute of Management Consultants owed to hisentrepreneurial expertise. Ujene Ikem Godspower is currently a PhD student of Development Studies
in the Department of Sociology, University of Ibadan, Nigeria with several papers such as "Social
Effects of Terrorism on Young Individuals in North-East Nigeria" and "Information Communication
Technology as a Tool for Social Control: A Study of Nigeria’s #ENDSARS" etc.

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Thursday,
January 06
Plenary Session
All times are Hawaii Standard Time (UTC-10)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

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Keynote Presentation: Deane Neubauer

Higher Education Across the Globe:
A Time of Transformative Change
Thursday, January 06 | 13:45-14:45 | Hawaii Standard Time (UTC-10)

The varied impacts of the global COVID pandemic, stretching now into its third year, have andare affecting higher education throughout the world. In this session, we will examine someillustrative, albeit dramatic, changes that are impacting higher education throughout the world
with a particular emphasis on the United States. Our goal is to initiate discourse on the extent
and overall impact of these changes. The examples highlighted in this paper and presentation
are meant to serve as “triggers” for subsequent wide-ranging discussions of the participants inthis Honolulu meeting.
It is both trivial and vital to acknowledge that the past two years have been unlike any otherin recent world history: trivial in the sense that the range and intensity of events are such thatthey have been experienced as essentially inescapable for us all, irrespective of one’s locationon the planet; vital in the sense that many of the changes brought into societies by the natureof the pandemic remain beyond “knowing” and will “play out” in years to come. As we seek toenumerate, acknowledge and analyze the pandemic’s effects on higher education as a vital
segment of society that has been dramatically impacted, it is important to “broaden the frame”
of such an inquiry by acknowledging further that the pandemic “arrived” into a world of higher
education that was already on the cusp of yet another major transformative force that was both“unleashed” and embodied within the complex dynamics of what was has come to accept as the
4th Industrial Revolution (4th IR) generated by the impacts of artificial intelligence on the world.
This meeting in Hawaii is an occasion to invite inquiry about how these two macro forces areconfronting each other within higher education settings across the globe and to speculate
on which changes that may emerge from this confluence of forces may prove to be enduring.
However one constructs such analyses, it seems beyond question that important aspects ofhigher education as we knew and experienced it prior to the pandemic will be changed, andperhaps with sufficient cumulative effect that our intellectual task in the near future will be to
conduct a continuous assessment of this changing environment and begin a disciplined setof speculations about the nature and impact of what we can identify as elements within thesepowerful change dynamics.
In the following our intention is to create some ‘discussion areas' based around recent
speculations about the various directions in which higher education in all its forms may take.
Our particular focus is to gather together some recent speculations on transformations that
may occur as a result of the pandemic and/or the rapid progressions of artificial intelligencewithin the environment that it has created. Having created a generalized context by doing so,
our further intention is conduct two sessions of the January 2022 IAFOR meeting in Honolulu ondays two and three to a critical open discussion of these continually emergent transformative
dynamics which we hope will generate new insights into the overall phenomena and perhaps
create new dimensions for further research.

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Some Aspects for Reflection
Here I would like to offer for our collective consideration the following “elements of change”
that have been variously pointed out as consequences of the Pandemic. My intention is to very
briefly frame these observations within the context of American higher education and invite
colleagues from other parts of the higher education environment to respond to the intent of theobservation with information from their own higher education reference setting.

•
•
•
•
•
•
•
•
•

The rapid decline of marginal institutions
The continued decline of higher education enrollment
Impacts on international students mobility including growing mobility
Reconsiderations of and shift away from academic tenure
Increased use of contract faculty
Increase use of distance education
Growing emphasis on non-degree education and training
Increased student dependence on social media
The rapid decline of marginal institutions

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
the East-West Center in Honolulu, Hawaii. Deane holds a BA
from the University of California, Riverside, and MA and PhD
degrees from Yale University. Over the course of his career hehas focused on a variety of political and policy areas including
democratic theory, public policy, elections and various policy foci, including education, health,agriculture and communication. 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 overtwenty years of experience in U.S.-oriented quality assurance.

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Featured Panel: Joseph Haldane, Brian Aycock, & Inkar Alshimbayeva

Conference Responses:
Onsite, Online, and Uncertain Hybrid Futures
Thursday, January 06 | 15:15-16:00 | Hawaii Standard Time (UTC-10)In March 2021, the IAFOR Board met in Nagoya, Japan, to consider how the spring 2020 conference
series due to be held in Tokyo could take place in the context of the coronavirus pandemic andincreasing travel restrictions. The decision was made to go fully online, and with just a few weeks togo, the IAFOR team scrambled to innovate, devise and implement the systems which would allow theshow to go on… online. In this meta panel, key decision makers within IAFOR will discuss how they
did it, the hurdles they faced and continue to face online, as well as the opportunities provided by acompletely flipped market. The future of conferences will also be discussed.

Joseph Haldane
Joseph Haldane is the Chairman and CEO of IAFOR. He is
responsible for devising strategy, setting policies, forging
institutional partnerships, implementing projects, and overseeing
the organisation’s business and academic operations, including
research, publications and events.
Dr Haldane holds a PhD from the University of London in 19thcentury French Studies, and has had full-time faculty positions
at the University of Paris XII Paris-Est Créteil (France), Sciences
Po Paris (France), and Nagoya University of Commerce andBusiness (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 Schoolof 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 isalso a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting
Professor at the School of Business at Doshisha University (Japan), and a Member of the International
Advisory Council of the Department of 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 elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society ofArts in 2015.
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Brian Aycock
Brian is an adjunct lecturer in the Faculty of Law at Chuo
University, Japan, and a doctoral candidate at International
Christian University (ICU), in Tokyo. In 2017, he earned his MA(Distinction) in Refugee Protection from the University of London.
He is a Research Associate in the Refugee Law Initiative’s Internal
Displacement Research Programme (University of London) anda Research Fellow at the IAFOR Research Centre at the Osaka
School of International Public Policy. His current research lies at
the intersection of environmental law, refugee law, and humanrights law, as he investigates legal protections for persons
displaced by climate change. He has spoken at conferences around the world, including Japan,
India, the UK, and the US, among others, and has published articles on refugee law and internal
displacement. In his youth, Brian served in the US military during multiple overseas operations, thenjoined the Peace Corps to work on economic development in sub-Saharan Africa. He later manageda refugee resettlement agency, assisting refugees as they arrived in the United States.

Inkar Alshimbayeva
Inkar Alshimbayeva was a member of the IAFOR team for 3 years
from 2018 to 2021. During these years she was responsible forhandling all marketing communications related to promoting
onsite IAFOR events. When the pandemic hit in early 2020, she wasone of the IAFOR staff managing the transition of conventional
onsite event operations to the online mode. Prior to joining IAFOR,
she earned her Computer Science degree at University College
London (UCL), UK. After completing her BSc, she was awarded a
MEXT Scholarship (Ministry of Education, Culture, Sports, Scienceand Technology of Japan) to continue her education at Doshisha
University in Kyoto, where she completed an MBA focused on Strategic Management and Marketing.
Currently, Inkar lives in Sweden and works at Sony Corporation where she is responsible for managing
one of the online portals. In her free time, she enjoys studying Japanese and baking muffins.

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Featured Panel Presentation: Curtis Ho, Debora Halbert, Christine
Beaule, Celia Bardwell-Jones & Shana Brown

Reimagining General Education Across
Hawaii’s 10-Campus System: Process,Product, and Lessons Learned
Thursday, January 06 | 16:30-17:15 | Hawaii Standard Time (UTC-10)
Moderator: Michael Menchaca

General Education within the University of Hawai’i ten-campus system is varied and complex, withsignificant transfer and articulation challenges. In addition, the General Education requirements
themselves require updating. Rather than engage in piecemeal, institution by institution revision, the UH
System envisioned a more complex reimagining process of a unified General Education across all ten
campuses. This process began with a Summer 2021 Institute Redesign Team consisting of 17 faculty
and specialists from across the system, aided by the support of three coordinating administrators. This
team drafted a proposal after nearly four months of intensive collaboration. The proposal produced
was envisioned to engage the process of General Education review and implementation. This speaker
panel provides members from both the design team and administration to speak about the process,the product proposal, and lessons learned. There will be time for questions and answers at the end of
the panel.

Michael Menchaca
Michael Menchaca is chair of the Department of Learning
Design and Technology at the University of Hawai'i at Manoa.
He specializes in distance education, and has designed,
implemented, and coordinated online and hybrid programsfor over 20 years. He serves as editor for the IAFOR Journal of
Education: Technologies and Education Special Edition. He wasan IT specialist for many years in the public and private sector.
He teaches and conducts research in the areas of online learning,technology integration, and social justice with technology.

Debora Halbert
Debora Halbert is the Associate Vice President for Academic
Programs and Policy at the University of Hawai‘i System, UnitedStates, where she works on student success and transfer-related
issues including system-wide articulation. Prior to her current
position, she was the Associate Vice Chancellor for Academic
Affairs at the University of Hawai‘i at Mānoa, United States. She
is a Professor of Political Science at the University of Hawai‘iat Mānoa, United States and teaches policy, law, and futures
studies.

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Christine Beaule
Christine Beaule is Professor of Latin American & Iberian Studies
and an Andean archaeologist specialising in Spanish colonialism’s
impacts on Indigenous peoples. She has served as Director of theGeneral Education Office at the University of Hawai’i at Manoa,
United States, since 2018, and is one of the coordinators of the
UH Systemwide General Education redesign project.

Celia Bardwell-Jones
Dr Celia Bardwell-Jones is Professor of Philosophy and theDivision Chair for the Humanities Division at the Universityof Hawai’i at Hilo, United States. Dr Bardwell-Jones is aninterdisciplinary scholar whose research interests include:
feminist philosophy, philosophy of race and cultural diversity,inter-cultural American philosophy, environmental ethics and thephilosophy of nature. She recently co-edited a special issue on“Indigenizing and Decolonizing Feminist Philosophy” in Hypatia:
A Journal for Feminist Philosophy. She currently is serving as
co-editor for a special issue on “Ocean Feminism” in Amerasia
Journal. More recently, she has collaborated with several ecologists from the US Forest Service and
UH Hilo's Biology Department in an article publication through Frontiers Journal on the metaphysics
of belonging in nature and its relationship to invasive species.

Shana Brown
Shana Brown is a graduate of Amherst College and the Universityof California, Berkeley, United States. She has studied, worked,
and travelled extensively in China and Asia. Her area of expertiseis modern Chinese intellectual and cultural history, with a special
focus on visual culture in its global context. Current research
projects include the history of photography in China and thecontributions of modern Chinese women as artists, art collectors,
and scholars. Professor Brown’s area of expertise is twentiethcentury China, with a focus on intellectual and cultural history.
Her book Pastimes: From Art and Antiquarianism to Modern
Chinese Historiography is forthcoming in 2011 from University of Hawaii Press. Pastimes discusses
the history of Chinese antiquarianism, examining the relationship between artefact collecting,calligraphy and painting, and historical research.

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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.
Authors and contributors are not required to pay charges of any sort towards the
publication of IAFOR journals.
For more information please visit:www.iafor.org/journal/iafor-journal-of-education
The IAFOR Journal of Education is indexed in Scopus.

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Thursday,
January 06
Parallel Poster Sessions

All times are Hawaii Standard Time (UTC-10)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

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17:00-18:00 | Room 319 (3F)

Thursday On-site Parallel Poster Session
61467

Does Practice Always Make Perfect? Do Psychotherapists Treating Older Adults Become More Efficient as
They Gain More Experience
Lars Larsen, Aarhus University, Denmark
Morten Christoffersen, Aarhus University Hospital, Denmark
Anna Pacak-Vedel, Aarhus University, Denmark

Psychotherapy is regarded as a highly efficient treatment across many different types of psychological disturbances. In most arenas of life,
practice tends to improve performance considerably. Surprisingly, this does not generally seem to be the case for psychotherapists. For somereason, they do not appear to improve in terms of efficiency as time goes by - at least not unless they deliberately attempt to improve. To ourknowledge, the effects of practice has not yet been studied in psychotherapists working with older clients. The current study intends to investigate
the effects of practice on the outcome of psychotherapy for elderly persons. It will follow 4 psychologists for the first 2 years of their professional
lives to explore whether increased practice leads to better outcomes for their clients. The clients consist primarily of elderly persons above theage of 65, who receives psychotherapy to improve their overall well-being and lower feelings of anxiety and depression. Regression analyses areplanned with outcome improvement functioning as the dependent variable, calculated as pre-treatment scores subtracted from post-treatment
scores. To account for individual differences in skill, the dependent variable is mean centered for each psychologist. The independent variable
is the chronological rank for each client for each psychologist. As the investigated psychotherapists work within a deliberate therapeutic praxis,
which utilizes systematic outcome monitoring, we expect to find a significant, but small, effect of practice on the outcome of treatment.
61806

Can Expenditures for Instruction and Student Services Predict Retention Rates?
Robert Tucker, Hardin-Simmons University, United States

Retention rates, identified by students remaining in college from their freshman year to their sophomore year, in most private and publicschools range between 60-70%. Studies on improving retention rates generally take a qualitative approach with recommendations foracademic success and student services, including tutoring, classroom ideas, counseling, first-year experiences, living arrangements,
targeting at-risk students, or pedagogical systems for improvement. Regardless of efforts, retention rates tend to remain the same resulting
lost revenue for institutions and students left with debt and no degree. The quantitative research on this subject is predictive-correlational
using Integrated Postsecondary Education Data System (IPEDS) data to examine the costs associated with instruction services and student
services and whether those costs can predict retention rates. The poster will demonstrate through graphs showing regression analysis thatthe independent variables do not separately predict retention rates. However, the poster will also show that the two variables together do
predict retention rates. Although the research primarily addresses private institutions in Texas, the results may be generalized to other statesand institutions. The poster will also demonstrate how Tinto's original theory on retention is applicable to this study.
61167

The Feasibility of Learning English Online Using Personal Assistant Apps During the COVID-19 Pandemic
Bohyon Chung, Hanbat National University, South Korea

In response to COVID-19 pandemic, the current study attempts to test feasibility of personal assistant mobile applications (AI apps) in foreign
language (L2) pronunciation teaching strategies in support of better adapting to the continuous transition in language learning online. This
study utilizes AI apps to improve L2 intelligibility in an online class setting and explores its effects on L2 speech perception. Forty-seven Koreanspeaking learners of English participated in the current study. Of the two groups, participants in the treatment group (N = 18) received a halfhour of online English pronunciation instruction using AI apps for four weeks, and those in the control group (N = 29) attended the same online
course but without using AI apps. During class intervention, students were asked to read out four commands and to check whether they could
correctly deliver the voice commands by monitoring their transcriptions from AI apps. Two-alternative forced choice listening tests including
38 items were administered as equivalent pre-post- and delayed post-test assessments. The findings indicated that: (a) four-times weekly
pronunciation online instruction using AI apps generated a statistically significant change in the listening test score differences between posttest and delayed post-test; (b) the control group did not show any considerable enhancement in listening test scores; and (c) of 38 minimal pairs
in the questionnaire, those with consonant sound differences improved significantly better. Thus, we argue that incorporating AI apps into online
courses would help prepare learners to enhance L2 intelligibility by making it easier to perceive and understand the L2.
61351

Preservice Teachers Mentoring Literacy in Hybrid Spaces: Lessons Learned in Mozambique and the United States
James Hoffman, The University of North Texas, United States
Misty Sailors, University of North Texas, United States

Preparing preservice teachers to engage in transformative literacy practices is challenging on many fronts. How can preservice teachers
understand and commit to practices they may have never experienced themselves as students in schools, have not been exposed to in
their practicum work in schools, and are discouraged by the mandated curriculum? Creating hybrid spaces for transformative literacy
practices has been our focus as teacher educators for the past decade. In this session, we will describe our past research into mentoringin hybrid spaces in our own teacher preparation programs in the United States as well as in a multi-year project in Mozambique. The
work in Mozambique is coordinated through the Ministry of Education and is being piloted in two Teacher Training Colleges. We will sharethe video support resources used in both the United States and Mozambique. The data suggests that carefully structured mentoring
experiences in hybrid spaces can impact the knowledge and skills in working with transformative literacy practices. We will engage
participants in a discussion around the next steps in our work including the expansion of our work in the area of mathematics education.

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17:00-18:00 | Room 319 (3F)

Thursday On-site Parallel Poster Session
60892

Evaluation of Student’s Learning Outcomes During Internship Experiences
Erick Kong, California State University East Bay, United States

Internship experiences play an important role in transforming students into professionals. According to Dewi and Kartowagiran (2018),
internship plays an important role in preparing students in becoming a professional. Other studies such as Scicluna et al. (2014), Seitz etal. (2017), and Alnajja (2020), they have indicated that practical internship experiences enable students to relate academic information into
actual practice by fostering skill sets in their field. This study will be aimed at the impact of internship experiences on hospitality, recreation
management, and recreation therapy students in the department of Hospitality, Recreation, and Tourism at California State University East
Bay in Hayward, CA. The survey design will include five categories in (1) personal, (2) interpersonal, (3) academic, (4) occupational, and(5) civic characteristics. A survey will be administered to students who completed their internship and evaluate their experience. The
results will identify the skills or characteristics gained and the degree of their abilities, attitudes, and expectations. A descriptive analytical
approach will be used on the data collected and analyzed using SPSS to interpret the results to determine the variables mentioned. The
implication of this study may suggest the importance of internship opportunities for future entry-level hospitality, recreation management,
and recreation therapy professionals. Furthermore, this may lead to re-evaluation of the current internship placement course in preparing
students for their internship base on the findings from their responses on abilities, attitudes, and expectations.
62093

Social Emotional Effect of Distance Learning Models During the Pandemic
Crystal Lopez, Fordham University, United States
Sydney Phelan, Fordham University, United States
Colleen Bradford, Fordham University, United States
Anabel Inoa, Fordham University, United States
Suwanee Singpracha, Fordham University, United States
Su-Je Cho, Fordham University, United States

In March of 2020, the country’s education system was challenged with the task of transforming students’ learning environment —Traditional classrooms became obsolete as educators and learners were forced to adjust to a 21st-century distance learning model.
This transformation of the learning environment fundamentally altered the platform through which students engage with their teachers,classmates and school community at large. The new conditions of a virtual school environment can be assumed to have had an effect on
the social-emotional health of students and teachers. The purpose of this qualitative research study is to determine the social-emotional
effect of different learning models on students in different regions of New York City. New York City has a vast population of many different
socioeconomic communities. Some learning models include remote schooling, where students receive instruction fully online. Other
hybrid models include some in-person schooling, where students receive instruction in the school building at times and some remoteschools, online, at times. Few schools, though some, remained entirely in-person throughout the pandemic. The research team will collectdata from participants using surveys and aim to identify part of a focus group which will be interviewed to determine if their perceptions
if their learning environment have changed and if they differ from other populations in the study. Both will occur twice throughout thisstudy during the 2021-2022 school year. The results of this study seek to indicate students’ thoughts and teachers’ experiences aroundthe environment, whether in-person or virtual, of schooling.

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17:00-18:00 | Room 319 (3F)

Thursday On-site Parallel Poster Session
62113

Using Exploratory Factor Analysis: A Bottom Up Approach to Understanding Social and Academic Dynamics
in High Schools
Yasmine Bensidi-Slimane, Palo Alto University, United States

Introduction: During developmental years, adolescents spend an increasing amount of time in their school environment and social
settings--implicating emotional well-being (Akos & John, 2004; Benner, 2011). It is important to understand the relationship among theseand related constructs to inform future teacher training programs and both curricular and extracurricular activity development (Akos etal., 2004; Osterman, 2000). There is limited literature thus warranting an exploratory statistical approach. Methods: The present study
utilized an exploratory factor analysis (EFA) using MPlus 8.3 (Muthén & Muthén, 2019) to identify emerging themes from patterns ofvariability in data obtained by the National Center on Education Statistics. We included the WLSMV estimator, which allowed for missing
data estimation and the provision of model fit statistics. With 22,580 American ninth graders (49% female; 51.4% White) and their STEM
teachers, we evaluated relationships among constructs of interest (i.e., how (1) student help-seeking behaviors, (2) student ratings ofsocial experiences, and (3) teacher ratings of academic collaboration all relate). Results: Preliminary results showed thirteen themes withdifferences across students and teachers within the aforementioned constructs. These distinct themes were data-driven breakdowns.
Findings and Implications: To better understand adolescent academic achievement in the context of the school community and relatedsocial experiences, we recommend researchers to include statistical tests (e.g., EFA) and implement social-ecological frameworks thatclarify relationships between the various social-ecological levels observed in the present study. The field is primed to incorporate datadriven approaches to substantiate the need for a more responsive education policy.
61321

A Contextual Adaptation of CBAM in the Implementation of a Trauma-informed Mentoring Framework for
Nurses New to the SANE Role
Sarah Hoffman, University of Minnesota, United States
Cynthia Bradley, University of Minnesota, United States
Ellen Frerich, University of Minnesota, United States
Ellen Johnson, Regions Hospital, United States
Linda Walther, Regions Hospital, United States
Kelly Krumwiede, Minnesota State University Mankato, United States
Carolyn Porta, University of Minnesota, United States

Forensic nurses, particularly those specialized in the sexual assault nurse examiner (SANE) role, practice in autonomous and high intensity
professional nursing environments with highly traumatized patients. Resilience from secondary traumatic stress is a key considerationin retention, progression towards expert practice, and overall quality of care provided to patients. The Trauma Informed Care Communityof Practice (TICCoP) targets the development and expansion of the SANE workforce in the Midwest region with a focus on nurses
practicing in rural communities and with populations historically and disproportionately served in relation to documented prevalenceof sexual violence (HRSA; award # T96HP42062‐01‐00; PI Porta). TICCoP is an innovative and multi-layered education and professional
development platform that incorporates multiple preparation forms with an underlying emphasis on resilience capacity building. One of
the five pillars of TICCoP is a trauma informed mentoring framework, within which a relational and transformative coaching approachfunctions as the primary platform for the application of Concerns-Based Adoption Model (CBAM). Here we describe the development andcontextual adaptation of a CBAM framework. We report results from baseline assessments in relation to the engagement of nurses new
to the SANE role with critical innovation components, and observations as mentoring groups initiate a negotiation around the intervention
change path.

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Friday,
January 07
Parallel Sessions

All times are Hawaii Standard Time (UTC-10)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

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13:00-14:15 | Room 318A (3F)

Friday On-site Parallel Session 1

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Steven Lownes
62095

13:00-13:25

Multidirectional Empathy Relations in the Foreign Language Classroom and Empathy-boosting Activities to
Improve Linguistic Competence
Laura Llamas Fraga, Baylor University, United States

Historically, early language-teaching methods have not taken into account affective factors. Nevertheless, affective factors such as
empathy, self-esteem or anxiety play an important role in the process of learning a foreign language. It was not until the 1970’s thatnew humanistic approaches emerged, and, unlike most traditional methods, these started to take into consideration the importance ofstudents’ feelings and thoughts. According to Krashen (1981), high empathy levels can help students succeed in the foreign language
classroom. However, while many authors nod to the importance of empathy, studies relating empathy to student competence in a foreign
language are scarce. This paper explores the importance of empathy in multiple directions: from student to student, from students tothe speakers of the target language (ethnocultural empathy) and from the professor to the students. Special emphasis is placed on therole of ethnocultural empathy. A pilot study was conducted with a sample of students from Baylor University, Waco (TX) that measured
students´ ethnocultural empathy levels. The results were correlated to their grades in Spanish. A small positive correlation was found,which suggests that ethnocultural empathy may be directly related to students´ success in foreign language classes. While empathy is
an innate characteristic, numerous studies have demonstrated that specific activities can boost empathy levels. This paper also explores
different pedagogical practices that aim to increase empathy amongst students, such as activities privileging mindfulness, assertive
speaking, role-playing and active listening.
62020

13:25-13:50

Where Theory Meets Practice: Paulo Freire’s Pedagogy of the Oppressed as Primer for Language Learning andService-Learning
Steven Lownes, University of South Carolina Union, United States

Paulo Freire’s Pedagogy of the Oppressed (1968) started a revolution in educational circles and pushed for “dialogical actions” thatquestioned traditional power structures in society and provided a template for educational reform. Through engagement with the text,
students are encouraged to reflect on their own educational experience and seek opportunities to engage outside of the traditionalclassroom setting. In service-learning, students are often presented, for the first time, with real world experience that goes beyond theclassroom. These opportunities are supposed to allow students to experience where theory meets practice. However, rarely do students
overtly engage with theory during these points of practice, leaving the real-world experience as the primary learning outcome. This lackof engagement with the theoretical components often results in surface-level thinking during their reflection on the experience. In my
paper, I discuss using Pedagogy of the Oppressed as a primer text to help students engage more fully with the constituent populations intheir service-learning placements, and how the text can provide theoretical support as students write their reflection pieces. I cite three
personal case examples with additional outcomes, including improving Spanish and Portuguese language proficiency in domestic andabroad experiences and the use of Freire’s text in an online Service-Learning course during covid-19.
61388

13:50-14:15

Can We Learn to Speak Politely in a Second Language?
Grace Oh, Konkuk University, South Korea
Lucien Brown, Monash University, Australia
Kaori Idemaru, University of Oregon, United States
Mao Cui, Konkuk University, South Korea

The ability to decode social and affective information in the second language (L2) is central to the acquisition of L2 interactional
competence. Building on previous research [Brown et al. 2014], the present experiments investigated naïve and experienced Chineselisteners’ perception of acoustic cues associated with politeness in Korean with a two-fold aim: to assess whether non-native listeners
can access acoustic information for a politeness-related social stance in the L2, and whether L2 experience can improve learners’ ability
to attend to the relevant cues. In Experiment 1, randomly ordered isolated stimuli produced in an either deferential or intimate context bynative Korean speakers were judged by naïve Chinese listeners. Similar to English listeners in Brown et al. (2014), Chinese listeners’ overall
accuracies were below chance level (52.8%). When the same stimuli were blocked by speaker in Experiment 2, accuracies increased to57.8% for naïve listeners and 62.5% for experienced listeners, indicating that language experience can facilitate the acquisition of thelanguage-specific acoustic correlates of politeness. The implications of these findings are discussed in light of the effects of language
experience on the implicit learning of sociolinguistic knowledge for L2 learners.

34 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:00-14:15 | Room 318B (3F)

Friday On-site Parallel Session 1

Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Session Chair: Kristi Gaines
61170

13:00-13:25

The Lived Experiences of Fathers Raising a Child With Autism Spectrum Disorders
Sergio Madrid, New Mexico State University, United States

Since the 1990s reported rates of Autism Spectrum Disorders (ASD) have steadily increased. At this moment, the incidence is 1 in 54 children. At
the same time, literature has reported how caring for someone with ASD presents significant challenges, for both caregivers and individuals with
ASD. Research remarks how these children with ASD living apart from their biological fathers are associated with a greater risk of adverse outcomes
regardless of race, education, or mothers’ remarriage. The purpose of this hermeneutic phenomenological study is to understand the lived experiencesof fathers raising children with ASD in the Southwest. The research questions explored the lived experiences of fathers raising children with ASD in theSouthwest. Conceptually this study was framed within theories of interpretative hermeneutical phenomenology and family systems. The researcher willcollect the data mainly through a series of three phenomenological interviews aiming to obtain rich interpretations of the participants’ lived experiences,and supported by blogs and analytical memos that will create the basis for analysis and triangulation. Four participants from an Autism Support groupin the southwestern United States have been selected to participate in the study based on their unique fatherhood experience of raising a child with ASD.
This study aims to influence positive social change by providing thick and rich descriptions of fathers' lived experiences that can help engage fatherswith their children with ASD activities. By engaging fathers, the goal is to increase children with ASD's positive outcomes.
61847

13:25-13:50

Dying to Fit in: Black and Latino Boys’ Developing Identities in a Culture of Consumption, Police Brutality, and Gun Violence
Nicole Limperopulos, Bank Street Graduate School of Education, United States

This qualitative case study explores the ways that 20 Black and Latino boys navigate two discrete yet interconnected structural elements– the confluence of mass consumption and poverty and relationships with police in South Mountainside. Two central questions guided thestudy: (1) In what ways does a culture of mass consumption expose Black and Latino boys to gun violence?, and (2) In what ways do police
respond to incidents of gun violence that grow out of the culture of mass consumption? The primary data collection method included oneon-one, in-depth, semi-structured interviews with 20 participants. All interviews, which lasted approximately 70 minutes, were conducted
after school in the librarian’s office, and were audio recorded and transcribed. Field notes served as a supplement, allowing the “context of
the interview to be captured more completely” (Bogdan & Biklen, 2007, p. 119). The study’s findings suggest that (1) the culture of massconsumption exposes Black and Latino boys to gun violence in South Mountainside, and (2) policing practices contribute to incidents of gun
violence experienced by Black and Latino boys in South Mountainside. As community leaders, school leaders are called upon to exercise
their leadership in a way that serves to protect Black and Latino boys from structural elements – mass consumption and aggressive policing
policies that subject them to violence. Further, school leaders are challenged to lead the school community in rewriting the deficit narrativethat surrounds Black and Latino boys’ identities related to mass consumption, interactions with police, and gun violence.
61355

13:50-14:15

The Built Environment as a Design Intervention to Promote Child Health and Wellness
Kristi Gaines, Texas Tech University, United States

This study aims to address the importance of the built environment as an intervention in child development. Several studies have addressed
the importance of the built environment in childhood learning and behavior. (Shabha, 2006; Gaines, Bergan, and Curry, 2014). However, interior
and environmental design professionals have the ability to do much more by providing a health intervention to promote health and wellness.
Approximately 30% of children in the US are overweight or obese (Cosco, N. G., Moore, R. C., & Smith, W. R., 2014). This project is based on
research that shows that an outdoor learning environment (OLE) design strategy for childcare centers is associated with higher levels ofphysical activity and reduces sedentary behavior in preschoolers by 22% (Cosco, N. G., Moore, R. C., & Smith, W. R., 2014). Methods for eachsite: 1. Pre-intervention 2. Design Development 3. A cost analysis 4. Implementation Findings/Relevance to Design: Research has establisheda series of twelve key indicators for a successful OLE, including looping pathways with multiple activity centers that encourage movement anda less sedentary environment; fruit and vegetable production to promote healthier eating habits, and natural elements that stimulates a child’snatural curiosity. The collaborative design team worked together to implement the project in the Southwestern US. Additionally, the goal is toimplement the principles and develop OLEs in places such as municipal parks and primary schools. If selected, this presentation will explain
and illustrate the twelve key indicators and provide practical recommendations for designers.

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Notes36 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:00-14:40 | Room 323A (3F)

Friday On-site Parallel Session 1
Professional Training, Development & Concerns in Education
Session Chair: Dawn Matera Bassett
61261

13:00-13:25

Credential Innovations: The Cases of Credit for Prior Learning and Stackable University Credentials
Yi Huang, Coppin State University, United States

With the overarching goal of making excellence inclusive, the Pathways to Professions (P2P) initiatives aim to simultaneously improve
quality and value of education while increasing access and success through credential innovations. The P2P projects are funded bystate, federal, and private agencies. In this presentation, the principal investigator will spotlight the cases of Credit for Prior Learning(P2P/CPL) and University Stackable Credentials (P2P/USC) that are moving toward institutionalization. The P2P/CPL initiative aims tosimultaneously address critical teacher shortage issues faced by high-needs school districts, while providing accelerated and economical
pathways for non-traditional students, career changers, and/or para-educators interested in entering the teaching profession. Throughrigorous portfolio documentation and competency-based assessments, participants are provided with opportunities to demonstratecompetencies gained through work and other life experiences that are worthy of college credits. The P2P/USC aims to create teacher
career ladders that improve teacher effectiveness, increase teacher retention, and accelerate teacher leadership development. Integrating
high-impact pedagogies and competency-based demonstrations, the P2P/USC provides participants opportunities to earn specialized
post-baccalaureate certificates with progressive stackable options leading to a Master of Education in Teacher Leadership. While thecase objectives vary, the overarching goal remains consistent toward creating accelerated pathways for the earning of educational credits
and/or career credentials. The presenter will share progresses and challenges associated with model construct, instructional designs,
and assessment approaches, as well as new policies developed to facilitate the implementation of the new credential options. Lessons
learned and implications will also be explored within the rapidly evolving educational and employment ecosystems.
60971

13:25-13:50

Enhancing the Efficacy of Identifying Visual Patterns and Novel Anomalies of Cyber-Defenders with 3D
Immersive VR
David Passig, Bar Ilan University, Israel
Reut Hochman, Bar Ilan University, Israel

The mission of a Cyber Security Officer (CSO) during a cyberattack is to identify anomalies in visual signals and to ascertain whether they
are hostile. These signals occur in an environment overflowing with data, which is constantly shifting shape and density, and in which therate of change keeps accelerating and novel anomalies arise. In this environment, previous experience is disadvantageous and oftentimes
harms the ability of a CSO to identify novel patterns of anomalies. This study tested, in a moderated mediation model, the effect of
Immersive Virtual Reality (IVR), while identifying hidden forms in Embedded Figure Tasks (EFTs), on the ability to detect a novel andunknown anomaly. Through a quasi-experiment with repeated measurements, we compared five research groups, four of which practiced
cognitive intervention while detecting cyber anomalies. The improvement was tested through a pre-test and post-test procedure. A
cluster sampling involved 120 students recruited from the Academy of Computer and Cyber Training at the Telecommunication Branch of
the Israel Defense Forces. We found that participants who practiced the EFTs in an IVR information-diluted environment (VRLVL) detectednovel anomalies faster than the control group. We also found that the higher the thought elasticity of the participants in an IVR highlyloaded environment (VRHVL), the higher their speed in detecting novel anomalies.
62148

13:50-14:40

Workshop Presentation

Unlikely Partnerships for Resilience and Innovation: Lessons from the Pandemic for Teaching, Learning, andLeading
Kate Trujillo, Metropolitan State University of Denver, United States
Eileen Starr, Metropolitan State University of Denver, United States
Dawn Matera Bassett, Metropolitan State University of Denver, United States
Daniel Trujillo, University of Denver, United States

We are a diverse group of educators, administrators, and principal investigators from Social Work, Real Estate, Construction, and Mental
Health who aim to share the most salient strategies we have found for resilience during the pandemic. As we teach and lead (or parent
and feed the dog- “Wait! Did you feed the dog?!”) while managing contracts and grants, with multiple universities, state and federal
governments, and our colleagues, we have relied on new and unlikely partnerships to build strategies to sustain our work and thrive. We
gratefully and with humor, will share our strategies for success and engage our fellow adult-learning communities who are doing thesame. We also aim to have a lively and heartfelt connection with the attendees of our session who come from additional disciplines andlikely have additional strategies. Our goal is that attendees will leave with a renewed sense of hope and at least three specific strategies
for leadership while facing adversity and setbacks. We have come to believe that by embracing ways we can work together and acrossdisciplines that we are more prepared to think creatively about how to face uncertain future with more technology and fewer shared
physical spaces but with more time collaborating, and less time commuting. Rather than mourning the old way of doing things, we areenergized by possibility.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICAH2022 | IAFOR.ORG | 37

13:00-14:40 | Room 323B (3F)

Friday On-site Parallel Workshop Session 1
61122

13:00-13:50

Workshop Presentation

Organizational Diversity and Inclusion – Development and Implementation of a Model
Tanya Greathouse, Metropolitan State University of Denver, United States
Lori Darnel, Metropolitan State University of Denver, United States
Jessica Retrum, Metropolitan State University of Denver, United States

Competent social work educators understand the richness of intersectionality, how power and oppression informs social work practice,and the generalist practitioner’s charge to provide structurally accurate and culturally conscious assessments and interventions. To that
end, social work educators must provide classroom spaces that encourage self-introspection, support interrogation of social issues that
affect our client systems and competently facilitate critical conversations. “We view cultural consciousness as an ongoing and dynamic
developmental process with no endpoint—one that requires active, critical, and purposeful engagement on the part of the social worker
entering the helping relationship” (Azzopardi & McNeill, 2016). Understanding that faculty and staff across a social work department
present with very different identities and life experience, critical work was necessary to create an infrastructure within the department
to support and train personnel in key elements of diversity, equity and inclusion in order to promote a curriculum that supports criticalconversations about intersectionality and anti-oppressive social work practice. The department engaged in a parallel process that allows
faculty, administration, and staff to engage in self-introspection, exploration of intersectionality (Hermanson, 2018; Greathouse, 2020),
self-reflexivity (Kumashiro, 2000) and develop skills for interrogation of social issues that affect our client systems in order to facilitate
critical conversations (Kang & O’Neill, 2018). We developed and implemented an Organizational Diversity and Inclusion Model (ODIM) thatis built on three (3) pillars of programming that encourages culturally conscious development. The ODIM provides spaces for introspection,
pedagogical activities and community building.
61027

13:50-14:40

The Effective Infusion of Collaborative High Impact Practice Strategies in Virtual and Face-to-Face Classroom
Settings
Stephanie Bain, Texas A&M University-Kingsville, United States
Nicole Morris, Texas A&M University-Kingsville, United States

Collaboration is a powerful methodological approach to teaching. Collaboration includes teamwork with shared responsibility, sharingof ideas, information and opinions, and formal and informal discussion. Students who collaborate work together toward a common goal,
develop positive interdependence, work in focused study groups, and support the learning of others through inquiry. Types of collaborative
activities include: Socratic seminars, philosophical chairs, group activities and projects, peer editing groups, tutorials, jigsaw activities,
collaborative study groups, service-learning projects. When collaboration becomes the foundation of human interaction, change occurs
in all aspects of life. Colleges and teachers that integrate collaboration into classrooms and their broader intuitional environments
stimulate student learning through increasing student social, emotional, and intellectual intelligence. In the days of smart phones, “texttalk”, and social media, now more than ever is it imperative to utilize collaboration in everyday teaching. Collaboration requires students
to work together for a common goal, communicate effectively, and take individual responsibility for one’s actions and input. By utilizing
collaborative high impact practice techniques, students will grow socially, emotionally, and intellectually.

38 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:00-14:15 | Room 321B (3F)

Friday On-site Parallel Session 1
Arts - Teaching and Learning the Arts
Session Chair: Ryadi Adityavarman61323

13:00-13:25

Critique As Support

Jeff Kasper, University of Massachusetts Amherst, United States"Critique As Support" explores trauma-informed studio critique frameworks, methods, and teaching tools, developed to support first year
art and design students experiencing mental health vulnerability and intersectional histories of trauma and oppression. The framework,
methods, and tools are applicable to any assignment that includes peer and instructor feedback. The author seeks to broaden the
discourse of Diversity, Equity, and Inclusion (DEI), to include trauma sensitivity by building a studio culture informed by the social model ofdisability and the U.S. Substance Abuse and Mental Health Services Administration’s Concepts of Trauma Informed Care. By considering
how trauma impacts their spaces of learning, art production and collaboration, faculty could be better prepared to offer peer-support andself-advocacy. The proposed approach serves as an adaptable and alternative, to the unstructured, and potentially harmful, “firing squad”
critique style, popular in college art instruction.
61929

13:25-13:50

Preservice Music Education Preparation: Is It Full of Dinosaurs or Deviceful Ideas?
Jennifer Shank, Tennessee Tech University, United States
Heidi Lucas, University of Delaware, United States

Throughout the United States, music educators are prepared at universities and colleges based on national accreditation standards, state
requirements, and philosophical and methodological ideologies. Their preparation is critical to not only the success of the pre-service
candidate but to the state of arts education in p-12 systems as a whole. Students preparing to be Music Educators need the tools to be
successful in the classroom as well as the skills to be considered a professional in the arts. Often times these two directives can seem to
be at odds with each other and can create gaps in a student’s preparation. This paper looks at the preservice music education curriculum
for over 200 nationally accredited music programs in the US today. It examined the similarities, differences and significant "out of thebox" requirements and classes for licensure to teach p-12. The researchers will also look at trends in k-12 music education to identify
potential causes for the differences. The intent of the research is to drive conversations and further research to consider systemic change
in preservice music education preparation to better serve music students in p-12 settings.
62327

13:50-14:15

Teaching Design Fundamentals: Personal Experientiality and Gestalt Psychology
Ryadi Adityavarman, Colorado State University, United States

The proposal investigates the cognitive embodiment as an integral part of the teaching strategy on the abstract visual concept ofparti in architectural design education. The study, based on extensive teaching observation, uses a combined theoretical framework
between Gestalt Psychology and Personal Knowledge, based on Michael Polanyi’s philosophy, for the teaching strategy in the beginningarchitectural design studio. Architectural parti is a conceptual visual diagram, as derived from the Beaux Arts tradition, and has been used
extensively as a fundamental learning methodology in design education. An additional layer of experientiality, based on the recent trendin phenomenology and contemporary education philosophy, is part of an attempt to find the underlying integration between the abstract
nature of the composition, visual perception process and personal knowledge as part of the creative design process. The main challenge
for the beginning design students on learning visual composition is their limited ability to understand the inherent abstract nature of thefundamentals of visual language. The basic idea is to take advantage of their personal experience and knowledge as a kind of bridge toaccess the abstract nature of the visual composition. Subsequently, the students able to integrate abstract visual spatial composition as
the manifestation of the architectural parti with embedded imagined living experientially on their design.

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14:55-16:10 | Room 318A (3F)

Friday On-site Parallel Session 2
Support & Mentorship in Education
Session Chair: Amee Shah
61477

14:55-15:20

Building Emotional Intelligence in College Students Through an Empowerment Curriculum: Feasibility of
Implementation Across Disciplines
Amee Shah, Stockton University, United States
Yulong Gu, Stockton University, United States
Monika Pawlowska, Stockton University, United States

Student stress and anxiety have increased in the last 5-7 years and have been further exacerbated by COVID-19. High stress and anxiety canlead to waning motivation, absenteeism and depressed class performance (Ardan et al., 2020). One way to increase students’ resilience isto provide support to students within their coursework. The current project used this approach to focus on developing students’ emotional
intelligence. Shah & Galantino (2019) piloted the Empowerment Curriculum (Shah, 2018) in which the instructor uses 15 minutes of class timeto engage students in empowerment-based worksheet activities throughout the semester. They found that the curriculum can help students
learn to identify, regulate, and communicate about their emotions. Following the success of this pilot, a university-wide scaling up of thecurriculum was conducted by engaging 14 faculty members representing diverse disciplines who taught 16 classes ranging from freshmen
undergraduate to graduate level. Instructors completed implementation logs throughout the semester and participated in exit interviews.
Students completed pre/post self-assessments of emotional intelligence, self-esteem and communication apprehension/competence
as well as post reflections on their experience with the curriculum. Results indicated feasibility as majority of instructors successfully
implemented the curriculum. Both instructors and students found the curriculum beneficial, as evidenced by changes in students’ behaviors
and attitudes. More than 60% students found the Empowerment Curriculum useful in terms of helping them feel engaged, safe, confident,
successful, participatory, and cared for by the instructors. Several limitations and suggestions for future implementations were noted andwill be presented.
61735

15:20-15:45

Shifting Gears in Times of Crisis: The Impact of Online Peer-Facilitated Academic Support in the Midst of aPandemic
Laura Jacobi, Minnesota State University Mankato, United States

In what became one of the most challenging years in the history of higher education due to a global pandemic, some students in 20202021 turned to academic support programs such as supplemental instruction (SI) to succeed in their courses. SI offers a form of peerfacilitated academic support in which students who succeed in historically difficult courses with low course pass rates are hired to be
SI Leaders. Typically trained in the use of advanced facilitation skills and collaborative learning strategies, SI Leaders who facilitatedstudy sessions for students in this study were also trained in the use of virtual tools that would allow them to engage students in acollaborative virtual learning environment during the pandemic. This study examines the impact of online SI support upon sub-groups
of 4,831 students enrolled in a variety of difficult courses at a large midwestern university. Average final course grades and course passrates of three sub-groups of students (domestic white students, domestic students of color, and international students) with varying
levels of voluntary SI session attendance (0 sessions, 1-4, 5-9, and 10/more) were examined. Results of one-way ANOVAs within each of
the student sub-groups reveal significant differences by level of attendance, with higher average course grades and pass rates associatedwith higher levels of attendance at SI sessions. These results are consistent with qualitative and quantitative feedback from SI attendees
gathered with an anonymous Qualtrics survey and convey the significance of programs like SI, especially in times of crisis.
61144

15:45-16:10

Mentorship, Scholars and Scholarship: HBCUs Championing the Educational and Social Paradigms in Higher
Education and Effectuating Change during a Crisis
Anita Bledsoe-Gardner, Johnson C. Smith University, United States
Alexis Lawson, Johnson C. Smith University, United States
Niya Culbreth, Johnson C. Smith University, United States
Jaiden Young, Johnson C. Smith University, United States
Jonathan Smalls, Johnson C. Smith University, United States

While the discussion about inclusive US American public memory which includes all individuals who have contributed to the successof the nation has arrived in popular discourse and even resulted in statues of racist figures being torn down, the discussion aroundthe absence of memorials to members of marginalized communities is still lacking. From a theoretical standpoint, it is clear that the
memorial landscape must reflect the contributions by all individuals if it strives to be truly representative and honor all communities
equally. However, we also need to know what the role of this centuries-old tradition of immortalizing people as statues is in this digitalage. In this study, I combine fieldwork in Washington, D.C. including observations at two memorial sites to Dr. Martin Luther King Juniorand interviews with 57 visitors on site and 10 of them after their visit. I combine these findings with results from my online ethnography
where I analyze 1340 Instagram posts from both memorials and interview 27 posters. This combination allows me to draw conclusions
about the use of the memorials in our digital world: What are people doing and feeling on site and what are they doing online? Overall, it
can be said that memorials still have their original function, and their significance as physical markers has increased in the digital age.
Individuals engage with it not to contribute to the renegotiation of public memory but to increase the site’s popularity which is in line withthe traditional purpose of the memorial.

40 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:55-16:10 | Room 318B (3F)

Friday On-site Parallel Session 2
Higher Education
Session Chair: Chris Chamberlain
61716

14:55-15:20

Students’ Reflections on Online Teaching/Learning During the COVID-19 Pandemic
Fadia Nasser-Abu Alhija, Tel Aviv University, Israel

The intensive implementation of online learning due to the COVID-19 pandemic creates challenges and generates innovation opportunities
within higher education. This study aimed to explore students' reflections regarding online teaching/learning during the COVID-19
pandemic. Specifically, the challenges students encountered due to online learning during the COVID-19 pandemic, the perceived
benefits, and their recommendations for future teaching/learning were explored. Data were obtained from 150 students representing six
educational programs, different degrees, and different years of study. Students answered three open-ended questions regarding the consand pros of online teaching/learning and provided suggestions for future teaching/learning. They also provided information regarding
their study program, degree, and year of study. Findings reveal that students experienced various challenges, of which the most frequent
were technical followed by pedagogical, social, personal, and health difficulties. Advantages most often cited related to lesson recording,convenience, pedagogy, flexibility and efficiency, and savings of time and transport and rent expenses. Students' recommendations
pertain to four domains: Teaching format (Hybrid-face to face and online), lesson recording (continue lesson recording), pedagogy(adapt teaching materials to the teaching platform), and teaching management (longer breaks). In conclusion, students reported theyencountered diverse challenges but also gained some benefits due to the shift to online teaching/learning. However, there were few
students who did not see any advantage of teaching/learning online for one of them "it is draining physically and psychologically."61181

15:20-15:45

University Students’ Motivation and Regulation Style during and After COVID-19 Pandemic: A Self-determination
Theory Approach
Yurou Wang, University of Alabama, United States
Kaiwen Man, University of Alabama, United States
Yadan Zhao, Dalian Neusoft University of Information, China

The COVID-19 pandemic jeopardized students’ motivation. It is uncertain whether the diminished learning motivation could recover overtime and how the recovery happens internally. This research is grounded in Self-determination Theory to explore the regulation styles
that affect students’ academic performance mid- and post-COVID-19 and whether there is a recovery to more optimal motivation andregulation styles. Data were collected at two time points (mid-COVID-19-pandemic: 07/2020; post-COVID-19 pandemic: 06/2021) with
223 Chinese undergraduate students. Results of Structural Equation Modeling showed that during COVID-19, guilt was the strongest
regulation style that influenced students’ learning performance, while identified and introjected regulation contribute to post-COVID-19
academic performance. Such results revealed that with more autonomous regulation, students’ motivation started to recover. It is essential
to diagnose whether students' motivation recovered from the pandemic, or autonomy support, relatedness building, and competence
promotion interventions should be performed to help students rebuild autonomy and intrinsic motivation. Practical implementation ofthese findings will be discussed.
61042

15:45-16:10

Strength-based Resilience: Guiding a College Through a COVID Year as Interim Dean
Chris Chamberlain, California State University, United States

The March 16, 2020 Stay at Home Order forced staff and Faculty at California State University East Bay (CSU East Bay) in Hayward,
California to radically change how it worked and delivered its educational product to its customers. While the work from home order
was anticipated to be a brief change to our work schedule, it soon developed into a year-long odyssey as four months later, the Collegeof Education & Allied Studies long time Dean abruptly retired, leaving a new Interim Associate Dean to guide the college through theunchartered waters of a full online educational experience as well as developing post-COVID procedures. This case study of experiences
provides valuable lessons on adopting a less is more approach helped keep a college and its students on a positive course in spite of
the health crisis through the use of emotional intelligence, humor, strategic leadership principles, and instilling a “flexitive” work culture.
Outcomes of this year-long experiment/experience include insight into organizational change processes, personal and professional
growth through adversity, and a renewed sense of esprit de corps. As counter-intuitive as it might seem, the college is in a much better
place than it was before COVID.

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14:55-16:35 | Room 323A (3F)

Friday On-site Parallel Session 2
Higher Education
Session Chair: Christine Kiracofe
62042

14:55-15:20

Revisioning Innovation in Higher Education From Indigenous Perspective
Merli Tamtik, University of Manitoba, Canada

The concept of “innovation” has become integral component in the global pursuit of knowledge economy. Higher education institutions are
expected to contribute to it by collaborating with industry and private sector. Critical scholars note that economic growth has boundaries
and Western framing of innovation has led to massive exploitation of human and land-based resources, resulting from widening inequities
among individuals, enhanced racism and environmental crisis (Battiste 2000; Steffen et al., 2015). This paper makes an argument for rethinking the concept of innovation in higher education by applying a decolonizing lens to innovation guided by Indigenous knowledges.
The paper reports on the empirical evidence collected among 23 Indigenous individuals, operating on the lands of Manitoba and invarious universities in Canada. The paper builds on the idea that Indigenous innovation has distinct features highlighting the connection
to land, communities, heritage, and denotes healing and recovery from the colonial past (Hindle & Lansdowne, 2005; Hindle et al., 2007;
Lindsay, 2005). The idea of decolonizing higher education spaces is informed by the work of Marie Battiste (2000). Findings confirm that
innovation in Indigenous contexts is understood rather as “looking back” and not necessarily as “looking forward” (Hindle & Lansdowne,
2005, p. 133). Indigenous innovation is about creating shifts in power dynamics between Indigenous and non-Indigenous people, thus
serving as a form of decolonization. Higher education institutions have a role in critically examining the structural and systemic inequities
involved in the pursuit of innovation that may creates hegemonic dominance of some knowledges over others.
61400

15:20-15:45

Race-based Admissions in US Institutions of Higher Education: Students for Fair Admissions v. Harvard
Christine Kiracofe (Rienstra-Kiracofe), Purdue University, United States

In the United States, race has always been a factor considered by college and university admissions decision-makers. It was well into
the late 20th century until Black applicants were eligible to be admitted at many public and private institutions of higher education. Morerecently, the use of race in college and university admissions has focused on increasing the number of underrepresented minority students
at an institution to ensure that students benefit from a diverse student body. This practice, referred to some as affirmative action policies,
has been controversial. This presentation provides an overview of the history of race-based admissions decisions in higher education,
beginning with Bakke v. California, a case in which the U.S. Supreme Court held that racial quotas were unconstitutional. Two cases
involving the University of Michigan (Grutter v. Bollinger and Gratz v. Bollinger) will also be discussed. These cases are significant because
it was through this litigation that the U.S. Supreme Court held that a diverse student body is a compelling governmental interest, one of
the two prongs applied by courts (including the Supreme Court) when applying strict scrutiny to cases involving the Equal Protection
Clause of the 14th Amendment. The presentation will also provide analysis of the recent Fisher v. University of Texas cases and the stateof Texas' "Top 10% plan". Finally, the presentation will provide an update on the current Students for Fair Admissions v. Harvard litigation
and appellants' hope that the U.S. Supreme Court will hear their case.
61455

15:45-16:10

Hitting the Implementation Trifecta: A Continuous Improvement Trifecta Model for a Job-embedded Principal
Preparation Residency Program
Dusty Palmer, Texas Tech University, United States
Irma Almager, Texas Tech University, United States
Vanessa de Leon, Texas Tech University, United States
Fernando Valle, Texas Tech University, United States

The Texas Education Agency (TEA) and the Education Development Center (EDC) recently recognized and invited Texas Tech University(TTU)Education Preparation Program (EPP) to participate in a statewide evaluation of Texas Education Agency’s current principal
preparation certification program. This EPP evaluation provides a trifecta model for continuous improvement in principal preparation.
During six collaborative sessions with representatives from three other Educator Preparation Programs (EPPs) in Texas, the TTU
Principal Preparation faculty team, TEA, and the EDC, facilitated the critical reflection on the program’s evidence and efforts using the
Quality Measures instrument supported by the Wallace Foundation. During the program audit, faculty examined areas of refinement andreinforcement to sustain institutionalized practices and work to improve the residency model to provide the most instructionally aligned,
effective, and authentic learning experience for aspiring administrators in the principal residency. TTU’s refinement focus is geared toward
three main areas of the EPP’s continuous improvement trifecta model: (1) residency research and scholarship, (2) EPP best practices inteaching, learning and assessments, and (3) sustainability of university-to-district partnerships. 100 principal fellows have completed
the principal residency program. The majority of the principal interns now serve in various leadership roles including academic facilitator,
instructional coach, dean of instruction, assistant principal, and principals in rural, suburban, and urban school districts across Texas.
This program evaluation of the principal preparation residency program will provide an in-depth analysis at the areas of refinement andreinforcement that align with the Quality Measures instrument.

42 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:55-16:35 | Room 323A (3F)

Friday On-site Parallel Session 2
Higher Education
Session Chair: Christine Kiracofe
61924

16:10-16:35

University/Industry-Collaboration: A Practical Model
Tin-Man Lau, Auburn University, United States

University/Industry-Collaboration is not new to Industrial Design curricula, however, the contents of the programs are very different.
For most collaborations, design students work as a design firm that takes in design problems from sponsors and develops design
solutions. During the project, the sponsor may meet with the students once or twice to make sure students are on the right track. At theend of the project, students would present their final solutions. If the design solutions are satisfactory and fulfill the sponsor’s needs,
the sponsor may come back for another project. This kind of collaboration is mainly a service/client model. The shortcoming of thismodel is that the sponsor usually funds the project a lot less than the design fee with a design firm while taking a risk of getting lessprofessional outcomes. At the same time, the design school is competing with design firms having the advantage of a much lower cost.
If the student's design quality reaches the expectation of the sponsor, the sponsor would no longer need any design firm, thus brings
harm to the design profession. At Auburn, we tried a different approach that focused more on collaborations rather than providing design
service. We developed a model that continues over a decade that provides students hands-on experience as well as job opportunities
when they graduate from the program. This presentation focuses on a collaboration model that can bring benefits to the design industry
while providing practical experience to the students.

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14:55-16:35 | Room 323B (3F)

Friday On-site Parallel Workshop Session 261263

14:55-15:45

Workshop Presentation

Exploring Computer Science with Lynx to Learn Geometry and Logo Programming CodeThomas Walsh Jr, Iowa State University, United States

Learn programming using your Mac or Windows computer by accessing the Lynx cloud-based coding environment on the Internet tocreate projects across the curriculum. The text-based language workshop will introduce Logo programming primitives for practice creatinggeometric shapes and then apply the coding commands to develop a program procedure graphic.
Access to the web-based Logo Lynx program and free resources, including the developed curriculum Exploring Computer Science with Lynx
(Walsh, 2020), is available at https://lynxcoding.club/ or e-book https://data.lynxcoding.org/help/en/Exploring%20computer%20science.
pdf.
Research on Logo programming contributing to student learning has appeared in the literature during the last four decades. Empiricaland meta-analysis research studies support of teaching Logo coding in developing student cognitive problem-solving skills has been
documented using teacher-mediated or guided instruction. Using guided instruction with teacher-mediated scaffolding Exploring Computer
Science with MicroworldsEX (Walsh 2013-2017) has been found as an effective curriculum in preparing the author’s elementary and middle
school students using the Logo code language to create geometric graphic, animation, and gaming projects. The instructional curriculum
updated to a cloud-based platform Exploring Computer Science with Lynx (Walsh 2020) is anticipated to provide continue support tostudents and teachers in learning Logo coding. More research is needed to study teacher scaffolding and mediation skills to support
learning Logo using the Lynx platform and transfer to other domains and programming environments including Python or JavaScript.
Future employment of computer-programming jobs will be best for applicants with experience in a variety of programming languages andnewest programming tools (Bureau of Labor Statistics, 2021).
61723

15:45-16:35

Workshop Presentation

Depth of Knowledge: A Method and Model for Deeper Teaching and Learning
Erik Francis, Maverik Education / Solution Tree International, United States

Teaching and learning for Depth of Knowledge has become both a focus and a priority in education. The cognitive rigor of modern-day
academic standards, activities, and assessments are marked and measured by the level of thinking students must demonstrate, the kind ofknowledge students must develop, and the depth and extent students must understand and use their knowledge and thinking— or learning— in a certain context. Depth of Knowledge and the DOK levels a different and deeper way of looking at academic standards, activities, andassessments. It also requires us educators to shift how we consider and qualify the complexity and quality of our teaching and learning.
The delivery and intensity of a DOK teaching and learning experience depends on both the demand of the standard and the strengths ofthe student. This makes the DOK teaching and learning experience academically rigorous, socially and emotionally supportive, and student
responsive.

44 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:55-16:10 | Room 321B (3F)

Friday On-site Parallel Session 2
Arts - Arts Theory and Criticism
Session Chair: Fazilat Soukhakian
61431

14:55-15:20

Creon’s Paternity: The Issue of Law/Kinship Dichotomy and the Role of Megareus in Sophocles’ Antigone
Seokhun Choi, University of Seoul, South Korea

Since Hegel’s foundational reading of Antigone in terms of the clash between law and kinship, critical interpretations of the play havepredominantly seen the eponymous heroine in a favorable light while deeming Creon as a heartless dictator. In this paper, I seek to challenge
the conventional state/family dichotomy by focusing on Creon’s family-oriented aspect as an extension of revisionary studies of the playincluding Jo-Ann Shelton’s “Human Knowledge and Self-Deception: Creon as the Central Character of Sophocles’ Antigone” (1984) andJudith Butler’s Antigone’s Claim: Kinship Between Life and Death (2002). In addition to pointing to textual evidence for the importance ofkinship to Creon, such as his royal status deriving from his blood relation to the former king and his sincere reaction to the loss of Eurydiceand Haemon, I will call particular attention to the role of Megareus, Creon’s another son who is just mentioned once towards the end of theplay. Here, Aeschylus’ contemporary tragedy Seven Against Thebes, where Megareus appears as one of the seven defenders of Thebes,
and Fiona McHardy’s Revenge in Athenian Culture (2013) will serve as the major references to explain the personal motivation for Creon’s
edict against Polynices’ burial in light of the contemporary culture. Despite the dramaturgical and psychological significance of Creon’s
previous loss of Megareus, this important clue has rarely been discussed even in studies that sought to defend Creon. This reading will
not only complicate understanding of the two major characters but also shed further light on the importance of family and kinship in the
Athenian culture.
61404

15:20-15:45

Metapoetry as an Approach to Interpret Muḥyiddīn ibn ʿArabī’s Love Poem
Mustafa Binmayaba, King AbdulAziz University, Saudi Arabia

The Sufi love poem of Muḥyiddīn ibn ʿArabī (d. 1240) has been a popular subject of exegetical studies due to the paradox between its
context and its content. Ibn ʿArabī uses the classical Arabic elements of secular love poetry to describe his mystical love of God. His
poetry about divine love is an example of the most perfect expression of the multiplicity of levels of meaning. The controversy overthe interpretation of Ibn ʿArabī’s love poem has continued from its time to the present. This is due to the contradiction between what
his love poem says and what he intended to say. In this context, the present article explores Ibn ʿArabī’s metapoetry as a method ofinterpreting his love poetry. The analysis shows how Ibn ʿArabī’s metapoetry guides the audience to interpret his love poem in a spiritual
way, transcending the surface meaning that may tempt the audience to read it as an earthly love poem. To interpret Ibn ʿArabī’s love poem,
according to his metapoetry, the audience needs to take three steps: First, begin the interpretational process from meaning rather thanjust words; second, generate spiritual meanings for the text rather than searching for worldly ones; and third, unite all possible spiritual
meanings under the concept of the Unity of Being.
61514

15:45-16:10

The Shah and His Camera on the Unveiling of Iranian Women from the Harem
Fazilat Soukhakian, Utah State University, United States

Despite the general belief that Islam forbade representational images of people and in particular, women’s faces, in 19th century Iran, theking of Persia, Naser al-Din Shah, photographed Persian women in his harem in erotic poses. His interest in photography and the camera
led him to unveil the secret life of the private circles of his kingdom starting in his Court. In 19th Century, the King of Persia’s interest in
photography made him to reveal images of the forbidden bodies from within the most intimate and private places of andarun (harem).
This is how the private realm became public and its hidden subjects became unveiled for the first time. The photograph of women fromthe harem in 19th century Persia could mark the birth of modern women in Iranian society. In Naseri period when the culture was soconservative and the concept of private (andaroun) was intensely guarded by the notion of male honor (namus), The camera brought theprivate to the public when presented the images of forbidden and unveiled women, helped the unseen to be seen and the invisible become
visible in Iranian society. It was through photography that women could become active agents in the formation of their own modernity not
only by participating as subjects, they also become active agents in the formation of modern yet masculine medium of photography. The
photograph recorded the moment that modern medium gave birth to the formation of modern Iranian woman.

Like us on Facebook at www.facebook.com/iaforjapan | IICE/IICAH2022 | IAFOR.ORG | 45

16:50-18:30 | Room 318A (3F)

Friday On-site Parallel Session 3
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Chad Harms
61242

16:50-17:15

Preparing Teachers to Increase Family Engagement of High School Multilingual Learners
Selena Protacio, Western Michigan University, United States
Susan Piazza, Western Michigan University, United States
Virginia David, Western Michigan University, United States

As students progress from the elementary grades to middle school and then high school, the level of family engagement typically dwindles. However,given the importance of family engagement to student achievement, it is pivotal that families continue to be engaged, particularly for multilingual students
at the high school level. Utilizing the notion of traditional and non-traditional ways of engaging families, the presenters will share various examples of
how secondary teachers, who were enrolled in an English as a Second Language (ESL) endorsement program, attempted to increase family engagementof the multilingual learners in their school setting. Each case example is based on a content analysis of the Family and Community Engagement (FACE)
portfolio that teachers submit as a program requirement. Examples of FACE projects to be discussed include conducting home visits with secondary
multilingual learners, implementing curricular projects exploring families’ funds of knowledge, inviting families to poetry readings in students’ native
languages, and finding innovative ways to improve communication with multilingual families. Each of these efforts will be discussed in relation to thecontinuum to family engagement, which focuses on the amount of agency families have in deciding how to be engaged with their child’s learning (Goodall& Montgomery, 2014). Teachers’ reflections on engaging families at the secondary level will also be included. The presenters will end with implications
for teacher educators and educational researchers around preparing teachers to engage multilingual learners and their families.
61231

17:15-17:40

It’s Being Done Everywhere: Addressing the Marginalization of Social Justice Pedagogy in Elementary Classrooms
Rayna Fujii, University of Hawai'i Manoa, United States
Stacy George, University of Hawai'i Mānoa, United States

This qualitative study examines the collaboration between science and social studies methods courses within a teacher preparation
program. It will utilize two integrated content experiences (ICE) as a means to address the need for increasing pre-service teachers’
confidence and skills in social justice practices. The study asks: 1) How did the lesson study cycle inform the effectiveness of the ICE
strategy in increasing the use of social justice pedagogy in pre-service teachers? 2) What impact does the ICE strategy have on preservice teachers' perceived ability and confidence in social justice integration? We explore the benefits and challenges of pre-service
teachers' perceived ability and confidence in social justice integration. Additionally, this study aims to demonstrate how utilizing multiple
disciplinary lenses might inform teacher preparation programs in increasing pre-service teachers’ social justice pedagogy.
61479

17:40-18:05

Culturally Responsive Mentor Teacher Professional Development: Hawaiian Girls STEM Camp for Social Change
Tara Nkrumah, Arizona State University, United States
Kimberly Scott, Arizona State University, United States
Brenda Jensen, Hawaii Pacific University, United States

STEM (science, technology, engineering, mathematics) culturally responsive professional development for summer camp mentor teachers of
Hawaiian high school girls and its influence on pedagogy is not well known. The purpose of the study is to explore how mentor teachers, duringa week-long residential STEM camp, apply culturally responsive practices while interacting and facilitating discussions with high school girls in
Hawaii. Through mixed methods, researchers engage in post-surveys, and focus group interviews with an emphasis on emboldening Hawaiian highschool girls in STEM, a study grounded in culturally relevant pedagogy. Results from the five mentor teachers show changes in understandings about
the influence of culturally responsive practices on relationship building and dialogue with Hawaiian high school girls from diverse backgrounds. The
finding reveals that culturally responsive professional development bolsters teacher skills to merge critical dialogue on STEM content and social
barriers for Hawaiian high school girls in STEM education to promote social change. This study demonstrates a link between culturally responsive
professional development and teacher ability to cultivate student awareness of barriers for Hawaiian high school girls in STEM education unrelated
to insufficient content knowledge that promotes student activism. The implication of this finding suggests that the mentor teacher preparation
model utilized at STEM camps for Hawaiian high school girls increases participation and action-oriented outcomes against social inequity.
61781

18:05-18:30

Tiki Time: A Pandemic Pedagogical Pivot From Educator to Entertainer
Chad Harms, University of Notre Dame, United States

Returning to class after Spring Break in March, 2020, I was required by the University of Notre Dame to teach my course, Foresight in Business andSociety remotely. My primary goal was to keep my students on track toward completing their semester (original deliverables maintained). To dothis I adjusted the course schedule to weekly requirements, allowing them to look at material and complete assignments with some flexibility andon their own time-frame. When it came to the remaining 7 weeks’ worth of content and instruction, I was able to reframe the 12 lectures into 18
Episodes of a talk show called Tiki Time. Students logged on the watch the show; which obviously presented course material, but also included
a monologue, special guests, incorporated students’ homemade commercials, and gave them a glimpse into my life as my family got involved.
The production received rave reviews from the students, acknowledgement from the University, and outreach from Alumni. This submission
follows up a 2006 article I published called “Educating educators for virtual schooling: Communicating roles and responsibilities”, and examines
and updates the original roles 1.) Designer, 2.) Teacher, and 3.) Facilitator to include new responsibilities: [Pre-production: Set/Costume Designer,
Writer, and Casting Agent. Production: Director, Host, and Camera Operator. Post-production: Editor (which required learning a new video/audio
editing tool), Sound Technician, and Online Publicist.] Asynchronous delivery and Synchronous interaction through the innovation in pedagogicalplatforms and teleconferencing services has allowed faculty to continue to teach and guide students toward achieving their educational goals.

46 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:50-18:05 | Room 318B (3F)

Friday On-site Parallel Session 3
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Gregory Motes
61967

16:50-17:15

Responsive Education Systems for a Changing World
Brandy Yee, California Lutheran University, United States

No country can achieve sustainable economic development without substantial investment in human capital. Education enriches people’s understandingof themselves and the world. It raises people’s productivity and creativity and promotes entrepreneurship and technological advancement. It is education
which transforms a person to live a better life and leads to broad social benefits to individuals and society. Helping the country to regain its equilibrium
and recover from the COIVD-19 pandemic will be a central task of all Americans for years to come. Foundational to a return to stability will come froma well-educated workforce, keeping the United States and its citizens competitive, innovative and agile on the world stage. Enter the critical role our
educators and educational institutions must play. We can no longer think of the formal "schooling" experience for our children as being complete after
twelfth grade, and even the P16 concept neglects the now known critical transition from post-secondary credentialing into the workforce. In this oralpresentation, I will explore the P20 notion of a supportive and necessary education continuum, and delve into a new form of responsive educationneeded, kindergarten through twelfth grade and into the nation’s post-secondary system. Responsive education requires that educators be agile in theirapproach, it requires that systems become vigilant in their ability to respond to the ever-changing societal context, it requires the public understand how
vital educators and education systems are in fostering in our students the knowledge, skills and attributes needed to thrive in a post-pandemic context.
61294

17:15-17:40

Initial Participation in an Online Community of Practice: Why Participants Don’t Come Back
Gregory Motes, Texas Tech University, United States

People are increasingly driven to online communities in search of informal learning opportunities. Educational theory suggests that legitimate
peripheral participation starts as people join communities of practice (Lave & Wenger, 1991), with one of the ultimate goals of successfulcommunities of practice is to replace their oldest members with newcomers who are attempting to achieve mastery (Wenger, 1991). Very often,
though, when users come into a community, their initial attempts at integrating in the community are not successful, causing them to either
leave the community, or lurk indefinitely. This paper takes a look at participation in Reddit.com communities called subreddits, examining
the initial attempt at user engagement in particular subreddits to identify trends that cause people to either become "full" participants or todisappear from any additional active participation in the subreddit. The subreddit chosen for this research is r/VeteransBenefits, which is acommunity of nearly 11,000 redditors. On a daily basis, new members of the community ask introductory questions attempting to navigate thecomplicated benefit system. Some of these members remain in the community for years, moving from the periphery to become experts who
eventually regularly answer questions, while others do not return after their initial engagement. Examining the initial posts or comments of eachof these groups potentially sheds light on how community experts should engage new participants to build a strong community of practice.
61763

17:40-18:05

Nordic Approach to School as Service Operating Model – Evidence of the Role of Digital Literacy in the Context
Jussi Okkonen, Tampere University, Finland

In school the stakeholders have different roles and their agency is related to somewhat established roles. In 2020 a shift to online school andmassive utilisation of digital learning environments changed the landscape dramatically. DLEs provide more flexible opportunities for learning,but only if sufficient infrastructure and support for students are provided. School is altered to a service model, i.e.process that utlilised spatial
dispersion and also asynchoronous workig. Quite dramatic change to previous idea of a school as place to gain learning outcomes The
way to a flexible, inclusive, and sustainable school as service involves using a hybrid model of digital and physical learning environments.
The digitalisation of schools is about taking the leverage of technology and adopting high-end solutions in parallel to those available inreal life. Parents and guardians are key to the success of remote learning in many ways. Teachers should consider parents experience andacknowledge that it may require extra effort for many parents to familiarise themselves with a situation that differs dramatically from their own
experiences of attending school. Children and young people are the most important stakeholders in the school context. Students who do nothave the skills to participate and lack the skills to understand the dynamics within digital learning environments can be easily excluded fromlearning. Shift to school as service requires different agency, enhanced digital literacy and extensive input by the key stakeholders. This paper
operationalises and presents evidence of digital literacy and foundations of operating model with Nordic twist.

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16:50-18:30 | Room 323A (3F)

Friday On-site Parallel Session 3
Higher Education
Session Chair: Scott Kelting
62140

16:50-17:15

Barriers to Help-Seeking in Academic Communities of Engagement
Emily Bradshaw, Brigham Young University - Hawaii, United States
Zoia Falevai, Brigham Young University - Hawaii, United States
Allan Wong, Brigham Young University - Hawaii, United States
Steven Carter, Brigham Young University - Hawaii, United States
Jered Borup, Brigham Young University - Hawaii, United States

Learner engagement has been shown to improve learners’ performance, pass rates, and sense of community (Avcı & Ergün, 2019; Heyman, 2010;
Shackelford & Maxwell, 2012). The quest to identify how to optimize student engagement and learning goes back to Vygostsky (1978) and zones ofproximal development. More recently, Borup et al. (2020) developed a model, based on Vygostky’s work, the framework for Academic Communities ofEngagement (ACE). This framework illustrates how actors within students’ personal and course communities support their efforts to maximize theiraffective, cognitive, and behavioral engagement, increasing students’ capacities for learning beyond their own skills and abilities. While insightful, theACE framework has yet to explain how students seek support or how students’ culture influences these behaviors--two gaps that our research team isinvested in better understanding. Based on our review of the literature as well as insights from our own experiences supporting international students,
our presentation will first discuss factors which deter university students from seeking help and utilizing resources within their course and personalcommunities. Second, we will highlight how help-seeking behavior interfaces with distinct academic communities of engagement as represented
in the ACE framework. Third, we will review existing evidence for how help-seeking differs between cultures. Lastly, we will explore areas for future
research on help-seeking, identifying research gaps and possible research agendas. Our work has broad implications for university support services
and is increasingly relevant as faculty and administration in higher education seek to tailor support to the real, diverse populations enrolled at.
62248

17:15-17:40

Aatsimapi: Restoring Good Relations in Post-Secondary Education
William James Pelech, University of Calgary, Canada
Betty Bastien, Red Crow Community College, Canada

Prevailing higher educational practices often lack culturally relevant frameworks and may contribute to epistemic violence in Indigenous communities.
These practices may re-victimize Indigenous people by reproducing colonial identities and contributing to the continuity of intergenerational trauma.
Generation of culturally affirming educational practices requires an Indigenous epistemologically-centred research design (Weber-Pillax, 2001;
Bastien, 2004) consisting of: ancestral wisdom, Indigenous knowledge, traditional healing, oral tradition and storying, historical trauma, resiliency andcommunity capacity-building. This presentation will focus on the articulation of an indigenous research paradigm; a knowledge building processes
that is affirming and nurturing relationships ( seeking balance) for First Nation communities. This presentation includes the findings of a multi-phase
Canadian research project supported by the Social Sciences and Humanities Research Council of Canada. The research design included twelve talking
circles at two locations involving traditional knowledge holders and College representatives. Phase I: Identifying Indigenous Ethics, Values & CulturalCompetencies involved the identification and articulation of Indigenous values, ethics, and cultural competencies. In Phase II: Development of Practices
and Curricula, this project applied the culturally affirming framework generated in Phase One to curriculum development and teaching practices.
61854

17:40-18:05

Resilience as a Factor in Pre-Service Teacher Preparation
Amy Van Buren, University of North Carolina Pembroke, United States

As educators strive to serve as leaders in today’s society, it is vital that we understand and promote the extensive and lasting impacts of resiliencedevelopment. Nurturing resilience in pre-service teachers significantly impacts future success in the classroom which positively influences k-12 learners
and communities. Not only will resilient teachers be able to handle challenges in their classrooms and careers, but they will grow stronger for having doneso. Once they enter the teaching profession, resilient teachers model resilient behaviors for their students. As a result, the building of resilience capacity
among children will not only profoundly impact their own lives, but impact their communities as well. The objectives of this presentation are to encourage
audience members to explore the factors of resilience as they relate to brain development, college student identity development, leadership success, andcareer success and longevity and to consider resilience building in program development. The presentation will provide an overview of research related
specifically to promoting resilience in pre-service teachers. Resilience related topics covered will include brain research, college student development,
resilience building strategies, leadership, and college and career success.
61401

18:05-18:30

Incorporating a Carpenters Apprenticeship Program into a Construction Management Curriculum
Scott Kelting, California Polytechnic State University, San Luis Obispo, United States

This paper discusses Construction Management (CM) students’ and industry perspectives of CM students working on a construction site asa first-period apprentice in the Carpenters Union. Some CM programs avoid hands-on experiences and labor internships due to the vocational
stigma. This program was designed so participating student interns gain field experience in a ten week internship program to reinforce theirclassroom learning from the academic year. Detailed information about the program and the Universities partnership with industry and theCarpenters Union is provided. The internship began with one week of training that includes OSHA 10, fall protection, hand and power tool
usage, and an introduction to labor history before students start their field internship. The ultimate goal of the program was to better prepare
students with the skills that are demanded in the construction industry. A survey was conducted to understand student’s and industry members’
perspectives of this summer internship. The results of the student surveys are presented and discussed. Survey results indicated that students,
industry members, and the Carpenters Union in California found the program to be mutually beneficial. This information may assist technicaleducation programs that are interested in developing a partnership with the Carpenters Union and industry to better prepare students for careers.

48 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:50-17:40 | Room 323B (3F)

Friday On-site Parallel Session 3
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Hong Li
62138

16:50-17:15

The Oceania Student Association: Creating a Pacific Student Community at a Midwestern University
Sarah McNally, University of Michigan, United States

The Oceania Student Association (OSA) is a new initiative at the University of Michigan created to provide a resource and an opportunity
for Pacific Islander students to gather, share their culture and life experiences. The NHPI population at Michigan is quite small and spreadwidely over the hundreds of disciplines taught at the undergraduate and graduate level. While the University has almost 40 student
organizations supporting Asian students and almost a dozen organizations or "Asian/Pacific" students there was no single organizationthat address the needs of our student body. Located in the Midwestern United States, Michigan is geographically isolated from our Pacificroots and OSA address our need for community. The presentation will discuss challenges faced in creating a uniquely Pacific Islander
student Association. One of the surprising battles was the reluctance of the University governing body to recognize Oceana as a uniqueentity by which we choose to identify ourselves, rather than the more generic Pacific Islander which does not fully capture our identity is
Pacific people. OSA also seeks to educate students and faculty at the University of Michigan about the Pacific and its diverse cultures.
61326

17:15-17:40

Transformative Language Learning and Teaching: From Theory to Practice in East Asian Language Classroom
Hong Li, Emory University, United States
Zhengbin Lu, Spelman College, United States
Mizuki Mazzotta, Emory University, United States

Foreign language pedagogy in the US is facing a paradigm shift, i.e. from communicative language teaching to the emerging Transformative
Language Learning and Teaching (TLLT) in response to significant social and political changes (Leaver, 2021). TLLT is based on theprinciples of transformative education, which has been prevalent in adult education for over two decades. It, in its essence, “causes
the learner to change in some way – thinking, behavior, acceptance of the other, values, mindset, and/or emotion”[1] through their FL
learning experiences. In other words, this theory posits that learners who are getting new information are also evaluating their past ideas
and understanding, and are shifting their very worldview through critical reflection. However, as an emerging theory, much has remainedunanswered about the TLLT paradigm. Based on research findings and practices in language classes, this presentation discusses the
key principles and frameworks of TLLT and examines potential models of its application in the classroom. It reports case studies of how
TLLT principles and key practices can be incorporated into existing courses in Chinese and Japanese language programs at a university
in the U.S., focusing on content selection, learner involvement in the learning process, and flexibility in curricular experiences. Amid the
pandemic and the national awakening on racial disparity, all educators play a crucial role in promoting social justice. We argue that TLLT
has the potential of transforming language learners into linguistically and biculturally competent global citizens.
61377

17:40-18:30

Workshop Presentation

Using Narrative Inquiry to Develop and Illuminate Commonplaces of Reciprocal Learning Among International
Teachers
Cheryl Craig, Texas A&M University, United States

In this workshop, three key ideas will be developed: 1) narrative inquiry, 2) commonplaces and 3) reciprocal learning. These ideas were
foundational to the Canada-China Reciprocal Learning Project, a seven-year international inquiry that provided real-world opportunities
for Canadian preservice and practicing teachers and Chinese preservice and practicing teachers to learn from each other in mutually
beneficial ways. This antidote to the burgeoning neo-liberalism that is spreading throughout the world used a storied method to study
teacher stories, along with the commonplaces of curriculum (teacher, learner subject matter, milieu), to unearth critically importantmoments of shared impact. Those who participate in this workshop experience will learn the tools of narrative inquiry, the researchparadigm from which it emanates, the research attitudes it cultivates, the research ethics that underpin it and the kinds of discoveries it
affords. They additionally will come to appreciate why the curriculum commonplaces are near universal in their reach. Finally, reciprocity
is presented as a web of relationships, a nexus of rich learning opportunities and an unparalleled international engagement strategy.
Reciprocal learning tears down walls that separate and builds bridges of shared knowing of the other and the others' context. Prejudice
and discrimination dissipate as a new appreciation of social justice and what constitutes the public good unfurls. Overall, the learningfrom the workshop reflects the Thai proverb that the kinder the relationships between people, the gentler the ways of the world. Whenintimately interwoven, narrative inquiry, the curriculum commonplaces and reciprocity offer keen insights and limitless possibilities.

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Notes50 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

16:50-17:40 | Room 321B (3F)

Friday On-site Parallel Session 3
Media, Film Studies, Theatre, Communication
Session Chair: Syed Haider
61734

16:50-17:15

Diversity in Streaming Media: The Audience Perspective
Rebecca Lind, University of Illinois at Chicago, United States

Streaming services such as Netflix, Amazon Prime, and Hulu are an increasingly important source of audio-visual media content. Someanalyses have shown that the content provided by these services reflects greater cultural diversity than content found on legacy audiovisual media. But what does the audience think? This paper reviews multiple literatures that can inform a well-supported study ofaudience evaluations of diversity in streaming media. The first relevant literature stream addresses the very idea of diversity in media.
This stream highlights how diversity has been conceptually and operationally defined, and how the concept has been applied acrossmultiple contexts. The second main stream focuses specifically on how audiences approach and use media, with special attention to
streaming media. This literature stream is notably informed by the uses and gratifications approach, and highlights themes useful to abroad investigation of audience evaluations of streaming media. The third main stream represents the confluence of multiple smaller
streams. Taken as a whole, this stream provides multiple vantage points and valuable theoretically informed concepts, which seem toconnect with the prior two streams in varied ways. These valuable concepts include cultural citizenship, situated acculturation, media
literacy, identity and commodification, intersectionality, and more. Synthesizing these varied literature streams, as is done in this paper,
will provide the foundation for subsequent work, supporting a multiperspectival approach to understanding how audiences evaluate
diversity in streaming media.
62160

17:15-17:40

Encountering the Other in Hindi Cinema: How the Screen Facilitates and Interpolates Audiences Into Aesthetic Identities
Syed Haider, University of London, United Kingdom

The study of Hindi cinema is no longer as exotic or exceptional as it once was. The maturation of the study of this cinema, popularly
termed Bollywood, allows films produced in north India to act as more than mere examples of reading India (Dwyer 2014) or presenting
the transnational influence of Indian culture globally (Gopal and Moorti 2008). This paper deploys certain Bollywood films as case study
to extend a broader idea of the way aesthetic experiences generally (and cinematic experience specifically) invite audiences to relate to,commune with, and encounter texts produced in creative industries through aesthetic identities. Films in Bollywood for instance, draw
on aesthetic practices opening up spaces in which viewers encounter the screen not through confessional identities but through a formof interpolation into an aesthetic identity; here the spectator is able to move beyond conflict and instead cohabit with difference andotherness. Thinking specifically of the ‘Muslim question’ (Islam 2019) and looking at films such as Ranjhana (2013), Gully Boy (2019),
Secret Superstar (2017) and My Name is Khan (2010) this paper argues that these films engage in more than just representing Muslims
on the Hindi screen. Through aesthetic practices that range from the visual and sonic to the poetic, these films offer an alternative registerto relate to India’s ‘other’. The idea of aesthetic identities has cultural and artistic products at its very heart, arguing that such products
may undergird a politics and pedagogy where the ‘other’ is not a threat but the self-misrecognised.

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Notes52 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

Saturday,
January 08
Parallel Sessions

All times are Hawaii Standard Time (UTC-10)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

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13:00-14:15 | Room 318A (3F)

Saturday On-site Parallel Session 1
Interdisciplinary, Multidisciplinary & Transdisciplinary Education
Session Chair: Mary Lou Galantino
61850

13:00-13:25

The Beginner’s Guide to a College-wide OER Implementation
Tara Crowell, Stockton University, United States
Michael Smith, Prince George's Community College, United States
Deborah Bowles, Prince George's Community College, United StatesOpen Education Resources (OERs) provide opportunities for institutions and students to save significant amounts of money. Beyond
the money, OERs provide teachers the opportunity to promote diversity, equity, and inclusion. This session will provide leaders with aframework on how to establish OERs at an institutional level. It will provide methods for planning, designing, implementing, and evaluating
the OER strategy. In addition, this session will document successes and share lessons learned. OERs save students money. Case inpoint, Prince George’s Community College has saved students over $1 million dollars in textbook costs. This money can be used to help
students complete their programs quicker, while using the saved dollars to support other aspects of their education. Beyond cost savings,
OERs allow students to be ready on day one which eliminates disparity for those who might be using financial aid or paying out of pocket.
Creating and utilizing OERs can help promote, Diversity, Equity and Inclusion (DEI). To this end, OERs provide a unique opportunity forfaculty to create materials that are inclusive and representative of diverse and underrepresented groups. In the spirit of Open Educational
Resources, documents will be shared that can be used to create, grow, and sustain an OER implementation. Participants will know how todevelop a structure to support a faculty-driven approach, involve representative stakeholders, and create a project plan with deliverables.
Attendees will have the information and tools necessary to begin a successful, well-structured college-wide OER implementation.
62159

13:25-13:50

Interdisciplinary Holistic Health Minor: Curriculum & Assessment
Tara Crowell, Stockton University, United States
MaryLou Galantino, Stockton University, United States
Anthony Dissen, Stockton University, United States

The Holistic Health Minor (HHM) is an interdisciplinary program; its goal through interprofessional education (IPE), is to advance theunderstanding of complementary and alternative health care through education, critical thinking, and research with an array of healthcare
professionals. The program is designed to provide students the knowledge and background necessary to understand relevant issues
in holistic health. Specifically, this interdisciplinary minor provides students the knowledge and background necessary to understandrelevant issues in holistic health; with the following two main goals: Interprofessional Education and Information Literacy/Research. This
presentation provides an overview of the minor’s curriculum, students’ capstone portfolio assessment and alumni data from graduates
over the last 5 years. More specifically, presenter(s) will provide specific logistics about the minor, students’ capstone portfolio instructions
along with implementation, completion, and assessment of this process (i.e., grading rubric), and share results of alumni data; bothquantitative and qualitative data regarding the impact of the HHM in their current personal and professional lives. Results of descriptive
statistics and qualitative data indicate the majority of participate currently incorporate knowledge, obtained during their minor, in their
daily lives. Also, over half of the participants reported obtaining the minor contributed to securing their first job upon graduation. This
material can assist institutions in rethinking and expanding their own interdisciplinary programs, that will hopefully facilitate students’
educational and professional growth. Finally, presenters will touch on areas of future research needed to assess and strengthen their own
HHM, along with other similar programs.
61908

13:50-14:15

Changing Trends and Attitudes Towards Online Assessment
Renáta Nagy, University of Pécs, Hungary
Jon Marquette, University of Pécs, Hungary
Vilmos Warta, University of Pécs, Hungary

The presentation aims at eliciting insight into the results of ongoing research regarding evolving trends and attitudes towards online
assessment of English and other subjects. The focus pinpoints online as one of the most trending forms available during the global
pandemic. The study was first initiated in 2019 in which its main target was to reveal the intriguing question of students’ and assessors’
attitudes towards online assessment. The research questions the attitudes towards the latest trends, possible online task types, theiradvantages and disadvantages through an in-depth experimental process currently undergoing implementation. Material and methods
include surveys, needs and wants analysis and thorough investigations regarding candidates’ and assessors’ attitudes towards online
tests. The examined test tasks include various online tests drafted in both English and Hungarian by student volunteers at the Medical
School of the University of Pécs, Hungary. Over 400 respondents from more than 28 countries participated in the survey, which gives us aninternational and intercultural insight into how students with different cultural and educational background deal with the evolving online
world. The results show the pandemic’s impact which brought the slumbering online world of assessing roaring alive, fully operationaland now bears phenomenal relevance in today’s global education. Undeniably, the results can be used as a perspective in a vast arrayof contents. The survey hypothesized the generation of the 21st century expect everything readily available online, however, questions
whether they are ready for this challenge are lurking in the background.

54 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:00-14:15 | Room 318B (3F)

Saturday On-site Parallel Session 1
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Rona Robinson-Hill
61424

13:00-13:25

Great Expectations: The Rhetoric, Responsibilities, and Realities of Elementary Teacher Resilience in the Era of
COVID-19
Elisheva Cohen, Indiana University, United States
Laura Wangsness Willemsen, Concordia University, United States

Throughout the COVID-19 pandemic, educational leaders and policymakers have emphasized the need for teachers to demonstrate
resilience. As the weight of the pandemic has fallen heavily on teachers tasked with being educational, social-emotional, and evennutritional first responders in the face of ongoing crisis and uncertainty, it is unsurprising that calls for teacher resiliency have becomecommonplace. How do teachers who have shouldered a disproportionate load in the pandemic view exhortations for their resilience?
Since March 2020, we have been interviewing elementary school teachers in a diverse, midwestern, suburban school district in the
United States about their experiences navigating the many phases of pandemic teaching. Teachers have described how the discourse ofresilience has placed the onus of responsibility on them to do it all: continue teaching in constantly changing modalities using new andvaried technology, provide ongoing psychosocial and emotional support for students and families facing a range of crises, and support
students’ diverse academic needs and their demonstrate growth using standardized tests, all the while caring for their own families andthemselves. Our findings illustrate that while parents, educational leaders and policymakers have great expectations for teachers, they
have often failed to provide the systems and structures of support and training needed to facilitate teachers’ burgeoning workload. Yet in
the face of critical policy and structural gaps and ongoing uncertainty, teachers have nevertheless demonstrated continued resilience andhave found innovative ways to educate and care for students, families, colleagues and themselves.
62112

13:25-13:50

Create Your Own Practicum: How to Engage Underserved Students in Inquiry Science in the Midwest During
COVID-19
Rona Robinson-Hill, Ball State University, United States

The COVID-19 pandemic added a hurdle no educator ever suspected when training future teachers to teach science before student
teaching and in their regular classroom. As the only African American female science educator, assigned to train predominately White
female elementary education majors how to teach science to diverse underserved students in grades K-5. In the Midwest the majorityof the after-school programs and schools did not allow visitors in the schools, so this locked the pre-service teachers (PSTs) in thiscourse out of the traditional practicums implemented in the Training Future Scientist Program. In order to fuel the PSTs desire to be a“Star Teacher” as espoused by Hagerman 1995 we designed the “Create Your Own Practicum.” In order to prepare the three PSTs, theresearcher used the philosophies of culturally relevant/responsive teaching (Gay, 2010), inquiry and the BSCS 5E Learning Model (Bybee,
et al. 2006), and the Training Future Scientist pedagogy to create a group lesson plan in cooperative-learning groups using the BSCS 5E
Learning Model.
The rationale for this presentation is to share:• How authentic science inquiry teaching is still possible in a pandemic?
• What motivated the PSTs to volunteer for this endeavor to teach science in a pandemic?
• What are the outcomes of the students’ the PSTs served?
This session will reveal the lived experiences of three PSTs and how this opportunity reduced their fears and increased their confidence
and competency to teach science to 15-diverse underserved students in grades K-5.
62106

13:50-14:15

The Missing Link: The Journey of Secondary Education Majors in COVID-19
Rona Robinson-Hill, Ball State University, United States

The 2020 COVID-19 pandemic stopped all authentic research experience in most research labs in the Midwest. In June 2020 the researchlabs re-opened and welcomed secondary education pre-service teachers (PSTs) back into the STEM research labs to perform authentic
research for 12-hours as a requirement in the secondary science methods course facilitated by the only African American scienceeducator at this predominately white institution in the Midwest. Exposing these PSTs to this authentic experience is the missing-link toensure these PSTs are ready to be the best teachers for today’s diverse classrooms. In 2021, the secondary PSTs took classes virtuallyand performed their authentic STEM research face to face. In order to prepare the PSTs to be effective teacher, the research used thephilosophies of culturally relevant/responsive teaching (Gay, 2010), inquiry and the BSCS 5E Learning Model (Bybee, et al. 2006), and theTraining Future Scientist pedagogy. To ensure these teachers know what real scientist do each PST spent 12-hours in an authentic STEM
research lab performing experiments facilitated by the principal investigator, graduate and/or undergraduate students.
The rationale for this presentation is to share:• How this 12-hour authentic STEM experience impacted the PSTs’ future?
• What did the PSTs learn during this 12-hour practicum?
• What are the benefits of exposing these PSTs to authentic STEM research?
This session will reveal the lived experiences of several secondary PSTs and how this opportunity reduced their fears to perform authentic
research and increase their confidence and competency to teach science

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13:00-14:15 | Room 323A (3F)

Saturday On-site Parallel Session 1

Design, Implementation & Assessment of Innovative Technologies in Education
Session Chair: Mohamed Askar
62117

13:00-13:25

An Ai-enable Knowledge Graph and the Support of Productive Struggle During Project-based Learning in
Cybersecurity Education
Ratrapee Techawitthayachinda, Arizona State University, United States
Yuli Deng, Arizona State University, United States
Zhen Zeng, Arizona State University, United States
Huan Liu, Arizona State University, United States
Ying-Chih Chen, Arizona State University, United States
Dijiang Huang, Arizona State University, United States

Traditional cybersecurity courses in college use lecture-based, passive instruction to deliver fragmented and incoherent knowledge tostudents. Although project-based learning (PBL) is adapted to support students’ learning, students struggle with integrating coherent
target concepts, using productive strategies to solve real-world problems, and managing their learning progress. To respond to thenational challenge on the workforce development in AI for Cybersecurity, we propose a novel AI-enabled cyberSecurity knowledge graph(AISecKG) in the hands-on labs to simulate real-life cybersecurity scenarios and support students to engage in productive struggle. This
study is conducted at a cybersecurity course of a public university located in the Southwest United States. Seventy students are enrolled in
the course. Students are required to engage in three PBL projects that address real-world complex problem scenarios with the support ofa virtual lab environment and AISecKG scaffold. Two pre/post surveys are implemented to understand the effects and learning process of
AISecKG on students’ conceptual performance and problem-solving capacities. The first survey measures students’ metacognition, selfefficacy, and PBL learning processes. The second survey measures students’ perception of struggle, self-efficacy to manage struggle, andstrategies to manage struggle. Ten students are selected for interviews at the end of each project to understand their learning experience,challenges, and learning strategies of using AISecKG. The initial results showed that students positively consider that the struggles withthe support of AISecKG help them develop deep understandings of cybersecurity knowledge through PBL.
61527

13:25-13:50

Designing Outside of the Classroom: Branding Design for Thai Traditional Pottery
Wichanat Tiwasing, Mahasarakham University, Thailand
Benjamin Ames, The George Washington University, United States
Pattanapong Tiwasing, Coventry University, United Kingdom

This research develops branding for pottery products in Mahasarakham, Thailand. The case-study is for the Baan Mo village: acommunity dedicated to pottery making for generations. This wisdom has been inherited from ancestors for over 200 years (Interview:Sudsakorn Chaiyot. 2020), yet there is no definitive brand for Baan Mo Pottery. Local design students were invited to work with the Baan
Mo community to develop branding strategies that promote the sale and marketing of their products. 22 logo models were designed by
22 third-year students in Graphic Design at the Faculty of Architecture Urban Design and Creative Arts, Mahasarakham University. The
research tool was a questionnaire examining and rating the 22 logo designs. The target samples were collected from 40 group membersof the Baan Mo community. The collaboration of these two groups creates a symbiotic condition: the community benefits from thecreativity offered by the students, while the students gain real-world experience working with clients to understand their process, goals,
and needs. After visiting Baan Mo, students developed a deeper understanding of the cultural value of their products. The quality of theircollaboration was evidenced in the 22 students’ designs that captured the essence of the Baan Mo Pottery brand. The questionnaire andrating format allowed the students to witness the community’s reaction to their designs and their thought-process in selecting their top
three designs. As Educators, we see that placing students in these situations can lead to a deeper understanding of the world and theirimpact as Designers.
61157

13:50-14:15

Challenges for Engineering Education to Enhance the Growing Demand for Professional Skills
Mohamed Askar, Southern Utah University, United States
Jared Baker, Southern Utah University, United States

Engineering education development has been a topic of discussion for the last two decades. The concern has focused on improving
quality in engineering education. The 2021-2022 ABET Criteria for Accrediting Engineering Programs has had diverse influences on the
US engineering programs to meet accreditation standards. Considering engineering careers, the demographics of the labor force, theengineering industry needs, the technological revolution, and the trends in the worldwide spreading of engineering work, how well is the
US engineering education familiarizing to encounter current and upcoming growing demands for professional skills and knowledge?
Numerous academic studies indicate that new engineers do not have the skills required for professional practice. Several engineeringcourses focus enormously on the severe intellectual basics in math, while professional practice requires additional skills and competencies.
The main objective of this paper is to investigate the consequences of engineering education and the escalating demand for engineering
graduates with a mix of solid technical and professional skills. It then proposes a framework to develop engineering education to consider
workplace demands, picks up tools to make working models in an integrative experience, and examines the challenges of coping withABET accreditation. A matrix of eight dimensions was designed. The application-based teaching framework was tested on one engineering
institution and the results were compared with the rational education approach. The framework's application has then identified thechallenges for engineering education and its impacts on enhancing the growing demand for professional skills.

56 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

13:00-14:15 | Room 323B (3F)

Saturday On-site Parallel Session 1
Philosophy, Ethics, Consciousness
Session Chair: Evie Holmberg
60832

13:00-13:25

The Pilgrimage in Judaism; Essence, Meaning and Goals With a Glimpse to Christianity and Islam
Uri Zur, Ariel University, Israel

Pilgrimage is a form of immigration. Pilgrimage is an important religious commandment in Judaism, practiced when the First and Second
Temple existed, based on the verse (Exodus 23:14). Since the Temples were destroyed, this commandment cannot be fulfilled at present.
The essence of pilgrimage is the journey of one person or several people to a holy place, following their religion or faith. The ancient
literal meaning of the "pilgrimage" was the physical ascent by foot of representatives from all the Israelite tribes between the 12th and8th centuries BCE, to a site that was rounded as a foot (regel in Hebrew), building on the hillside (rather than altitude) characteristicof nomadic transient areas for the purpose of offering a sacrifice to God. The aims of the paper are identifying the phenomenon of
immigration-type immigration. Different aspects of pilgrimage are comparatively between the three major religions Judaism, Christianity
and Islam. Examination of the dimensions of pilgrimage in the three religions. Indication of special geographical sites for pilgrimage, like
Jerusalem. The study will focus on the essence of pilgrimage in Judaism, with a glimpse into Christianity and Islam. The ideology andtheology of pilgrimage. Pilgrimage as a social process, the existential, spontaneous and normative communes. The research approach isbased on the research interpretation of pilgrimage that expresses immigration. Exploring the traditions of pilgrimage and their meaning.
Exploring the history of pilgrimage, historical chronicles and geographical writings.
61423

13:25-13:50

Roots and Resilience in Weil, Kołakowski, Todorov, and Finkielkraut
Matthew Motyka, University of San Francisco, United States

This paper studies selective writings of prominent European intellectuals concerning the question of cultural roots and uprootedness.
Simone Weil attributes to uprootedness many ills of the twentieth century induced by the dominant state culture that tends to uproot the
subject from its intimate environment. The ultimate results are alienation and violence. Leszek Kołakowski and Tzvetan Todorov, two
thinkers who lived the experience of uprootedness caused by their immigrant status, reflect on the future directions the world might takeafter the fall of the Iron Curtain in 1989. Alain Finkielkraut argues for the preservation of a genuine pluralism of ideas in our contemporary
multicultural democratic society. The underlying common concern of these authors is the modern world at the crossroads, lost in its
ideological entanglements, far from fulfilling the promise of a better, more open, inclusive democratic reality. Kołakowski refers to thiscrisis as spiritual recession, and the other three would very likely agree with this assessment.
61304

13:50-14:15

The Universe as a Harmonious Field of Vibration – Is Humanity Out of Tune?
Evie Holmberg, Boston University, United States

This paper begins with a reference to recent experimental research in the school of Engineering at MIT on the novel coronavirus (SARSCov-2). This research consists in translating into sound the spike protein of the virus which makes it so contagious, in order to examine
its vibrational properties and find ways to destroy it. After brief references to similar research in the past which explored therapeutic
resonant frequencies for common human pathogens, recent endeavors at reprogramming DNA by certain sonic frequencies, or simply
attempts to translate the information coded in our DNA into music, this paper touches upon descriptions of the universe in various
spiritual and philosophical traditions as a cosmic harmonious vibration. Based on this concept, certain aspects of human behavior(tentatively translated as various vibrational frequencies) seem to be "out of tune". Deviation from the cosmic harmonious vibration creates
disharmony and gradual distancing and alienation from what these traditions call the "divine source" or the "universal consciousness". In
humans, the incessant stream of ego-centric thoughts and the feelings and actions ensuing from them is the reason for this alienation. A
common theme in philosophical and spiritual practices is slowing down the constant stream of thinking and ultimately reaching cessationof thoughts as the means of attaining peace and union with one’s "inner source" which is the source of all creation. The paper concludes
by exploring the possibility that our survival may depend on adjusting our vibration so that we tune into what has been described as"universal consciousness" or as Plotinus calls it "the universal Soul".

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13:00-14:15 | Room 321B (3F)

Saturday On-site Parallel Session 1
Language, Linguistics
Session Chair: Lubna al-Shanquitiy
61540

13:00-13:25

Combatting Plagiarism in a First-Year Writing Program

Christopher Horger, American University of Sharjah, United Arab Emirates
Student plagiarism in first year writing courses has become more difficult to detect. Students can easily purchase papers online to fit amultitude of assignments, and plagiarism detection software, designed mostly to detect matching text, has frequently proven inadequate in
the face of paraphrasing tools. Regrettably, many students have abandoned true invention and brainstorming in favor of easily accessible
internet knowledge. In fact, using certain traditional writing assignments has become untenable since the topics can be harvested withease from the net and detection is out of reach. There are, however, solutions to limit the frequency of this problem. By insisting on more
personal writing, even within the realm of public discourse, and by including reader-response features in writing assignments, student
dependence on "borrowed" text diminishes, while voice and authenticity emerge more fully.
61405

13:25-13:50

The Verbal Act in The Poetic Language of Apology and Conversion: From Stylistics to Performative
Lubna al-Shanquitiy, King Abdul-Aziz University, Saudi Arabia

This paper aims to explain how the language used in the poetry of apology and conversion addressed to the Prophet to perform a changeof religious and political loyalty fulfills the conditions of the normal speech act as explained by the twentieth-century linguistic theorist
John Langshaw Austin (d. 1960). The paper analyzes the ritual performative language of a madīḥ nabawī (prophetic panegyrics) composedby the renowned poet ‘Abdullāh Ibn al-Zibi‘rā (d. 15/636) to show how this type of poem functions not only to carry propositional content,
noting the praiseworthy qualities of the Prophet, as many other poems do, but also to perform the act of apology and conversion that has aperlocutionary consequence, "acceptance and forgiveness." The paper also explains how the analysis of this poem requires the interpreter
to begin with the smallest unit in the text (stylistics) to shed light on the performative act of the whole poem. This reveals how the power ofthe performative utterance in the prophetic panegyric, which has special communicative features within the text, carries out the prophetic
panegyric language above and beyond its referential content.
61528

13:50-14:15

Recursivity and Resilience in Corpus Linguistics
Rodolfo Basile, University of Tartu, Estonia

I discuss how it is possible to recursively apply corpus linguistic methods in order to obtain precise results on large data samples, while
having small language samples. The method called collostructional analysis (Stefanowitsch & Gries 2003) allows to check how strongly
a lexeme (i.e. a word) is attracted to a certain linguistic construction and draw statistical conclusions. Some constructions are moretransparent than others, and this allows the machine (i.e. the linguistic corpus) to recognize their meaning merely through morphologicalannotation.
(1) Pöydällä on sukkia
table.ADE be.3SG sock.PL.PTV"There are socks on the table."
Some other constructions, like the Finnish Partitive E-NP construction (1), are ambiguous and require human interpretation, because thepartitive subject often gets mixed up with other functions, i.e. temporal adverbials. This makes it impossible to analyze large quantities
of data automatically. I propose a resilient reinterpretation of the classic application of collostructional analysis which works with small
samples and draws big-data conclusions, reshaping the way we think about linguistic sampling. I call this sampling Expected Sample
size (ES, Basile forthcoming), because it estimates how large the sample is supposed to be in order to observe the frequency obtained ina smaller sample.

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14:30-15:45 | Room 318A (3F)

Saturday On-site Parallel Session 2
Educational Research, Development & Publishing
Session Chair: Maureen Andrade
61993

14:30-14:55

Home in the Face of Climate Change: Communicating Pacific Island and Alaska Climate Displacement Using
NOAA Science on a Sphere®
Mercedes Blancaflor, Stanford University, United States
Leon Geschwind, NOAA Office of Education, United States
Beth Russells, NOAA Global Systems Laboratory, United States

Current climate curriculums for student education lack a discussion of the intersections between climate change and community
displacement. This is despite the increasing relevance of forced migration as a component of climate discussions, given the number ofpeople currently or anticipating displacement around the globe because of sea level rise, wildfires, record drought, melting permafrost, anddestruction of critical infrastructure from rising global temperatures. “Home in the Face of Climate Change,” helps raise critical awarenessof this issue in two vulnerable regions, Alaska and the Pacific Islands. This educational lesson plan walks participants through the widearray of issues contributing to climate displacement by utilizing scientific data sets to discuss the issue of climate change, identifying
which regions will be most impacted, and leading students in curated hands-on activities and discussions on how they can make adifference in this front. This educational programming is facilitated by the innovative NOAA Science on a Sphere® infrastructure, a roomsized global display system with a six foot diameter sphere which offers an engaging and captivating experience for viewers. The 3-D
sphere is used to visually display scientific research depicting the impacts of climate change at different latitudes, the different challenges
regions face because of rising temperatures, and broader national/global efforts in climate adaptation. This curriculum was developed
in close collaboration between NOAA Regional Offices in Hawaii, Alaska, and Colorado, with input from local community members andHawaii’s Bishop Museum.
61414

14:55-15:20

The Development of Leaders: Being, Knowing, and Doing – Leading Through Self Mastery
Rajani Lata, Seattle University, United States

The study of leadership must include the question “how are leaders made?”. Researchers agree that to develop as a leader requires three
dimensions: Knowing, Doing, and Being. Together, these three dimensions enable a leader to bring the self and their abilities into thegroup interactions and organizational success. Therefore, all three need to be acknowledged for the role they play individually in leader
development. The common theme in this research is that leaders are made or developed over a period of time. However, there is a divide in
how much weight is given to each dimension: knowing, doing, or being a leader. Knowing includes the various aspects of intelligence andreflection in being aware of one’s surroundings and social interactions. Doing includes the ability to problem solve, manage conflict, andutilize adaptive skills. Being highlights the development of self-concept, identity, and an individual’s transformational abilities. Knowing
and Doing are about a process where the leader’s actions are amid their leading phase and Being is about identity development and one’s
self-concept and self-mastery. This paper argues that although all three dimensions of leader development; Being is the most criticaldimension of leader development. The author reviews five research articles and, through discussion, shows that the Being dimension is
the first and most important to develop as a leader. The author concludes with a call for future leadership development research on selfmastery and investment in creating the self-concept of leader development.
61354

15:20-15:45

Team Eportfolios – Developing Employer-Valued Skills
Maureen Andrade, Utah Valley University, United StatesePortfolios involve students producing and compiling artifacts that represent their learning and are accompanied by metacognitivereflection. They help students self-assess content mastery as well as monitor and improve their learning. ePortfolios are a high impact
practice (HIP). HIPs encourage deep learning and support the development of employer-valued 21st century skills such as oral and written
communication, teamwork, critical thinking, problem-solving, working with those different from themselves, and real-life application ofknowledge. The benefits of team ePortfolios, in which students assign roles and tasks, create artifacts, reflect on their learning, evaluate
their teamwork skills, set goals, and monitor progress have not been extensively researched. This session expands current knowledge by
exploring the impact of team ePortfolios in a business management course offered across delivery modalities. It illustrates how various
HIPs and their underlying elements (e.g., high performance expectations; investment of time and effort over an extended period of time;
experiences with diversity; frequent, timely, and constructive feedback; reflection; real-world application; and public demonstration ofcompetence) were designed into the course. It demonstrates how to sequence learning through teamwork, application, and reflection to
help students build the knowledge and skills for a culminating community-based project. The presentation also shares self-reports ofstudent learning based on reflections. The reflections were analyzed using UNESCO’s pillars of learning—learning to know, learning to do,learning to be, and learning to live together, which reflect 21st century employer-valued skills. The study demonstrates the integration of
HIPs to engage students and help them acquire critical learning outcomes.

60 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:30-15:45 | Room 318B (3F)

Saturday On-site Parallel Session 2
Curriculum Design & Development
Session Chair: Ronnie Tiffany-Kinder
61464

14:30-14:55

Developing a Customer-focused Approach in Level 4/5 Graphic Design Students Through Project-based Learning
Sahar Khajeh, University of Hertfordshire, United Kingdom

Studies have shown that progression from academic courses to ‘real world’ employment sectors is very challenging for graphic design
students (Grieve and Meek 2015; Chiang et al 2018; Swanson 1994). From employers’ perspectives, having experience in the ‘real world’design sector, or as Grieve and Meek 2015 called the ‘business of design’, is an essential skill for recruiting a graphic designer. In thiscase, re-evaluating the Graphic Design curriculum by including multidisciplinary Project Based Learning (PBL) can provide graphic
design students with the experience of a customer-focused approach in the ‘real world’. This article demonstrates the development of amultidisciplinary PBL module that increases the connectivity of Graphic Design and IT students’ academic courses with industry. On one
hand, the multidisciplinary aspect of the project improves the skills of students to work within a design team in future. On the other, involving
real customers with different cultural backgrounds from the industry, helps to improve the student’s commercial and communicational
skills.
61531

14:55-15:20

Designing and Teaching High Impact Culminating Core Curriculum Seminars Centered on Vastly Contentious Topics
Ulrike Brinksmeier, Mount St. Joseph University, United States

This presentation will engage the listener in the design and subsequent teaching of senior capstones based on global and contentious
topics. At Mount St. Joseph University (MSJU), a liberal arts institution, the Core Capstone is a culminating interdisciplinary course with athree-fold purpose: (1) to facilitate substantial new learning about a complex global problem; (2) to encourage integration of knowledge,
skills, and values from the entire liberal arts and sciences Core Curriculum, including experiential learning, to address that problem; and(3) to strengthen concern and action for the common good as habits of mind. The theme of the core curriculum is "The Common Good".
The course development methodology is centered on the core curriculum learning outcomes and performance indicators. All course
assessments are designed to evaluate the achievement of above learning outcomes. The presentation will share the content modulesof two senior capstones: CORE 472: Immigration: Achievements and Perils at the Core of Our Nation, and CORE 435: I Plead the 2nd!
Examining the Role of Gun Violence in the 21st Century. Core 472 examines US immigration from a personal, historical, political, socioeconomical, and psychological perspective. Core 435 examines gun violence from the perspectives of history, public health, public policy
and discourse, economics, psychology, rhetorical analysis and crime prevention. Both courses are global in scope and their topics havebecome highly politicized in the United States. At the conclusion of the presentation there will be time allotted for comments, questions,and critique.
61151

15:20-15:45

Who Cares?: Pre-service Teacher Perceptions for Online Communities of Care
Ronnie Tiffany-Kinder, University of Hawaii at Manoa, United States
Rayna Fujii, University of Hawaii at Manoa, United States

This instrumental case study is an analysis of student perceptions of online care pedagogies experienced in a teacher preparation
program during a global pandemic. Researchers will discuss the factors that led to implementing online care pedagogies, the role of
instructors and students as the carers and cared-for and the impact these pedagogies had on students' confidence and efficacy as preservice teachers. The following research questions are addressed: How do pre-service teachers perceive their interactions with various
care relationships while in a teacher preparation program during a global pandemic? How did the experiences with care relationships
during a global pandemic impact the efficacy and practices of pre-service teachers? Communities of care in a teacher preparation
program, particularly during an unprecedented global pandemic, nurture and support the personal wellness and professional growth ofpre-service teachers. This ongoing study aims to identify key benefits for the continued regular implementation of care pedagogies inteacher preparation programs.

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14:30-15:20 | Room 323A (3F)

Saturday On-site Parallel Session 2
Higher Education
Session Chair: R. Pam Barger
61309

14:30-14:55

The Relationship Between Anxiety and eHealth Information Literacy Among College Students During theCovid-19 Pandemic
Zornitsa Kalibatseva, Stockton University, United States
Yulong Gu, Stockton University, United States
Xu Song, Stockton University, United States
Sreelekha Prakash, Stockton University, United States

Anxiety is the most commonly reported concerns among college students. During the COVID-19 pandemic, levels of anxiety have continued
to increase among students. However, it is unclear whether having more knowledge about COVID-19 is associated with increased anxiety.
This questionnaire study examined the prevalence of generalized anxiety and health illness anxiety among college students and theirrelationship with students’ knowledge on COVID-19, health information literacy, ability to find evidence-based COVID information online,
COVID-19 precautions, and demographic factors. Data from 239 students collected in September and October 2020 revealed thatstudents experienced moderate levels of generalized anxiety (M=8.1) and health illness anxiety (M=13.1), with over a third of the sample(36.7%) scoring above the GAD-7 cutoff of 10. Students with higher anxiety levels answered case scenarios about COVID-19 with higher
accuracy (rho=0.14, p=0.03), although they were not better at finding the information online. Anxiety was positively associated with
left-leaning political views, self-identifying as Hispanic, previous diagnosis and treatment of anxiety disorder. There was no association
between anxiety and COVID-19 knowledge, eHealth information literacy, complying to COVID-19 precautions (such as mask wearing andsocial distancing), or frequency of checking COVID-19 case reports. These findings suggest that both generalized anxiety and healthillness anxiety were prevalent in college students during the pandemic, highlighting the need to address anxiety. More anxious students
answered COVID-19 scenarios more accurately suggesting anxiety did not impair their ability. This study provides reassurance thatfinding online information about COVID-19 does not relate to higher levels of anxiety.
61793

14:55-15:20

The Role of Culture in Higher Educational Institution Responses to COVID
R. Pam Barger, Wheaton College, United States

COVID-19 has changed the landscape of many institutions around the world, including schools, colleges, and universities. How has therole of culture shaped the decisions and responses in the educational sector globally? This research, which is a work in progress, aims
to examine Hofstede’s cultural dimensions and its impact for governments and specifically higher educational institutions to respond topolicies effecting their campuses. The dimensions of national culture according to the Hofstede model includes: power distance (PDI),
individualism and collectivism (IDV), masculinity and femininity (MAS), uncertainty avoidance (UAI), long term orientation versus shortterm normative orientation (LTO), and indulgence versus restraint (IVR). This research aims to look at least three of Hoftstede’s culturaldimensions, specifically PDI, IDV, and UAI and how the public colleges and universities form educational policies to combat COVID fortheir employees and students.
Possible countries to be examined include:• Australia and New Zealand (Oceania);• China, Korea, India, and Thailand (Asia);• Ethiopia, Nigeria, and South Africa (Africa);• England, France and Germany (Europe);• Turkey, Israel, and Jordan (Middle East);• Brazil, Argentina, and Chile (South America);• Canada, Mexico, and United States (North America)

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14:30-15:45 | Room 323B (3F)

Saturday On-site Parallel Session 2
Perceptions and Resilience
Session Chair: Katy Hisrich61903

14:30-14:55

Perceptions and Resilience of College Students Majoring in Physical Education Regarding COVID-19: Sports,
Leisure, and Travel
Sun Hee Park, Ewha Womans University, South Korea
Chang Beom Park, Sangji University, South Korea
Yena Lee, Ewha Womans University, South Korea
Eunjeong Kim, Ewha Womans University, South Korea

The impacts of social distancing due to COVID-19 pandemic have brought a wide range of restrictions in our daily lives, and fields
such as sports, leisure, and travel have been especially affected by the pandemic.[1] Specifically, all of these fields are linked to thecareer paths of many physical education students after graduation, causing such students anxiety regarding both their studies and future
employment. Therefore, this study investigates the perceptions and recovery potential of college students majoring in physical education
during the pandemic. To this end, the researchers constructed a spoken corpus through in-depth interviews and conducted text mining
techniques, supporting degree analysis of high-frequency words, semantic network analysis, and sentiment analysis on the corpus.
The total number of words in the data from this study was 9,205, and the number of nouns to be analyzed was 4,899. In the sentiment
analysis, 199 sentences were revealed to be positive values, and 116 out of 315 sentences were analyzed as negative values. These
results are displayed in the correlation analysis, which includes the co-occurrences of bigrams such as "tourism-video", "online-tourism",and "safety-instead". Thus, the study confirmed that the participants were willing to overcome the negative impacts of the pandemic andthe current instability by maintaining a positive perspective.
62024

14:55-15:45

Workshop Presentation

Creating Inclusive Spaces in the Digital Environment: A Reflection on Personal Bias
Katy Hisrich, Governors State University, United States
Kimberly Peterz, Governors State University, United States
Amy Kelly, Governors State University, United States

The COVID-19 Pandemic has exposed more areas of student need. It has also revealed and magnified the societal failures that havecaused inequities in our classrooms. There is an urgency to build capacity in ourselves and our students to allow them space in ourclassrooms where their voices are heard. We must also allow their voices to be heard in digital spaces. Creating this digital space begins
with self-work. This work provides a brave space for us to make mistakes, to learn and grow from those mistakes, while understandingthat racial inequity is not just a “Black” or “Brown” problem, but it is a problem that affects us all. Participants will reflect on if they are a
beginner, ally, or activist in the work of equity, while addressing the unknown issues that our students of color face on a daily basis. They
will explore and evaluate the role of color-blindness in society and the damage it has created, and how to counter its effects. Furthermore,participants will create their own racial autobiography and have an open dialog about speaking up against bias, ways to speak up, how we
can extend our learning beyond the classroom, and suggest some organizations and personal work to get started. This new understanding
will then be applied to address the inequities and identify solutions for these challenges in the digital classroom.

64 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

14:30-15:20 | Room 321B (3F)

Saturday On-site Parallel Session 2

Contemporary Research in Educational Technology: A Graduate Student Panel
Moderator: Michael Menchaca
This panel of graduate students in Learning Design and Technology will present their latest research on contemporary understanding ofcomplex learning environments which rely heavily on technology and remote communication.

Asia Pacific Region K-12 Institutions’ Post-Pandemic Online Teacher Professional Development: A Qualitative
Multi-Case Study
Robin Dyrensborg, University of Hawai'i at Manoa, United States

Prior to the Spring 2020 COVID-19 pandemic, most K-12 contexts predominantly engaged in onsite learning and teacher professional
development (TPD). Emergency remote teaching forced K-12 contexts into the unfamiliar realm of online teaching. These institutions,districts, and schools struggled to pivot to online TPD (oTPD) that would prepare teachers to teach remotely. As a result, many school
districts and conventional wisdom deemed remote learning a failure. However, there are theories suggesting that effective design,
implementation, and evaluation of oTPD can lead to robust remote teaching. Yet a gap between these theories and actual practice remains(Korthagen, 2016). This qualitative multi-case study aims to investigate K-12 institutions in the Asia Pacific region and their oTPD efforts
in preparing teachers for remote teaching. The study may benefit the design, implementation, and evaluation of K-12 oTPD. Findings will
be of interest to instructional designers, EdTech specialists, K-12 teachers, and administrators in the Asia Pacific region and beyond.

Technology Enhanced Science Curriculum to Support Elementary School Teachers’ Confidence, Satisfaction,& Volition in the instruction of Next Generation Science Standard
Pamela Kohara, University of Hawai'i at Manoa, United States

The state of Hawaii has adopted new standards for Science called the Next Generation Science Standards (NGSS). For Elementary
Teachers teaching a new science curriculum would typically require extensive training. The NGSS curriculum's professional training
would have to develop both a comprehensive knowledge in science concepts, as well as, promote an inquiry-based pedagogical practice.
With limited resources for PD training for entire instructional staff, some schools have purchased a digital curriculum resource to support
their NGSS implementation. Keller's ARCS-V framework for Motivation is used to understand the teacher's reported perception aroundthe use of such a digital resource. This is a mixed methods sequential exploratory study that collects information on Hawaii Departmentof Education Elementary teachers' self-reported perceptions of the NGSS aligned tool through a digital survey and virtually conductedsemi-structured interviews. Preliminary findings will be shared.

Student-Instructor Transactional Distance and Student Self-Regulation, Satisfaction, and Community
Presence in Online Courses
Kurt Rutter, University of Hawai'i at Manoa, United States

This sequential mixed methods study explores the relationship of Transactional Distance between the teacher and student, the students
sense of community, their (self assessed) level of self regulation as learners and their satisfaction in online courses at the undergraduatelevel. Transactional distance can be thought of as a psychological distance, or distance of understanding between a teacher and student.
Data are collected through a Liberty style questionnaire followed by semi-structured interviews. Correlation studies and analysis of semistructured interviews will be combined to help identify how that distance correlates with the students sense of online teaching, social, andcognitive presence, and the students intrinsic skills at learning in an online college environment.

About the College of Education at the University of Hawaii at Manoa

The College of Education (COE) prepares tomorrow’s teachers, educational leaders, and researchers. COE prepares teachers, administrators,
and other education personnel; provides professional development for teachers and other education professionals; disseminates
information for understanding educational issues to school and community groups; and conducts basic and applied research related toissues in education. The college is nationally accredited by the National Council for the Accreditation of Teacher Education.
The college is committed to preparing all educators to work with diverse populations of students, including those with special needs;
ensuring that Hawai‘i’s educators are prepared to use technology to enhance instruction and learning; and fostering the skills and abilities
of graduates to assume leadership roles in education throughout the state and region.
The College of Education offers three baccalaureate degrees, three post-baccalaureate certificates, ten master’s degrees, six graduate
certificates, and four doctoral degrees. State approved teacher education programs (SATEP), leading to initial teacher licensure, are offeredat the baccalaureate, post-baccalaureate, and master’s levels. Many COE programs are offered through distance education, includinginteractive video, web-based, and hybrid formats. For more information, visit the COE website at coe.hawaii.edu.

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16:00-17:15 | Room 318A (3F)

Saturday On-site Parallel Session 3
Curriculum Design & Development
Session Chair: James McNally
62019

16:00-16:25

Current State of Pre-service Science Teachers’ Metacognitive Regulation in a Method Course: A Case Study ofThailand
Soonthareeya Sanium, Mahidol University, Thailand
Khajornsak Buaraphan, Mahidol University, Thailand

Metacognitive Regulation (MR) is one major component of metacognition. Although MR is very important, there is a rare knowledge
about it especially in a pre-service teacher education level in Thailand. Throughout the pre-service teacher education, a method course
is regarded as a big stepping stone for all pre-service teachers before they further teaching practice in schools. The goal of this study
was to a) explore pre-service science science teachers (PST)’ MR at the beginning of a method course at one Public University locatedin the Northern East region of Thailand, and b) examine the relationship between PSTs’ MR and their Grade Point Average (GPA). The
research participants were 29 fourth-year PSTs who enrolled in the method course. The Metacognitive Regulation Questionnaire (MRQ)
was employed to explore the current state of PSTs’ MR in a method course. MRQ was a five-scale of Likert, which was divided into three
aspects: Planning, Monitoring and Evaluation. The Cronbach’s alpha of MRQ was acceptable at .840. The data was statistically analyzed.
The results revealed that the PSTs’ current states of MR were at the medium level, that is, Planning (mean= 2.98, SD= .507), Evaluating(mean=2.87, SD= .440) and Monitoring (mean=2.76, SD= .490). There was no statistically significant correlation between PSTs’ MR andtheir GPA. These findings urge for improvement of the method course to best suit the PSTs’ MR background. Also, the MR regarding
Monitoring aspect should be paid strong attention by the course instructors.
62060

16:25-16:50

Formula for Successful Classroom Resilience: Surfing Waves of Classroom Change with a Theory of Educational
Energy Development
Greg Seals, The College of Staten Island, United States
Brenda Seals, The College of New Jersey, United States

The instructional approach, Seals' Theory of Educational Energy Development (STEED), provides guidance for adapting to large and small(r)evolutions in learning environments. Educational energy is the emotional energy that accompanies learning which, metaphoricallyspeaking, may range from ‘the light bulb coming on’ to ‘being hit by a ton of bricks.’ Stated as Dewey’s Law, an idea based on the educational
philosophy of John Dewey as expressed in Experience and Education (1938), STEED identifies four variables linked to creating desiredchanges in educational energy in classrooms. The variables of STEED (P, c1, c2, and i) guide connection of curriculum (c1) to fundamental
elements in students' life-worlds, namely, students' stocks of knowledge (P), patterns of social interaction of significance to students (i),and students' pragmatic tasks (c2). To keep educational energy at desired levels when changes occur in a learning environment, students
and teachers can discuss changes to instruction responsive to new life-world circumstances. Classroom resilience then becomes built
into planning of class activities. The authors of this paper proposal, one a professor of Public Health, the other a professor of Education,used STEED to transition, in student opinion, "seamlessly" when switching from in-person to online instructional formats during the firstweeks of the pandemic. The authors also have found that STEED works as a reliable and valid guide to course preparation and classpresentation during times undisturbed by major changes in contexts of instruction.
62136

16:50-17:15

Teaching Resources for COVID-19 Education and Training: The COVID Coordinating Center for Social and
Behavioral Research
James McNally, University of Michigan, United States

The COVID-19 pandemic presents research challenges for measuring governmental, community, and population responses to a crisis.
To date, the responses to mitigate disease transmission have been mainly social and behavioral, and these interventions have untold
consequences on social and behavioral outcomes, which we are just beginning to understand. The impacts of COVID-19 have alsostrained the capacity of the U.S. healthcare system, often to breaking point. Front line care providers have faced high infection risks,
increased mortality, and exhausting work demands, leading many to leave the field entirely. Understanding the impacts of COVID-19 will
require a cross-disciplinary team science approach with a particular emphasis on inequitable impacts among U.S. sub-groups. The newSocial, Behavioral, and Economic Research on COVID-19 Consortium Coordinating Center (SBECCC) for COVID-19 related research, led
by ICPSR, will provide a nexus for communication, streamlining information-sharing across the behavioral and social science community,
multiple NIH Centers, and to the public. Work The new SBECCC will include resources and support for research specific to COVID-19. Its
mission will promote collaborative work across a multidisciplinary research community, each with different missions, cultures, and ethos.
The SBECCC will produce and disseminate materials that aggregate and synthesize research findings emerging from NIH investments
in COVID-19 research as an open resource for all interested educators, students, and researchers. The project will provide teachingmaterials, data, and opportunities to apply for pilot studies on the impacts of COVID-19 among minority populations. This presentation
will introduce the COVID Coordinating Center to educators.

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16:00-17:40 | Room 323A (3F)

Saturday On-site Parallel Session 3
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Ana-Paula Correia
62051

16:00-16:25

Sustaining Ongoing Commitments to Teaching Through Collective Experiences
Teresa Sosa, Indiana University, United States

In the 2020-2021 school year, first year teachers first hand experiences included a pandemic that largely challenged modes of delivery in schools andthe lack of access for students of marginalized communities that made existing disparities even more obvious. But First year teachers also entered
at a time when there was renewed interest in openly pushing issues of race, oppression, and violence into the forefront. Four Latina teachers and I
write about their first year teaching. In this work, we first describe our commitment to developing an inquiry-focused kinship relationship and say a bit
about who we are. We then make a case for how their tellings are testimonios and how I, as a researcher, attend to their shared experiences throughthe standpoint of Cultural Intuition. We then share some key aspects of their testimonios reflective of their ways of knowing and agency from theirfirst year teaching (2020-2021 school year); cultural intuition and testimonio are described in a later section. We end this piece with our work moving
toward building a coalitional approach to solidarity and shared commitments through expanding our kinship circle through supporting other Latinas
and recent graduates from our teacher education program in their first year teaching (2021-2022 school year).
61522

16:25-16:50

Teaching and Iterative Improvement: The Impact of Instructor Implementation of Courseware on Student Outcomes
Rachel Van Campenhout, VitalSource Technologies, United States
Martha Hubertz, University of Central Florida, United States

Students need digital learning resources that will benefit their learning process, and educators need tools that provide meaningful data
insights and can be integrated into their teaching practice. Courseware as a learning resource is designed based on learning science principles
to optimize the learning process for students. However, it is also well-known that digital resources do not get optimum engagement on
their own. The instructor’s approach for implementation can have a sizable impact on student engagement—and ultimately—on outcomes.
In this paper, we will compare two courses run in the spring of 2020 and spring of 2021. The courseware used here was created initiallyby artificial intelligence and automatic question generation and further enhanced with adaptivity and assessments by the instructor andinstructional designer. The instructor taught both classes online using the same courseware, but made changes to how she implemented
it. We will compare data from both sections to understand how these implementation changes impacted students—from platform
engagement and learning data to student final exam data. Results show that the instructor’s implementation changes increased student
use of the courseware throughout the semester, and also increased exam scores. This direct comparison showcases the importance of
instructor choices when incorporating digital resources into the classroom and provides a set of successful implementation practices forother educators to model in the future. In a time of significant change in education, it is more important than ever to better understand how
technology and teaching practice can work together to help students be successful.
61108

16:50-17:15

Experiential E-learning: An Emerging Pedagogy to Teach Online in Higher Education
Ana-Paula Correia, The Ohio State University, United States

This presentation will discuss key societal shifts in a pandemic world that demand online pedagogies that foster engagement, camaraderie,
and adaptability. It will explore issues in online teaching and describe online learning experiences designed and delivered with experiential
learning tenets in mind. A further discussion of experiential e-learning as an emerging online pedagogy will take place. Experiential
e-learning builds on Kolb’s experiential learning cycle where four learning modes—concrete experience, abstract conceptualization,reflective observation, and active experimentation—are organized into a cyclical pattern. Experiential learning in higher education is often
approached through case analysis, role-playing, and live or computer simulations. These activities allow learners to apply what they arelearning to new situations and to learn by doing. But they lack the messiness of reality because they neglect critical relationships that can
only be encountered when working in authentic contexts. Online courses ought to offer learning activities that push the boundaries andexpose online learners to real-world encounters with professional-like situations.
60977

16:00-16:25

Thinking Outside the Zoom Box: Discovering Resilience, Innovation, and Creating Valuable Experiences for
Ensembles During the Pandemic
Kira Omelchenko, Wilfrid Laurier University, Canada
Colleen Ferguson, Texas A&M University, United States

Due to the pandemic environment, music educators and students have found themselves in challenging situations ranging from entirely online/virtualto fully in-person and face-to-face physically distanced ensemble rehearsals. This session will provide participants with insights and strategies
to tackle challenges of various remote and in-person large ensemble rehearsal situations, as well as inspire attendees to find the opportunities
through the obstacles. Participants will learn strategies for building resilience, creating innovation and cross-disciplinary projects, and providing
quality experiences for students in virtual, hybrid, and socially distanced in-person educational settings. Strategies presented are gathered from thepresenters’ first-hand experiences with their large orchestral ensembles (ranging from 50-70 students) during the pandemic. Presenters will provide
insights on what has worked well, challenges faced, technologies applied, and lessons learned during the process. They will also introduce various
creative strategies to highlight collaboration and create a sense of community and belonging in a remote environment. Attendees will gain ideas
and learn unique teaching concepts for the music ensemble in the current environment including fully remote instruction, hybrid instruction, and inperson settings. Topics such as utilizing the audio Jamulus platform, working synchronously with students from various time zones, how to engage
students with limited access to technology and internet/WiFi, wellness for the instructor and students, finding value and motivation, meaningful
assessment, and embracing technology will be discussed. A student panel will join the presenters (virtually) to provide students’ perspectives.

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16:00-16:50 | Room 323B (3F)

Saturday On-site Parallel Workshop Session 361520

16:00-16:50

Workshop Presentation

How We Survive and Aim To Thrive: Strategies for Navigating Academia Amidst the Pandemic as Black Female Faculty
Ruby Cain, Ball State University, United States
Lamaiya Lancaster, College of Lake County, United States
Evette Simmons-Reed, Ball State University, United States

In March 2020 the COVID-19 Pandemic turned the academic world upside down. Everyone’s concern turned to the students. How toensure their safety by creating a COVID free learning environment. From this foundational point policies, procedures, strategies weredeveloped, including safety protocols, increased utilization multi-modal teaching, advising, recruiting and support services environments,
testing and vaccinations sites, access to PPE, etc. An institutional survey by the Dalhousie Faculty Association (2020) found that the
pandemic resulted in the following realities for many faculty• Increased work hours to support students and transition courses to remote teaching modalities• Increased levels of stress and anxiety• Significant negative impact on research and scholarship productivity
Sulé (2014) surmises the struggle within a culture of dissemblance, by recognizing the disenfranchisement within the academy in stark
contrast to the personal or familial culture of being valued for the level of education and accomplishments. Black women faculty live
dual lives of acceptance and disenfranchisement and giving way to the professional isolation/invisibility. Three African American facultyreflect upon their experiences, past and present, providing a critical reflection and analysis of their cultural selves, visions, motivations,and perceptions by others that intertwine to produce unanticipated outcomes, dreams deferred, and a resolve to survive and thrive.
This interactive session will showcase the lived experiences of three Black female faculty during the COVID-19 pandemic and solicit thesharing of experiences and observations of attendees.

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16:00-17:40 | Room 321B (3F)

Saturday On-site Parallel Session 3
Humanities
Session Chair: Baher Ghosheh
61689

16:00-16:25

Can Physical Design Help Improve Self-regulation in Children and Build Resilience: A Theoretical Exploration
Reem Bagais, Texas Tech University, United States
Debajyoti Pati, Texas Tech University, United States

The environment is an important component in child development, and it represents the external sources that affect a child's cognitive,
behavioral, mental, and social development. According to Bronfenbrennerʼs ecological system model, it is crucial to understand theinteractions between a child and his/her environment. This interaction can influence and shape the development of self-regulation (SR),which are the cognitive, behavioral, and emotional processes involved to drive motivation and actions toward controlling oneself. Home
environment is considered as part of the immediate environment of the microsystem and encompasses physical and non-physicalenvironmental factors that directly affect child development in general and SR. In lower socioeconomic status, supporting children's
positive SR skills is part of creating resilience in the home environments. Recent attention has focused more on the provision of thepsychological and social aspects of the environment, compared to the physical aspects. This study aims to address this gap by presenting atheoretical framework that may link the physical aspect of the environment and child SR. A literature review was conducted to analyze andsynthesize published literature in different disciplines, to examine and articulate any potential relationship between physical environment
and SR. Through collation of different theories, including chaos theory, allostasis theory, and self-regulation theory, this analysis develops
a plausible explanatory framework that links child SR with physical home environment. This new theoretical framework can relate tochildren’s ability to develop SR needed to be successful in later life and recover from setback and adversity, thus, supporting resilience.
60748

16:25-16:50

In Pursuit of Latvian-Lithuanian Federation: Jonas Šliūpas in Hawaii
James Montgomery Baxenfield, Tallinn University, Estonia

The collapse of the tsarist regime in the Russian Empire was a window of opportunity to seize independence for the Lithuanian nation.
Following the February Revolution of 1917, Jonas Šliūpas (1861-1944) was charged by the Lithuanian Independence Fund to visit
Russia, in order to ascertain the conditions of Lithuania war refugees, and determine what assistance the Lithuanian-American émigré
might tender. However, Šliūpas also sought to promote the idea of Latvian-Lithuanian federation, and utilised this as an opportunity
to pursue that ideal. Residing in Scranton, Pennsylvania, Šliūpas was unable to cross the Atlantic due to U-boat activity. Instead, heembarked upon what would become a round the world journey, travelling across the United States, and the Pacific Ocean in order to enter
Russia through Vladivostok. During the course of this journey, Šliūpas travelled through both Hawaii and Japan. "In Pursuit of LatvianLithuanian Federation: Jonas Šliūpas in Hawaii" examines the observations and musings of Šliūpas during this journey. Focusing upon his
experiences in Hawaii, a glimmer of his sense of bearing, and the courage he had in his convictions can be observed.
61782

16:50-17:15

International Migration and Demographic Trends in Rust Belt Cities in America
Baher Ghosheh, Edinboro University, United States

Many American cities in the Rust Belt are experiencing rapid population decline as a result of globalization, internal migration to the Sun
Belt and industrial migration. The Brain Drain has meant shrinking tax-base, worsening dependency ratio and skilled labor shortages inmany small cities. Erie, Pennsylvania is, in many ways, a prime example of the demographic and economic challenges many cities in therust belt face. Economic transformation, industrial migration at the national and global levels and the rise of the new south has meant
rapid population decline in many states in the Northeast, Great Lakes and mid-Western regions. Some cities are caught in a vicious
cycle of population decline resulting in shrinking tax base. This study focuses on demographic trends and immigration patterns in Erie,Pennsylvania. Analyzing Census data from 1960-2020, the study examines the demographic trends in the region and their social andeconomic implications. Erie has been selected as a settlement center for refugees, new Americans, and the number of refugees settling in
Erie, based on data provided by the INS and the International Institute, has risen sharply since 1990. International migration has mitigated
the rapid population decline in Erie. What can we learn from Erie's example? What does the demographic data tell us about the impact
of international migration on Erie, PA? Can international immigration save these Rust Belt cities? What lessons can Erie provide for other
cities in the Rust Belt that face similar challenges?
53108

17:15-17:40

The Malay-Tao: A Filipino Experience of Consciousness
Renz Villacampa, University of Baguio, Philippines

Proposing that the indigenous notion of Malay-Tao is an exposition of a Filipino phenomenological experience, this paper discusses
the concept of Malay-Tao and establishes its groundedness to Filipino experience of consciousness. By "exposition of a Filipino
phenomenological experience", what I mean is that there is a looming claim that Filipinos have no unique experience in terms of engaging
with phenomenological, or even philosophical activity at that. This paper claims otherwise by delving on the concept of the Malay-Tao andhow it exposes the Filipino phenomenological worldview in the day to day life-experience of Filipinos. The aim is to provide readers with acomprehensive discussion on the concept of the Malay-Tao as discussed by those who are inside the Filipino normative circle. To do this,the researcher conducted Key Informant Interview to Filipinos who are established in their philosophical studies and as well as FocusedGroup Discussion among the philosophy students of the Graduate Program of Saint Louis University. In the latter part of the paper, therelevance of the Malay-Tao on Husserl’s Intentionality of Consciousness and Heidegger’s discussion of dasein were pointed out. From
this supposition, the Malay-Tao finds its philosophical grounding. As such, the intention of this paper to formulate a phenomenologicalframework that is unique and in concurrence to Filipino ethos and values formation, is achieved.

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Sunday,
January 09

Parallel Sessions

All times are Hawaii Standard Time (UTC-10)
Abstracts appear as originally submitted by the author. Any spelling,grammatical, or typographical errors are those of the author.

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14:00-15:40 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 1 | Room A
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Janejira Sutanonpaiboon
62110

14:00-14:25

The Effect of Praising and Mutual Trust on Student’s Learning
Yasmine Mostafa, University of Fukui, Japan

Research has proven that praising is always considered an effective strategic way to motivate students in the classroom, raise their selfesteem and promote their positive behavior (Floress, 2017; Allday, 2012). The literature defines two types of praise: general praise (GP)which is a general statement of approval, and behavior-specific praise (BSP) which describes a specific characteristic or behavior of achild (Floress, 2017). Burnett (2001) reported that Australian children want to be praised for their achievements and behaviors (Burnett,
2010). This research investigated two cases. In the first case, the researcher studied how positive praise promotes Japanese students’
self-learning and active engagement in a 6 graders English class in a Japanese school, whereas Japanese students are known to be shy
and tend not to engage in English classes in fear of making mistakes. In the second case, the researcher shows how positive praise andconstructional feedback can alter the aggressive behavioral attitude of a 6 grader Egyptian child in the classroom into active engagement
and sense of responsibility. The research adopted a case study approach based on classroom observation and post-class interviews
with the teacher for the first case and practical engagement with the student in the second case. The study suggested that the constantencouragement and praise during the class and the mutual trust between the teacher and the students that is derived by the safe learning
atmosphere created by the teacher are the driving forces behind the students’ positive behavior and active engagement in both cases.
62137

14:25-14:50

Service Learning as Transformation: An Academic Touchdown
Caron Westland, University of Colorado Denver, United States

Teaching becomes transformative when students combine community partnerships, a passion area, and an investment in service learning.
When students are required to complete a service learning project, they engage in reflective thinking (Warren, 2012). Meaningful learning isrealized in the process of a student independently deciding “what they will do” and building collaborative partnerships. During COVID 19, we
saw the need to depend on the community more and become more collectivistic. This presentation will discuss the process of designing,
engaging, and reflecting on service learning projects as a way to achieve transformative learning and building collaborative partnerships. Whileservice learning can be correlated with higher test scores (Hart & King, 2007), the more powerful impact is the potential for transformation.
Students, who are more enlightened because of a community-based experience, can bring that insight into their future profession. This
allows students to build on their experiences as a way to increase their own cultural sensitivity (Boyle-Baise, 2005; Brown & Howard, 2005).
The transformation is based on students seeking out their own partners and sharing their expertise in the form of service. The “transformed
understanding of knowing” is created by the essence that all learning is personal (Palmer, 1993). The transformative nature of this process
in which this project unfolds for students, and why the learning is so personal, is described. This presentation will highlight the student gains
and insight as a result of the service learning assignment and offer ways to engage faculty in incorporating service learning in their curriculum.
61789

14:50-15:15

Teaching Flipped Bi-synchronous Executive MBA Class: Practice and Findings
Janejira Sutanonpaiboon, Sonoma State University, United States

This study was conducted in an online, bisynchronous Executive MBA Research Method class during April-May 2021. The class met online
synchronously every other Saturday afternoon and Wednesday night, with two hours of asynchronous class time between the weeks, foreight consecutive weeks. Due to low enrollment, the class was a combination of a regular EMBA cohort and a wine cohort, consisting of 34
professionals and/or executives who work full time in various industries in the EMBA cohort, and in wine industry in the wine cohort. This
was a significant increase compared to the same class taught in the previous year (18 students). The class employed a flipped classroom
format where the instructor prepared all PowerPoint slides, lecture videos, research articles, assignments, etc. 1-2 months in advance, andposted all learning materials at the beginning of the semester. Students would read the chapters and watched lecture videos on their own
time (in the online asynchronous portion of the class), then met in an online synchronous class via Zoom. The synchronous class time wasdevoted to group discussions and activities. The instructor visited each group to join the discussions, provide suggestions, and answer any
questions students might have. The class evaluation survey results show that student spent, on average, 4.94 hours per week synchronous(in class), 4.06 hours on reading, 3.74 hours on assignments/activities (asynchronous), and 3.06 hours on team meeting (synchronous).
Additionally, 56% of students said the class greatly exceeded expectation while 41% said the class met expectation.
62170

15:15-15:40

A Model-based Inquiry Activity Using LEGO to Promote System Thinking of Grade 11 Students on Buffer Solution Topic
Warunee Khirirat, King Mongkut’s University of Technology Thonburi, Thailand

System thinking in chemistry education aims to prepare future students who can relate the chemistry knowledge addressing real-world
complex phenomenon and having more holistic perspectives. The system thinking skills are divided into three levels: (1) analysis of system,(2) synthesis of system, and (3) implementing knowledge to the real-world issue. In this study, a model-based inquiry learning activity
using LEGO was developed to promote students’ system thinking on buffer solution topics. In the activity, LEGO was used as a tool forstudents to simulate systems for representing the pH controlling process in related natural phenomena such as Maintaining the pH ofseawater, the circulatory system, and the food industry, etc. The activity was implemented to 30 Thai high school students in the scienceand mathematics program using a one-group pretest-posttest design. A test on system thinking specific to the buffer solution topic anda student's self-evaluation questionnaire on system thinking skills were used as tools for collecting data. An analysis of the three levelsof system thinking skill showed that the average posttest score of each level was significantly higher than the pretest score in all levels
especially in implementing knowledge to the real-world issue. After the activity, students’ reports from the questionnaire indicated that they
could relate each component in systems and could elaborate their knowledge to other systems.

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15:50-17:30 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 2 | Room A
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Colleen Kawalilak
61478

15:50-16:15

Pandemic Opportunities: ICT Appropriation and Professional Development
Valentina Canese, Universidad Nacional de Asunción, Paraguay
Roberto Paez, Universidad Nacional de Asunción, Paraguay
Jessica Amarilla, Universidad Nacional de Asunción, Paraguay

Education has experienced massive changes since the arrival of the COVID-19 pandemic and the implementation of confinement andother measures to address the crisis. The mass use of ICT to ensure education continuity has led the education community to rapidly
adapt to these changes. ICT appropriation is a complex process that involves a multiplicity of factors including contextual and individual
ones. This work presents a discussion on how secondary teachers in Paraguay, like teachers around the world, were forced to adopt
ICT as a way to meet the educational needs of their students and how this forced adoption became an opportunity for professional
development and teacher innovation. As part of a larger study, it follows a nested qual-quan-qual mixed methods design through the useof focus groups interviews and a survey questionnaire adapted for the purpose. A stratified probabilistic sample was selected from all
secondary schools in the country for the survey and teachers were selected through purposeful sampling for the focus group interviews.
The qualitative data analysis resulted in the following categories: ICT tools used for instruction, professional development, challenges andopportunities. To determine whether the level of teachers' self-perception is influenced by the degree of integration of ICT processes in
the classroom, a multinomial logistic regression analysis was performed. Results show that the perceived level of expertise was related
to the use of specific tools and software. Additionally, qualitative results showed that teachers viewed the forced appropriation as anopportunity to grow as professionals and exert educational change.
61451

16:15-16:40

Collaborative Autoethnography as a Tool for Building Community Resilience and (Re)constructing Educational
Practices: A Response to the COVID-19 Pandemic
Denisse Lillo, The University of Warwick, United Kingdom
Erika Abarca, Universidad de Chile, Chile
Katiuska Oyarzun, Universidad de Chile, Chile

Language teacher identity has received strong attention lately given the importance of "understanding the complexities of identities
that second/foreign language teachers construct" (Kayi-Aydar, 2019, p. 281); how teachers perceive themselves as professionals canimpact, e.g., their pedagogical choices (Duff & Uchida, 1997), teacher development (Kanno & Stuart, 2011), and access to power andownership of language (Varghese et al., 2005). Further, analyzing teacher identities should not only be the work of researchers, but alsoof practitioners themselves. In this paper we propose the use of collaborative autoethnography (Chang, 2013) as a powerful tool for
analyzing identity while building community resilience and (re)constructing educational practices. We conceive identity as an ongoingprocess of (re)construction and (re)interpretation and, therefore, not as "a fixed and stable entity" (Akkerman & Meijer, 2010, p. 2), butrather as a dynamic process that may shift depending on time and context. Moreover, from a dialogical approach, identity encompasses
different dichotomies: it is both unitary and multiple, both continuous and discontinuous, as well as both individual and social (Akkerman& Meijer, 2010). In emergency contexts, collaborative autoethnography allows the exploration of teachers’ individual identities using theirexperiences as primary material to expand the understanding of a critical social phenomenon. It also encourages participants to listen
to multiple voices, examine their assumptions, and challenge their mindsets (Chang 2013). This may result in a deeper interpretation ofcollective critical experiences and a consequent (re)modelling of educational practice, with clear implications for educational policy andteacher professional development.
61529

16:40-17:05

Distance Tutoring: Examining the Influence of the Pandemic on Student Satisfaction
Mariane Gazaille, Université du Québec à Trois-Rivières, Canada
Andréanne L. Nolin, Université du Québec à Trois-Rivières, Canada

Physical distancing has characterized higher education for almost two years now, universities and colleges having migrated to online
teaching because of the pandemic. Although students could pursue their studies and remain socially connected by means of online
platforms, decreases in mood and wellness behaviors of university students were observed (Copeland et al., 2021). Decreases in moodand wellness may in turn affect students’ motivation and satisfaction, hence their learning and performance (Viau, 1994). In distanceeducation, social presence (Garrison et al., 2000; Gray & DiLoreto, 2016), instructor quality (Gopal et al., 2021, p. 16) and interaction (Kuo etal., 2014) contribute to satisfaction. Migrating to online teaching has altered the way students interact, thus the importance to investigate
the possible relation between the wider social context and student satisfaction. The current study is part of a larger research project,which aims to evaluate the benefits of distance tutoring in terms of perceived learning, willingness to speak, and student satisfaction.
Inspired by the coordinator’s weekly reports, a post hoc hypothesis emerged as to examining the effect of the pandemic on student
satisfaction with regard to distance tutoring. Ten 30-minute synchronous, one-on-one e-Tutoring sessions were offered to students
registered in a post-secondary ESL course. Data was gathered from a questionnaire administered during the last tutoring session. Tutees
first reported their levels of satisfaction on a 4-point Licker scale and then explained their answer. Averages of satisfaction and frequency
counts of explanations were calculated. Results will be compared to those obtained before COVID.

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15:50-17:30 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 2 | Room A
Teaching Experiences, Pedagogy, Practice & Praxis
Session Chair: Colleen Kawalilak
62082

17:05-17:30

In Service of Others – Connected Leadership in a Higher Education Context
Colleen Kawalilak, University of Calgary, Canada
Sylvie Roy, University of Calgary, Canada
Barb Brown, University of Calgary, Canada

In this presentation, three associate deans who each lead an Academic Support Office in a School of Education at a Canadian researchintensive university, feature reflections, leadership approaches, found synergies, and collaborations to cultivate and advance collective
leadership and resilience. These Academic Support Offices (Research, Teaching and Learning, Internationalization) are located in acommon physical space with an aim to foster coherence and collaboration across their respective Offices that support faculty members
and undergraduate and graduate programs Additionally, two administrative support individuals and two facilitators support the workof these three Offices. Over the past 18 months, this team of seven transitioned to remote and virtual work in response to COVID-19.
Opportunities and challenges pertaining to communications, collaborations and how resilience is being lived amongst members of theteam are discussed. Guided by connectivism learning theory we applied this lens to make meaning of and reimagine our leadership
through reflections on autonomy, connectedness, diversity and openness, and how these essences contribute to collective andcollaborative leadership and resilience. We assert that building on the “relational” to support collaborative and generative work andlearning communities that thrive is essential, and particularly in times of great change and a shifting higher education landscape.

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17:40-19:20 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 3 | Room A
Curriculum Design & Development
Session Chair: Robert Campbell
61552

17:40-18:05

The Human Element Factor as an Education Experience for Learning and Development
Jonathan Chiong, Jose Rizal University, Philippines

The Human Element is a holistic and comprehensive methodology for improving the way people work together, leading to better individual,
team, and organizational performance and rate of goal achievement. By dealing with root causes rather than superficial behaviors, The Human
Element helps individuals, teams and organizations eliminate the behaviors that sabotage, undermine relationships, and lower motivation. For
an organization to survive, they must face many challenges today from the growing pressures of economy, society and environment. It is nolonger possible to manage organizations without considering global, environmental, and social sustainability impacts. To balance businessgrowth, several things are needed: a sustainable environment; adaptable people (individuals, organizations and society). The study identifies
three basic needs that students’ organization members share: the need to feel significant, competent, and likable. When people interact witheach other, they seek the right amount of inclusion, control, and openness so that they can feel good about themselves. The study resulted
to the application of FIRO (Fundamental Interpersonal Relations Orientation) theory that creates understanding of those needs by putting
them into three basic levels that interact with one another. These are: Behavior, Feelings, and Self-Concept. FIRO also clearly shows that SelfConcept drives Feelings, that Feelings drive Behavior, and that Behavior drives results. FIRO theory provides the foundation for understanding
how to develop sustainable, high-trust, and collaborative relationships in organization by understanding the key factor that lies in all of them.
62075

18:05-18:30

Experiential and Collaborative Learning: Co-Teaching Reimagined Tracking Long-term Benefits of an
Alternative Instructional Methods in a Cross Disciplinary Course
Hawa Stwodah, Virginia Commonwealth University, United States
Deidra Arrington, Virginia Commonwealth University, United States

In the fashion industry, designers and merchandisers work together to bring creative ideas to fruition through saleable, desirable fashion
products. However, often in fashion programs at universities offering degrees in design and merchandising, the disciplines are siloedwith little interaction or collaboration. This research investigates the academic and vocational benefits of combining fashion design andmerchandising students in a studio environment to create a line of apparel. It also examines the opportunities the course leveraged during
the 2020-21 on-line teaching modality. The research explores how incorporating action learning and simulation in fashion education
prepares students seeking fashion careers. Students learn to adapt to different work environments and creative problem solving throughthe simulation of a ‘real world’ workplace. The research contributes to the field of fashion education by introducing a method of cooperative
teaching, which includes peer teaching, experiential learning and critical thinking resulting in the cross-pollination of parallel, but disparate
disciplines. The instruction is made possible through teachers from analogous, but differing backgrounds, who bring insight into theclassroom demonstrating to students the team work and flexibility required to fuel an inspired result. The studio course created to address
the void in the curriculum has been monitored and documented for over 5 semesters. The course has transitioned through several disruptive
semesters where modalities have pivoted and counter-pivoted. The course has mirrored the changes occurring in the fashion industry.
61410

18:30-18:55

Studying Indigenous Art and Artists in STEAM Education: A Focus Group Inquiry
Robert Campbell, University of British Columbia, Canada
Wendy Klassen, University of British Columbia, Canada
Des Marshall-Peer, University of British Columbia, Canada

Focus group methods were used to investigate pre-service teachers’ perceptions of an art activity in which they created infographics thatshowcased Indigenous art and artists. The activity was a final project in a “STEAM” course and was designed to model respectful ways toteach and learn about Indigenous art and indigenous culture using digital media. Focusing on questions derived from research goals, thefocus group participants addressed and discussed the overall effectiveness of this activity, other content and issues that emerge whenstudying Indigenous art and artists, instructional approaches that can support the inclusion of Indigenous knowledge and perspectives,and initiatives undertaken to Indigenize a provincial curriculum. The focus group results indicated a need for increased inclusion andintegration of Indigenous knowledge and perspectives in all school subjects, as well as more resources and more opportunities to learn
about Indigenous knowledge and perspectives for pre-service teachers, practicing teachers, and teacher educators. The focus group
participants also stressed the need, when Indigenizing a curriculum, to start locally and work out from there. The participants questioned
check-list or “one-and-done” school activities that present Indigenous knowledge and perspectives, but are undertaken withoutbackground information or with little or no follow-up activity or discussion.
60841

18:55-19:20

Understanding the Concept of ‘Concepts’: Creating Deep Learning Experiences
Sumit Mandhwani, Prometheus School, India

As teachers, we aim to create meaningful experiences for our students. The intent behind each lesson is to understand the context andcreate understandings that are not restricted to factual knowledge, which is easy to access given the internet. Therefore, it is meaningful
only when students are being elevated to the understanding using the language of concepts. This session explores the meaning ofconcepts in an Economics classroom, using the work on Concept-Based Curriculum and Instruction by Dr H. Lynn Erickson and Dr Lois
A. Lanning, along with the work on Concept-Based Inquiry by Rachel French and Carla Marschall. The aim of this session is to argue thatusing the lens of concepts in planning knowledge and skills can lead to deep transferable understandings.

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19:30-20:45 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 4 | Room A
Assessment Theories & Methodologies
Session Chair: Beatrice Ngulube
61532

19:30-19:55

Supporting Mastery Learning Through a Multiple-Submission Policy for Assignments in a Purely Online
Programming Class
Joseph Benjamin Ilagan, Ateneo de Manila University, Philippines
Marianne Kayle Amurao, Ateneo de Manila University, Philippines
Jose Ramon Ilagan, Ateneo de Manila University, Philippines

The Learning Edge Momentum (LEM) theory suggests that once students fall behind, it gets more difficult to catch up with the course
material. It then becomes increasingly more difficult to connect new, higher-level concepts to those solid edges of knowledge withmastery of basic concepts. Learning for Mastery (LFM) acknowledges that students learn at different paces by allowing students unable
to master tests the first time to catch up eventually. This paper describes how an online introductory Python programming course offeredto business students followed a multiple-submission policy for assignments to support LFM. The multiple submission policy contributed
to the students’ mastery by encouraging individual practice and experimentation while also increasing the students’ comfort level andconfidence. The research attempts to find relationships between taking advantage of the multiple-submit policy and results of summative
assessments. Qualitative data on students’ self-reported progress per week is cross-referenced with quantitative data from the resultsof a regression analysis performed on LMS logs related to students’ engagement with course material. Performance on summative
assessments is used as the regression’s dependent variable, and engagement with formative assessments in terms of the number ofattempts and performance per attempt is used as the explanatory variable.
62001

19:55-20:20

Using Rasch Measurement to Validate Exams

Douglas Lovett, Higher Colleges of Technology, United Arab Emirates
Rasch Measurement is a statistical process used by established international exam boards, such as IELTS, to validate test items andensure equivalency of tests. It is also used by researchers to analyze the reliability, targeting, and fairness of numerous exams. However,it appears to be underutilized for assessment among most higher education institutions. In this presentation, I will explain various ways
Rasch Measurement can be used for assessment validation. I will then outline how we have used it in the English Communications (EC)programme at the Higher Colleges of Technology (HCT) for almost a decade, highlighting issues such as item targeting, problematic test
items, item bias, and test dimensionality. I will then briefly demonstrate how a simple Rasch Analysis of an exam can be conducted, andhow the results can be applied to improve the quality of the assessment.
62088

20:20-20:45

Feedback Practices of School-based Mentors in the Work Integrated Learning Programme in South Africa
Beatrice Ngulube, Tshwane University of Technology, South Africa
Patricia Mokgosi, Tshwane University of Technology, South Africa
Glory Chiloane, Tshwane University of Technology, South Africa

Research has demonstrated that feedback is an essential facet of assessment in the learning environment because it enhances learning.
However, little is known about the feedback given to student teachers when they are on teaching practice and students’ viewpoints about
the role of feedback is not well understood as well. This study fills the gap by illuminating the feedback given to preservice teachers when
they are on teaching practice. A qualitative content analysis approach was utilised to analyse three hundred and fifty journals. Alongside
10 students were interviewed to draw their perceptions and how they respond to feedback written in their journals. The researchers
focused on written feedback which was written in student teachers’ journals by mentor teachers. It was found out that feedback practices
reflect mentors’ personal belief systems and are constrained and influenced by their educational contexts. Some of the students interview
responses reflected that the feedback they are given does not enhance learning. This then creates discrepancies, and such feedback
interventions turn to disappoint. It is recommended that if feedback processes are to enhance learning, instructors should move beyond aview of feedback as transmission and acknowledge the impact feedback has on and the part students play in such processes. Instructors
should give constructive feedback that enhance learning and develop deep disciplinary expertise. Feedback should be conceptualised asa developmentary dialogue that is positive and motivational.

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14:00-15:40 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 1 | Room B
International Education
Session Chair: Gina Lynn S. Salazar
61460

14:00-14:25

Solo Retreat: Zen Masters’ Reflections on Learning in Isolation
Hugh Schuckman, University of Utah, United States

In the vast majority of cases, Korean Zen (Seon) Buddhist teachers and students teach and learn together in community. Today, the Jogye Order (thelargest school of Korean Zen) supports 1,725 temples for education and training for nuns and monks. These institutions have long considered living andworking together in a close community as one of the most vital aspects of their training. Yet these same schools require monks and nuns to engage inthree month or greater solo retreats. These periods of self-study and reflection serve as advanced training leading monks and nuns towards becoming
master teachers. This research presentation focuses on the educational processes of solo Zen retreats. The research methods include archival researchand semi-structured interviews of past solo retreatants in the Kwan Um School of Zen (KUSZ). Archival research from KUSZ lectures and books on
solo retreats provide context to the learning processes. Further, semi-structured interviews recorded in 2020-2021 with Zen Masters highlight valuablelessons learned from personal experience. The research and presentation specifically centers on the curriculum, experience, and educational outcomesfrom solo retreats. All three categories contain valuable educational insights for confronting contemporary challenges in global education.
61715

14:25-14:50

Stress, Procrastination and Proactive Coping of Selected Foreign Psychology Students
Gina Lynn S. Salazar, University of Perpetual Help System Dalta, Philippines
Ma. Lea A. Ronda, University of Perpetual Help System Dalta, Philippines

Students encountered challenges amidst this Covid-19 pandemic. These students managed to have a face to face classes, but due to pandemic, they
were migrated to digital classroom so not to hamper their learnings. Stress is inevitable. This research study emphasized on stress, procrastinationand proactive coping of selected foreign Psychology students (N=399) enrolled in one of the universities in South Metro Manila. Researchers
employed the descriptive- comparative and correlational design in this study. This study predicted that there are no significant differences in the
respondents’ stress, procrastination and proactive coping in terms of gender and socioeconomic status. Similarly, it was hypothesized that stressis not significantly related and predictor of procrastination and proactive coping, and procrastination is not significantly associated and predictorof proactive coping of the selected international students. Results manifested that male and female respondents did not significantly vary in theirstress (t=.057, p>.05), procrastination (t= 1.713, p>.06), and proactive coping (t= -1.322, p>.05). In terms of socioeconomic status of below 5000
Rps, 6000-10000 Rps, 11000 - 15000 Rps, 16000 - 25000 Rps , and 26000 - 29000 Rps, it was found out that there are no significant differences inthe stress (F= 1.288, p>.05, procrastination (F=.288, p>.05), and proactive coping (F= .141, p>.05) of the respondents.
60891

14:50-15:15

Integrated Culture and Language Teaching
Cecilia Ikeguchi, Tsukuba Gakuin University, JapanFor years, scholars have searched remedies to the inadequate treatment of the role of Culture in Foreign Language Education. On one hand,course book and syllabus designers treated language and culture tasks separately. Some go as far as to place culture at the “core” of language
instruction, whereby the ultimate goal is cultural awareness and intercultural communication competence (Tran-Hoang, 2010). On the other hand,
ESL research argues that focusing primarily on culture in language classrooms runs the risk of undermining the last 40 years of SLA research.
The 2017 National Curriculum Revisions in Japan labelled Communication Competence as one essential life skill. Curriculum is challenged
and “interaction” has become the key element in language and communication (Kubota, 2019). Although recent trends show that scholars andeducators have come to embrace the natural interdependence of language and culture (Ennis, M, 2015), culture teaching has left much to be
desired. An extensive review of literature reveals related problems include instructors’ negative attitudes, ineffective instruction and absence of
academic support for teaching culture. This presentation suggests an interdisciplinary approach to the teaching of Communications that help
create a powerful learning experience emphasizing integrative learning and heightened student engagement. The goal is to show that by carefully
selecting culture content and tasks, and maximizing student engagement through classroom interaction, culture learning can be fully integrated
into communication classes. This careful integration exemplifies the case “inside a white box there are two black boxes wanting to come out."
61082

15:15-15:40

Institutional Research of an Interdisciplinary Undergraduate Curriculum of a Sino-U.S. Joint Venture Liberal
Arts and Sciences University in China
Huiyuan Ye, Duke Kunshan University, China
Noah Pickus, Minerva Schools, United States

Duke Kunshan University (DKU) is a Sino-American joint venture liberal arts and sciences university with an unusual undergraduate curriculumin that interdisciplinarity is built into every major from the beginning. Sustaining this interdisciplinary model, however, meets challenges
such as mixed understandings about interdisciplinarity, relatively inexperienced faculty members for this mode of teaching and learning, andcombined difficulties about starting a joint venture higher education institution in China. The biggest challenge is, while DKU deliberately
designed key features for its interdisciplinary curriculum to work, there is a growing need for assessing how this innovative curriculum isunderstood and whether students and faculty, those who experience the curriculum in the frontline, understand it in the same way. Without
this knowledge, it would be difficult for DKU to continuously align design efforts with student learning outcomes that are direct results ofinterdisciplinarity. This institutional research adopts mixed methods by surveying and interviewing DKU undergraduate students (N=543) andfaculty (N=124) to further identify and make connections across the interdisciplinary curriculum. A special focus is placed on the relationshipbetween the curriculum and DKU's seven institutional Animating Principles (e.g., Rooted Globalism), in the sense that critically and creatively
engaging this relationship may serve to inform a more complete understanding of interdisciplinarity at DKU. Findings of this research will help
DKU exemplify a fully interdisciplinary undergraduate curriculum that is well-connected with institutional learning outcomes. A key innovationof this research is referencing and localizing the VALUE rubrics from the Association of American Colleges & Universities.

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15:50-17:30 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 2 | Room B
Curriculum Design & Development
Session Chair: David Sledge
61878

15:50-16:15

Master of Engineering Management: A Reference Curriculum Development
June Ho, Macquarie University, Australia
Viken Kortian, Macquarie University, Australia
Nazmul Huda, Macquarie University, Australia

Due to the multidisciplinary nature of Engineering Management (EM), understanding core requirements for the curriculum design is critical
for the growth of this discipline. However, Australia still lacks agreement among universities on Master of Engineering Management (MEM)
program curricula with no professional quality standards. Aim: This study aims to provide an insight into MEM curriculum development inAustralia through benchmarking with the standards from a global professional society - the American Society of Engineering Management(ASEM). Methodology: Firstly, from preliminary research of MEM programs, a database of course structure is developed. Then, word
cloud and text analytic techniques are used to provide an insight into the current curricula. Benchmarking is made by comparing thesecurrent practices with ASEM curriculum requirements and EM domains. Finally, an in-depth case analysis serves as a self-assessment
example. Findings: The results show the maturity in Australian MEM program quality. Curricula meet the rigorous standards of ASEM
and align with the EMBoK guide. However, this benchmarking exercise also helps to diagnose the problems, such as EM domain balance,
integrating emerging trends into curricula, and the scatter in the course structure. The case study provides an in-depth analysis of using
this reference of curriculum development to seek for excellence in program quality. Originality: This study is the first one to suggest abenchmarking method for MEM programs in Australia with global professional standards. It raises the question of a professional body forthis discipline, and also provides a seed study for similar benchmarking exercises for other programs.
62151

16:15-16:40

Efficacy of Medical Student Volunteers as a Resource in Admissions Counseling
Melissa Kukowski, University of Pittsburgh School of Medicine, United States
Robert Dembinski, University of Pittsburgh School of Medicine, United States
Jonathan Ho, University of Pittsburgh School of Medicine, United States
Dominic Ridolfi, University of Pittsburgh School of Medicine, United States
Zainab Balogun, University of Pittsburgh School of Medicine, United States
Kathryn Foster, University of Pittsburgh School of Medicine, United States

Applying to medical school is a competitive, yearlong process in which a good GPA, a high MCAT score, research, service, etc. havebecome baseline criteria. Applicants are expected to set themselves apart from others by crafting a compelling and reflective application.
Many applicants will pay thousands of dollars to admissions consulting services, leaving behind those who are equally qualified but
unable to afford the prohibitive cost. Although university pre-professional advising is free, most advisors have never applied to medical
school and are unfamiliar with the important nuances required to curate an application for prospective interview invites. Giving a Boost(GAB) was founded at the University of Pittsburgh School of Medicine in February 2020 to provide free support throughout every stepof the application process with the help of medical student volunteers. During the 2020-2021 application cycle, we matched 75 medical
student mentors with over 100 applicants. Surveys from March and June 2021 indicated that we significantly increased the number
of applicants accepted into at least one medical school at 72.7% (p = 0.0034) compared to the national average of 42.8% (AAMC 2020
Facts Report). Applicants expressed great satisfaction with GAB, rating it a 9.6/10 for willingness to recommend and rated the programsignificantly higher than other resources including university pre-health advisors and paid consulting services. By offering free support, we
can decrease the financial barrier surrounding applying to medical school, ensuring that all those who are qualified to become physicians
are given equitable opportunities.
61413

16:40-17:05

A Professional Development Program for Teachers in Chile: Beliefs and Appraisals Around the Teaching and
Learning of Writing
Constanza Alvarado, University of Chile, Chile
Erika Abarca, University of Chile, Chile
Silvana Arriagada, University of Chile, Chile
Patricio Cabello, University of Chile, Chile

Evidence indicates that students have few opportunities to develop argumentative writing in school (Graham et al., 2013; Meneses, 2008;
Concha et al., 2010 ), directly affecting their possibilities of participating in more complex literate worlds, like higher education, wherethese skills are required for succeeding (Wesley & Lowenthal, 2010). This article analyzes preconceptions about writing in participantsof a Writing Teacher Professional Development (TPD) program in a public University in Chile. This work was guided by two researchquestions: (a) What are the beliefs and appraisals about the teaching and learning of writing in the context of this TPD program? (b) What
are some of the reflections (contrasts with previous beliefs and appraisals) reported by teachers after and during their involvement in thisTPD program?
This qualitative exploratory study expands on a previous one (Alvarado et al., 2021), using semi-structured interviews (Rubin & Rubin,2012) at three points in time during 2018 and 2020 with seven ongoing participants of the aforementioned Writing TPD program.
Preliminary results of the data show that teachers envision the writing teaching-learning process as a communicative process basedaround the construction of meaning. Further, teachers reflected on the re(construction) of what a meaningful student-centered learning
environment means. Finally, this study not only adds to the literature on Writing TPD programs to prepare students for higher education
but also emphasizes the importance of constant teacher reflection as a concrete way to modify and adapt teaching practices, allowing
teachers to feel empowered by their beliefs.

78 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:50-17:30 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 2 | Room B
Curriculum Design & Development
Session Chair: David Sledge
61385

17:05-17:30

Collaboration, Dialogue, and Creativity as Instructional Strategies for Accredited Architectural Education
Programs: A Mixed Methods Exploratory Investigation
David Sledge, California State University, Sacramento, United States

Emerging innovative work environments coupled with new National Architectural Accreditation Board (NAAB) 2022 accreditation
requirements call for a redesign of architecture programs from a focus on solitary projects to collaborative design dialogues and group
creative production. Because creative collaboration depends upon social agreements of participants pooling their talents together,collaborative design depends on perceptions as much as abilities. This research aimed to understand the perceptions of architecture
professors and graduate students on architectural education on the multidisciplinary challenges of the innovation economy. The
research questions focused the study around collaboration, dialogue, and creativity. The research site was the Massachusetts Institute ofTechnology School of Architecture and Planning (MIT SA+P). A social-constructivist framework was applied to the construct of creativity.
A mixed methods research design combined cross-sectional statistical analysis applied to quantitative data from the Reisman Diagnostic
Creativity Assessment (RDCA) for creative ability, to qualitative data from interviews using grounded theory and axial coding matching
the 11 creativity factors of the RDCA. The same sample (n=20) of architecture professors, and graduate students from MIT SA+P supplied
data for both methods. Significant findings from this dissertation research included 10 models for collaboration instruction in higher
education. Grounded theory developed in this study produced recommendations to enhance collaboration, dialogue, and creativity
instruction in higher education with pedagogies that promote reality-based, active-learning, collective-intelligence relationships for the
innovation economy. This study provides empirical data needed to disrupt outmoded higher education structures through collaboration
instruction, and also meet the 2022 NAAB accreditation requirements.

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17:40-19:20 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 3 | Room B

Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
Session Chair: Takako Yasuta
61534

17:40-18:05

Exploring Effective Ways to Conduct Breakout Room Sessions for Engineering English Class
Miori Shimada, Anaheim University, United States

The presenter will describe some emerging issues in EFL environment in Japanese universities due to COVID-19 and introduce somecritical feedback from teachers and students. The presenter will then focus on one serious issue that language teachers have been
struggling. It is to find out how to manage Breakout rooms more effectively replacing face-to-face classroom. Having encountered
this particular problem, the presenter designed the task-based Breakout room sessions using the worksheets in her Technical English
classrooms. For example, the class will be split into several groups, and a student-leader will lead each group doing an assigned task
relevant to the unit they studied in the previous week. The 15-minute tasks include: having the group members draw a picture using
2-dimensional/3-dimensional objects, creating quizzes with complicated math calculations, teaching the components of a material/
product and so on. The presenter has also decided to provide a note-taker to observe the group work more closely and report it to theteacher by filling in the worksheet. The questionnaire results from the students who joined these task-based activities will later be sharedand discussed. It is hoped that attendees will gain more awareness of the problems to the Breakout rooms, as well as develop more ideasof Breakout room activities for their own classrooms.
62164

18:05-18:30

The Application of Student-led Discussions to Enhance English Language Learners’ Higher-order Thinking(Bess) Yu-Shien Tzean, National Taiwan Normal University, Taiwan

One major concern in the realms of reading literacy within an ever-increasingly digitalized world is students’ application of higher-order
thinking and relevant cognitive processing on the constant influx of new information. Without active and conscientious practices ofhigher-level of cognitive processing, young adolescents may be prone to become either oblivious or susceptible to contents presented
from online sources including widely-accessible news information from mass media outlets. However, with overt productions such asgroup discussions and verbal interactions with peers, students are prompted with opportunities to delve into news topics and issues
with intellectual processing requiring higher-order thinking. This research study will first outline the need for an interactive student-led
discussion intervention for the activation of students’ critical thinking engagements with news media materials in English as a Foreign
Language contexts in Asia. Second, the researcher will delineate the scope of the study and the application of student-led discussions
implemented in a public university in Northern Taiwan. Finally, the researcher will provide the outcome of a survey on students’ selfperceived conceptions of higher-order thinking practices when leading group discussions. The results demonstrated that students haveaccumulated positive experiences in areas involving generalization, incorporation of logical analysis, formation of perceptions, as well as
making connections and reflections on topical news content in relation to individual personal experiences.
62135

18:30-18:55

Teaching Speaking Skills Asynchronously: A Manga-based Approach in EFL Classroom
Takako Yasuta, Fukushima Medical University, Japan

This study introduces a manga-based EFL activity effective in a classroom where no real-time interaction occurs. Even though speaking
activities were limited during the pandemic, making comics along with linguistic analysis of the language in manga offered an opportunity tolearn communication skills in English including sociolinguistic factors. In this study, the author introduces a manga-based approach used ina college-level EFL course in Japan. Due to COVID-19, the university switched to on-demand online instructions. Live streaming instruction
was restricted. Due to LMS constraints classes comprised one-way instruction through materials with no interactions among students andthe instructor. Although speaking practice was restricted under the circumstances, students could learn spoken English in the virtual worldof manga comics. The manga approach was used in an on-demand online EFL course at a university in Japan. Students learned the idea of“role language”, the language in the manga that reflects the personality of the speaker and sociolinguistic appropriateness in conversation.
Students examined English expressions in manga and analyzed how they are different from the original Japanese expressions. Finally,
students created their own manga using written English in the narration and spoken English in speech bubbles. In this approach, students
could “virtually” enjoy conversation through characters in manga, learned sociolinguistic appropriateness, and differences between spoken
and written English. Results of the post-class student feedback survey were positive. Students enjoyed conversation in the manga, learned
situationally-appropriate expressions, and how non-verbal information conveys meaning.
61992

18:55-19:20

Motivation in MOOCs: A Qualitative Study on the Design and Evaluation of an Online IELTS Course
Yu Hao, University of Oxford, United Kingdom
Gleb Lantsman, Harvard University, United States

Due to the pandemic, 2020 was an unprecedented year, including for online course providers as one-third of the learners that everregistered on a massive open online course (MOOC) platform did so in 2020. This paper focuses on a MOOC course on IELTS, which is
the most popular test-prep language course on Udemy.com. However, despite its overwhelming popularity, upon closer inspection, thecourse seems out of line with the current body of research on motivation, and motivational supports are by and large absent. In this paper,
the authors analyze this Udemy learning experience for built-in motivational supports by applying multiple theories of motivation andlearning/teaching. Suggestions as to how to improve the MOOC design are then made. The analysis can potentially shed light on ways to
aid MOOC course designers in catering to a diverse student body, including students under stereotype threat. Importantly, the results ofthis research are deemed generalizable and applicable to numerous other MOOCs for language learning, test-taking, and beyond.

80 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

19:30-20:45 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 4 | Room B
Learning Experiences, Student Learning & Learner Diversity
Session Chair: Patrick McIver
61311

19:30-19:55

Patchworking and Paying it Forward: Undocumented Students Access to Social Capital
Julie Stuckey, Purdue University, United States
Lisa Lambert Snodgrass, Purdue University, United States

The primary purpose of this systematic review is to assess how undocumented students in the United States leverage their assets tosuccessfully attend and graduate from higher education institutions (HEI). A 1982 U.S. Supreme Court decision gave undocumented
children access to public education from pre-school through grade 12. While no single U.S. legislation forbids the enrollment of
undocumented students in HEI, there are laws that remove access to federal financial aid. Federal legislation gives states the freedom todetermine whether these students receive reduced in-state tuition rates and state financial aid. This paper explores how undocumented
students use the strengths of their communities to patchwork together the financial and emotional resources needed to overcome
systemic barriers. It also examines the ways that students pay it forward through shared information and activism.
62085

19:55-20:20

Fantasy and Reality of Metacognitive Illusion: A Comparative Study of the Effects on Self-regulated Learning
Across Diversified Majors
Patrick McIver, Daegu Catholic University, South Korea
Sang Young Park, Daegu Catholic University, South Korea

Our convoluted and rapidly changing world requires self-initiated and self-regulated learning, not just during the formal years of schooling
but also across our lifespan. Therefore, learning how to learn is a critical tool for success; however, research on learning, memory andmetacognitive processes has exhibited that learners have a tendency or a perception and beliefs about learning that can diminish,rather than heighten, their effectiveness as learners. Improving educational achievement requires extensive efforts on various fronts;
however, insight into the multitudinous approaches to achieving self-regulated learning in contexts is critical to promote effective learning
strategies. Previous research concluded that students often use inadequate self-regulated learning strategies, believing these strategies
are effective. This aspect is known as a metacognitive illusion. Metacognitive illusions occur when the circumstances trick learners
into believing they have successfully learned something, when in fact, they have not. Different factors can mislead people into mistaken
assessments of learning success. To be effective self-regulated learners, students actively have to influence and adjust all cognitive,
metacognitive, and motivational learning processes. This study examines a sundry of major students learning strategies in theoretical/
practical major university classes. The study will test the effectiveness of the students' self-regulated learning strategies against theadvances in cognitive strategies. This study expands the research in metacognitive illusion in an authentic university setting, consideringthat cognition and motivation, behavior, and context may explain students' self-regulated learning strategies choice strategies. This study
draws on the assumption that self-regulated learning is a theoretical foundation.
62167
20:20-20:45
How to Build a Knowledge Graph as an Intelligent Learning Assistant to Improve Learning Outcomes of Using Cybersecurity Hands-on
Labs
Yuli Deng, Arizona State University, United States
Zhen Zeng, Arizona State University, United States
Kritshekhar Jha, Arizona State University, United States
Ratrapee Techawitthayachinda, Arizona State University, United States
Dijiang Huang, Arizona State University, United States
Ying-Chih Chen, Arizona State University, United States
Hands-on laboratories are a critical learning approach for cybersecurity education. It provides real-world complex problem scenariosand helps learners develop a deeper understanding of knowledge and concepts while solving real-world problems. But there are uniquechallenges when using hands-on labs for cybersecurity education. First, there is a lack of a coherent way to manage existing lab materials,
making it hard for instructors to create practical and systemized learning plans for a semester-long class or a degree program in the
cybersecurity domain. Second, it requires the significant effort of instructors to monitor students’ lab sessions, to provide timely feedback
and hints, which is time-consuming and non-scalable. In this proposed research, an AI-enabled knowledge graph is contracted toprovide assistance during lab sessions. Natural language processing is used to process learning materials and extract relevant concepts.
Knowledge graphs were then constructed with all concepts identified. Students are provided access to a virtual lab environment withthe knowledge graph as assistance during each lab session. The knowledge graph will provide students with key concepts, backgroundknowledge, and practice material corresponding to tasks in each lab. It also provides a Q&A portal to answer student questions. A casestudy with controlled groups of students in an undergraduate cybersecurity class is conducted to capture the students’ conceptual
performance and problem-solving abilities with and without knowledge graph assistance, in order to measure the effectiveness ofthe proposed solution. Initial results show that users tend to gain enhanced learning outcomes and were more motivated in learning
cybersecurity.

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14:00-15:40 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 1 | Room C
Literature/Literary Studies
Session Chair: Laura Anca Parepa
61533

14:00-14:25

Eating, Chatting, and Talking Back: Japanese Modern Schoolgirls’ Agency in the Early Twentieth Century
Yu Umehara, University of Tsukuba, JapanThe representation of eyes is an important interpretive tool in analyzing the modern schoolgirls in the early twentieth century. Scholars in
the field of girlhood such as Kan Satoko have pointed out that Japanese modern girls' culture was characterized by sentimentality. Theeyes, an organ that exudes tears, have many symbolic meanings in the modern subgenre of girls’ novels. Illustrations draw girls’ luminous
brown eyes filling with tears. According to scholar Takeda Shiho, girls’ tears often signify nostalgia, sorrow, and lament over the loss of
their female friends in novels of girls’ magazines. This paper is interested in another body part that carried a symbolic valence: schoolgirls'
mouths that became a contested terrain. I argue that schoolgirls’ mouths, or rather, their use of the organ, served as a potential instrument
for social change in girls’ culture. This paper offers a reading of the “speaking mouth” and the “eating mouth” of schoolgirls in girls’ novels
and illustrations in schoolgirls’ magazines such as Shojo Gaho[Girls’ Pictorial] and Joshi Bundan[Woman’s Literary World]. Schoolgirls
create a unique language used only among them. They also eat out and chat while eating—an act that can be contrasted against feedingchildren and husbands at home. They are audacious enough to talk back to their parents and teachers. By reading the representationsof schoolgirls’ mouths that eat and talk, this paper demonstrates the ways in which they functioned as a site of struggle against thetraditional (and patriarchal) norm and to reclaim control over their own bodies.
61085

14:25-14:50

Rabindranth Tagore’s Chandalika: A Buddhist Drama
Eiko Ohira, Otsuma University, Japan

Rabindranath Tagore wrote quite a few essays on his belief in Buddha’s teachings. And he composed Buddhist dramas such as Malini(1896), Natir Puja (1926), and Chandalika (1933). Chandalika is the most powerful drama among these three major works. Tagore
challenged orthodox Buddhist views. He changed the focus of the story "Sardulkarna-Abadan" in The Sanskrit Buddhist Literature of
Nepal, on which Chandalika is based, and presented his own view of the essence of Buddha’s teachings through a chandalini’s dauntlessspirit and desiring subjectivity. Surprisingly, Chandalika has received little critical attention. To begin with, there has been no systematic
approach to its source materials. Tagore’s works cover a broad field, and critical works deal with them only sporadically. There has been
scant research on his religious views, and the most neglected area is his perspective on Buddhism. To help to rectify this critical neglect,
I would like to focus on Chandalika, examining how Tagore dramatizes his beliefs.
61934

14:50-15:15

The New Zealand Candidate: Rehabilitating the Masculine in Ray Mount Rogers’ Novel “The Long White Cloud”
Daniel McKay, Doshisha University, Japan

In ancient iconography through to present-day equivalents, Western cultures have depicted equestrianism in implicitly yet unequivocallygendered dimensions. The trend survived and was invigorated in anglophone settler colonial cultures, though to date only the cultural
productions of the United States have received dedicated scholarly attention in this regard. This presentation recovers a hitherto
unresearched primary text from the New Zealand literary tradition, Ray Mount Rogers’ novel "The Long White Cloud" (1960), arguing, firstly,that it is a relatively unsurprising continuation of the gendered forms of representation that preceded it; but, secondly, that its integrationof mid-twentieth century American anxieties over women’s place in society into equine-theme genre fiction is without precedent in the
New Zealand canon (and unlikely to be found elsewhere either). The genre conventions of the horse-racing novel enabled Rogers to
reproduce Cold War ideologies of a primarily American provenance without ‘upsetting’ the masculine conceits that underpinned them.
62092

15:15-15:40

Assessing Global Negotiation Skills From the Viewpoint of Discourse Competence
Laura Anca Parepa, Tsuda University, Japan
Tsuyoshi Kida, Dokkyo University, Japan

This paper is concerned with developing negotiation skills in English for Japanese university students at both undergraduate and graduatelevels. As a part of international communication projects, we used the Model United Nations (MUN) as pedagogical material. Our theoreticaland practical challenges as instructors have been how to evaluate students’ negotiation skills objectively. Although the MUN is a widelyused simulation to enhance students’ negotiation ability, a straightforward methodology to assess students' negotiation skills is missing.
In this paper, we define global negotiation competence as a complex of different types of language competencies, such as communicativecompetence, pragmatic competence, discourse competence, interactive competence. Negotiators need to be capable of producing aconvincing discourse to highlight their claims and maintain good interpersonal relationships with their counterparts. Their discourse canbe analyzed in terms of subjectivity and intersubjectivity. Using makers that we selected from our discourse competence theory, we willshow how these aspects appear quantitatively and qualitatively in the data taken from different sets of informants (advanced vs. lessadvanced, Japanese vs. non-Japanese international students, STEM majors vs. social sciences). These data will be parsed using a Text
Mining Analysis, and the preliminary findings will be presented.

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15:50-17:30 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 2 | Room C
Ethnicity, Difference, Identity
Session Chair: Yuki Yokohama
61570

15:50-16:15

Rethinking Hong Kong Protests Through the Lens of Social Media and Adult Learning Theories
Yingyilong Hu, University of Toronto, Canada

In 2014 and 2019, Hong Kong captured the world’s attention with a tidal wave of ‘pro-democracy’ protests. Where did it come from?
How has it evolved? How has it been reported? What are some key takeaways related to Adult Learning? This paper will serve as an‘informational brochure’ to share knowledge on Hong Kong’s recent protest history with reported and gathered from both the Westernand the mainstream Chinese media. This paper has been also an attempt to share implications and learning together with educational
and theoretical perspectives. This article incorporates a threefold methodology. First, I explore the history of Hong Kong and the 2014
and 2019 protests in Hong Kong by referencing social media reporting to study ethnicity and Hong Kong identity. Two, I study three adultlearning theories. Specifically, I consider Holford (1995), Mezirow (1997), and Rogers (2014), which offers a better way of understanding
and conceptualizing the social movement and the foreshadowing behind the screen. Third, I discuss Hong Kong Protests as a case study
that could apply the selected adult learning theories, rethinking the role of social media and the different ways of learning. Indeed, Hong
Kong Protests and ethnic identity are an understudied thread running throughout the adult education and learning theories and provide acamera lens to (re)interpret such political matter and social movement happened to Hong Kong, which is to study a complex bond to its
history, ethnicity and education system.
61759

16:15-16:40

What Is the Network of Overseas Chinese/Ethnic Chinese?
Yuki Yokohama, Kanto Gakuin University, Japan

Today, there are Chinatowns not only in Asian countries, but also in Europe, America, Africa, and many other countries around the world.
Historically speaking, most of the Chinatowns were built by overseas Chinese immigrants in order to live in the country. And their networks
seem to be connected to many parts of the world. However, the nature of these networks are not clearly understood at present. This
study examines the components of the networks that exist among overseas Chinese, including their place of origin, surnames, peerorganizations, and the Chinese merchant networks that have been attracting attention since China's reform and opening-up policy. The
research method was based on a number of papers that focused on the networks of overseas Chinese. As a result, especially in recent
years, the commercial networks of overseas Chinese tend to be perceived as if they are already spreading around the world and actively
doing business with China under globalization. In reality, however, the network between Chinese immigrants and China is not as strong
as it seems. On the other hand, networks by place of origin in China still exist, for example, the Fujian World Congress is held every year.
In other words, it became clear that when researching overseas Chinese networks, it is necessary to take a multifaceted perspective inanalyzing their personal connections, the immigration policies of their countries of origin, education, and social environment.
61968

16:40-17:05

Re-writing History on the Streets: Poster Art and Installations in Delhi’s 2020 Anti-CAA Protests
Ronie Parciack, Tel Aviv University, IsraelThis presentation addresses the street art, mainly posters and art installations, produced during the widescale protests against the Indian
Citizenship Amendment Act (December 2019). This art was documented during fieldwork conducted at 11 protest sites in the Indian
capital in February 2020, and disappeared from the streets with the outbreak of the Covid-19 pandemic and the lockdown imposed on thecity. The protest centers that formed in and outside the Indian capital departed considerably from typical protests since Muslim womengathered non-violently and sat in silence in fenced and often gender-segregated areas. The protest complexes were decorated with poster
art, protest art installations and photography exhibitions echoing each other with slight variations. Focusing on three iconic loci: Shaheen
Bagh in the south, central centers (e.g., Nizamuddin and Turkman Gate) and in the working-class neighborhoods in Northeast Delhi(Seelampur, Chandbagh Mustafabad and others), this presentation discusses the ways in which protest sites and art struggled to actively
widen the circles of civil engagement, processed the issue of state violence and most importantly, aimed at changing the socio-politicalorder and write a new discourse of citizenry on the streets.
62198

17:05-17:30

Generative Excavations – An Experimental Pedagogy for an Architecture Travel Abroad Design Studio
Yael Erel, Rensselaer Polytechnic Institute, United States“Now let us, by a flight of imagination, suppose that Rome is not a human habitation but a psychical entity with a similarly long andcopious past— an entity, that is to say, in which nothing that has once come into existence will have passed away and all the earlier phasesof development continue to exist alongside the latest one…” (Sigmund Freud Civilization and its discontents 1927). Inspired by Freud’s
reading of Rome as layered entity, we developed an analytical and experimental pedagogy for a travel abroad studio that excavates stories
embedded within buildings and unlocks them as a contemporary reading. Each student team was given a square fragment of the Nolli
Map of Rome with an embedded architectural "gem". Through deep observation, dissection and analysis in multiple scales the students
proposed a thesis revealing the logic embedded in the artifact and its zeitgeist; uncovering the spirit of the time it was written throughthe spirit of our time, when it is read. We used devices of our time - scripting, environmental analysis, 3D computer modeling and 3D
printing to make the ephemeral physical and precisely project our poetic imagination. The ambition of this project is to turn the readingof an architectural gem into writing, taking the analysis to its next generative step. An architectural reading becomes a key to unlock a
new beginning.

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17:40-19:20 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 3 | Room C
Cultural Studies
Session Chair: Sadie Heckenberg
61135

17:40-18:05

The Mom-in-Chief on the Side-stage: Making Michelle Obama ‘Just Like Us’ in Celebrity Gossip Magazines
Andrea McDonnell, Providence College, United States

This presentation considers the representation of Michelle Obama in American celebrity gossip magazines In Touch, Us Weekly, and Star
between 2007 and 2016. Drawing from primary source data, close reading of images, captions, and editorial content throughout this period
suggests that Ms. Obama was depicted primarily as a mother, wife, and family member. Using dozens of articles published during the
Obama campaigns and Presidency, I consider the visual and textual content of the magazines in order to outline the narrative portrayal of
the First Lady across this magazine genre. Gossip magazines frame Michelle Obama using the same techniques employed in coverage ofother famous figures, positioning her as a celebrity who is aspirational, but also ordinary and knowable (McDonnell, 2014). Examination ofthis coverage suggests that celebrity gossip magazines provide a side-stage (Meyrowtiz, 1985) image of the First Lady, a representationthat appears to offer insider, behind the scenes knowledge, while at the same time carefully honing her political brand. I argue that thisside-stage presentation helped to develop an image for Michelle Obama that was non-partisan, family-oriented, and relatable and that thisimage, while appealing to readership, also worked to minimize the first African-American First Lady’s impressive educational backgroundand policy initiatives. Finally, this talk considers the ways in which this side-stage presentation of the “mom-in-chief” (Henderson, 2010)
may have served as a response to initial media depictions of Michelle Obama as an “angry Black woman” (Thompson, 2011).
62124

18:05-18:30

Walumarra Giilang: Researching with Indigenous Peoples
Sadie Heckenberg, Swinburne University of Technology, Australia

As Indigenous peoples our cultural connectedness is intertwined by oral histories and sharing knowledges from generation to generation.
Present-day knowledge systems are interwoven with ways of being that has been handed down to us, continuing to bring life to ourcommunity narratives, maintaining connection to country and the customs, beliefs and values of our old people, our Elders and Ancestors.
Knowledge shared within families and communities, ensures ‘ways of being, knowing and doing’ remain connected and protected in anever-changing world. These knowledges and way of doing, though, have been the topic of research for many non-Indigenous researchersand practices of knowledge appropriation from Indigenous nations still occur. As such it is vital that ethical research structures to protect
and empower Indigenous communities are embedded in institutions, that non-Indigenous researchers uphold cultural respect, and that
Cultural Safety is ensured. Cultural Safety being ingrained within ethical research practices, and the significant place of the performative
aspects of research, can ensure Indigenous knowledge is protected within a research environment, that research brings true beneficenceto our communities and that our voices as Indigenous peoples and the voices and values of our Elders remain empowered and selfdetermined, ensuring Indigenous knowledges stay in Indigenous hands.
62575

18:30-18:55

Star Trek and the Metaverse: An Analysis of Foresight for Augmented Reality in Science Fiction
Eric Hawkinson, Kyoto University of Foreign Studies, JapanAn analysis combining viewpoints of futurism, strategic foresight, computer science, learning technology, and film studies to compareand contrast themes found related to Augmented Reality in Star Trek to trends found in the development and commercialization ofthese technologies. The use and proliferation of immersive media such as augmented and virtual reality is increasing, with new terms
like ‘metaverse’ and ‘digital twins’ being used to describe a blending of human experience into media like never before. This study looks
to examine the predicting capabilities of science fiction, most specifically Star Trek and all of its iterations, and compare/contrast withcurrent trends in immersive technology media development. There are examples that can be seen in current trends from several decades
before commercial availability in Star Trek. The stories and themes discussed surrounding these technologies within the context of thisfiction can inform emerging conversations of how these technologies will impact human communication, our perception of reality, andsociety as a whole. This study relates signals and themes from Star Trek surrounding augmented reality and matches them with current
research topics. It also provides an idea of how these technologies can alter or modify our lives and mainly guides us on handling themcorrectly. Introducing a new technology affects society; Star Trek tries its best to make those impacts of technology a more positive one.
61417

18:55-19:20

Individuals’ Use of Memorials to Members of Marginalized Communities During Times of Renegotiation of
National Public Memory
Larissa Hugentobler, University of Zurich, Switzerland

This research aims to find out the effect of Americanization on Latin pop. In a period of increasing global integration and rapid technologicalprogress, Latin pop started to gain its popularity and leave their mark on the mainstream pop music. Latin pop is one of the most popular
Latin music genres which is generally originating in Latin American culture. Nevertheless, it is undeniable that significant amount of
Latin pop records has been distributed under the great influence of the United States. Historically, in the 44 years between 1955 and1999, 455 singles by 117 Latin artists made the list on the Billboard Hot 100. Soon, “The Latin Pop Explosion” in 1999 started to change
the U.S. music scene bringing an unprecedented surge in the popularity of Latin pop. This “Latin Explosion” occurred in the U.S. becamea crucial opportunity for Latin artists to attract worldwide attention in the 21st century. However, the paper proposes the question why
the Latin pop music is fundamentally based upon the U.S. market and hasn’t come from where they naturally should come from: Latin
American countries themselves. Given this situation, this article recognized the necessity to investigate the reason for Latin pop’s efforts
to firstly ride into the U.S. cultural mainstream to make ultimate inroads in the global music industry. Based on this research question, thepaper clarifies the “Latin Explosion” and today’s “Latin boom” as another example which shows overwhelming dominance of American
marketing as a form of “Americanization of Latinos”.

84 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

19:30-20:45 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 4 | Room C
Cultural Studies
Session Chair: Melsia Tomlin-Kraftner
61583

19:30-19:55‘Who Education Hep’: Cybercrime and the Threat to Education in Ukwuani
Ikem Godspower Ujene, University of Ibadan, Nigeria

Against the backdrop of formal hard work which had produced successful Ukwuani citizens such as Patrick Osakwe (former senator of
the Federal Republic of Nigeria), John Eke Uti (World Heavyweight Champion) and Prof. Stephen Okecha (renowned international scholar)
etc., there is the sway of cybercrime (popularly called ‘street business’ or “Yahoo Yahoo” among Ukwuani youths) which is massively
perpetrated by and threatens the existence of the Y and Z generations. With a case of Ukwuani Local Government Area of Delta state in
Nigeria, and the employment of qualitative data collected through nine in-depth and three key informant interviews which were contentanalyzed, the study brings to the fore contemporary patterns of cybercrime and its educational implications on Ukwuani youths. Also, theentrepreneurial cum informal educational implications of cybercrime were delved into. With the triangulation of Hirchi’s social bond andShaw and McKay’s social disorganization theories, the study submits that the heightened rate of cyber-criminality in Ukwuani is fueled by
the interplay of political malfeasance, unrewarding educational system and economic shortfalls hence, the suggestions that democratic
gains should trickle effectively down to the suburbia and rural areas and economic disbursement should be improved upon so as to create
more attractive employment opportunities for the Y and Z generations especially those with academic and technical know-how.
62057

19:55-20:20

The Effect of Americanization on Latin Pop: Diving Into the Cultural Mainstream
Jeongwon Lee, Hankuk University of Foreign Studies, South Korea

This research aims to find out the effect of Americanization on Latin pop. In a period of increasing global integration and rapid technologicalprogress, Latin pop started to gain its popularity and leave their mark on the mainstream pop music. Latin pop is one of the most popular
Latin music genres which is generally originating in Latin American culture. Nevertheless, it is undeniable that significant amount of
Latin pop records has been distributed under the great influence of the United States. Historically, in the 44 years between 1955 and1999, 455 singles by 117 Latin artists made the list on the Billboard Hot 100. Soon, “The Latin Pop Explosion” in 1999 started to change
the U.S. music scene bringing an unprecedented surge in the popularity of Latin pop. This “Latin Explosion” occurred in the U.S. becamea crucial opportunity for Latin artists to attract worldwide attention in the 21st century. However, the paper proposes the question why
the Latin pop music is fundamentally based upon the U.S. market and hasn’t come from where they naturally should come from: Latin
American countries themselves. Given this situation, this article recognized the necessity to investigate the reason for Latin pop’s efforts
to firstly ride into the U.S. cultural mainstream to make ultimate inroads in the global music industry. Based on this research question, thepaper clarifies the “Latin Explosion” and today’s “Latin boom” as another example which shows overwhelming dominance of American
marketing as a form of “Americanization of Latinos”.
62172

20:20-20:45

The Influence of Dancehall Music as a Means of Female Empowerment or is it Provoking Violence Against Women
Melsia Tomlin-Kraftner, Bournemouth University, United Kingdom

This presentation explores the peripheral aspects of Femicide and to what extent the influence of Dancehall music is a means of female
empowerment. On the other hand, is the sexual objectification within the lyrics and the choreographies provoking violence against women?
Femicide is the intentional murder of women, usually perpetrated by men, but a growing number of female family members are involved.
There are mixed messages evolving from sexual objectification within Dancehall music or any music with lyrics that explicitly denigrate
women. The recently released dancehall song ‘Go Dung/Down Deh’ by Spice, Shaggy and Sean Paul, is one such example of explicitly
arranged lyrics that either empowers women in the sexual act or promotes sexual objectification, and even more are men provoked withsuch lyrics to perpetuate control leading to violence against women. In this study, the lyrics from Dancehall music are explored as Literaryinterpretations drawn from extant studies, interviews and YouTube content analysis. As a mixed-methods research, once knowledge of what
the lyrics mean and the significance of the choreography identified, the study explores various lenses from the perspective of individuals
such as dancers, women who watch and feel inspired to perform, parents of children who perform, and Dancehall management within themusic industry.

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14:00-15:40 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 1 | Room D
Educational Support
Session Chair: Marcel Lebrun
61185

14:00-14:25

Defining Special Needs: From Nonspeaking to Doctor in Education
Kerry Magro, New Jersey City University, United States

In this presentation you will hear from someone who was nonspeaking until 2.5 and now today is a professional speaker who travels thecountry interviewing students impacted by a diagnosis via the Facebook Page A Special Community (over 214,000 followers) and has
given 100 scholarships for students with autism to go to college. In his session he will provide case studies from students with special
needs on what they want educators to know. Learning objectives include: 1. To learn about the experiences of students with special
needs from the case studies of self-advocates sharing with educators what they would like them to know. 2. For the attendees to gainawareness of special needs across the lifespan from adolescence to transitional services when the school bus stops coming when thesestudents become adults. 3. To leave with 10 tips on how to help students through K-12 become the best versions of themselves. Whatalso makes Kerry’s presentation unique is that he is one of the few autistic adults self-advocating for change in how our society deals
with special needs. The fact that many of his topics focus on communication shows an element in the world of autism that hasn’t been
explored yet. What also will make Kerry’s story different is his personal life narrative of how he went from being “disabled” with minimum
communication skills to now speaking so articulately and communicating so clearly that many say he could have never been autistic..
Time will be left for Q&A.
61004

14:25-14:50

Enabling Change for the Better: Teaching and Learning about Information, Misinformation, and Reactionary Populism
Lorna Rourke, St. Jerome's University in the University of Waterloo, Canada
Pascal Lupien, Brock University, Canada

In recent years we have witnessed the rise of far-right populist movements characterized by xenophobia, authoritarianism, and hostility
toward democratic institutions. We have also experienced a global pandemic and a plethora of anti-science misinformation. These
offensives are successful when people lack skills that would allow them to think critically about information and therefore to fully exercise
democratic citizenship. Political science has theorized the link between information and power; its critical pedagogical practice encourages
students to identify and challenge such dynamics. Information and media studies understand the cognitive decision-making activities
involved in processing information. Information literacy (IL)—the ability to analyze and think critically about information—is particularly
relevant in the current political and post-pandemic climate. But these disciplines, and the epistemologies they produce, rarely intersectwith each other and with critical pedagogy. If information is power and power is at the core of politics, those who study politics and those
who understand how information is created and manipulated must work together to support resilience against threats to democracy
and truth. In this session a Political Scientist and a Librarian will discuss how misinformation and lack of IL skills threaten democracy
and public health. We call for a collaborative research and pedagogical agenda, grounded in a holistic understanding of information as
power, that will help achieve a more informed citizenship and promote a more resilient democracy. We will propose the development of atranstheoretical model linking political science, information and media studies, and critical pedagogy to suggest new paths for teaching.
62073

14:50-15:15

Up Your Game in Research: How Universities and Colleges Can Help Faculty Write and Publish!
Remilyn Mueller, Grand Canyon University, United States

Literature shows that there is many published research on faculty development that gears towards teaching (Mohr & Shelton, 2017; Martin
et al., 2019; Berry, 2018). However, teaching is not the only expectation from faculty members. Many colleges and universities struggle to
make more faculty write and publish research. In fact, faculty tenure and university accreditations also depend on the number of research
published. Universities have conducted endless training, and seminars but the chance to make more faculty do actual research andpublish is slim. And yet, those who have become successful in their first publication seem to have been set from a launching pad and they
become consistent researchers that publish annually from that first success. This presentation is an accumulation of best practices foruniversities to design faculty development programs that are geared towards research.
62033

15:15-15:40

Transforming Services and Supports For Students with Emotional and Behavioral Disabilities
Marcel Lebrun, Plymouth State University, United States

This presentation will discuss the findings and recommendations of a multiple-year research study in an urban school district. The study
investigated practices in self-contained emotional behavior disorder programs at the elementary, middle and high schools. Recommendations
for effective management, curriculum and effective interventions for these specialized programs will be presented. This presentation will
focus on the difficult work of shifting the perspectives of all stakeholders, including those of general education staff, administrators, special
education staff, other specialists, family members, and community stakeholders to embrace a vision of full inclusion. This presentation will
include a description of using research-based tools such the Participatory Evaluation and Expert Review for Programs Serving Youth with
EBD tool (PEER_EBD, Walker & Cheney, 2015) with staff who worked in programs specifically for students with disabilities, and the resulting
program reforms developed by the staff with a goal of supporting their students in typical education settings (Jones, 1987). These teams
transformed their practices and programs from a patchwork of approaches based on individual perspectives and experiences, to articulationof a clear eligibility process based on research-based assessments, with an application of evidence-based practices such as functionalbehavioral assessment and positive support planning, student- and family-driven individualized support planning, co-teaching models in the
typical classroom, and collaboration with community supports such as mental health and child welfare. The presentation will also include
the district-level work to develop, and gain buy in for a clear vision focused on the implementation of Multi-Tiered Systems of Support.

86 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

15:50-17:30 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 2 | Room D
Higher Education
Session Chair: HoangNam Tran
62059

15:50-16:15

Gender Diversity in Single-sex Education: Trans-inclusive Admissions Policies in Contemporary American
Women’s Colleges
Maki Ikoma, Aichi University, Japan

Recognizing the evolving understanding of gender, many women's colleges in America since 2014 have revisited the meaning of "women" andincluded a wider range of gender diversity in their admissions policies by being trans-inclusive. Their degree of inclusivity, however, varies
widely, which has led to a heated debate about the mission of women's colleges. This study explores this issue in depth by examining howchanging definitions of gender have caused women's colleges to interpret their institutional missions in contemporary America. In particular, it
investigates how women's colleges attempt to continue upholding their traditional missions of empowering women while also expanding their
institutional roles to serve diverse gender groups. In order to investigate this question, this study looks at the twenty-two women's colleges that,
as of 2021, have announced trans-inclusive admissions policies. Examining their trans-inclusive admissions policies in light of their mission
statements, it reveals that by utilizing four main approaches that incorporate the ideas of "diversity", "human rights", "self-exploration", and"sisterhood and/or a singular focus of women", women's colleges attempt to maintain their historical commitment to serving women while
also embracing their new expected role to meet the needs of other gender groups. This study, by illustrating their complex and sometimes
contradictory responses in their policies, shows the continued challenges for justifying single-sex education in today's rapidly changing world.
61454

16:15-16:40

Experiences in Higher Education in Chile in times of COVID-19
Rosa Bahamondes, University of Chile, Chile
Erika Abarca Millán, University of Chile, Chile

As the pandemic turned instruction entirely online in several countries, students and teachers were presented with the issues of having tore(construct) what these different institutions (university, family) look like, their boundaries, and physical spaces. In this exploratory qualitative
project we aim to analyze the impact of transforming face-to-face classrooms to emergency online education (Hodges et al., 2020) for a sampleof university students and instructors in a public university in Chile during the COVID-19 pandemic, guided by the following research questions:
What are the most salient themes participants discussed when asked about their university experience during the pandemic? What are the main
challenges that participants report? We focused on the experiences (Abarca Millán, 2020) of instructors and first-year students using data fromtwo university-wide surveys. From the surveys, we used demographic information and answers to open questions included for 240 freshmen
and 67 instructors in one college of this university. Answers to these questions were coded using a thematic analysis (Guest et al., 2014).
Concerning findings, students reported concerns about online modality instruction, mental health issues, and issues with available learningspaces. Instructors reported exhaustion due to class preparation and teaching and concerns about student participation. This study has
important implications not only to inform online instruction during times of restricted (or no) access to face-to-face classes but also to inform
educational policy in developing countries concerning university-wide and nation-wide conditions that need to be met to serve all students.
61936

16:40-17:05

The Indian Odd: Women’s Rising Education and Declining Labor Participation
Gauri Khanna, OP Jindal Global University, India

The disproportionate representation of women in labor as compared to their education is an Indian odd which will be examined in this study.
Women are attaining higher education degrees at similar rates as men but hold a much lower track of considerable labor participation.
Women constitute only 21% of the workforce as compared to 49% of total enrolment in higher education in India (AISHE,2020). Thisapparent paradox is result of a variety of factors where gender roles in society and discrimination at job work play its role interchangeably.
However, no study so far has assessed the dynamics of personal and economic factors collectively. This study aims to address the gap
in literature by collectively exploring the personal and economical determinants to explain the negative correlation between women’s
education and their labor participation in India. The theories of human capital suggest that with more education, women acquire greater
skills, and their earnings increase, resulting in higher labor force participation (Chattarjee, 2018). In India, counter-theoretical resultsfrom data deserve greater research attention than it has been given.This study will provide an acute test of personal and economic
determinants affecting women’s labor force participation. It will establish new directions for future research that will explain the negative
correlation between women’s labor participation and higher education in India.
61262

17:05-17:30

International Students’ Acceptance of Online Learning During Pandemic: Some Exploratory Findings
HoangNam Tran, Tokushima University, JapanThe COVID-19 outbreak in 2020 has impacted campus life in many ways, including shifting to online mode of teaching and learning,
restricting face-to-face communication and activities, and forming of new norms of education. This paper investigates impacts of thepandemic to the way international students taking class and doing research, the satisfaction level, and obstacles of international students
in Japan to online learning, as well as the factors which may influence the students’ acceptance of online learning, A questionnaire
containing both Likert-style and open-ended questions were sent to all international students at a university in Japan. Almost halfof the non-research international students reported that their taking class was impacted, while almost 30% of graduate international
students reported that their doing research was impacted during the pandemic. Japanese proficiency, years of enrollment and family
status are found to be associated with impact on taking class. Access to supportive information from university is found associated withsatisfaction level of online learning. These findings imply further investigation may need to be conducted for more evidence on whether
that acceptance of online learning could be associated with certain factors, and if online learning could be a new norm of education.

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17:40-19:20 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 3 | Room D
Learning Experiences
Session Chair: Erin Baldauf
61648

17:40-18:05“Making It Happen”: Teacher Candidates Making Sense of Elementary Social Studies Through Maker
Tanya Stogre, Mount Royal University, Canada
Kerry Harmer, Mount Royal University, Canada

The innovative and unique learning opportunities of makerspaces and design thinking has garnered increasing attention. As such,
the Maker Movement is becoming more embedded and visible in K-12 education, making it imperative for Education students to haveopportunities to experience this prior to entering the teaching profession (Halverson & Sheridan, 2014; Martin, 2015, Martinez & Stager,2013). In this oral presentation researchers will share the outcomes of a recent study integrating a makerspace into curriculum. One
objective of this research was to assess the integration of a makerspace into curriculum to showcase the possibilities and opportunities
for innovative teaching and learning. Another objective was to bring STEAM (science, technology, engineering, the arts, and mathematics)
into the Humanities. In this qualitative research, design thinking and making were integrated into classroom teaching and learning throughthe use of emerging technologies. Specifically, design thinking and making were used to understand teacher-candidates’ experiences ofthe elementary social studies education Program of Studies. Emerging from research interviews and assignment analyses were a numberof themes supporting the notion that teacher candidates recognise the value of this experience as a successful pedagogical approach intheir future professional practice as classroom teachers. Students also articulated the transformational learning that occurred for themas they were pushed out of their comfort zones and built creative confidence and technological literacies they did not initially feel capableof prior to their experiences using the makerspace.
61526

18:05-18:30

Modeling & Developing Resilience for Teacher Candidates – One Approach
Jeff Lichtman, Touro College & University System, United States
Laurie Bobley, Touro College & University System, United States

Teacher candidates experienced tremendous stress with changing life conditions during the Pandemic. In a 2021 survey of faculty,
administrators, and students in U.S. Institutions of Higher education ranked "feelings of stress," "level of motivation," and "having time
to do homework" as the their top three challenges (McKenzie, 2021). Candidates needed to develop greater resilience. In efforts to help
candidates through this difficult time, one educator preparation program incorporated faculty training to improve skills with identificationof candidates at risk and delivery of remote and online instruction, as well as providing frequent and targeted communication, and programs
to support strong mental health. One result was that candidates learned they could use this model in their own work with students. To
increase Communication and interaction with candidates, we held small cohort meetings, frequent individual meetings, and open forums
for discussion. Feedback indicated that this provided insight and empathy for each individual candidate. We provided ongoing scaffolded
instruction in using a variety of technologies as mediums of instruction for both faculty and candidates. We also offered webinars on how
to engage effectively with students virtually, and we developed a new certificate program to help teachers acquire greater comfort andproficiency with best practices for using technology. Mental Health is critical to the ability to teach effectively. Communication regularly
informed teacher candidates of the mental health services available to them. Webinars were offered providing strategies for handlinganxiety and other challenges. Newsletters containing tips and articles for managing stress were shared monthly.
61398

18:30-19:20

Workshop Presentation

Live-Stream Workshop Session: Addressing the Needs of Marginalized Youth Through a Commitment to Multi-Tiered
Systems of Support
Erin Baldauf, Lokelani Intermediate, United States
Dylan Hayden, University of Baltimore, United States

This interactive session will challenge participants to identify the various socio-environmental factors that impact students' ability
to access their educations. Attendees will be asked to reflect on some of the factors that impact educational access, including thefollowing: housing and/or food insecurity, marginalizing literacy practices, stigma-based school and community policies, and family
status. Participants will review the history and evolution of the MTSS (Multi-Tiered Systems of Support) framework and craft strategies
for implementing MTSS at their home school locations while tackling common obstacles to such implementation. Attendees will be
encouraged to share strategies from their home campuses that are helping to close the achievement gap for their learners while also
being given space to workshop challenges that they are facing on this front. Concern for Diversity, Equity, and Inclusion will serve as thecornerstone for workshop dialogue, both in relation to desired outcomes and in regard to how participants will be expected to engage with
one another during the session.

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19:30-21:10 | Hawaii Standard Time (UTC-10)

Sunday Live-Stream Session 4 | Room D
Counselling, Guidance & Adjustment in Education
Session Chair: Liyang Rajegowda
62511

19:30-19:55

PE Teacher Candidates’ Identity: Exploring the Main Constituents and the Evolution of Perceptions of Self
Mariane Gazaille, Université du Québec à Trois-Rivières, Canada
Alvaro de Pano Rodrigez, Universitat de Lleida, Spain
Andréanne L. Nolin, Université du Québec à Trois-Rivières, Canada

Teacher training has been prompted by political orientations, school reforms, and professionalization of teaching; consequently, so has
the quest for professional identity. Thereof, university teacher training resonates with identity shifts and the questioning one’s legitimacy
to teach (Tang, 2020) for a great number of teacher candidates (TC). These tensions are exacerbated in the case of future specialist
teachers who need to identify with both teaching and their discipline in order to feel legitimate and teach efficiently. Learning to teachcan be conceptualized as an identity-making process (Geijsel & Meijers, 2005; Garner & Kaplan, 2018). As a process, professional identity
develops from and builds on representations (Blin, 1997; Goyer, Anadón, Bouchard, Charbonneau, & Chevrier, 2001), perception of self
(Rogers, & Scott, 2008), sense of belonging (Gee, 2000), historical background, (Pennington & Richards, 2016), and teacher preparation
context (Schepens, Aelterman, & Vlerick, 2009). Perception of self being an indicator of professional identity development (Rogers, &Scott, 2008), understanding physical education (PE) TC’s professional identity and its development consists thereof in understanding
how TC represent themselves as (future) teachers in the classroom. How do PE TC perceive and see themselves in the classroom? How
do their perceptions of self evolve? We resort to a combination of two techniques (projective drawing + self-explanatory description) to
study PE TC’s self-perceptions. Preliminary results show commonly shared constituents of self-perceptions among PE TC, differences inperceptions by levels of study, and a distance between conscious and unconscious reports of self-perceptions.
61502

19:55-20:20

Grief Triggers – Public Education Needed for Grief Resilience
Donna M Wilson, University of Alberta, Canada
Begona Errasti-Ibarrondo, Navarra University, Spain

In 2021, a qualitative study was undertaken to identify what triggers grief in the first two years following the death of a beloved family
member, determine how often triggered grief occurs, and gain insight into what can be done to manage triggers and thus also triggered
grief. A recent literature review only identified six research articles published in the last 20 years on grief triggers. As up to 50% of bereaved
people sustain prolonged impactful grief, gaining grief trigger evidence to educate the public and help people recover after a beloved
one’s death is needed. After advertisements were distributed across Canada in online venues, 8 volunteers who were willing to talk openly
about their grief were interviewed until data saturation occurred, with two additional volunteers confirming the findings as thematicallyconfigured. Four themes, highlighting an unscheduled process of recovery were identified through constant-comparative and contextual
data analysis: (a) my whole life is grief, (b) frequent hard-grief triggers, (c) absorbing the losses and reshaping life, and (d) shifting
to good memories; with alive and welcome triggers. These themes are described, with quotes to illustrate their relevance for advisingbereaved people about the grief triggers they may encounter and for designing bereavement services. Information is also presented onwhat triggered grief, how often grief triggers and grief waves occurred, and what actions were taken to manage triggers and therefore also
triggered grief waves.
62068

20:20-21:10

Workshop Presentation

Live-Stream Workshop Session:
Empowering Culturally Informed Practice in Mental Health with Asian Americans
Liyang Rajegowda, International Education Counseling, United States

This workshop provides a training program and conceptual framework from which mental health professionals and educators canreassess and modify their approach to working with Asian American families. A theoretical framework and practical strategies will bepresented which can be implemented facilitating a more culturally informed practice which will reduce miscommunication, improve thequality of communication, encourage families to express their needs, and provide a safe environment where Asian families can seek
help and ask questions. With improved understanding of Asian culture related to mental health, professionals can improve the qualityof collaboration and delivery of service, while assisting families to make informed evidence-based decisions, and become empowered
advocates for their children. Establishing culturally informed communication is the foundation for Asian American’s ability to accessmental health services. These communities often struggle with supporting their own mental health needs. These families often need help
understanding their responsibilities and rights, school systems, special education processes, school-family relationships, and mentalhealth-related resources in the United States. Participants will learn to help Asian American students and their families understand andimprove access to mental health resources and related services, providing strategies that can facilitate their navigation of systems, andcreate a safe environment that would encourage them to reach out for help when needed.

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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.

IICAH Virtual
Presentations(Pre-Recorded)
Watch pre-recorded Virtual Presentations on the following webpages:

vimeo.com/channels/iicah2022
Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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vimeo.com/channels/iicah2022

IICAH2022 Virtual Presentations (Pre-Recorded)
Arts - Arts Theory and Criticism
62081

From Virtual Space to “Third Space”: Mickey Mouse in Shanghai during the 1930s and 1940s
Yujing Qian, Beijing Film Academy, China

Mickey Mouse made his Chinese debut in the Shanghai illustrated magazine Liangyou in 1932. Since then, urban audiences in Shanghai began
to see both authorized and unauthorized Mickey Mouse cartoons in various entertainment mediums, including magazines, newspapers, andfilms. Through the analysis of images in various Shanghai media, this paper explores how the cultural identity of Mickey Mouse in Shanghai
went through a fundamental shift from a citizen of the world to a distinctly American figure in the late 1930s and 1940s. The paper has two
sections. The first section focuses on Mickey Mouse images in early 1930s Shanghai. These images portray a universal character with no distinct
definition of age, ethnicity, race, class, nationality, or local identity—a figure that can only exist in virtual space. The second section turns thefocus towards the late 1930s and 1940s when unauthorized comic strip adaptations of Mickey Mouse created by Chinese cartoonists spring up
in Shanghai. One such comic strip, Milaoshu you Shanghai (Mickey Mouse Traveling to Shanghai, 1948), exemplifies how Mickey Mouse shifts
from being a symbol of cosmopolitanism to becoming a character with a specific national and racial identity: a white American man. By setting
this white American male Mickey Mouse in 1940s Shanghai, Milaoshu you Shanghai depicts a world full of contradiction between the East and theWest constructing a world that can be called, to use Homi Bhabha’s term, a "third space" – a hybrid space emerged from the interface between
existing cultural forms.

Arts - Performing Arts Practices: Theater, Dance, Music
61397

From Old Creole Days: Sampling the Afro-creole Folk Song of Louisiana of the Late Nineteenth Through the TwentiethCenturies
Phyllis Lewis-Hale, Jackson State University, United States

This lecture-recital will highlight selected arrangements of Louisiana Afro-Creole folk songs of the late nineteenth through the midtwentieth centuries that utilize a Creole patois. These songs reveal a distinct, yet diverse approach to the ethnomusicological heritage of
the African experience in the New World. The study explores selected songs of Camille Nickerson, Efrem Zimbalist, Julien Tiersot, W. T.
Francis, and Mina Monroe (with Kurt Schindler) while noting various societal influences shaping the subject matter and compositional
elements they employ. The main objective is for this lecture-recital to introduce and critically discuss specimens from this little-discussed
repertory, both published and unpublished, thus helping to define a neglected corner of Afro-American song. The lecture-recital also
serves as a performer’s guide, providing information helpful to others seeking to explore the diversity of historical Afro-American culturalcontributions.

Arts - Teaching and Learning the Arts
61916
School Songs: Place, Space and Embodied Architecture Within UK Independent School Communities
Emma Bryden, Birmingham City University, United Kingdom
Since the 1850s, UK independent schools have composed songs which encapsulate their singular identity (David, 1850) and, through their regularperformance (Farmer, 1860), establish a lasting bond amongst staff, students and past students (Butler, 1953). These school songs fall within eightbroadly connected themes (Ewart, 1969) and are a lens through which to view the school’s history, aspirations, views on education, morals andindividual cultural praxis. The closure of schools during the COVID pandemic (DfE, 2020) dispersed their communities and prevented the physicalperformance of these songs at annual occasions such as speech day and Founder’s Day (Bryden, 2021). To cultivate a sense of community when
it was needed most, independent schools turned to online performances of their songs, featuring virtual choirs and orchestras, to facilitate theirritualistic inclusion within the academic year. This presentation therefore interrogates the necessity of a set physical space for the performance ofa school song. The approaches taken by several schools in facilitating performances of their songs will be explored, and their reflections upon the
success of those performances will be presented alongside an examination of historical examples. The outcomes of these investigations show that
there is a hitherto unstudied embodied architecture which occurs through the habitual performance of independent school songs. Furthermore, itwill be shown that this phenomenon can enable the community's identity to be successfully recreated outside of the physical school environment.

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vimeo.com/channels/iicah2022

IICAH2022 Virtual Presentations (Pre-Recorded)
Arts - Social, Political and Community Agendas in the Arts
62115

Liminality in Inclusivity: Faculty Perceptions Towards an Inclusive Educational Community
Rebecca Kan, Nanyang Academy of Fine Arts, Singapore
Jonathan Chng, Nanyang Academy of Fine Arts, Singapore
Arthur Chiang, Rainbow Centre, Singapore
Yeok Nguan Tan, Rainbow Centre, Singapore
Linda Prebash, Rainbow Centre, Singapore

As Singapore lives with COVID-19, the notion of an inclusive educational community is imperative to enhance the engagement of persons
with diverse learning abilities. Over the course of eight months from February to September 2021, concepts of human-centred design,
disability through the lens of inclusion, and principles of Universal Design for Learning were examined in the context of inclusive arts
education in a higher educational context. This study interviewed 10 artist-educators to evaluate their responses towards inclusivity
at the end of the programme. The findings are interpreted through the lens of liminality. The proposition here is that liminal encountersin faculty development can be described by one or more of these practices: separation, in which one leaves the original pedagogicalapproaches and begins to embrace a different way of thinking; exploration, in which one journeys towards inclusive practices; realization,in which one begins to reflect on and question the self; and innovation, in which one experiments with new pedagogical approaches totransform the curriculum in higher education of the arts. By viewing the findings through the lens of liminality, we suggest that inclusive
practice brings about personal resilience to those involved. The paper offers an opportunity to think deeply and creatively about what
it means to envision inclusive practices in higher education of the arts, and to explore alternative models of evaluating professional
development to bring about collaboration, empathy and an ethics of care.

Literature/Literary Studies
61815

Sustained Moment of Insight in Simeon Dumdum’s if I Write You This Poem, Will You Make It Fly
Hope Yu, University of San Carlos, Philippines

A rich structure of Filipino beliefs about animals inspires this paper to compare them with poetry, particularly, the poetry of the contemporary
Cebuano writer, Simeon Dumdum Jr., which, in a very unusual discourse, suggests an extraordinary level of perception into the nature of
the relationships between people and animals. Dumdum’s recent poetry collection, If I Write You This Poem, Will You Make It Fly (2010),
embodies a practice of the artistic incorporation of birds, and this praxis offers a measure against which to assess the abundant listof birds in the Philippines. Dumdum, being one of the most attentive artistic “employer” of birds – and his use of the winged creatures,
epitomizes an ideal point on the range of an animal-centered aesthetic. In describing my study of Dumdum, I will also attempt to approach
the broad questions of why and how poets use animals: what it means when we write about animals, and what implications (positive or
negative), rendered from an ecocritical lens, attend the production and understanding of such poetry.
62168

Violence for Self-respect in the Indian Socio-political Context: The Psychological Intricacies Perpetuating
Yellow Journalism in Siddhartha Deb’s Surface
Rohit Jahari, Indian Institute of Technology Ropar, India

This article will read Siddhartha Deb’s novel Surface (2005) to illuminate how an unsuspecting individual becomes prey to yellow
journalism. And which Deb imaginatively presents through a diffident journalist’s desperate effort to bolster self-respect by achieving an
admirable professional standing among his peers. In the process, to gain readers from the Western countries, Amrit Singh deliberately
punctuates his reportage on the insurgency challenging India’s democratic setup with multiple fictions that pander to most Westerners’
preconceived notions of the country. Foremost, to establish that Amrit indeed possesses a self-respecting mindset, this study borrows
from Immanuel Kant’s instruction to treat all rational beings with absolute respect, which several scholars use as a philosophical basis tocomprehend self-respect. Next, Amrit’s willingness to distort the facts is elucidated through the psychiatrist James Gilligan’s observationthat people who excessively prioritize upholding their self-esteem are most likely to utilize violence for maintaining their ego. Accordingly,
Amrit’s single-minded aim to reinvigorate his dwindling prestige makes him ignore the facts that expose how the armed insurgents haveruthlessly shot and maimed a woman named Leela. Instead, he callously sensationalizes her suffering to project India as violence-ridden
for the Western readers. Through a plot replete with nuanced understandings of the human psyche, Deb paints a poignant picture of the
cut-throat world of media organizations exploiting a victim’s tragedy.

Media, Film Studies, Theatre, Communication
61268

Strategies of Film Archives in the Face of National Trauma: Exile and Colonies
Alberto Berzosa, Spanish National Research Council, Spain
Josetxo Cerdán, Filmoteca Española, Spain

National film archives are complex institutions with many levels of management, which also carry the weight of the history and identities of states.
They are sensitive spaces of collective history, given the complexity of their activity as regulators of visual materials that shape national identities.
As a result of the patrimonial turn that film libraries underwent in the late 1980s, their collections began to receive amateur materials filmed byprivate individuals in substandard formats outside the commercial circuits. These materials, which until then had been considered minor by these
institutions, came to be recognised as audiovisual heritage. At the same time, they posed numerous challenges in terms of rights management, theLike us on Facebook at www.facebook.com/iaforjapan | IICE/IICAH2022 | IAFOR.ORG | 93

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collapse of restoration teams, and their difficult fit with a programme that seeks to attract the general public to cinema. The complex handling of
those materials becomes more complex when dealing with films made during critical processes of mobility, such as those related to exile or colonial
expansion. For the memory of nations, like it happens in Spain, the memory of the exile afert the Civil War and its recent colonial past in the African
territories is particularly traumatic. Precisely to overcome the frictions regarding the memory of exile and African colonies in a sort of institutional
resilient proposal, Filmoteca Española, has developed in recent years (2018-2020) a strategy to activate and generate debate around these materials
based on research work and production of new films. This contribution will explain what this programme consists of and show its results.

Other Humanities
61861

17:15-17:40

Exploring Resilience in Later-Life Homelessness Using Documentary Film
Victoria Burns, University of Calgary, Canada
Christine Walsh, University of Calgary, Canada

Resilience is an increasingly popular concept within the social sciences, including the field of gerontology. However, rarely is resilience considered in thecontext of older homelessness, a population rapidly rising in number, and largely absent from gerontological research, policy, and practice. This diverse
population of older adults may encounter several challenges in their experiences of ageing, housing, and community life that influence their resilience andability to age in the ‘right’ place. Drawing on the concept of place and resilience, we investigated how formerly homeless older adults enacted resilience inorder to create a positive sense of place after homelessness. Drawing on interviews with seven older adults in Calgary, Alberta, Canada acquired throughthe co-creation of a documentary film "Beyond Housing", we ground our analysis in terms of facilitators and barriers to resiliency in relation to creating a
sense of place at the level of dwelling and the broader community. Findings highlight how despite high levels of marginalization, the older adults enacted
resilience through actively seeking out social connections, finding a sense of purpose, and maintaining positive attitudes, all of which contributed tocreating a positive sense of place after homelessness. However, barriers related to income and opportunities to engage in their communities undermined
their personal resilience and ability to feel in place. This paper concludes by considering the role of documentary film in advocating for marginalizedgroups, while highlighting how broader environmental contexts affect individual resilience and older adult’s ability to age in the ‘right’ place.

Political Science, Politics
62144

14:55-15:20

Empowerment and Translocal Solidarity: Resisting Coal Mining in the North of Chhattisgarh, India
Catherine Viens, Université du Québec à Montréal, CanadaThis contribution is about how communities facing extractivism use “translocal” solidarity as empowerment practices. It focuses on the use of thevillage assembly grām sabhā to protest coal mining and to develop solidarity in the Hasdeo Arand region in Chhattisgarh, India. This state is ranking
second in the country for reserves. It is at the global-national-local nexus: even if the Covid-19 was a window of opportunity to reimagine development,
the Indian government is promoting coal exploitation to become “self-reliant” and to position itself geopolitically. Consequently, the communities livingin the region become the site of global/national/local power configurations. Research shows how people living in places rich in natural resources
are being extirpated from their homes, generating losses and disconnections at several levels (Padhi et Sadangi 2020) and participating in their"disembodiement" and "deworlding" in the case of ādivāsīs (indigenous people) in India (Nirmal 2017). Nevertheless, little research has been done on
the empowerment practices developed by these communities, especially women. This contribution argues that the solidarity developed translocallyemerges from a sharing of lived experiences and emotional geographies. Moreover, it shows how local institutions can become catalyzers. It is basedon interviews and content analysis of court transcripts, blogs and newspapers articles. The theoretical framework emerges of a feminist approach tofederalism (Viens et A. Avoine 2020) and political ecology (Elmhirst 2015). It allows us to question the interaction between communities and federalarrangements in their empowerment practices and to mobilize the variable of “emotional geographies" (Sultana 2015).

Sexuality, Gender, Families
61362

Homosexuality and African Criminal Justice System: Exploring the Current Laws and Enforcement Regimes in
Nigeria
Bamikole Martins Aduloju, Afe Babalola & Co., Nigeria

The discussions surrounding the position taken by the various legal systems towards the lifestyles, practices and or acts of thehomosexuals have gained notoriety and remained topical within and outside the academic space. While some nations have reviewed
their criminal laws to decriminalize homosexuality, others have reinforced their justice system against it. Most African nations fall in thelatter category, with the most recent example from Nigeria where her 2014 criminal law prescribes 14 years jail terms for the act. Within
the academic literature, scholars have generally appraised the African legal stance, and particularly the Nigeria regime, from different
perspectives; such as human right, medical laws, international law, legal history etc. However, not many researches have focused on
examining the specific provisions of the so-called anti-gay legislations in Africa. This paper is exploratory in nature. It selects Nigeria asa case study and examines the scope of her laws on the 'crime' of homosexuality. Whilst references were made to other African countries,
the paper isolates the Nigerian Same Sex (Prohibition) Act and discusses the legal elements of each provision of the Act and the crimes
it establishes. It also investigates the current enforcement mechanisms put in place. Ultimately, by exploring the Nigerian 'anti-gay' laws
and other African states as they are, this paper makes accessible to the international community how the regime expect persons of LGBTQ
to conduct their lives and businesses within the ambit of the existing laws, even while the debates to review or repeal the laws continue.

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Abstracts appear as originally submitted by the author. Any spelling, grammatical, or
typographical errors are those of the author.

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Assessment Theories & Methodologies
62335

Peer to Peer Learning Model

Sidra Rafique, Abu Dhabi University, United Arab Emirates
Smitha Dev, Abu Dhabi University, United Arab Emirates
Peer to Peer Learning Model Introduction Learning from one another is a characteristic of all courses at all levels, not just informal learning.
Students have conversations about what they are learning inside and outside of the classroom, whether teachers are aware of it or not.
The first approach when stuck a problem is to ask the fellow student not the teacher. It helps benefit from each other’s useful experiences
and makes learning enjoyable and less burdensome. The power of peer-to-peer learning is evident daily (Boud, Cohen & Sapson 2013)
in popular cultures as demonstrated by books and films. The report is based on the direct experience of the peer-to-peer model applied
through discussion posts and written assignments where students will comment on each other’s work and provide feedback in theclassroom and analyze its effects. Although the focus is on higher education, the themes apply to a broader audience. The research will
analyze the challenges faced by teachers and students; during the implementation of Peer-to-Peer learning, in the classroom environment
and will provide recommendations for those challenges in the adoption of the P2P scheme model in traditional classroom settings.

Challenging & Preserving: Culture, Inter/Multiculturalism & Language
59524

Immigrant Literacies: A Cultural Model Approach to Home-school Discontinuities
Leila Kajee, University of Johannesburg, South Africa

The relationship between the home/ community and school for language acquisition and learning is significant. Researchers have shown thata rift between the home and school holds serious implications for children’s literacy development. For literacy then, it is important that thehome/ community and school coalesce at some point. Generally, what is valued by the school is expected to ‘taken up’ at home, however, theopposite should also hold true, but is often a missing link. While literacy studies have been conducted in immigrant communities worldwide,current work in South Africa is negligible. A concern is if literacy is immersed in homes and communities, how should schools respond?
Unlike their parents, immigrant youth find themselves caught up between two worlds, neither fully part of the host country, nor fully part ofthe parents’ world (Noguero, 2006). The focus of this paper is to present a more nuanced perspective on Indian immigrant home literacy
practices and their cultural models of literacy. I also examine the possibilities for literacy development. Drawing on interview and observation
data from two immigrant families, this paper concludes that that home literacy intersects with schooled literacy, that the families draw on
cultural models of reading, and that religious literacy is important to both families. Recommendations for teaching and learning are made.
60837

Maltese as a Foreign Language Teachers’ Intercultural Competence
Jacqueline Zammit, University of Malta, Malta

This study sought to understand how teachers of Maltese as a foreign language (MFL) develop intercultural competence by exploring theimportance of intercultural competence (IC) to MFL teachers, the characteristics of interculturally competent MFL educators, and the ways
in which educators develop IC. The study adopted the interpretivist paradigm and a case study research design to collect qualitative data.
Seventeen MFL teachers of adult learners were purposefully selected because they all taught MFL to non-native adults. These educators
were interviewed, by answering the researcher’s ten unstructured questions. A smartphone was used to record the interviewees. Findings
regarding the perceptions of the teachers who were interviewed are as follows. Firstly, the participants stated that IC is important for MFL
teachers because it helps them to embrace diversity, to help adult learners to learn the target language (i.e. Maltese) better, and to be sensitive
and accommodative to learners from different backgrounds. Secondly, according to the participants, an interculturally capable person is
one who knows their own culture and others’ cultural aspects, respects and accepts other cultures. It was also found that teachers developintercultural capabilities through learning at a school and by visiting other countries and being immersed in the cultures of those countries.
The implications of the findings as supported by existing literature, are that IC is important for foreign language teachers and as a result,intercultural training, learning through interactions with others and visits to other countries are necessary to develop intercultural capabilities.
61940

Oral History Project: Learning Language and Culture While Serving Immigrant Communities
Maria Grazia De Angelis, Saint Mary's College of California, United States
Audrey Edmondo, Saint Mary's College of California, United States

This presentation offers a pedagogical framework for a community engagement project that can be used by instructors of any language. Overthe past twelve years, students in Professor Maria Grazia De Angelis’ Italian classes have examined issues connected with immigration throughinterviews with members of the Italian community in the San Francisco Bay Area. Students conduct the interviews in Italian, developing theirlanguage skills, and record the stories in videos they present to the immigrants and archive as part of a larger historical record. The interviews
are conducted in person but were held over Zoom during the pandemic. While this project focuses specifically on Italian immigrants in California,
it could be done with immigrants in any language and region.This project benefits both the students and the people they interview, while atthe same time creating a vital historical record. 1. Talking with immigrants is culturally eye opening for the students and motivates them toimprove their language skills. 2. For the immigrants, having their stories recorded gives them the gift of history, having their life stories recorded
for posterity. 3. For the future researchers, the final documentaries and Story Map (using ArcGIS software) will be a rich historical resource ofimmigrant stories, uploaded on a website that created with the help of a grant. The presentation will include samples of student work, a sample
syllabus, strategies for assessment, and tips from the perspective of both the instructor and the students.

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Counselling, Guidance & Adjustment in Education
62326

Reaching Beyond: The Lived Experience of Loss Among Overseas Students During the COVID-19 Pandemic
Chin-Ping Liou, Fu Jen Catholic University, Taiwan

This qualitative study explored how overseas students experienced loss during the COVID-19 pandemic. It involved in-depth, semistructured interviews with six college students returning to their home countries for winter vacation and requested to postpone theirreturn to campus life in December 2020. Their accounts were analysed using interpretative phenomenological analysis. Two major themes
were identified from the analysis: (1) deconstructing the familiar, which included three sub-themes: loss of autonomy and freedom of
movement, loss of in-person class, and loss of psychological well-being; and (2) moving forward, which comprised two sub-themes:learning to live with inconvenience and reaching beyond. These findings implied an understanding of loss as deconstructing the familiar
and resilience as bouncing forward and reaching beyond. These findings inform future research and help counsellors, mental healthprofessionals, and academics better understand college students’ experiences of loss and resilience during the pandemic.

Curriculum Design & Development
61177

Course Redesign Collaboration and Scaffolding

Jennifer Zaur, University of Arizona Global Campus, United States
Allison Rief, University of Arizona Global Campus, United States
Amy Johnson, University of Arizona Global Campus, United States
Designing courses that engage online learners to achieve the highest level of mastery of course learning outcomes is at the forefront of
online course development at The University of Arizona Global Campus. In Spring 2021, full-time faculty in the Department of Educationand Liberal Arts had the opportunity to redesign one of their core courses, ECD315: Curriculum Planning and Design for Early Learners.
Throughout this presentation, we will explore this process and highlight specific examples of how scaffolding and collaboration allowed
for redeveloping a course that would increase student mastery of learning outcomes. Similarly, the co-construction of content by fulltime and adjunct instructors alike sought to deepen the partnership between these groups while increasing the self-efficacy and sense ofconnection to the university for the participating adjunct instructors. Participants will leave the session with practical strategies that canbe used immediately for developing comprehensive and effective courses and curriculum.
61179

Student and Faculty Experience With a Redesigned Discussion Forum
Amy Johnson, University of Arizona Global Campus, United States
Michelle Simecek, University of Arizona Global Campus, United States
Bryan Aylward, University of Arizona Global Campus, United States

In this session, the authors will discuss implementing a research study regarding different formats of discussion forums. In a recent
redesign of ECE 315: Language Development in Young Children, a modified discussion structure was implemented. The rationale for thisresearch project came from the two ECE 315 faculty developers who were interested in students engaging in learning through discussion
forums on a deeper level than previously witnessed in prior sections of the courses. ECE 315 is a high enrollment course with a newoffering almost every week for students. From June 1, 2019, through May 31, 2020, there were 50 sections offered of this course witha total enrollment of 1,009 students who took the course, with an average course size of approximately 20 students per offering. Our
research questions include (1) In what ways has the discussion redesign impacted student performance? (2) What are student perceptions
regarding the new discussion approach compared to the traditional discussion approach? (3) What are faculty perceptions regarding the
new discussion approach compared to the traditional discussion approach? (4) To what extent do faculty and students prefer the new
discussion approach compared to the traditional discussion approach? The research results will be presented, as well as additional data
points from these course offerings, specifically related to student success and course retention rates. The presentation will conclude with
opportunities for future research.
61430

Vocabulary in Japanese EFL Textbooks: What Vocabulary Should Junior High School Graduates Learn Next?
Shusaku Nakayama, Meiji Gakuin University, Japan

This research investigates vocabulary words occurring in Japanese EFL textbooks designed for junior high school students. For thisstudy, I make a corpus of junior high school textbooks, which is sourced from one series of government-approved textbooks, for a totalof three textbooks. Text data are gathered from reading passages, example sentences, new words, and language activities so that the
corpus can include as many English words that students are supposed to come across in the textbook as possible. The completed corpus
contains approximately 45,000 tokens. This textbook corpus is compared with the New General Service List (NGSL), which can provide
approximately 92% lexical coverage of general English texts with 2,800 high-frequency words, in order to see if textbooks are composedof words worth learning for students and how many of words in the NGSL are taught in textbooks. Results suggest that more than 95%
of words occurring in textbooks are covered by the NGSL; however, textbooks present only 37% of words in the NGSL. These results
indicate that textbooks largely consist of words that students are highly likely to meet in the real world, but they are only part of corehigh-frequency words. Hence, it may be almost impossible for junior high school graduates to read authentic texts without any help andwould be therefore indispensable to focus on the rest 63% of NGSL words in senior high school to help students to be able to understandauthentic texts.

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Curriculum Design & Development
61438

Engaging Students to Chinese Language Enhancement Classes With Communication-Intensive Components
Ming Wai Christy Chung, The University of Hong Kong, Hong Kong

One of the University educational aims for undergraduate curricular in The University of Hong Kong is communication and collaboration.
Students will learn how to communicate effectively in academic, professional and social settings and work with others and make constructive
contributions. The University approved the Communication-intensive Courses initiative from 2018-19 by recognizing courses that provide
HKU students with the core communicate competences needed for creative, economic and social success on campus and in the workplace. In
traditional classrooms, students learning Chinese Language are expected to listen to lectures and finish the related assignments to strengthen
their understanding and master the knowledge gained in class. However, in CiC courses, they focus on four main areas of communication:i) oral literacy, (ii) written literacy, (iii) visual literacy, and (iv) digital literacy. In our Chinese Language Enhancement courses which are
Communication-intensive badged, students will learn the communication knowledge and skills through a variety of activities including inclass discussions, completion of assessed and non-assessed tasks and / or assignments, guest workshop, peer and teacher feedback on bothspeaking practice and written assignments. Students will have developed certain abilities and attributes of being effective communicators.
62192

Stakeholder Perceptions of Connecting ESP Courses With Graduation Seminar Topics
Darlene Yamauchi, Bunkyo Gakuin University, Japan
Wendy Gough, Bunkyo Gakuin University, Japan

English as a global language and recent attention to the merits of the integration of language learning with knowledge/content construction has led
to the necessity for the inclusion courses reflecting these ideals in tertiary educational programs including liberal arts. With this in mind, in the 2020
academic year, the presenters’ university in Japan asked them to review the third-year content-based English classes and develop an ESP programthat would enable students to study content related to their graduation seminar subjects in English. Fourteen content English courses divided into
two categories were created: Comparative Cultural Studies and Intercultural Communication. Course topics include American Studies, British Studies,Japanese Studies, Children’s Studies, Political Science, SDGs for International Cooperation, Gender, Race, Tourism, Economics, Organization Behavior,
Cross-Cultural Management, Information Science, and SDGs for Business. Instructors with expertise in these areas were also hired and the newcourses commenced in the 2021 academic year. This presentation will report on the progress of implementing the new courses, and discuss dataobtained from students and professors in regard to the new courses. The preliminary results demonstrate that while 77 percent of the students
surveyed felt a strong connection between the content studied in their English classes and their Graduation Seminar, the results from the Seminar
professors and CBE Instructors surveyed indicated less of a perceived connection between the classes and the seminars. The issues surrounding
these findings and plans for the next stage of the ESP curriculum project will be elaborated upon in this interactive presentation.

Design, Implementation & Assessment of Innovative Technologies in Education
60750

Determinants of Emergency Remote Online Learning Satisfaction During a Pandemic
Daniel Mills, Ritsumeikan University, JapanThe Coronavirus (COVID-19) pandemic caused a major disruption to tertiary education around the world. With very little warning, university
faculty had to convert face-to-face classes to online delivery, often without adequate guidance, training, or resources. In Japan, the situation was
exacerbated by the fact that online learning in formal university education is not widespread. Therefore, Japanese university students were forced
to adapt not only to the "new normal" of living with a pandemic, but also to the new technologies, struggles, and isolation of emergency remoteonline learning (EROL). To that end, the presenter conducted a survey of 158 university students at a private university in Japan to ascertain overallsatisfaction with their online English-language courses, and to explore how autonomy and individual differences influenced satisfaction. The survey
instrument contained sections related to 1) Emergency Remote Online Learning Satisfaction, 2) Autonomy, 3) Demographics, and 4) Open-Ended
Questions. The results of the research showed a significant correlation between emergency remote online learning satisfaction and autonomy. In
addition, individual differences including gender, technological self-efficacy, and internet connectivity influenced satisfaction and/or autonomy. A
description of the methods used to conduct the research as well as the results and implications of the study will be presented in this session.
60768

Intellectual Property Protection Against the Resilience of Startups Millennial Business During the COVID-19
Pandemic
Sri Mulyani, University 17 Agustus 1945 Semarang, Indonesia
Anggraeni Endah Kusumaningrum, 17 Agustus 1945 Semarang, Indonesia

This study aims to raise the economic resilience of the community, especially startups in overcoming the turmoil of the COVID-19 pandemic
in the millennial generation through intellectual property protection. During the COVID-19 pandemic, various large companies and small
and medium businesses experienced a decline in the business sector. The millennial generation as one of the actors in startups has also
experienced a decline, so that it requires strengthening its resilience. The problem in this study is how to model the resilience of startup
companies in overcoming the turmoil of the COVID-19 pandemic. What are the obstacles in implementing the resilience model for startups?
The research method used in this research is normative juridical supported by primary data. The research location is in a start-up company(startup) in the old city of Semarang. The old city of Semarang as an open space in providing business opportunities between local andmodern businesses. This research was analyzed qualitatively. This research is expected to provide benefits for the growth of the city'scompetitive ability. The results show that the intellectual property protection is still low in startup companies in the millennial generation,
due to factors other than product quality. Product quality improvement can be done through the protection of intellectual works.

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Design, Implementation & Assessment of Innovative Technologies in Education
61542

Innovative Video Technology Impacting Professional Development and Instructional Coaching Systems
Monica Milinovich, Professional Educational Consulting, United States
Tiffany Wilbur, FACTS Education Solutions, United States
Emir Plicanic, Vosaic, United States
Cameron Bender, Professional Educational Consulting, LLC, United States

The educational system is constantly working to reinvent itself, especially after the dramatic shift to virtual learning and virtual professional
development that occurred within the last year due to the Covid-19 pandemic. Given these new aspects in education, we look to new ideas,
ways to support and retain amazing educators throughout these foundational changes. However, as technology and innovation havefound their way into the classroom, that evolution is not necessarily true for the professional development process and instructionalcoaching cycles. There is not one quick fix for retaining and supporting teachers, but having video technology as part of professional
development and instructional coaching cycles is a key component. This model will demonstrate the impact of professional developmentthat has been designed in pods and delivered virtually, in-person, and differentiated to meet the needs of teachers and their overall
growth. The PD pods are directly linked to the coaching cycles with set goals, outlined expectations for implementation of new strategies
learned, and supported with video coaching and feedback protocols. These collegial coaching teams and cycles create the opportunity
for teachers to plan and collaborate on lessons that are based on the PD pods, record and upload videos of instruction, and meet virtually
to debrief and grow collectively. This is the next phase of innovative professional development and coaching cycles. Teams and teachers
become powerful in their growth and impact on the education world, leading the way for innovation.

Education
61247

Virtual Learning – Social Pedagogy Promotes Active Agent
Sada Jaman, LaGuardia Community College, United States
Ahmed Abdelhalim, LaGuardia Community College, United States
Mazeda Qayaum, Western Standard International School, Bangladesh

Social pedagogy is more than a transformation in the academic institution. LaGuardia Community College has envisioned creating
more meaningful and authentic learning opportunities by using social pedagogy to promote student ownership in the virtual platform.
The Covid-19 pandemic has catapulted the academic institution and opened a new way of performing teaching and learning. During
the pandemic crisis, faculty have faced challenges in various capacities. The institution has embraced the social pedagogy features inmany ways to promote their teaching and learning. Despite the challenges, faculty in the Business and Technology Department (BAT) at
LaGuardia Community College (LAGCC) has transformed the classroom face-to-face teaching to virtual learning space. Educators aimed
to develop meaningful connections and interaction for students and administrators across the campus and help students become active
agents of their education. Using the notion of social pedagogy, BAT faculty explored strategies in promoting the students’ ownership in
self-study. Results suggest that the social pedagogy enhanced self-directed learning opportunity for students during the pandemic crisis.
Furthermore, the study revealed an innovative approach to nurturing students’ educational experience to shape them as independent
learners. Presenters will also share resources that can help the audience to utilize them and foster innovative practices. The audience will
get an opportunity to exchange ideas and explore approaches to engage students in the virtual platform.

Education / Pedagogy
62027

Influence оf Regional Educational Policies оf Municipalities in The Republic of Bulgariа on Teacher Status-Role
ModelsNadezhda Kaloyanova, University "Prof. Dr. Assen Zlatarov", Bulgaria

Regional educational policies in the Republic of Bulgaria are implemented through programs and projects with European, national, regionalor cross-funding. They are implemented both by the Municipality itself and by educational, cultural institutions and NGOs in partnershipor with the support of the municipality. Some of the programs cover all educational institutions in the municipality. Others have a specificfocus and scope. The aim of the study is to determine the impact of regional educational policies on the status-role models of teachers.
The main research thesis is that the nature of teacher‘s status-role models is directly dependent on the level of development of educational
policies of local government. It is assumed that the more developed these policies are and the more local educational initiatives inwhich teachers participate, the more relevant, rich and dynamic is their status-role model. The last significantly affects the quality ofeducation provided in the respective Municipality. In the study are analyzed the educational policies of two bulgarien municipalities - theMunicipality of Burgas and the Municipality of Vidin. The two have different areas and socio-economic capacities. Respondents to theresearch are 185 teachers from different stages and levels of the education system and 12 principals of the educational institutions inwhich teachers work. A structured questionnaire was developed for the purposes of the study. The questionnaire establishes the amountand nature of teachers' involvement in local educational initiatives – on one hand, and the characteristics of their status-role profile, onother. A comparative qualitative and quantitative analysis is performed. Relationships are sought between the level of development oflocal educational initiatives and the characteristics of the status role profile, which can generally be defined as traditional (conservative)or actual (innovative).

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Education & Difference
61448

Resilience Among Teachers and Students with Learning Differences During the COVID-19 Pandemic: Similar
Practices in Differing Contexts
Jeanette Landin, Landmark College, United States

When the COVID-19 pandemic started, teachers’ and students’ initial impressions were that a return to normal would occur soon and that the shift toonline and distance learning were a short-term anomaly. After 18 months of pandemic restrictions that have caused distancing in both the teachingand other social aspects of learning, remaining resilient and proactive is becoming increasingly more challenging. For teachers of and students
with learning differences, additional challenges and trials with distancing and online learning exists. Including the obstacle that prior models andexpectations of high-contact teaching and peer-based social learning have irrevocably changed. What was once the norm for teaching and learning
face to face, and added obstacles because of the intrinsic challenges, is that learning differences present themselves in a variety of ways. Faculty
and student perspectives are explored to present opportunities for ramifications to the pre-COVID-19 teaching styles. As well as, revealing tofaculty and students that the trials to come are greater than expected environmentally, inside and outside of lessons and academic activities,
and interpersonally with faculty and students with anxieties that COVID-19 has presented over the last 18 months. Many methods of increasing
resilience and proactivity through the pandemic have been explored, including mindfulness, but few methods of increasing resilience have been
explored with faculty and students with learning differences. The online accommodations detracted from "normal" faculty and student resilience.
62047

Initiatives Social Adaptation Promotion Program for Adolescents With Developmental Disabilities
Fumika Kimura, Tokyo Kasei Gakuin University, Japan

In Japan, there has recently been started programs for adolescents with physical, mental and developmental disabilities based on the same
political systems. So administrations have many difficulties in rehabilitation program for adolescents, especially who are not affiliatedwith schools or have already graduated from schools. Programs for children with developmental disabilities are increasing little by little.
And existing programs for adolescents are for school refusal or for mental disorders such as schizophrenia and depression. There are also
problems specific to developmental disabilities and peculiar to adolescence, and it is difficult to apply them as they are. Moreover, almost
administrations had been experienced in programs focused on only one kind of the disabilities. And I intend to develop and examined theprogram for the adolescents with developmental disabilities. The purpose of this program was to understand own characteristics anddifferences from others, to be confident in oneself, and to acquire the ability to maximize one's good points. The frequency of the program
was once a week for 3 to 5 hours. The program was standardized and main contents of the program were outdoor activities and indoor
activities. Participants were 5 people aged 19 to 20 years. All participants showed positive qualitative changes. Although it was difficult to
see the relationship with the main social life, the participants have changed, such as continued participation, going out to school and playing
with friends more often. In the future, it will be necessary to develop not only qualitative evaluation but also quantitative evaluation tools.

Education, Sustainability & Society
60928

COVID 19 Pandemic: Surfacing Filipino Senior High School Students’ Images of Philippine Government Through Drawing
Jennylyn Garcia-Cabbuag, University of Santo Tomas, Philippines

This qualitative study aims to describe how senior high school students in public schools in Plaridel, Bulacan identify their views and images of thePhilippine government, particularly in its response to the COVID-19 global pandemic. A three-part research instrument that specifically sought fora.) respondents’ influence in watching or reading the news, the format of news accessed, the language they prefer, news section or types of news
they read or watch the most; b.) senior high school students’ assessment on their awareness of the Philippine government and c.) drawing or doodle
on how senior high school students perceived the government in response to the COVID-19 pandemic. Results show that the Philippine government
has helped the citizens by providing cash aid or relief in other forms, but despite the "good efforts" are the "hidden acts" of corruption.
62089

Education and Training for Social Change: Analyzing a Social Welfare Model for Grassroots Development in Bangladesh
Monirul Islam, International University of Business Agriculture and Technology, Bangladesh
Sardar Md Shaheen, SIMEC Institute of Technology, Bangladesh
Ratan Kumar Roy, International Research Center, SIMEC Institute of Technology, Bangladesh

The shortage of skilled workers is the major barriers to economic prosperity in Bangladesh. A third of its population falls between 10-24 years old
but the youth forces are not well-trained with technical education and social knowledge. The present study shows how philanthropic endeavors cancontribute to improving the vulnerable conditions of the rural population by providing social services, training and skill development programmes ina developing nation. It takes the case of SIMEC foundation and its three major programmes viz. scholarship for the economically weaker students,
sewing training project for rural women, and computer training for youth in the village named Dhala, Bali Para located in Trishal, Mymensingh. Recent
research findings show that private philanthropy plays a key role in financing education in developing countries. According to OCED reports (2019,2020 and 2021), domestic foundations supported the education sector above all other sectors while the giving capacity of private foundations isendangered by the recent global economic crisis. Amidst the economic vulnerability and pandemic, SIMEC foundation continued its support for theongoing training and social development projects. Present study examines the social welfare mechanism by private and domestic philanthropy in
Bangladesh and the disruption during COVID 19 pandemic. The study has been conducted following a mixed method. For the data collection survey,
FGD and interviews were conducted among 300 recipients of the skill development training and educational supports by the foundation. Researchfindings indicate an effective contribution of the initiative to the individual and social development of the respondents.

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IICE2022 Virtual Presentations (Pre-Recorded)
Education, Sustainability & Society
61687

Discriminatory Biases in Data for Machine Learning and Human Rights
Euxhenia Hodo, John Jay College of Criminal Justice, United States

The intersectionality between data generated by machine learning/algorithms and human rights may not be obvious at times and accepted astrue most of the time. Algorithms are created by people hence they aren’t particularly sensitive to gender, social, racial, moral issues. Typically,
human characteristics such as gender, race, socio-economic class determine our potential to achieve outcomes of some performance tasks.
This process is problematic because directly sets expectations from a protected attribute. So, how do we then ensure that machine learning
datasets are not embedded with racist, sexist and other potential violations of human rights? The objective of this study is to explain how we
can create realistic algorithms and accurate datasets while upholding human decency and avoiding disparate treatment and impact. History andpolitical systems may bend human rights disparities over time, machine learning cannot because it is doomed throughout its history with biases.
So, where do we go from here? We can formalize a non-discriminatory criteria that optimizes fairness, a system in which a protected humancharacterizes is not related with some type of expectation for certain categories. Such topic is of great interest and importance because thecontinuation of wrongfully creating risk assessment algorithms can and will create deeper discrimination gaps and violations of human rights.
62114

Integrating Design Thinking and Community-based Participatory Research to Achieve Environmental Justicefor Engineering Education
Janille Smith-Colin, Southern Methodist University, United States
Jessie Zarazaga, Southern Methodist University, United States
Collin Yarborough, Southern Methodist University, United States
Regina Nguyen, Southern Methodist University, United States
Odran Fitzgerald, Southern Methodist University, United States

Communities struggle with dismantling mechanisms perpetuating environmental injustice, even while work to address challenges of injustice continues
to receive growing attention. Community-based participatory research (CBPR) offers a systematic process to address environmental injustices and toengage student-engineers. As the application of CBPR within engineering education is relatively new, much remains to be learned about its impacts forenvironmental justice (EJ) outcomes, student development, and design thinking in the context of engineering education. In this study we integrate CBPR anddesign-thinking, as tools for engineers, to support improved EJ in communities and to more effectively engage student-engineers in civil and environmental
engineering. We respond to two research questions: Can CBPR provide a context-based approach to developing innovative research outcomes within anenvironmental justice context? Can the integration of student-engineers within a CBPR process teach new strategies for engineering research and improve
attitudes towards engineering? Using an ethnographic narrative framework, we explore student-engineer learning and professional development. The
experiences of two undergraduate students and one graduate student involved in a co-curricular research experience were evaluated through written andoral reflections of time spent while embedded within a community, conducting stakeholder interviews, and engaging in CBPR to develop EJ resources. This
research contributes to engineering education by demonstrating how integrating design-thinking and CBPR can enhance student learning and community
outcomes by emphasizing engineering principles of innovation, iteration and implementation. Additionally, how flexibility in the traditional engineering
design process can more effectively identify, prioritize, and communicate community needs to stakeholders and decision-makers is emphasized.

Educational Policy, Leadership, Management & Administration
60769

Legal Protection for the Millennial Generation Against the Massive of Junks Food During the COVID-19 Pandemic
Anggraeni Endah Kusumaningrum, University of 17 Agustus 1945 Semarang, Indonesia
Sri Mulyani, University of 17 Agustus 1945 Semarang, Indonesia

The millennial generation as the nation's next generation needs safe food consumption and does not endanger their health and soul, even though
in reality the level of awareness of the younger generation to consume safe, quality, and nutritious food is still lacking because they prefer fast
food because it is practical and tastes good without Thinking about the dangers that threaten fast food is that in addition to being addictive,
consuming too much fast food can cause complications, such as obesity or chronic diseases that can affect activities. This study aims to discuss
legal protection for the millennial generation against the rise of junk food during the COVID-19 pandemic which has an impact on the resilienceof the nation's next generation. The research method uses a normative juridical method that uses secondary data as the main data supported
by empirical data, namely millennial consumers and will be analyzed qualitatively. The results showed that legal protection for the millennial
generation already exists but is not optimal because the legal awareness of the millennial generation to the importance of consuming healthy andsafe food is low and there is no government alignment with healthy food management. millennial generation trend.
61243

Toughen Up, You Are a Woman: 4 Journeys to Lead Change During the Pandemic: A Story From the UAE
Sultan Alkaabi, Emirates University, United Arab Emirates
Azzah Abdool, Hamdan Bin Mohammed Smart University, United Arab Emirates

This study provides insight and understanding of how four public-school Female Principals in United Arab Emirates have led to the transformation
to online learning during the covid-19 epidemic. The study explores how the Four Principals have implemented a principalship style that
supports their school’s transition of learning taking place on campus to online learning. It also highlights their main role in the transformation toonline learning. Qualitative methodology was implemented in the collecting data and analysis stage. The findings have helped to respond to theresearch questions in terms of identifying the major challenges and changes the four Principals have encountered during the transition to online
learning. Research findings demonstrate that besides leadership style, communication was a major component in successful transformation.

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Educational Policy, Leadership, Management & Administration
61536

Instructional Leaders’ Reflective Inquiry Practices: Impact on Teachers’ Instructional Competence andStudents’ Academic Performance in Selected Public Schools in Manila
Kathleen Marie Castaño, University of Santo Tomas, Philippines
Rodrigo Litao, University of Santo Tomas, Philippines

The various tasks and high expectations add to the problems in the workplace. Instructional leaders, school principals, academic chairs,or coordinators must possess the mental insight to identify and approach the problems (Schmieding, 1999). The study examined if thereflective inquiry practices of the instructional leaders create an impact on the desired teaching performance of the teachers and theacademic performance of the students. The study used Explanatory Sequential Design which consisted of first collecting quantitative
data and then collecting qualitative data to help explain or elaborate on the quantitative results. The respondents were chosen using
non-probability sampling methods and purposive sampling. One hundred forty-nine (149) instructional leaders participated in thesurvey, and eleven (11) instructional leaders consented to be interviewed in public elementary schools in Manila, Philippines. Survey
questionnaires identified the correlation between the reflective practices and the provided variables and semi-structured interviews
were conducted to explore the collective views of the respondents about the phenomenon under investigation, which helped attain data
triangulation. The survey questionnaire was patterned after the works of Faghihi & Sarab (2016), Egleston, Castelli, & Marx (2017), andMatsuo (2016). Permission was granted by the authors. The interview guide question was validated by experts in the field. The results ofcorrelation analysis revealed that the teachers' performance and students’ academic performance are not significantly correlated with
the instructional leaders’ level of reflective inquiry practices. The performance of students and teachers seems to be predicted by otherfactors in relation to the instructional leaders’ reflective inquiry.

Educational Research, Development & Publishing
61367

Study of University Education in COVID-19: Considering Future Lectures Based on Survey Results
Mayumi Hori, Chuo University, Japan

COVID-19, which is longer than expected, has a great negative impact on our society and life. We are restricted in our actions and many
restaurants and businesses are bankrupt. The unemployed are also accelerating. In the field of education as well, various restrictions
were imposed, and we had no choice but to change to a method of continuing education with the personal safety of students and faculty
members as the top priority. Since face-to-face lectures were common in Japan, education at universities was also restricted, and we had
to change to online lectures in a hurry. The faculty are struggling to prepare for online lectures and create teaching materials that they are
not accustomed to. Even with the gradual progress of vaccination, the end of COVID-19 has not been expected, and we are in a situation
where we have no choice but to continue online lectures. The author’s university conducted the questionnaire survey of online lecturesfrom students. The purpose of this survey is to understand the current situation of students at online classes and to improve the nextclasses more effectively. The survey’s implementation period was February 25-March 17, 2021, the target was undergraduate students,
and the number of respondents was 5,703 (Ratio of respondents to the survey subjects: 23.2%). In this paper, the author will introduce theresults of the survey and will consider how to improve the future education with pandemic based on this survey result.

Higher Education
61860

Addressing Vaccine Hesitancy in Minority Populations: Preliminary Analysis
Sreelekha Prakash, Stockton University, United States
Natasha Patterson, The College of New Jersey, United States
Brenda Seals, The College of New Jersey, United States
Alexander Hoffman, Department of Human Studies, United States
Nichaunna Johnson, The College of New Jersey, United States
Arianna Ceballos, The College of New Jersey, United States

Background: CDC June 14, 2021 report indicated that race/ethnicity was known for 57% of people who had received at least one dose of thevaccine. Maximizing vaccine uptake in minority groups, especially those at increased risk for COVID infection and mortality/morbidity, is a
public health priority and yet recent efforts to reach communities have limited success. Providing community forums where concerns andquestions can be voiced, discussed and addressed serves as the basis for larger health education campaigns and strategies. Methods: Focus
groups included African American, Latinx and Asian individuals addressing COVID-19 vaccine hesitancy and reluctance for a second shot of
vaccines through focus group interviews. Content analyses identified major themes. Results: Community members were curious about thescience behind vaccines including information about RNA, clinical trials and ongoing efforts to identify side effects. Suggestions included
providing more information about the science of vaccinations with the use of common metaphors. Community members thought that recent
Department of Health hires to be liaisons with communities and vulnerable populations was good but thought a continued presence andinvolvement of key community leaders would make these efforts more successful. Discussion: Health education approaches to improve
vaccine uptake need a foundation of scientific information to thwart miscommunication. Communities need ongoing relationships withpublic health and trusted sources to ask questions and dispel myths. Short-term funding to public health agencies needs to be part of longterm enhanced infrastructures to build relationships and allay community concerns to improve uptake for COVID-19 and other vaccines.

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IICE2022 Virtual Presentations (Pre-Recorded)
Higher Education
60905

Recruiting and Managing Volunteers for Academic Libraries: Tips and Suggestions for Running Successful Programs
Michael Lorenzen, Western Illinois University, United States

Although not extensively covered in the library or education literature, academic libraries in higher education have been making use of volunteers for
centuries. For a variety of reasons, some individuals wish to give of their time to support the mission of an academic library. They may be students,
employees or retirees of the institution, or members of the local community. Regardless of the reason, working with volunteers means working with people
and that includes all of the normal rules of managing people in a library with additional considerations also being brought into the mix. This presentation will
be broken into several parts. To begin, what exactly does the current literature say about recruiting and managing volunteers in libraries? More specifically,
how does it address it in an academic setting? It will then look at legal considerations. In particular, this will review screening of volunteers, the eligibility ofvolunteers, and their working conditions. The presentation will then review how an academic library would go about finding (and understand the motivation)of volunteers. It will also look at the practicalities in volunteer management. It will conclude with a look at fundraising and library volunteers.
60918

Measuring Environmental Consciousness and Green Consumerism of College Students in the Philippines
Jesus Panlilio, Holy Angel University, Philippines

This study intends to find out and describe the measure consumer attitudes regarding environmental consciousness and green consumerism ofcollege students in Angeles City, Philippines. It covered Filipino college students in Angeles City namely Angeles University Foundation (AUF), City
College of Angeles City (CCA), Holy Angel University (HAU), and Systems Plus College Foundation (SPCF), totaling to 16,618. A convenience sample
of 384 students was drawn from this population. The population of this study were considered homogeneous in terms of age group and educationlevel. Therefore, respondent age and education were assumed relatively fixed within this population. The focus then was on the other demographic
variables, specifically gender and income. Several statistical techniques were used at the analytical stage, including descriptive analysis (i.e.,frequencies, mean scores, and standard deviations) to deal with the first 2 hypotheses, and analysis of variance (ANOVA, i.e., t-test and F-test) toassess the other hypotheses. The first two hypotheses were evaluated on the basis of the critical value of the 5-point Likert scale, which is 3 (scale
midpoint). Obviously, this value divides the measuring scale into 2 halves—favorable and unfavorable attitudes. The higher the value of the meanscore the more favorable the attitude, and vice versa. The findings were college students are generally positive in terms of their environmental
consciousness and are likely to adopt green consumerism. There is no significant difference in consumers’ environmental consciousness due totheir gender and family income. There is significant difference in consumer’s likelihood of adopting green consumerism due to their gender. Malecollege students have higher adopting tendencies on green consumerism while their female counterpart are a little lower adopting tendencies.
There is no significant difference in consumer’s likelihood of adopting green consumerism due to their family income.
61043

Successes and Challenges of a Business Process Redesign and Centralization of Faculty Management
Systems and Process into a Faculty Portal
Bryan Aylward, University of Arizona Global Campus, United States
Cassie Hurst, University of Arizona Global Campus, United States

University of Arizona Global Campus’s (UAGC) Academic Operations teams have spearheaded a complete Business Process Redesign(BPR) of the institution’s work, centralizing many of the 3rd party systems and processes into one, centralized faculty management
portal/system supported through APL nextED. This presentation will outline the successes and challenges experienced with the initialmigration of processes from numerous 3rd party products, as well as our internally supported academic operations systems and services,
to a centralized faculty management portal. This will include the initial project plan, challenges encountered, and future projection andplanning for next phases. The presenters will outline the approaches taken in the design and migration of services over to the system
as well as our communication strategy with Full Time and Associate Faculty. In addition, the presenters will outline how the Academic
Operations teams have implemented a focus on continuous improvement through the application of Active Learning Theory. Through acollective approach focused on process improvement and improved operational efficiencies in all functions and processes, the teams areseeing immense efficiency increases that are now managed through the new faculty management portal.
61064

Mental Health Promoting Communities of Learning
Natalie Frandsen, Simon Fraser University, Canada

The number of students enrolled in higher education with diverse learning needs is increasing, alongside growing numbers of students taking
courses online. Additionally, as a consequence of the COVID-19 pandemic, post-secondary institutions have been required to deliver courses
using “remote” methods (i.e., various online delivery modalities). Given the rapid shift to online learning, there is a need for dialogue about
and action toward ensuring online learning communities are safe, inclusive and mental health promoting. Delivering courses and programs
online (often called “distance education”) has long been touted as an opportunity to provide more accessible and equitable education.
However, equitable and accessible educational communities are created. It is essential that educators, learning designers and administrators
are aware of, and advocate for, inclusivity within post-secondary educational systems where learning communities are designed to meetthe learning needs of all students. Concepts of Universal Design for Learning (UDL), mental health promotion, and communities of learning
will be discussed to provide opportunities for critical reflection about learning design and teaching practices. Additionally participants willlearn some practical strategies to promote inclusion in their online classes. In this interactive session, participants can expect to engage andshare in a lively discussion about inclusive and mental-health-promoting online learning environments. The presenter will share strategies
that facilitate inclusive teaching. While these strategies will be of value to all instructors delivering courses remotely during the COVID-19
pandemic, they will be relevant post-pandemic and in diverse learning environments (e.g., face-to-face and blended course delivery).

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Higher Education
62165

Embarking on International University Teaching During the Pandemic: A Case Study From Indonesia
Tati L. Durriyah (Tati D Wardi), Indonesian International Islamic University, Indonesia

Inspired by a range of research on educational practices during the pandemic (see IAFOR’s 2021 special issue: COVID-19: Education response to apandemic), this research attempted to report a case study of an online university course teaching in Indonesian International Islamic University, agraduate university that set to open its academic calendar in October 2021. Most studies about online teaching in higher education are predominantly
on the context of existing educational practices that have been disrupted by pandemics. The university under study was forced to run all academic
activities fully online and was challenged to ensure that the synchronous course session happens at the time that is sensible for international students
living in different time zones. With a focus on one course as the primary data site, this study uses the instructor’s self-reflection, course observation,and students interviews as the data sources. To orient the research, a recent study on online university teaching during the pandemic especially Boivin
and Welby (2021) provides a research model about navigating the challenges of online teaching during the pandemics. Other study that acknowledges
the internal and external forces that influence the academic process and development (Law & Xun, 2021) also enhances the orientation of the study.

International Education
60935

400 Million Students in Asia Looking for Quality Online Degree Programs
Kristin Palmer, University of Virginia, United States

There are an estimated 400 million early and mid-career professionals in China that are interested in getting a graduate degree. There are not enoughresidential universities to support this demand. Consequently, Asian students are looking to international institutions for degree options. Many
Asian students that were studying abroad are now back at home due to the COVID pandemic, political pressures, or issues with visas. Many working
professionals have family and jobs in Asia and are not willing to relocate to study. Online degrees are becoming more accepted in Asia. There is a large
demand for educational degrees but there is not a large supply. Many institutions have not been able to successful set up robust Asian campuses.
Several of these institutions talk about roadblocks dealing with government and a lack of connection with Asian companies. Beacon Education is an
online program management provider that is the largest provider of online degrees in China. This presentation will discuss the market need for online
degrees and what services are required to be successful. Some components from Beacon Education will be highlighted including their integrated
technology platform, mobile-first interface, robust student services, and partnerships with industry and government. For anyone looking to provide
online degrees and grow enrollments, this session will discuss design requirements and potential solutions for providing online degrees in Asia.
61518

Qualitative Analysis of Participant Feedback from an International Nursing Clinical Program in Guatemala
Amanda Choflet, San Diego State University, United States
Robert Choflet, University of Maryland, United States
Jade Parker-Manderson, Nursing Heart, Inc., Guatemala

Background: Although thousands of people participate in global health exchange programs in Guatemala every year, information about theirlearning outcomes and cultural experiences is unclear. Many organizations attempt to provide educational and cultural learning opportunities
for clinicians while addressing health disparities in Guatemala. However, very few learning outcomes have been reported from international
short-term medical missions, especially those with a focus on professional nursing. Objectives: The aim of this program evaluation was tocharacterize the learning outcomes of participants in community-based international short-term missions over 24 months from 2018-2019
using an online open-ended survey of participant experiences. Methods: The community-based organization collected anonymous survey
responses from program participants over two years, including three open-ended survey questions which were analyzed for this study. Results:
378 past participants of nursing-focused groups were invited to participate and 94 total responses were returned, for a participation rate of
24.5%. Several learning themes emerged from the open-ended questions included in the anonymous survey of program participants. These
themes included the development of cultural skills, technical nursing skills, and initiating a broader understanding of global health and therole of public health in vulnerable communities. There were important differences noted in the responses of participants depending on thetype of program under evaluation (pre-licensure Bachelor’s degree program student nurses, post-licensure nurse practitioner students, andcommunity groups that include both clinical and non-clinical participants). Conclusion: This program evaluation demonstrated that meaningfuleducational, cultural, and professional themes emerged from participation in the short-term medical missions supported by NHI/ACE.
61969“Touch the New Land”: Exploring Chinese International Students’ Psychological and Academic Adjustments in the COVID-19
Guangxiang Liu, The Chinese University of Hong Kong, Hong Kong
Wentao Li, The University of British Columbia, Canada

The worldwide spread of COVID-19 has exerted tremendous influences on the well-being of international students and the development ofhigher education. The current study adopts an exploratory case study design to investigate the psychological and academic adjustments
achieved by eight Chinese international students in the UK during the ongoing COIVD-19. Findings have demonstrated that the three main typesof obstruction for such students emerging from the qualitative data including COVID-specific challenges (i.e., the threat of infect, reduced accessto university facilities and resources); COVID-enhanced challenges (i.e., anxiety exacerbated by parents and social media use, anti-Asian racism
and hate incidents); and language barriers and cultural differences as long-standing issues. Students’ previous lockdown experience, individual
personalities, development of monocultural friendship patterns, and institutional provision and support are all factors that have contributed totheir ability to overcome or at least mitigate the psychological and academic difficulties. The study offers insight into the impacts of COVID-19 oninternational students, providing higher education institutions implications that could inform future responses to global health crisis.

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Language Development & Literacy
61771

A Critical Comparison of the Lifewide and Lifelong Literacy Practices of Two Adults
Chang Liu, University of Cambridge, United Kingdom

The field of literacy studies has witnessed a paradigmatic shift over the past few decades — from a skills-based paradigm towards one
shaped by socio-cultural practices. Informed by this social constructivist turn, this study critically compares and contrasts the lifelong
and lifewide literacy practices of two adults (Daiyu and myself). Based on thematic analysis of data collected from a semi-structured
interview, this study identified four salient themes: 1) literacy as social practices, 2) multilingualism, code-switching, and translanguaging,3) digital literacy and multimodalities, and 4) literacy education and societal views of illiteracy. This paper found that despite numerous
commonalities of our literacy practices, particularly in the school context, certain nuances still exist owing to our differing identities andlife trajectories, notably concerning multilingual and multimodal practices. By analysing our lived literacy experiences through the social
lens, this study brings valuable implications for policymakers and educators to interrupt the established meanings and norms of literacy
education.
62105

No Bells and Whistles: Technologically Simplified Instruction in Scholarly Reading and Writing
Leora Freedman, University of Toronto, Canada

The Scholarly Reading eWriting Intensive was developed by an English language program in a large public university as a rapid responseto the move online in the spring of 2020. Amidst the early days of the pandemic, there was concern about students’ need for “live” Zoomstyle contact with other students and instructors. However, the author theorized that online writing activities would be more successfulwhen students in various time zones, with differing schedules and access to the Internet could receive instruction asynchronously butwith intensive involvement of their instructors, and through technologically simple media. A decision was made to deliver the Scholarly
Reading eWriting Intensive through email. In the five-day program, students are emailed a series of reading strategies handouts
which scaffold their encounter with a daily peer-reviewed disciplinary article. Topics are chosen to appeal to a class from across 20
departments. Five short assignments give practice in reading different sections of a journal article—introductions, methods, results, anddiscussion/conclusions. Students simultaneously practice writing in genres that build in complexity: reflection on previewing/skimming;summarizing; active reading; close reading, and distinguishing/critiquing authors’ uses of information and argument. Each writingreceives intensive 1:1 commenting from an instructor by email, to which students often reply. This approach resulted in high student
engagement and enthusiastic feedback from participants. These results support research showing that instructor-to-student presence isthe most important factor in student engagement with online learning (Ladyshewsky, 2013).

Learning Experiences, Student Learning & Learner Diversity
61102

Teaching Geometry in Middle Year’s Immersion Through a Literacy-based Approach
Marie-Josée Morneau, Université de Saint-Boniface, Canada

In Canadian Early French Immersion programs, students are simultaneously developing their language skills over time through all subject
areas. Many studies have found that French immersion students acquire stronger receptive than productive language skills in French(Cummins, 2000; Genessee, 1994; Lyster, 2007; 2016), which affects their ability to communicate with accuracy in more complex situations
such as mathematical reasoning. Intentionally targeting specific language components in mathematics and science is a proven effective
pedagogical practice in second language learning (Cormier & Turbull, 2009; Lyster, 2007; 2016). Therefore, the objective of this study
was to explore the effects of a literacy-based approach, centred on the use of the language of instruction as a cognitive tool, on theoral communication skills of middle years’ students studying geometry in French as a second language over a period of 6 weeks. The
results showed a positive effect on sentence structure, which suggests that a literacy-based approach plays a key role in the facilitation ofmathematical reasoning in FI.
61350

High Impacts of Intercultural Service-Learning Program on Taiwanese College Students
I-Jane Janet Weng, Wenzao Ursuline University of Languages, Taiwan

Intercultural service-learning has been regarded a high-impact educational practice which can enhance students’ learning and civic
engagement. Yet, research investigating into its process and outcome in Asian settings is comparatively rare. This study aims to assess
the learning effects of a Tourism English course which integrated intercultural service-learning element into its curriculum to connect
students to the real world. Through serving the international tourists in the intercultural context, the students were expected to increase
their intercultural communicative competence needed in the international tourism industry, broaden their worldview and increase theirglobal citizenship. The participants were 45 college students enrolled in the course. The main service tasks included providing reception
service in a large international convention and tour guiding foreign tourists in Zouying Old Town. The course design employed Fertman
et al.’s (1996) PSRC 4-staged model which comprises reparation, service, reflection and celebration. The study used mixed-methods tocollect data, including a survey of Common Outcome Measurement Questionnaire, focus group interviews, students’ reflection journals
and teacher’s observation. The empirical findings indicated that integrating intercultural USR into Tourism English could produce highimpacts and enhance students’ learning in four aspects: professional learning, soft skills and personal growth, intercultural competence,and civic learning. It is suggested English teachers and scholars could adopt intercultural service-learning as a valuable pedagogy tonurture students to become cross-disciplinary English professionals with intercultural citizenship.

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IICE2022 Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity
61359

Learning Experiences of College Students From Mindanao, Philippines During School Closure
Blenn Nimer, Notre Dame of Kidapawan College, Philippines

The Coronavirus-19 disrupted almost everything, including schooling. The United Nations (2020) reported that nine in ten students in 166
countries were prevented from attending in-person classes due to government-imposed lockdowns. Academic institutions were forced
to modify their modalities and strategies to fulfill their mandate of educating their students. The Notre Dame of Kidapawan College, aprivate higher education institution in the island of Mindanao, Philippines, adopted a non-traditional modality of delivering instruction
to its students. It was a combination of online lectures, pre-recorded lectures, sharing of ebooks as references, discussions held on
messaging apps, and modules. This study was conducted to measure and understand the college students' learning experiences in
the just concluded "new normal" academic year using explanatory sequential mixed-methods. For the quantitative phase, 256 students
responded to an online questionnaire, and for the qualitative phase, 12 students representing all departments participated in the Focus
Group Discussion. The college students were able to adjust fairly to the "new normal" methodology implemented by the school during theprevious academic year. Despite the challenges and limitations of the methodology, most of the students complied with their academic
requirements. Nevertheless, the students missed attending in-person classes, joining student activities, and hanging out with their friends
and classmates. Independent and online learning is not on their bucket list because it is boring and lonely. They are not ready for anotheryear of online learning and are looking forward to the day when the school will reopen.
61474

Student and Faculty Outcomes as a Result of a Community-Academic Vaccination Partnership During the
COVID-19 Pandemic
Judy Dye, San Diego State University, United States
Amanda Choflet, San Diego State University, United States
Kristiana Cullum, San Diego State University, United States
Michael Gates, San Diego State University, United States
Savitri Singh-Carlson, San Diego State University, United States

Background: The COVID-19 pandemic presents a novel public health crisis as well as an opportunity to participate in vaccination efforts
at all levels of nursing education. Early findings of the influence of the COVID-19 pandemic on the mental health of nurses show increased
levels of anxiety, depression, and PTSD. The COVID-19 crisis has dramatically altered the perception of nursing, and less is known about
how shifting roles affect nurses’ perceptions of their role in the pandemic. Purpose: To explore nurses; nursing faculty; and nursing
students’ experiences of participating in community-based COVID-19 vaccination clinics as part of the public health response. Methods:
Vaccination volunteers were invited to complete an online survey of their clinic experience, including both quantitative and open-ended
questions. Results: 51 participants completed the survey, 27 (52.94%) were nursing students. When queried on how confident students
felt giving immunizations after one day, mean score was 8.28 (SD = 2.09; Range: 0-10). Participants were also asked how confident theyfelt in vaccination efforts in the U.S. before and after clinic participation. Prior to participation, mean score was 6.18 (SD=2.29; Range
0-10). After participating mean scores increased to 7.96 (SD=1.70; Range 0-10). 40 participants responded on how their feelings wereaffected regarding Covid-19 after clinic participation, 90% (n=31) gave positive responses with 32.5% (n=13) expressing hopefulness.
Conclusion: Through inclusion of nursing students in a community vaccination effort during a pandemic, clinical skills were enhanced ina unique experience. By collaboratively engaging nurses, faculty, and students, confidence and hopefulness can be developed.
61539

Bridging the Gap: Educational Experiences and the Impact of the Changing Generations
Monica Milinovich, Professional Educational Consulting, LLC, United States
Cameron Bender, Professional Educational Consulting, LLC, United States

The educational system is constantly evolving with each new generation. Each generation exhibits their own unique characteristics
and behaviors that inevitably change and impact the education system and its learners. As Baby Boomers leave the profession andGeneration Xers move up into administrative roles or veteran teaching positions, our Millennials take on more teaching roles, with thenewer Generation Z students that sit in front of them. Each of these groups hold tightly to belief systems, life experiences, and behaviors
that are quite different. These differences are rarely mentioned during research, or addressed during professional development andinstructional coaching, leaving many teachers confused on best strategies to reach their new learners. Mentoring new teachers createsanother challenge between different generations of teachers as they hold different approaches to their careers, varying degrees of work
ethics and arrive with diverse skill sets. Our students come to school disconnected form the adults within their classrooms and schoolbuildings, and we must find ways to reengage with them and teach them. Taking a deeper dive into the differences and similarities ofeach generation, their needs, and best methods for bridging the gaps is an essential component that needs to be incorporated into our
educational systems. The diversity among generations continues to grow, and we must explore best practices within our educationalsettings to ensure success for everyone.

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IICE2022 Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity
61665

The Essential Elements of 4-H Integrated Within the School Classroom
Jason Hedrick, The Ohio State University, United StatesMark Light, The Ohio State University, United States

The Essential Elements of 4-H Youth Development are basic principles under which the 4-H Youth Development Program operates acrossthe country (Purdue Extension, 2018). Incorporating these elements into the traditional classroom enables educators to focus on positive
outcomes desired for youth; provide lesson plans for all students; view youth as central actors in their own development; and consider
the development of the whole young person. Integrating these elements, the active learning classroom can be alive with creativity, focus,
and the desire to learn (Watanabe-Crocket, 2017). The presentation will classify the Essential Elements of 4-H into classroom concepts
and describe how they meet student’s needs. Presenters will help attendees assess how well classrooms provide opportunities to meeteach of the Essential Elements for students. There are a few crucial ingredients that are carefully combined in a recipe for an active
learning classroom. In 4-H, the critical components of a successful learning experience are a sense of Belonging, Independence, Mastery,and Generosity. Across each curriculum, the 4-H Essential Elements (Belonging, Independence, Mastery, and Generosity) are embedded
through the learning experience (Kress, 2004). More specifically, 4-H programming and classroom environments can be built around
Eight Key Elements within the Essential Elements. This presentation will introduce participants to the Essential Elements of 4-H and guidediscussions on how to implement these strategies into classroom environments to enhance learning and positive youth development.
61836

Predicting Initial Performance in Research Report Writing

Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Emaan Nazeeruddin, Prince Mohammad Bin Fahd University, Saudi Arabia
The present study was guided by the belief that the accurate prediction of students’ performance difficulties, even before such difficulties
manifest themselves, is critical to the effectiveness of remedial instruction for at-risk students. The study focused on Middle Eastern
students (n = 167), an understudied population, who were enrolled in a general education course devoted to learning how to write research
reports. Prior withdrawal rates and students’ end-of-semester evaluations qualified the course as challenging. The study aimed to
examine the extent to which individual differences in active and passive procrastination and self-efficacy may predict the initial writing
performance of such students. Contrary to passive procrastination, which denotes intentional avoidance of work, active procrastinationrefers to the intentional decision to postpone work until the last minute to enhance motivation. Self-efficacy is the confidence in one’s
competence to execute the necessary actions to achieve desired outcomes. In the extant literature, by and large of Western import,
students’ under-performance has often been reported as linked to low self-efficacy and passive procrastination, whereas academic
success has been linked to active procrastination, but null or weak findings also exist. We found no evidence that self-efficacy and either
active or passive procrastination predict initial writing performance. Instead, performance was predicted by behavioral measures, suchas attendance records, and the timing of the submission. Taken together, these findings suggest that the identification of students for
remedial interventions intended to enhance their resilience may benefit from attention to obvious behavioral measures.
61842

The Resilience of Female Students in Math Education During a Pandemic: A Comparison Between Online andIn-person Instruction
Hanadi AbdelSalam, Prince Mohammad Bin Fahd University, Saudi Arabia
Maura Pilotti, Prince Mohammad Bin Fahd University, Saudi Arabia
Omar El-Moussa, Prince Mohammad Bin Fahd University, Saudi Arabia

The present study examined whether undergraduate students’ academic success in math general education courses differed between
synchronous online (during the Covid-19 pandemic) and in-person (before the pandemic). It also examined the extent to which students’initial performance might predict academic success (as measured by final class grades) in online and in-person math courses, under theassumption that academic success for at-risk students relies on early identification and remedial action. The study was motivated by two
key beliefs: First, a basic feature of a quality education is its ability to preserve standards amid unexpected, potentially disruptive events.
Second, computational competency is a pillar of a quality education, which shapes enduring success in a multitude of professional
fields. Two general education math courses (i.e., calculus and statistics), which had been taught by the same instructor, were selected
for examination. In our study, we found no evidence that the switch to the online synchronous modality had impaired learning. However,
initial test and homework performance were not equally predictive of academic success in the selected math courses. Namely, bothtest and homework performance during the first half of the semester predicted academic success in online courses, whereas only test
performance predicted academic success within in-person courses. These findings imply that the quality of math education can bepreserved in times of crisis. However, math attainment for at-risk students may be aided by instructors’ consideration of the differential
predictive value of test and homework performance in each instructional modality.

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IICE2022 Virtual Presentations (Pre-Recorded)
Learning Experiences, Student Learning & Learner Diversity
61963

The Resilience of Learning During the Covid-19 Pandemic: An Action-Research Study of Gender Differences
Omar J. El-Moussa, Prince Mohammad University, Saudi Arabia
Maura A. E. Pilotti, Prince Mohammad University, Saudi Arabia
Hanadi Abdelsalam, Prince Mohammad University, Saudi Arabia

In the present action-research study, we illustrate an evidence-based response of educators to the widespread concerns that learningin undergraduate students accustomed to face-to-face courses might have been curtailed during the pandemic by the switch to online
instruction. The study focuses on general education courses, which usually enroll freshmen and sophomores. Namely, it targets learners
who may be particularly sensitive to instructional changes due to their being at the early stages of their educational journey. Grades in seven
general education courses taught by the same instructors for 3 semesters both face-to-face and online (through the synchronous mode)
were examined. We found that female students performed better online than face-to-face in four courses (i.e., Culture, Natural Science,
Math, and Wellness), whereas their performance was equivalent in the remaining courses (Communication, Assessment, and Professional
Competencies). Male students also performed better online in Math and Natural Science courses, but they exhibited better performance inCulture, Wellness, and Professional Competency courses taught face-to-face. In this study, basic indices of uneven performance between maleand female students were used as a springboard for further analyses into the sources of students’ responses to instructional changes. Course
evaluations completed by students and course reports developed by instructors were relied upon to understand learners’ performance. The
evidence collected indicated that female students were more likely to adapt to instructional changes than male students, suggesting enhanced
resilience fueled by a greater determination to attain academic success. A plan to address deficient performance was then developed.
62039

Classification and Effective Utilization of Feedback
Yumi Ishige, Otemae University, Japan
Yoshiko Goda, Kumamoto University, Japan
Sae Yamamoto, Teikyo Heisei University, JapanThe research aims to establish a system by which students can provide and receive feedback and utilize it effectively. As defined by Hattie and Timperley(2007, p. 102), feedback relates to actions or “information provided by an agent (e.g., teacher, peer, book, parent, [internet,] experience) regarding aspectsof one’s performance or understanding.” This understanding of the feedback is classified into three types: feed up (setting a goal and comments related
to the goal), feed back (confirmation of a current status), and feed forward (comments on the subsequent step). Each type is then divided into four levelsof feedback regarding the task (suggestions for the various aspects of the issue), the processing of the task (suggestions for the process of problemsolving), self-regulation (suggestions related to self-evaluation and self-efficacy), and the self (suggestions not about the subject itself but regarding theperson). It is important for students to recognize the type and level of feedback given in order to use it effectively. Based on the abovementioned concepts,
I created a "feedback sheet" to categorize feedback according to its type. At this stage, I asked several university students to join the research study. The
procedure was as follows: (1) set a goal (feed up), (2) do a presentation related to the students’ research and obtain feedback from their classmates, (3)use the sheet to organize the feedback, and (4) reflect on the feedback given. In this research, I will examine the method and effectiveness of the sheet.
60852

Building Cultural Wealth Through Natural Mentorships: Five Latinx Gang-Affiliated Youth Share Their Stories of Resilience
Robin Brandehoff, University of Colorado Denver, United States

This presentation explores the tensions and conflicting perspectives of 20 community leaders, five youth mentees, and three mentors living in a predominantly
Latinx and conservative rural California town. Their testimonies describe the sociopolitical changes they have witnessed since the 2016 election including local
reactions to national ICE raids, deportation threats, drops in school and community event attendance, and looming “Make California Great Again” billboards
now edging the corners of fields where many undocumented farmworkers live and labor. As an act of resilience (Yosso, 2005), five youth discuss their stories
of cultivating informal mentorships with older members of their family or individuals filling a familial role. These relationships encouraged mentees to openly
challenge issues of racism, colorism, and poverty, and their correlations with a lack of basic youth resources in their town. By purposefully situating this study
in a rural area, I aimed to challenge the dominant narrative around formal mentoring programs and their recorded impact to show that informal and naturallyoccurring mentorships (Timpe & Lunkenheimer, 2015) cultivated by youth are also impactful. These relationships possess a unique potential to educate andguide teachers and administrators to work alongside their community members and embrace forms of cultural wealth which benefit their students. The
objective of this presentation is to collaboratively explore additional ways we, as IAFOR members and educators, can continue to encourage and nurture
informal mentorships as acts of resilience and social justice in order to embrace community and extend the limits of our formal schooling potential.
61099

Pathways2Teaching: A Model to Grow your Own Program
Margarita Bianco, University of Colorado Denver, United States
Robin Brandehoff, University of Colorado Denver, United States

As our nation becomes more diverse, calls for increasing the need for Teachers of Color (TOC) have become commonplace. Given the body of scholarshipproduced on the value of TOC, there is a critical need to develop creative programs designed to encourage the next generation of critical educators. This
presentation examines Pathways2Teaching, a GYO teacher pipeline program that engages high school students of color in exploring teaching as not only
a career path, but also a path for strengthening their communities and society. Pathways2Teaching is a rigorous, pre-collegiate series of 3 courses andfieldwork for students attending low performing high schools. Students earn 9 college credits and a paraprofessional certificate as they learn how teaching
can and should be an act of social justice. The goal of this qualitative study was to explore the perspectives of high school age Latinx students (N = 22)
in the Pathways2Teaching program regarding factors that influence or deter their consideration of becoming teachers. Results illustrate how attaining“educational justice” influences Latino/a students’ perspectives on teaching. Further, an “influential teacher”, especially teachers of color, had a powerful
impact on participants. These relationships offered a safe space in school, provided encouragement when all else seemed hopeless, and helped shape
their life trajectories. The authors argue that in order to increase the number of Teachers of Color in our nation’s schools, we must first develop students’sociopolitical and critical consciousness as a means to disrupt the educational inequities they have experienced, for themselves, and for their communities.

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IICE2022 Virtual Presentations (Pre-Recorded)
Mind, Brain & Psychology
61403

Awakened Schools: A Theoretical Framework for Engaging Students’ Innate Capacity for Interconnectedness
Amy Chapman, Columbia University, United States

Much research has been done around the implementation and benefits of social and emotional learning. In spite of this good research, the field of SEL lacksa theoretical, rather than outcomes-based, grounding, in particular in ways that extend beyond curriculum-based approaches (Weissberg et al., 2013).
There have been calls from within the field of SEL to go deeper into the inner life of children (Lantieri, 2002). In this presentation, we propose a conceptual
framework for this deeper form of whole child education by building on Shulman’s (1986; 1987) pedagogical content knowledge (PCK) to understand how
teachers create awakened classrooms. Awakened classrooms support students’ cognitive development in ways which allow students to use enhanced
perception, engage in multiple perspective-taking, and foster discernment (Miller, 2015; 2021). We use the term spirituality as a shorthand for accessingthese parts of the brain: spirituality is the innate human capacity to feel interconnected with others and the greater world, rather than any particular beliefs orpractices. Based on three years of research which examined how teachers created awakened classrooms (Chapman et al., 2021; Chapman et al., in press),
we created a professional development program to design awakened classrooms. Nurturing innate spirituality in the classroom requires the developmentof a complex, situated form of knowledge that we call Spiritual Pedagogical Content Knowledge (SPCK). This presentation will share this conceptual
framework, which aims to understand the complexity and interplay of the three components of an awakened classroom: spirituality, pedagogy, and content.
61786

Exploring the Impact of Online Teaching on MCBS students – A Case Study
Jennifer Paquibut, Modern College of Business and Science, Oman
Aarati Mujumdar, Modern College of Business and Science, Oman

Covid-19 has created major upheavals in the lives of students all over the world. The abrupt transition to online classrooms across educational institutes
has caused immense turmoil in the students’ psyche. Students of Modern College of Business and Science (MCBS), also faced this dilemma. The purposeof this exploratory study was to investigate how this shift had affected them academically, psychologically, economically, and socially. Further, it sought
to determine their ability to handle stress and the support the College needed to provide to overcome these challenges. This study utilized the descriptive
research design where data was collected through a validated researcher designed tool. Purposive sampling was employed in choosing respondents fromthe Departments of General Education, Business and Economics at MCBS. Weighted mean, frequency and pareto ranking were used to analyze the data.
Analysis revealed that students were in the grip of a vicious cycle. The resultant psychological and social isolation led to low academic performance resulting
in low grades, GPAs, further leading to low motivation to study. The students grappled with economic issues also. This study however threw up an extremely
important point - the kind of support the education institutes can provide to students in these challenging times. Though students used their internal coping
strategies to overcome their mental state, educational institutes should prioritize and support students’ mental health. This will enable students not only tohandle stress, anxiety, and depression, but also look forward to completing their academic studies successfully and move forward in their lives.
61791

Sandwich a Side of Motivation: An Investigation of the Effects of the Feedback Sandwich Method on Motivation
Emily Dolan, Slippery Rock University, United States
Brittany Fleming, Slippery Rock University, United StatesDavid Keppel, Slippery Rock University, United States
Jessica Covert, Singapore Institute of Management, Singapore

The "feedback sandwich" method involves placing corrective feedback between two positive statements. Although it has been argued that this method is aneffective means of delivering feedback to students because it seemingly makes constructive feedback more pleasant (e.g., Dohrenwent, 2002), there exists limited
empirical research to support this claim. Receiving feedback from instructors has implications for a host of perceptual and behavioral variables for students.
The limited body of empirical research on the feedback sandwich method provides evidence that while this method is associated with perceived usefulness
and effectiveness (e.g., Davies & Jacobs, 1985), its use may not influence subsequent performance (Prochazaka et al., 2020). Few studies have examined all
potential combinations of sequencing. In addition, no studies to date have looked at the effects of the feedback sandwich method on motivation. By examining
the effects of sequencing on motivation, potential mediators in the feedback-performance may begin to be elucidated. The implications of such findings would
likely have important theoretical and applied implications. This study examines the effects of feedback sequencing on motivation. To account for all combinationsof sequencing, 132 participants were assigned to one of seven feedback conditions. After reviewing their feedback, participants reported their levels of motivationin the course. Data have been collected and the authors are currently in the process of cleaning and analyzing the data. Results will be discussed in light of theirimplications for feedback sequencing and the potential mechanisms explaining the effectiveness of feedback sequencing will be discussed.
61792

An Empirical Investigation of Feedback Sequencing on Emotion Regulation Processes
Emily Dolan, Slippery Rock University, United StatesDavid Keppel, Slippery Rock University, United States
Jessica Covert, Singapore Institute of Management, Singapore
Brittany Fleming, Slippery Rock University, United States

The effects of receiving feedback on course assessments have emotional implications for students (e.g., Ryan & Henderson, 2018) that extend to motivation andbehavior (Boud & Falchilvov, 2007). Receiving negative feedback, then, may have harmful effects on students’ emotions, motivation, and performance. Thus, it isimportant to understand how students’ negative emotions may be regulated when receiving negative feedback. A way in which students’ negative emotions may
be regulated is through employing the “feedback sandwich” (Dohrenwent, 2002). The method focuses on variability in feedback ordering, and specifically holds that“sandwiching” constructive feedback in between two positive statements is the most effective way to deliver negative feedback to students. While widely discussed
in the popular press, there exists little empirical research on the effectiveness of method, and to date, only one study has examined the effects of the feedback
sandwich on emotion regulation. While this study failed to find an effect of the feedback sandwich, the study lacked sufficient power to detect an effect, which
may explain the findings (authors’ names redacted for blind review). This study will present an empirical test of the effects of feedback sequencing on emotion
regulation with a larger sample size (N = 288). Data have been collected and the authors are currently in the process of cleaning and analyzing the data. Results
will be discussed in light of their implications for feedback sequencing and the effects that sequencing and emotion may have on motivation and performance.

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IICE2022 Virtual Presentations (Pre-Recorded)
Mind, Brain & Psychology
62046

Indian Classical Dance Education and its Impact on the Spiritual Intelligence of the Students – An Empirical
Research
Kanaka S, Vels University, India
Sujatha Mohan, Dr. MGR Janaki College of Arts and Science for Women, India

The aim of this study is to empirically investigate the impact that the period of learning of Indian Classical art form Bharatanatyam creates on
the Spiritual intelligence of the students. Primary quantitative data has been collected using closed-end survey from 180 students pursuing
Bharatanatyam from higher education institutions in India. The variable Spiritual Intelligence has been measured through 24 item SISRI
scale. The moderating effect of the gender of the student has also been examined in this research. The statistical analysis of the primarydata collected reveals that higher the years of learning of Bharatanatyam by an individual, higher is the level of Spiritual intelligence of theindividual. It has also been revealed that out of the four constructs tested in this research to measure the variable Spiritual intelligence theconstruct critical existential thinking has greater significance when compared with that of the other three constructs namely transcendental
awareness, conscious state expansion and personal meaning production. The study also reveals that gender does not moderate therelationship between Spiritual Intelligence and the number of years a person has been practicing and performing Bharatanatyam.
62187

COVID-19 Knowledge, Health Beliefs, and Anxiety on Preventive Health Behavior in Nursing Students
Youngji Kim, Kongju National Univ., South Korea
Hye Won Sa, Kongju National University, South Korea
Jeong Sig Kim, Soonchunhyang Univ, South Korea

Purpose: This study was aimed to identify the Coronavirus Disease 2019 (COVID-19) related knowledge, health beliefs, anxiety levels andpreventive behaviors among nursing students, and to identify factors that influence preventive behaviors.Methods: A descriptive survey
was conducted, targeting a total of 192 nursing students from Mar. 4, 2021 to Mar. 25, 2021. The collected data were analyzed using
descriptive statistics, t-test, analysis of variance, Pearson’s correlation coefficients, and multiple regression. Results: Their knowledge levelwas 15.08±1.70 and health belief level were 3.72±0.32 out of 5, and these scores were considered high. Their anxiety score was 3.29±3.84
and considered very low. COVID-19 preventive behaviors had a positive correlation with health beliefs (r=0.20, p<.05), Their health beliefs
had a negative correlation with anxiety (r=-0.17, p<.05). Factors influencing COVID-19 preventive behaviors by multiple regression wereidentified as COVID-19 knowledge, health belief (F=3.99, p<.001, Adj R2=19.6%).Conclusion: We found that nursing students have a goodknowledge, health beliefs, and practice toward prevention of Coronavirus. The outcome of this study highlights the need for appropriate
education and widespread awareness campaigns about prevention of new emerging diseases toward potential health care professionals.

Nurturing Creativity & Innovation: New, Innovative & Radical Education
61471

Story Maps as Teaching and Learning Tools for Elementary Education Majors
Josephine Desouza, Ball State University, United States

It is imperative that preservice teachers learn how innovative technologies can be used to teach geographic inquiry. In a science methods course,
elementary education majors learn to design Story Maps that are interactive maps displaying geographic data that are enhanced by text, video,and photographs. These interactive maps were created as web applications using the cloud-based mapping and analysis platform, ArcGIS
Online. Geographic Inquiry is comparable to the STEM pedagogy of scientific inquiry with an exception that the inquiry takes into consideration
the phenomenon in the context of space. In creating these maps, the preservice teachers used real world data displayed as visualizations thatenabled them to look for patterns and relationships. Preservice teachers posed geographic questions and through web-based hands-on Geospatial
technology, designed Story Maps that presented information on a variety of topics.

Primary & Secondary Education
61087

Goal Setting in the Classroom to Promote Academic and Social-Emotional Growth
Jill Tussey, Buena Vista University, United States
Leslie Haas, Xavier University of Louisiana, United States

Academic growth is a common goal for educators, administrators, and parents. When educators provide opportunities for students to determine
appropriate goals for themselves, students have opportunities to actively work towards the goal and take ownership over their learning. Important
to note is “goal setting must include four components to best motivate students: providing them opportunities to build competence, giving them
control or autonomy, cultivating interest, and altering their perceptions of their own abilities” (Usher & Kober, 2012). Setting goals in the classroom
is a concept that should be modeled to the students to ensure that they understand an appropriate level of growth but also are aware of what
activities are involved in achieving the goals. Goal setting can extend beyond academics and focus on social-emotional or behavioral growthconnected to behaviors. As the world deals with a global pandemic, students may be returning to the classroom with a number of social-emotionalor behavioral issues. By embedding goal setting in the classroom, we are allowing students to take ownership over their feelings and actions.
Participants learn about the importance of goal setting, examples of how to create opportunities in the classroom, and guidance on providing
support to students before and after setting goals. Whether the goals are connected to academics or social-emotional, celebrating the milestones
is an important component. Examples of student and classroom celebrations will also be shared during the presentation.

110 | IAFOR.ORG | IICE/IICAH2022 | Follow us on Twitter @IAFOR (tweet about the conference using #IAFOR)

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IICE2022 Virtual Presentations (Pre-Recorded)
Professional Training, Development & Concerns in Education
61072

Teacher-Learner Engagement in Online Learning Modality in a Private Catholic School: Towards theDevelopment of Teacher Upskilling Matrix
Geraldine Pancho, Adamson University, Philippines

The CoViD-19 pandemic has put an end to the prevailing ideology underlying the educational system in the Philippines. The use ofinteractive online classrooms as a replacement for conventional education has been a concern for both teachers and learners since
they were given a limited time to learn and relearn these platforms. Teachers were obliged to undergo trainings. While the efforts wereexcellent, faculty members were short of time, as many were torn between studying how to operate emerging technology and the teachingitself. This research assessed the teacher-learner engagement in an online learning in a private catholic school and the challenges
encountered by the teachers of the elementary and junior high school in an online learning engagement. The TPACK (Technological
Pedagogical and Content Knowledge) of the teachers in elementary and junior high school were evident as assessed by the students but,there are still points to consider to further improve their engagement in online learning modality. The teacher-respondents in the Focus
Group Discussion mentioned that internet connectivity is a major issue that is at the threshold of providing quality education during the
pandemic. Academic honesty has been a major source of concern for the teacher-respondents. Teachers were looking for better ways
and means on how to monitor and provide timely and effective feedback to their students. Based on the result of this study, a tailoredfit-for-purpose upskilling matrix to become a 21st century teacher in the digital realm is of greatest importance in achieving a promising
online learning engagement.
61524

Establishing a Structured Peer Support Program to Provide Emotional First Aid in a School of Nursing
Amanda Choflet, San Diego State University, United States

Background: Depression, anxiety, and substance use are well-known problems for college students, and evidence indicates that nursing
students may be at higher risk than their counterparts. A recent study of nursing students at a large public university in southern California
revealed that one-third of participants reported moderate to severe anxiety and depression and nearly half reported risky alcohol use.
Peer support serves a protective function in both preventing negative mental and behavioral health issues and in providing an avenue
for help-seeking for individuals needing mental and behavioral health interventions. Peer support volunteers report increased clinicalindependence, enhanced personal development, and opportunities to improve problem-solving skills. Methods: The school of nursing
wellness committee recruited students, faculty, and staff to complete a modified peer responder training course utilizing evidence-based
methods, as well as develop response algorithms, schedules, and ongoing support for peer response volunteers. Attendance, evaluations,and ongoing participation were tracked. Results: In partnership with the Johns Hopkins Resilience in Stressful Events program, 40
students, faculty and staff were trained in March 2020. Evaluations of the initial training program were positive. Following the training
sessions, the team developed response algorithms and ongoing training opportunities specifically designed for nursing students. The
peer response program will begin responding to calls during the 2021/22 academic year. Conclusion: A modified, structured peer support
program may offer additional emotional support to students in a school of nursing and result in increased resilience that extends beyond
the university setting. More evidence-based efforts in this area are needed.
61803

Promoting Pre-service Teachers’ Technological, Pedagogical and Content Knowledge (TPACK) ThroughDeveloping Virtual Reality Applications With the Assure Instructional Design Model
Yang-Hsueh Chen, National Chengchi University, Taiwan
Meng-Fang Tsai, National Pingtung University of Science and Technology, Taiwan

The promotion of teachers’ TPACK, namely the integration of content, pedagogy, and technology knowledge for teaching has becomea major concern among researchers and educational practitioners. Moreover, cultivating teachers’ augmented reality and virtual reality(AR/VR) capabilities has become an important issue of government policy. Drawing on Kohloer and Mishra’s Learning by Design principle
and the longstanding ASSURE instructional design model, this study intends to leverage pre-service teachers’ TPACK through the “AVRASSURE” classroom intervention. In Spring 2021, 24 pre-service teachers enrolled in the "Design and Utilization of Instructional Media"
teacher education course went through the AVR-ASSURE course modules. They learned the Cospaces AR/VR authoring platform, explored
good examples in the gallery, familiarized themselves with ASSURE procedures, developed virtual reality courseware, and were ready to
implement authentic teaching in elementary classrooms. Unfortunately, due to a sudden outbreak of Covid-19 in Taiwan in May 2021,
only two groups successfully carried out their teaching in the physical elementary classroom. The other four groups transformed theirmaterials and taught online within our teacher education course. Data collected from the TPACK survey, individual course reflection andgroup interview were analyzed to inform the effectiveness of the AVR-ASSURE classroom intervention. Wilcoxon signed-rank test results
showed that, the pre-service teachers significantly increased their TPACK total scores and the TK, TPK, TCK, and TPACK dimensions.
Qualitative data are being analyzed to find influential factors for the pre-service teachers’ TPACK development, as well as their perceptions
and actions toward the Covid-19 outbreak. Implications will be discussed along with practical suggestions.

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IICE2022 Virtual Presentations (Pre-Recorded)
Professional Training, Development & Concerns in Education
62161

Reimagining Support for Japanese Teachers of English
Tony Cripps, Nanzan University, Japan
Takao Imai, Nanzan University, Japan
Sean Toland, Kagoshima International University, Japan

This presentation explicates a nascent research project that aims to understand and support the practical needs of pre-service English
teachers who intend to teach at junior high schools and senior high schools in Japan. The presenters will outline the necessity for suchpractical support considering the current teacher-training structure in Japan. Through intensive workshops and online support, pre-service
English teachers will enhance their methodological knowledge and practical teaching skills. Support will be provided in three main ways by: 1.
Holding a series of intensive practical teaching workshops focusing on teaching methodology and practice; 2. Creating an ‘English Knowledge
Lab’ (EKL) website which will house useful audio and video files, as well as a host of other teaching support material such as lesson plans,
grammar activities, communication activities and ICT implementation activities; 3. Producing practical teaching handbooks based on theteaching workshops. This research project aims to provide realistic solutions to practical problems which English teachers in Japan face everyday. It is hoped that fellow educators will find this presentation useful when considering making changes to their own educational contexts.

Teaching Experiences, Pedagogy, Practice & Praxis
60766

The Educational Values of E-Commerce Information Technology for the Law Protection of Citizens
Liliana Tedjosaputro, Universitas 17 Agustus 1945 Semarang, Indonesia
Emiliana Pudjiarti, Universitas 17 Agustus 1945 Semarang, Indonesia

In Indonesia, the development of e-commerce is increasing along with the increasing number of internet and social media users. The rapid
growth of e-commerce has changed the way consumers make purchases of goods and services. The growth of electronic transactions has
a very positive impact on business people as well as consumers, because it provides ease, convenience, efficiency and low costs. However,electronic transactions can pose risks and uncertainties that can harm both consumers and entrepreneurs. This article aims to examine theeducational values of e-commerce information technology for the protection of citizens. Digital citizenship is closely related in the way inwhich e-commerce information technology knowledge is mastered and practiced to make significant connections. To see digital education
clearly, then clear knowledge about the application of new technologies as part of the government's recommendations for legal protection.
This is important because citizens who are educated with knowledge of e-commerce technology will be able to promote ethical values as ademocratic society. In this way, the new space will be available not only as a digital reality but also as a full-fledged society needs.
60936

Keeping Small Changes Faculty made During COVID that had a Big Impact on Learning
Kristin Palmer, University of Virginia, United States

The COVID-19 pandemic shut down in-person classes at our campus. Over 4,000 courses were transitioned online in 4 days. Faculty andstudents struggled to learn this new modality. A working group convened to assess innovations and collect faculty and student stories.
This working group met weekly and surveyed all the different schools (medicine, law, liberal arts, business, etc..) for teaching practices thatworked. As the working group heard stories from faculty, they realized providing these stories to others would be valuable. These shortstories were collected and aggregated onto a website hosted by our Center for Teaching Excellent. This website is the Small Changes, Big
Impact site at http://cte.virginia.edu/small-changes-big-impact. Most of these stories highlight easy to implement practices that our faculty
are continuing to use once we return to in-person classes. This presentation will walk through ten specific ideas that were small changes
that had a big impact on teaching. One faculty member dedicated the first 5 minutes of every class for students to randomly be connecting toanother student in the class where they were not allowed to talk about class, but just connect socially, getting to know one another. Anotherfaculty member talks to the value of virtual office hours to promote more students working with her through difficult concepts. Effective
practices that are evidence-based and align with the Community of Inquiry (CoI) framework will be shared during this presentation.
61313

Examining the File Renaming Errors Made by Japanese University EFL Students During the First Year of
Emergency Remote Teaching
Brian Rubrecht, Meiji University, JapanThe move to emergency remote teaching (ERT) in 2020 due to the COVID-19 pandemic forced instructors worldwide to necessarily include
components of information and communications technology (ICT) in their lessons. However, this move proved particularly challenging in Japan,
for the country has long lagged behind others in its implementation of ICT for educational purposes. While many university instructors in Japan
were able to successfully provide ERT courses that utilized new or heretofore rarely used ICT (e.g., Zoom, learning management systems), students’general lack of basic personal computer skills remained a persistent concern. Aware of both Japan’s ICT shortcomings and students’ anxiety andconfusion regarding the transition to online learning, an instructor/researcher (I/R) teaching English as a foreign language at three Japanese
universities opted to make heavy use of email – a standard digital tool widely used for decades – for assignment submission and student-teacher
communication purposes. In spite of email’s many inherent advantages, the I/R unexpectedly received a large number of email attachments thatwere not renamed according to the repeatedly-explained file renaming convention he had established for all emailed documents. The proposed
presentation presents analyses of the file names of a subset of emailed documents the I/R received during AY2020, with the research goal being
to categorize the file renaming errors so that their likely sources could be determined. Because the errors arose from multiple and varied sources,
explanations about and recommendations for pedagogical practices (e.g., the giving of instructions, typing in a foreign language) are proffered.

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IICE2022 Virtual Presentations (Pre-Recorded)
Teaching Experiences, Pedagogy, Practice & Praxis
61436

Teaching Empathy: Teacher Candidates’ Perspectives of the Japanese Internment in Hawaii
Jennifer Padua, University of Hawaii at Manoa, United States
Monica Smith, University of Hawaii at Manoa, United States
Doreen Elliott, University of Hawaii at Manoa, United States

This phenomenological study examined the extent to which undergraduate teacher candidates’ perspectives of the Japanese Internment
in Hawaiʻi influenced their learning of empathy. The article discusses how teacher preparation programs may use cultural simulations
to develop teacher empathy, a central characteristic of the quality of culturally responsive teachers. Learning about empathy throughJapanese Internment in Hawaiʻi was explored by analyzing the experiences of seventeen undergraduate teacher candidates after visiting
the Japanese Cultural Center in Honolulu, Hawaiʻi. Data gleaned from surveys, self-reflection, peer reflections, and photovoice essays wereanalyzed using clustering and themes. Findings revealed the depth of candidates’ empathetic lens and ways teacher preparation programs
may use an interdisciplinary approach to develop teacher candidate empathy. The research offered implications for teacher preparation
programs on the use of empathy for preparing teacher candidates to work in urban classrooms with culturally and linguistically diverse
students.
61519

Creating Interactive Videos for Deeper Student Engagement Using PlayPosit
Rick Bird, DeVry University, United States
Veronica "Ronnie" Schreiber, DeVry University, United States

The current generation of college students have become the "YouTube" generation. These students gain knowledge by watching videos
and interacting with social media platforms. Universities are struggling to "meet the learner where they are". How do you provide a video,
similar to the YouTube, TikTok, and other social media platforms, while still engaging the students and ensuring that they have learned
the critical course concepts? DeVry University is implementing an active learning video platform using PlayPosit. In this new platform,
we are creating interactive videos where students learn a topic and then answer questions based on the topic. The video continues with
the next topic and then the next questions. Our initial experience indicates that online and classroom-based students are more engaged
and learn the material more effectively using this new pedagogy. In this presentation, we will elaborate on the research steps that we aretaking to determine the effectiveness of this new platform. In addition, we will discuss the methodology that we use to create the active
learning videos, including the equipment and software that we have implemented. We will ask participants to share their experiences andtheir ideas for the active learning video environment as well.
61717

Why Teacher Led Instruction Really Works

Nicole Shammas, Higher Colleges of Technology - Dubai Women's Campus, United Arab Emirates
Since the 1980s the notion of traditional teacher led lecturing has been largely dismissed in favour of a more student-centered,collaborative, problem solving type pedagogy. This practice is captured in the terms: the guide on the side vs the sage on the stage
methodology (King, 1983) . Certainly, the student-centered approach is an effective practice which is supported by empirical evidence.
However, this pedagogical division between a teacher centered and student centered type approach to teaching has led those in education
to believe that direct instruction, i.e. teacher-centered lecture style, is an inferior approach, and therefore should be minimized. Drawing
on research, this presentation argues that there is a place in education for the ‘sage on the stage’ and that we should consider revisiting
this approach at times, in order to maximize student learning.
62053

Concept Mapping Strategy to Improve Non-Computer Science Students’ Learning Achievements in Logical Database
DesignLynda Farza, Military Academy, Tunisia

This study aims to investigate the effects of using concept mapping on student’s performance on logical database modeling and to examine
their satisfaction towards the use of concept mapping strategy in the database design process. One hundred and two undergraduate
students participated in the study. These students were assigned into three groups with three different learning approaches: two
experimental groups and one control group. The three learning approaches were compared to find out what effects they have on learning
database modeling. The concept map was used as a first step of data modeling by the two experimental groups, while the control group
was taught using the conventional approach without using the concept mapping strategy. We have studied the logical database schema
made by all students during the achievement test to see if there was a significant difference between the student’s scores of the threegroups. The findings revealed that for novice students, using the concept map strategy in the database design may be more efficient thanthe conventional approach. It can help to enhance the academic performance of students in logical database modeling. Based on ourobservations and the students' statements, we can also consider that the concept map had a positive effect on the students' attitudes
towards the content, increased the students’ motivation, helped to induce a positive dynamic among them, a greater engagement andinterest in the subject matter.

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IICE2022 Virtual Presentations (Pre-Recorded)
Teaching Experiences, Pedagogy, Practice & Praxis
61215‘Realistic’ Experiences of Novice Teachers: Linking Coursework and Field Experiences to Develop Effective
Practice
Kevin O'Connor, Mount Royal University, CanadaThis paper investigates the effects of a teacher education program designed to help teacher candidates integrate theory and practicewithin a “realistic” approach to teacher education (Korthagen, 2001). Specifically, we were interested in the experiences of novice teachers
who are graduates of a four-year teacher preparation program designed to link theory and practice. This research is part of a longitudinalqualitative study that investigates the impact of transformative pedagogies by mentor teachers and teacher educators throughout
teacher candidates’ field experiences in years one and two of the program, practica experiences in years three and four of the program,and their initial year of teaching after graduation. In 2019-20, we conducted extensive interviews with twelve novice teachers who had
recently graduated from our four-year teacher education program. Our research provides insight into the impact of the programmatic
implementation of a realistic approach to teacher preparation by investigating experiences of novice teachers. It provides an example of
how one university is strategically attempting to connect academic and school-based practices through a realistic approach to support
novice teachers’ ability to develop effective practice. In addition, the study suggests that a realistic approach to teacher preparation can
impact novice teachers’ choice to view the teacher profession as a long-term career. In the era of high teacher attrition (Carver-Thomas& Darling-Hammond, 2017; Clandinin et al., 2015), this study suggests that transformative pedagogies designed to provide sustained
realistic experiences within field-based, integrated education courses have a positive impact on novice teachers’ professional practice.
61911

The Empirical Strikes Back: Post-pandemic Multi-sensory Implementation of Scientific Thinking Into Language
Teacher Education
Joanna Pfingsthorn, University of Bremen, Germany
Tim Giesler, University of Bremen, Germany

Educational policy makers in Germany assume that the pursuit of a compulsory Master of Education teaching degree leads to thedevelopment of scientific thinking and reasoning skills, and these skills are usually documented in the form of a research-oriented Master’s
thesis (KMK 2004). However, because research skills are only one of the relevant competence areas that future teachers need to develop(KMK 2004), their instruction and practice can be perceived as unnecessary by pre-service teachers, especially in the face of the felt
necessity to focus on practical teaching skills, subject related as well as pedagogical knowledge and competences (Niesen & Pfingsthorn,2020). The recent Covid 19 pandemic has made these structural problems even more apparent in that it partly alienated students from
regular university and empirical work. In this contribution, we demonstrate a holistic attempt to reintegrate pre-service teachers into a morestrongly research-oriented, post-pandemic university teaching. This intervention encompassed a set of multi-sensory, group activities
that supported basic scientific thinking and reasoning skills (e.g. standard normal distribution and the understanding of probabilities;
drawing logical conclusions; sensory bias) and were conducted at the premises of the local science museum, the Universum Bremen,with the use of interactive exhibits. We discuss the extent to which this attempt managed to successfully strengthen scientific skills of
pre-service teachers as well as contribute to their academic resilience in the aftermath of the pandemic. We suggest some implicationsof multisensory research-based teaching for teacher education programs.
62062

Riding the Run-Away Wave: Public Health Interns Respond to COVID
Brenda Seals, The College of New Jersey, United States
Greg Seals, The College of Staten Island, United States

In the Spring of 2020, most Public Health Capstone student interns found their work shifted to assisting with response to COVID that
ultimately focused on running clinics (testing, then vaccination), providing for basic community needs (food, housing, job loss, etc.) andproviding essential services (supporting mental health organizations, for example). All students’ lives were also upended as lockdown
measures shocked classrooms into remote teaching. Applying a pedagogy based on a life-worlds pedagogy and the work of John Dewey
guided curriculum delivery and content evolution. Interning students adopted leadership roles from creating floor plans for COVID testingto creating networks for redistributing food between different sites to minimize loss. Recognizing needs to support students due to stress,
isolation and difficulties working in home environments and family disruption required streamlining curriculum. Thinking about how toprovide avenues to recreate critical student experiences that occur naturally in the educational world like allowing for “hallway” time, gave
students opportunities to meet each other and “chat”. Such critical adaptions allowed students to learn from each other’s resilience andenhanced coping. Coursework on leadership had a new meaning for students who shared difficulties adapting to ever changing COVID
requirements, dealing with family and community uncertainty given confusing messaging about COVID, and losses. Referring to Dewey’s
model for guidance adapting curriculum to acknowledge and enhance resilience was key to intern’s success. Lessons learned fromapplication of this model will be central to the conclusions based on this case study.

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IICE2022 Virtual Presentations (Poster)
62146

HBCUs Serving Up Southern Culture, But Are We Preparing Graduate Counseling Students for the Global
Society: Implications for Training
Bridget Staten, South Carolina State University, United States
Michelle Priester, South Carolina State University, United States

Many studies have looked at the training of master’s-level counseling students to be multiculturally competent practitioners, but few
look specifically at the experiences of master’s students during their training programs. The U.S. Census Bureau projections estimatethat over the next fifty years, this nation will become even more ethnically, racially, and linguistically diverse. For example, the size ofthe non- Hispanic White population is projected to slowly decrease, falling from 199 million in 2024 to 178 million by 2060. In addition,
the Hispanic population is projected to double from 53.3 million in 2012 to 128.8 million in 2060 resulting in one in three United States
residents being of Hispanic descent. The African American population is expected to increase from 41.2 million to 61.8 million over the
next 50 years. The Asian population is expected to increase in size from 15.9 million in 2012 to 34.4 million in 2060. Other race and ethnic
groups, such as American Indians, Alaskan Natives, Native Hawaiian, and other Pacific Islanders, will experience growth as well. Although,
HBCUs have a long and storied history of preparing young Black men and women to enter the professional workforce, there is a changing
global marketplace. Additionally, it is clear there is a progressing cultural lens that should have an effect on the counseling curriculum of
graduate students. This poster presentation will assess graduate counselor education student’s perceptions of preparedness to work inan ever-changing global society.
61730

A Multifaceted Approach to Complex Needs: Targeted Interventions for Gifted Students With Autism
Sacha Brayley, University of British Columbia, Canada

Recent studies have focused on identification of gifted students with ASD and on their learning experiences; however, there appears
to be a gap in the research regarding effective interventions for these students. Most intervention strategies target either the student’s
giftedness or their ASD diagnosis, but their unique challenges require targeted interventions that extend beyond those designed forstudents with a single exceptionality of either giftedness or autism. The purpose of this study was to determine the efficacy of targeted,multi-faceted interventions designed to address the complex, often contradictory needs of a gifted student with ASD. The study useda single-subject research design, which took place over the course of two school years. Targeted interventions were designed andimplemented to address the specific needs of a 9-year-old male BIPOC student, who had received an ASD diagnosis at age 3, and who
was subsequently identified as highly gifted at age 7. A literature review, which looked at the identification of gifted students with ASD
and how these dual diagnoses impact their experiences in school, informed the design and implementation of interventions. Practitioners
conducted interviews with the student, parent, and teachers, which uncovered differing understandings and expectations that contributed
to school avoidance, frustration, and anxiety on the part of the student. In collaboration with the parent, teachers, and student, a series ofinterventions were designed to address this student’s specific needs. Behavioral observations, progress monitoring, and pre- and postintervention interviews were collected as evidence to determine the effectiveness and relevance of the interventions.
62132

Emotional Literacy: Equipping Students with Skills
Caron Westland, University of Colorado Denver, United States

Today, more than ever, our students need to become emotionally literate. This poster session will explore the science and strategies
to integrate emotional literacy across curricular areas. While some students being served in special education might not be able topick up the social cues, they can be taught emotional intelligence skills. Learn how to teach students to name and express emotions
across the curriculum. Schools have begun utilizing Social Emotional Learning (SEL) as a foundation for integrating all students backinto the classroom this year. Students can begin to learn to empathize, control impulses, communicate clearly, solve problems, and build
friendships (Frye, 2018). Naming emotions can be a foundation for relationship building (Voltmer & von Salisch, 2019). Students need tounderstand the mirror neurons in the brain when someone smiles and someone reciprocates (Jaffe, 2018). Brackett (2019) asserts that
we should be given permission to feel and that adults and students should be taught the skills to ask how someone feels and to take thetime to listen. After being in lock down/shut-in during the global pandemic, we only had the chance to be with those in our household/bubble. When we got on social media or on a zoom call, we had an opportunity to express how we were feeling. That was the beginning.
In this poster, we will explore the power behind relationships/peer mentorship to support emotional intelligence.
61537

Students’ Perceptions Toward Dyads and Triads in the English Classroom
Naoko Ichii, Shibaura Institute of Technology, Japan

This study exclusively focuses on a dyad (a pair) and a triad (a group of three) in an English classroom setting. It investigates thedifferences between dyad and triad interactions and explores the students’ perceptions and attitudes toward the interactions. The
characteristics found in each interaction are categorized respectively according to the findings of research in clinical psychology. 57
Japanese second year university students majoring in Engineering were asked to introduce themselves in dyads and in triads at the
beginning of each lesson. The questionnaires were administered in the first and the last lessons of the semester to collect data. The
research results indicated that how they experienced both dyads and triads differed although they had positive feelings toward both
dyad and triad interactions. For example, in dyads, they felt close and comfortable, while in triads, they felt some distance and somewhat
uncomfortable. In dyads, they felt some pressure to keep the conversation going while in triads, they felt less pressure because they could
rely on the other two members to help carry the conversation. Some distinctive opinions were observed in each interaction and this could
have some implication when teachers use pair work and group work in English lessons.

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IICE2022 Virtual Presentations (Poster)
61348

Early Elementary Online Learning: Rubric for K-5 Teacher Online Learning Activity Design
Esther Ntuli, Idaho State University, United States

With the understanding that online learning for early elementary students is here to stay, this presentation provides findings from a case study
that documented teacher use of self-designed online activities with young children during the COVID-19 pandemic. Using qualitative approaches,
the study analyzed 30 online activities from different platforms used by teachers and developed an online design rubric based on recurring design
features within the selected activities. A purposeful sample of teachers was used to pilot the rubric. The findings of the study reveal the potentialof using an established rubric to cut down on time spent by teachers designing online learning activities for young learners, findings also indicate
a general lack of online developmentally appropriate pedagogical strategies for young children. Implication for practice will be discussed.

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IICAH2022
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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Conference Reviewers
IICE2022 Review Committee
Professor Dolapo Adeniji-Neill, Adelphi University, United States
Dr Balamuralithara Balakrishnan, Sultan Idris Education University, Malaysia
Professor Valentina Canese, Universidad Nacional De Asunción, Paraguay
Dr Yung-Huei Chen, National Chung Cheng University, Taiwan
Dr Edsoulla Chung, The Open University of Hong Kong, Hong Kong
Dr Joanie Crandall, Yorkville University, Canada
Dr Lorna Dimatatac, Technological Institute of the Philippines, Philippines
Professor Biljana Djoric Francuski, University of Belgrade, Serbia
Dr Rayna Fujii, University of Hawaii Manoa, United States
Dr Stacy George, University of Hawaii at Manoa, United States
Dr Minako Inoue, Health Science University, Japan
Professor Heeseon Jang, Pyeongtaek University, South Korea
Dr Erick Kong, California State University East Bay, United States
Dr Matthew Motyka, University of San Francisco, United States
Dr Esther Ntuli, Idaho State University, United States
Dr Zanita Glenda Plaga, West Visayas State University, Philippines
Dr Miguel Varela, Academic Bridge Program, Qatar
Dr Yifeng Yuan, University of Technology Sydney, Australia

IICAH2022 Review Committee
Dr Tomas Chochole, University of West Bohemia, Czech Republic
Professor Xiaofan Gong, Beijing Institute of Graphic Communication, China
Dr Jytte Holmqvist, University of Central Lancashire, United Kingdom
Professor Yi-Ting Kuo, Jen-Teh Junior College of Medicine, Nursing and Management, Taiwan
Dr Yuk Yee Lee, Gratia Christian College, Hong Kong
Professor Nuno Martins, IPCA / ID+ / University of Porto, Portugal
Dr Reena Mittal, Mjpru, Bareilly, India
Professor Joseph Sorensen, University of California at Davis, United States
Dr Suranti Trisnawati, Institut Teknologi Bandung, Indonesia
Professor Hope Yu, University of San Carlos, Philippines
Dr Zainor Izat Zainal, Universiti Putra Malaysia, Malaysia

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Conference Reviewers
IICE2022 Senior Reviewers
Dr Erika Abarca, University of Chile, Chile
Dr Mohamed Askar, Southern Utah University, United States
Dr Robin Brandehoff, University of Colorado Denver, United States
Dr Mariane Gazaille, Université Du Québec À Trois-Rivières, Canada
Dr Agustinus Hermino, Universitas Sari Mulia, Indonesia
Dr Se-Hoon Jeong, Korea University, South Korea
Dr Marcel Lebrun, Plymouth State University, United States
Dr Nicole Limperopulos, Bank Street Graduate School of Education, United States
Dr Michael Lorenzen, Western Illinois University, United States
Professor Fadia Nasser-Abu Alhija, Tel Aviv Univetrsity, Israel
Dr Blenn Nimer, Notre Dame of Kidapawan College, Philippines
Professor Jussi Okkonen, Tampere University, Finland
Dr Kristin Palmer, University of Virginia, United States
Dr Rona Robinson-Hill, Ball State University, United States
Dr Nicole Shammas, Na, United Arab Emirates
Dr Marilyn Thompson, University of Waterloo, Canada
Dr Jill Tussey, Buena Vista University, United States
Dr Amy Van Buren, University of North Carolina Pembroke, United States
Dr Thomas Walsh Jr, Iowa State University, United States

IICAH2022 Senior Reviewers
Professor Rebecca Lind, University of Illinois at Chicago, United States
Dr Daniel Mckay, Doshisha University, JapanDr Matthew Motyka, University of San Francisco, United States
Dr Robert Soza, Mesa Community College, United States
Professor Michael Yates, Rikkyo University, Japan

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Conference Reviewers
IICE2022 Reviewers
Dr Robert Campbell, University of British Columbia, Canada
Dr Ming Wai Christy Chung, The University of Hong Kong, Hong Kong
Dr Josephine Desouza, Ball State University, United States
Dr Michele Estes, James Madison University, United States
Dr Chad Harms, University of Notre Dame, United States
Dr June Ho, Macquarie University, Australia
Professor Cecilia Ikeguchi, Tsukuba Gakuin University, JapanDr Jeanette Landin, Landmark College, United States
Professor Hyorim Lee, Kyungpook National University, South Korea
Dr Hong Li, Emory University, United States
Dr Steven Lownes, University of South Carolina Union, United States
Professor Sallie Marston, University of Arizona, United States
Dr Robyn Miller, Bowling Green State University, United States
Dr Yasmine Mostafa, University of Fukui, JapanDr Azam Nikookar, Azad University, IranDr Tara Nkrumah, Arizona State University, United States
Dr Dusty Palmer, Texas Tech University, United States
Dr Brian Rubrecht, Meiji University, JapanDr Raz Shpeizer, Kaye Academic College of Education, Israel
Dr Teresa Sosa, Indiana University, United States
Dr Janejira Sutanonpaiboon, Sonoma State University, United States
Dr Hoangnam Tran, Tokushima University, JapanDr Kate Trujillo, Metropolitan State University of Denver, United States
Dr Yurou Wang, University of Alabama, United States
Dr I-Jane Janet Weng, Wenzao Ursuline University of Languages, Taiwan
Dr Caron Westland, University of Colorado Denver, United States
Dr Takako Yasuta, Fukushima Medical University, Japan

IICAH2022 Reviewers
Dr Maureen Andrade, Utah Valley University, United States
Dr Alberto Berzosa, Spanish National Research Council, Spain
Dr Seokhun Choi, Yonsei University, South Korea
Dr Syed Haider, Royal Holloway, University of London, United Kingdom
Dr Evie Holmberg, Boston University, United States
Dr Avery Holton, University of Utah, United States
Dr Se-Hoon Jeong, Korea University, South Korea
Dr Kurt Lancaster, Northern Arizona University, United States
Dr Phyllis Lewis-Hale, Jackson State University, United States
Dr Ronie Parciack, Tel Aviv University, Israel

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2022
Presenter
Index

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IICE/IICAH2022

Presenter Index
Abarca, Erika				p. 78
University of Chile, Chile
Abdelsalam, Hanadi			p. 107
Prince Mohammad University, Saudi Arabia
Adityavarman, Ryadi			p. 39
Colorado State University, United States
Aduloju, Bamikole Martins 		p. 94
Afe Babalola & Co., Nigeria, Nigeria
Al-Awadhi, Azzah				p. 101
Hamdan Bin Mohammed Smart University, United Arab Emirates
al-Shanquitiy, Lubna			p. 59
King Abdul-Aziz University, Saudi Arabia
Alvarado, Constanza			p. 78
Universidad de Chile, Chile
Amurao, Marianne Kayle			p. 76
Ateneo de Manila University, Philippines
Andrade, Maureen 			p. 60
Utah Valley University, United States
Arrington, Deidra				p. 75
Virginia Commonwealth University, United States
Askar, Mohamed				p. 56
Southern Utah University, United States
Aylward, Bryan				p. 103
University of Arizona Global Campus, United States
Bagais, Reem				p. 69
Texas Tech University, United States
Bahamondes, Rosa 			p. 87
Universidad de Chile, Chile
Bain, Stephanie				p. 38
Texas A&M International University, United States
Baker, Jared				p. 56
Southern Utah University, United States
Barger, R. Pam
			p. 62
Wheaton College, United States
Basile, Rodolfo				p. 59
University of Tartu, Estonia
Bastien, Betty				p. 48
Yellow Head Tribal College, Canada
Baxenfield, James Montgomery		
p. 69
Tallinn University, Estonia
Bender, Cameron 			p. 99, 106
Professional Educational Consulting, United States
Bensidi-Slimane, Yasmine			p. 32
Palo Alto University, United States
Bianco, Margarita 			p. 108
University of Colorado Denver, United States
Binmayaba, Mustafa			p. 45
King AbdulAziz University, Saudi Arabia
Bird, Rick 				p. 113
DeVry University, United States
Blancaflor, Mercedes			p. 60
Stanford University, United States
Bledsoe-Gardner, Anita			p. 40
Johnson C. Smith University, United States
Bobley, Laurie				p. 88
Touro College & University System, United States
Borup, Jered				p. 48
George Mason University, United States
Brandehoff, Robin 			p.108
University of Colorado Denver, United States
Brayley, Sacha				p. 115
St. Joseph the Worker School, Canada
Brinksmeier, Ulrike 			p. 61
Mount St. Joseph University, United States
Broadbridge, James			p. 102
Bunkyo Gakuin University, Japan
Bryden, Emma				p. 92
Birmingham City University, United Kingdom
Burns, Victoria
			p. 51
University of Calgary, Canada
Cain, Ruby				p. 68
Ball State University, United States
Campbell, Robert 			p. 49
University of British Columbia, Canada

Canese, Valentina				p. 73
Universidad Nacional de Asunción, Paraguay
Castaño, Kathleen Marie			p. 102
University of Santo Tomas, Philippines
Cerdán, Filmoteca Española 		p. 94
Filmoteca Española, Spain
Chamberlain, Chris 			p. 41
California State University, East Bay, United States
Chapman, Amy
			p. 108
Columbia University, United States
Chen, Yang-Hsueh 			p. 111
National Chengchi University, Taiwan
Chiloane, Glory Mable			p. 76
Tshwane University of Technology, South Africa
Chiong, Jonathan 			p. 75
Jose Rizal University, Philippines
Cho, Su-Je				p. 31
Fordham University, United States
Choflet, Amanda 			p. 111, 104
San Diego State University, United States
Choi, Seokhun				p. 45
University of Seoul, South Korea
Chung, Bohyon				p. 30
Hanbat National University, South Korea
Chung, Ming Wai Christy			p. 98
The University of Hong Kong, Hong Kong
Cohen, Elisheva				p. 55
Indiana University, United States
Correia, Ana-Paula 			p. 67
The Ohio State University, United States
Craig, Cheryl				p. 50
Texas A&M University, United States
Cripps, Tony				p. 112
Nanzan University, Japan
Crowell, Tara				p. 54
Stockton University, United States
Culbreth, Niya				p. 40
Johnson C. Smith University, United States
Darnel, Lori				p. 38
Metropolitan State University of Denver, United States
De Angelis, Maria Grazia			p. 96
Saint Mary's College of California, United States
Deng, Yuli				p. 81
Arizona State University, United States
Desouza, Josephine			p. 110
Ball State University, United States
Dolan, Emily				p. 109
Slippery Rock University, United States
Dolan, Emily				p. 109
Slippery Rock University, United States
Durriyah (Tati D Wardi), Tati L.		
p. 104
Indonesian International Islamic University, Indonesia
Dye, Judy			p. 106
San Diego State University, United States
Edmondo, Audrey 			p. 96
Saint Mary's College of California, United States
El-Moussa, Omar J.			p. 108
Prince Mohammad University , Saudi Arabia
Erel, Yael 				p. 83
Rensselaer Polytechnic Institute , United States
Falevai, Zoi				p. 48
Brigham Young University-Hawaii, United States
Farza, Lynda				p. 113
Military Academy, Tunisia
Ferguson, Colleen 			p. 67
Texas A&M University Kingsville, United States
Francis, Erik				p. 44
Maverik Education LLC, United States
Frandsen, Natalie 			p. 103
University of Victoria and Simon Fraser University, Canada
Freedman, Leora				p. 105
University of Toronto, Canada
Fujii, Rayna				p. 46
University of Hawai'i Manoa, United States

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Presenter Index
Gaines, Kristi				p. 35
Texas Tech University, United States
Galantino, Mary Lou			p. 54
Stockton University, United States
Garcia-Cabbuag, Jennylyn			p. 100
University of Santo Tomas, Philippines
Gazaille, Mariane 			p. 73
Université du Québec à Trois-Rivières, Canada
Ghosheh, Baher
			p. 69
Edinboro University, United States
Giesler, Tim				p. 43
University of Bremen, Germany
Gough, Wendy				p. 98
Nova Southeastern University, United States
Greathouse, Tanya 			p. 38
Metropolitan State University of Denver, United States
Haider, Syed				p. 51
Royal Holloway, University of London, United Kingdom
Hao, Yu 				p. 80
University of Oxford, United Kingdom
Harms, Chad				p. 46
University of Notre Dame, United States
Hawkinson, Eric
			p. 84
Kyoto University of Foreign Studies, Japan
Hayden-Baldauf, Erin			p. 88
Hawaii Department of Education, United States
Hayden, Dylan				p. 88
Hawaii Department of Education, United States
Heckenberg, Sadie 			p. 84
Swinburne University of Technology, Australia
Hedrick, Jason				p. 107
Ohio State University, United States
Hisrich, Katy				p. 64
Governors State University, United States
Ho, June 				p. 78
Macquarie University, Australia
Hodo, Euxhenia				p. 101
John Jay College of Criminal Justice , United States
Hoffman, James 			p. 30, 32
The University of North Texas, United States
Hollis Staten, Bridgette			p. 115
South Carolina State University, United States
Holmberg, Evie				p. 57
Boston University, United States
Horger, Christopher			p. 59
American University of Sharjah, United Arab Emirates
Hori, Mayumi				p. 102
Chuo University, Japan
Hu, Yingyilong				p. 83
University of Toronto, Canada
Huang, Yi 				p. 37
Coppin State University, United States
Hubertz, Martha				p. 67
University of Central Florida , United States
Hugentobler, Larissa
		p. 84
University of Zurich, Switzerland
Ichii, Naoko				p. 115
Shibaura Institute of Technology, Japan
Ikeguchi, Cecilia 			p. 77
Tsukuba Gakuin University, Japan
Ikoma, Maki				p. 87
Aichi University, Japan
Ilagan, Jose Ramon			p. 76
Ateneo de Manila University, Philippines
Ilagan, Joseph Benjamin			p. 76
Ateneo de Manila University, Philippines
Inoa, Anabel				p. 31
Fordham University, United States
Ishige, Yumi				p. 108
Otemae University, Japan
Islam, Dr. Md. Monirul			p.100
International University of Business Agriculture and Technology,
Bangladesh

Jacobi, Laura				p. 40
Minnesota State University, Mankato, United States
Jahari, Rohit				p. 93
Indian Institute of Technology Ropar, India
Jaman, Sada				p. 99
LaGuardia Community College, United States
Johnson, Amy				p. 97
University of Arizona Global Campus, United States
Kajee, Leila				p. 96
University of Johannesburg, South Africa
Kalibatseva, Zornitsa			p. 62
Stockton University, United States
Kaloyanova, Nadezhda			p. 99
University Prof. Dr. Assen Zlatarov, BulgariaKan, Rebecca				p. 93
Nanyang Academy of Fine Arts, Singapore
Kasper, Jeffery				p. 39
University of Massachusetts Amherst, United States
Kawalilak, Colleen 			p. 74
University of Calgary, Canada
Kelly, Amy				p. 64
Governors State University, United States
Kelting, Scott				p. 48
Cal Poly, San Luis Obispo, United States
Khajeh, Sahar				p. 61
University of Hertfordshire, United Kingdom
Khanna, Gauri				p. 87
OP Jindal Global University, India
Khirirat, Warunee 			p. 72
King Mongkut’s University of Technology Thonburi, Thailand
Kida, Tsuyoshi
			p. 82
Dokkyo University, Japan
Kim, Eunjeong				p. 64
Ewha Womans University , South Korea
Kim, Youngji				p. 110
Kongju National University, South Korea
Kimura, Fumika				p. 100
Tokyo Kasei Gakuin University, Japan
Kiracofe, Christine 			p. 42
Purdue University, United States
Klassen, Wendy				p. 49
University of British Columbia, Canada
Kong, Erick				p. 31
California State University East Bay, United States
Kukowski, Melissa 			p. 78
University of Pittsburgh School of Medicine, United States
Kusumaningrum, Anggraeni Endah		
p. 101
University 17 Agustus 1945 Semarang, Indonesia
Lancaster, Lamaiya			p. 68
College of Lake County, United States
Landin, Jeanette 			p. 100
Landmark College, United States
Lantsman, Gleb				p. 80
Harvard University, United States
Larsen, Lars				p. 30
Aarhus University, Denmark
Lata, Rajani				p. 60
Seattle University, United States
Lau, Tin-Man				p. 43
Auburn University, United States
Lawson, Alexis				p. 40
Johnson C. Smith University, United States
Lebrun, Marcel				p. 86
Plymouth State University, United States
Lee, Hyorim				p. 32
Kyungpook National University, South Korea
Lee, Jeongwon
			p. 85
Hankuk University of Foreign Studies, South Korea
Lee, Yena 				p. 64
Ewha Womans University , South Korea
Lewis-Hale, Phyllis 			p. 92
Jackson State University, United States

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IICE/IICAH2022

Presenter Index
Li, Hong 				p. 49
Emory University, United States
Lichtman, Jeff				p. 88
Touro College & University System, United States
Lillo, Denisse				p. 73
University of Warwick, United Kingdom
Limperopulos, Nicole			p. 35
Bank Street Graduate School of Education, United States
Lind, Rebecca				p. 51
University of Illinois at Chicago, United States
Liou, Chin-Ping				p. 97
Fu Jen Catholic University, Taiwan
Liu, Chang				p. 105
University of Cambridge, United Kingdom
Liu, Guangxiang
			p. 104
The Chinese University of Hong Kong , Hong Kong
Llamas Fraga, Laura			p. 34
Baylor University, United States
Lopez, Crystal				p. 31
Fordham University, United States
Lorenzen, Michael 			p. 103
Western Illinois University, United States
Lovett, Douglas
			p. 76
Higher Colleges of Technology, United Arab Emirates
Lownes, Steven			p. 34
University of South Carolina Union, United States
Lupien, Pascal				p. 86
Brock University, Canada
Madrid Aranda, Sergio			p. 35
New Mexico State University, United States
Magro, Kerry				p. 86
New Jersey City University (alumnus), United States
Mandhwani, Sumit 			p. 75
Prometheus School, India
Marston, Sallie			p. 58
University of Arizona, United States
Matera Bassett, Dawn			p. 37
Metropolitan State University of Denver, United States
McDonnell, Andrea 			p. 84
Providence College, United States
McIver, Patrick				p. 81
Daegu Catholic University, South Korea
McKay, Daniel				p. 82
Doshisha University, Japan
McNally, James			p. 66
University of Michigan, United States
McNally, Sarah				p. 49
University of Michigan, United States
Milinovich, Monica 			p. 99, 106
Professional Educational Consulting, United States
Mills, Daniel				p. 98
Ritsumeikan University, Japan
Mokgosi, Patricia 			p. 76
Tshwane University of Technology, South Africa
Morneau, Marie-Josee			p. 105
University of St-Boniface, Canada
Morris, Nicole				p. 38
Texas A&M University-Kingsville, United States
Mostafa, Yasmine 			p. 72
University of Fukui, Japan
Motes, Gregory				p. 47
Texas Tech University, United States
Motyka, Matthew 			p. 57
University of San Francisco, United States
Mueller, Remilyn 			p. 86
Grand Canyon University, United States
Mulyani, Sri				p. 98
University 17 Agustus 1945 Semarang, Indonesia
Nagy, Renáta				p. 54
University of Pécs, Hungary
Nakayama, Shusaku			p. 97
Meiji Gakuin University, Japan
Nasser-Abu Alhija, Fadia			p. 41
Tel Aviv University, Israel

Ngulube, Beatrice 			p. 76
Tshwane University of Technology, South Africa
Nimer, Blenn				p. 106
Notre Dame of Kidapawan College, Philippines
Nkrumah, Tara				p. 46
Arizona State University, United States
Ntuli, Esther				p. 116
Idaho State University, United States
O'Connor, Kevin			p. 43
Mount Royal University, Canada
Oh, Grace 				p. 34
Konkuk University, South Korea
Ohira, Eiko				p. 82
Otsuma University, Japan
Okkonen, Jussi				p. 47
Tampere University, Finland
Omelchenko, Kira 			p. 68
Wilfrid Laurier University, Canada
Padua, Jennifer				p. 113
University of Hawaii at Manoa, United States
Palmer, Dusty
			p. 42
Texas Tech University, United States
Palmer, Kristin
			p. 104, 112
University of Virginia, United States
Pancho, Geraldine 			p. 111
Adamson University, Philippines
Panlilio, Jesus				p. 103
Holy Angel University, Philippines
Paquibut, Jennifer 			p. 109
Modern College of Business and Science, Oman
Parciack, Ronie				p. 83
Tel Aviv University, Israel
Parepa, Laura Anca 			p. 82
Tsuda University, Japan
Park, Chang Beom 			p. 64
Sangji University, South Korea
Park, Sang Young				p. 81
Daegu Catholic University, South Korea
Park, Sun Hee				p. 64
Ewha Womans University , South Korea
Passig, David				p. 37
Bar-Ilan University, Israel
Patterson, Natasha 			p. 62
The College of New Jersey, United StatesPeterz-Dent, Kimberly			p. 64
Governors State University, United States
Pfingsthorn, Joanna			p. 43
University of Bremen, Germany
Phelan, Sydney
			p. 31
Fordham University, United States
Piazza, Susan				p. 46
Western Michigan University, United States
Pilotti, Maura				p. 107
Prince Mohammad University, Saudi Arabia
Prakash, Sreelekha 			p. 62
Stockton University, United States
Priester, Michelle 			p. 115
South Carolina State University, United States
Protacio, Maria Selena			p. 46
Western Michigan University, United States
Pyne, Linnea				p. 44
University of California, United States
Qian, Yujing				p. 92
Beijing Film Academy, China
Rafique, Sidra
			p. 96
Abu Dhabi University, United Arab Emirates
Rajegowda, Liyang 			p. 89
International Education Counseling, United States
Retrum, Jessica
			p. 38
Metropolitan State University of Denver, United States
Robinson-Hill, Rona			p. 55
Ball State University, United States
Ronda, Ma. Lea				p. 77
University of Perpetual Help System Dalta, Philippines

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Presenter Index
Rourke, Lorna				p. 86
St. Jerome's University in the University of Waterloo, Canada
Roy, Sylvie				p. 74
University of Calgary , Canada
Rubrecht, Brian			p. 112
Meiji University, JapanS, Kanaka				p. 110
Vels University, India
Sailors, Misty				p. 30
The University of North Texas, United States
Salazar, Gina Lynn S.			p. 77
University of Perpetual Help System Dalta, Philippines
Sanium, Soonthareeya
		p. 66
Mahidol University, Thailand
Schreiber, Veronica 			p. 113
DeVry University, United States
Schuckman, Hugh 			p. 77
University of Utah, United StatesSeals, Brenda				p. 55
The College of New Jersey, United StatesSeals, Greg				p. 66
The College of Staten Island, United States
Shah, Amee				p. 40
Stockton University, United States
Shaheen, Sardar Md.			p. 100
SIMEC Institute of Technology, Bangladesh
Shammas, Nicole 			p. 113
Dubai Women's Campus, Higher Colleges of Technology, United
Arab Emirates
Shank, Jennifer
			p. 39
Tennessee Technological University, United States
Shimada, Miori			p. 80
Anaheim University, United States
Simmons-Reed, Evette			p. 68
Ball State University, United States
Sledge, David				p. 79
California State University, Sacramento, United States
Smalls, Jonathan 			p. 40
Johnson C. Smith University, United States
Smith-Colin, Janille			p. 101
Southern Methodist University, United States
Smith, Michael				p. 54
Prince George's Community College, United States
Sosa, Teresa				p. 67
Indiana University, United States
Soukhakian, Fazilat
		p. 45
Utah State University, United States
Starr, Eileen				p. 37
Metropolitan University of Denver, United States
Stogre, Tanya				p. 88
Mount Royal University, Canada
Stuckey, Julie				p. 81
Purdue University, United States
Stwodah, Hawa				p. 75
Virginia Commonwealth University, United States
Sutanonpaiboon, Janejira			p. 72
Sonoma State University, United States
Tamtik, Merli				p. 42
University of Manitoba, Canada
Techawitthayachinda, Ratrapee		
p. 56
Arizona State University, United States
Tedjosaputro, Liliana			p. 112
University 17 Agustus 1945 Semarang, Indonesia
Thompson, Moses 			p. 58
University of Arizona, United States
Tiffany-Kinder, Ronnie			p. 61
University of Hawaii at Manoa, United States
Tiwasing, Wichanat
		p. 56
Mahasarakham University, Thailand
Tomlin-Kraftner, Melsia
		p. 85
Bournemouth University, United Kingdom
Tran, Hoangnam 			p. 87
Tokushima University, Japan

Trujillo, Daniel				p. 37
University of Denver, United States
Trujillo, Kathryn			p. 37
Metropolitan University of Denver, United States
Tucker, Robert				p. 30
Hardin-Simmons University, United States
Tussey, Jill				p. 110
Buena Vista University, United States
Tzean, (Bess) Yu-Shien			p. 80
National Taiwan Normal University , Taiwan
Ujene, Ikem Godspower			p. 85
University of Ibadan, Nigeria
Umehara, Yu				p. 82
University of Tsukuba, Japan
Van Buren, Amy				p. 48
University of North Carolina Pembroke, United States
Van Campenhout, Rachel			p. 67
Duquesne University, United States
Viens, Catherine 			p. 94
Université du Québec à Montréal, Canada
Villacampa, Renz				p. 69
University of Baguio, Philippines
Walsh Jr, Thomas 			p. 44
Iowa State University, United States
Walsh, Christine				p. 51
University of Calgary, Canada
Wang, Yurou				p. 41
University of Alabama, United States
Weng, I-Jane Janet 			p. 105
Wenzao Ursuline University of Languages, Taiwan
Westland, Caron 			p. 72, 115
University of Colorado Denver, United States
Wilson. Donna				p. 89
University of Alberta, Canada
Wong, Allan				p. 48
Brigham Young University-Hawaii, United States
Yamauchi, Darlene 			p. 98
Bunkyo Gakuin University, Japan
Yasuta, Takako				p. 80
Fukushima Medical University, Japan
Yates, Michael				p. 68
Rikkyo University, JapanYe, Huiyuan				p. 77
Duke Kunshan University, China
Yee, Brandy				p. 47
California Lutheran University, United States
Yokohama, Yuki
			p. 83
Kanto Gakuin University, Japan
Yu, Hope 				p. 93
University of San Carlos, Philippines
Zammit, Jacqueline			p. 96
University of Malta, Malta
Zur, Uri					p. 57
Ariel University, Israel

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Upcoming Events

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October 17–20, 2022

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Introducing the
IAFOR Research Centre
at Osaka University, JapanThe IAFOR Research Centre (IRC) is a politically independent, international andinterdisciplinary think tank based at the Osaka School of International Public Policy(OSIPP), at Japan’s Osaka University, that conducts and facilitates international
and interdisciplinary research projects. The main focus is to encourage mutualinternational and intercultural understanding and cooperation in line with IAFOR’s
mission of encouraging interdisciplinary discussion, facilitating heightenedintercultural awareness, promoting international exchange, and generating andsharing new knowledge.
The IRC helps to nurture and capacity build by encouraging students to take part ininternational conferences and research projects, in line with the Osaka University’s
Global 30 commitments from Japan’s Ministry of Education, Culture, Sports, Scienceand Technology (MEXT).
For more information about the IAFOR Research Centre visit:www.osipp.osaka-u.ac.jp/iaforresearchcentre/
THE IAFOR RESEARCH CENTREOSAKA SCHOOL OF INTERNATIONAL PUBLIC POLICYOSAKA UNIVERSITY

大阪大学大学院国際公共政策研究科OSIPP
IAFOR研究センター