IAFOR > The IAFOR International Conference on Education in Hawaii (IICE) > IICE2022

IICE2022

IICE2022

January 06-09, 2022 | The Hawai'i Convention Center, Honolulu, Hawaii, United States

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Plenary Speakers

  • Inkar Alshimbayeva
    Inkar Alshimbayeva
    Sony Corporation, Sweden
  • Brian Aycock
    Brian Aycock
    Chuo University, Japan & IAFOR Research Centre
  • Celia Bardwell-Jones
    Celia Bardwell-Jones
    University of Hawai’i at Hilo, United States
  • Christine Beaule
    Christine Beaule
    University of Hawai’i at Manoa, United States
  • Shana Brown
    Shana Brown
    University of Hawai’i at Manoa, United States
  • Xu Di
    Xu Di
    University of Hawai’i at Manoa, USA
  • Debora Halbert
    Debora Halbert
    University of Hawai’i System, United States
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Curtis Ho
    Curtis Ho
    University of Hawai’i at Manoa, USA
  • James W. McNally
    James W. McNally
    University of Michigan, USA & NACDA Program on Aging
  • Michael Menchaca
    Michael Menchaca
    University of Hawaii at Manoa, USA
  • Deane Neubauer
    Deane Neubauer
    University of Hawai’i at Manoa, United States
  • Sela V. Panapasa
    Sela V. Panapasa
    University of Michigan, USA

Spotlight Speakers

  • Robin Brandehoff
    Robin Brandehoff
    University of Colorado Denver, United States
  • Colleen Ferguson
    Colleen Ferguson
    Texas A&M University Kingsville School of Music, United States
  • Tara Nkrumah
    Tara Nkrumah
    Arizona State University, United States

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Programme

  • Higher Education Across the Globe: A Time of Transformative Change
    Higher Education Across the Globe: A Time of Transformative Change
    Keynote Presentation: Deane Neubauer
  • Conference Responses: On-site, Online, and Uncertain Hybrid Futures
    Conference Responses: On-site, Online, and Uncertain Hybrid Futures
    Panel Presentation: Joseph Haldane, Brian Aycock & Inkar Alshimbayeva
  • Reimagining General Education Across Hawaii’s 10-Campus System: Process, Product, and Lessons Learned
    Reimagining General Education Across Hawaii’s 10-Campus System: Process, Product, and Lessons Learned
    Panel Presentation: Michael Menchaca (Moderator), Celia Bardwell-Jones, Christine Beaule, Shana Brown & Debora Halbert

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Organising Committee

  • Failautusi ‘Tusi’ Avegalio
    Failautusi ‘Tusi’ Avegalio
    University of Hawaiʻi at Manoa, USA
  • Xu Di
    Xu Di
    University of Hawai’i at Manoa, USA
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Curtis Ho
    Curtis Ho
    University of Hawai’i at Manoa, USA
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech, USA
  • James W. McNally
    James W. McNally
    University of Michigan, USA & NACDA Program on Aging
  • Alex Means
    Alex Means
    University of Hawaiʻi at Mānoa, USA
  • Michael Menchaca
    Michael Menchaca
    University of Hawaii at Manoa, USA
  • Deane Neubauer
    Deane Neubauer
    University of Hawai’i at Manoa, United States
  • Sela V. Panapasa
    Sela V. Panapasa
    University of Michigan, USA
  • Hiagi M. Wesley
    Hiagi M. Wesley
    Brigham Young University – Hawaii, USA

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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 Hawai'i 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 Abdelaziz Mohammed, Albaha University, Saudi Arabia
  • 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

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Media Partner

Education Technology Insights is a high-quality magazine that explores knowledge in renewed aspects of the latest innovations and technologies in the Education Industry; brings forth the unique offerings of market leaders to assist education experts in establishing institutions alike. With 45000 qualified subscribers across the U.S; Principals, Media Directors, CIO/CTO, being the subscribers, Education Technology Insights keeps the target readers engaged with a never-ending flow of analysis, discussions, by the great intellects of the industry.

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Inkar Alshimbayeva
Sony Corporation, Sweden

Biography

Inkar Alshimbayeva was a member of the IAFOR team for 3 years from 2018 to 2021. During these years she was responsible for handling all marketing communications related to promoting onsite IAFOR events. When the pandemic hit in early 2020, she was one 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, Science and 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.

Panel Presentation (2022) | Conference Responses: On-site, Online, and Uncertain Hybrid Futures
Brian Aycock
Chuo University, Japan & IAFOR Research Centre

Biography

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) and a 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 human rights 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, then joined the Peace Corps to work on economic development in sub-Saharan Africa. He later managed a refugee resettlement agency, assisting refugees as they arrived in the United States.

Panel Presentation (2022) | Conference Responses: On-site, Online, and Uncertain Hybrid Futures
Celia Bardwell-Jones
University of Hawai’i at Hilo, United States

Biography

Dr Celia Bardwell-Jones is Professor of Philosophy and the Division Chair for the Humanities Division at the University of Hawai’i at Hilo, United States. Dr Bardwell-Jones is an interdisciplinary scholar whose research interests include: feminist philosophy, philosophy of race and cultural diversity, inter-cultural American philosophy, environmental ethics and the philosophy 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 Hiloʻs Biology Department in an article publication through Frontiers Journal on the metaphysics of belonging in nature and its relationship to invasive species.

Panel Presentation (2022) | Reimagining General Education Across Hawaii’s 10-Campus System: Process, Product, and Lessons Learned
Christine Beaule
University of Hawai’i at Manoa, United States

Biography

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 the General 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.

Panel Presentation (2022) | Reimagining General Education Across Hawaii’s 10-Campus System: Process, Product, and Lessons Learned
Shana Brown
University of Hawai’i at Manoa, United States

Biography

Shana Brown is a graduate of Amherst College and the University of California, Berkeley, United States. She has studied, worked, and travelled extensively in China and Asia. Her area of expertise is 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 the contributions of modern Chinese women as artists, art collectors, and scholars.

Professor Brown’s area of expertise is twentieth-century 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.

Panel Presentation (2022) | Reimagining General Education Across Hawaii’s 10-Campus System: Process, Product, and Lessons Learned
Xu Di
University of Hawai’i at Manoa, USA

Biography

Xu Di (许笛) is a professor in the department of Education Foundations, College of Education, University of Hawai’i-Mānoa. She is a member of the board of examiners for the National Council for Accreditation of Teacher Education (NCATE, now Council for Accreditation of Educator Preparation [CAEP]), which has provided national accreditation for teacher education programs in the United States since 2007. Her recent publications focus on bridging Eastern and Western philosophy for educational practices and include Chinese Philosophy on Teaching & Learning: Xueji《学记》 in the Twenty-First Century (2016), The Wisdom from the East: A Holistic Theory and Practice of Health and Wellness (2013), Spiritual Heritage and Education Today (2013), Taoism: Origin, Essence, and Practice (2013), and A Reading of Lao Zi for Educational Philosophers Today (2012). In addition, she published A Comparison of the Educational Ideas and Practices of John Dewey and Mao Zedong in China (1992) and various chapters and articles on teacher education, educational foundations, multicultural education, international education, and ESL education. She worked as an international consultant in teacher education and educational reforms in Central Asia and Africa for the World Bank in 2002 and 2001. She served on the Hawai’i Teacher Standard Board (2005–2008) and as the president of the American Association of Colleges of Teacher Education (AACTE) Hawai’i Chapter as well as Hawai’i state representative (2006–2008). She was a visiting scholar and research associate at the Philosophy of Educational Research Center at Harvard University (1999–2000), a visiting professor in Peking University (2015, 2011, 2009, and 1997) and in Renmin University (2012, 2014, and 2016), and an exchange professor at National Kaohsiung University in Taiwan (1998). She served as manuscript editor as well as editorial board member for Harvard Educational Review during 1988–1990. She was honored in Who’s Who among American Teachers in 1996, 1998, 2000, 2001, and 2008.

Previous IICEHawaii Presentations

Featured Panel Presentation (2018) | Educational Policy: Does the Democratisation of Education in Educational Systems Fuel Economic and Social Inequality?
Featured Panel Presentation (2017) | Aloha as a Way of Being: Hawaiian Perspectives on Learning

Debora Halbert
University of Hawai’i System, United States

Biography

Debora Halbert is the Associate Vice President for Academic Programs and Policy at the University of Hawai‘i System, United States, 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‘i at Mānoa, United States and teaches policy, law, and futures studies.

Panel Presentation (2022) | Reimagining General Education Across Hawaii’s 10-Campus System: Process, Product, and Lessons Learned
Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

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 19th-century 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 and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School 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 of Arts in 2015.

Curtis Ho
University of Hawai’i at Manoa, USA

Biography

Curtis Ho is Professor, Department Chair and Graduate Chair of the Learning Design and Technology department at the University of Hawai’i at Manoa. He has been a UH faculty member for over 30 years, teaching graduate and undergraduate courses in educational media research, interactive multimedia, web-based instruction, distance education, video technology, and computer-based education. He has taught courses in American and Western Samoa and Saipan, and was the first to offer a course statewide over the Hawai’i Interactive Television System.

Curtis Ho received his PhD in Educational Technology from Arizona State University where he served as instructional designer. He has consulted for public and private schools, financial institutions, and higher education. For several years he directed the Office of Faculty Development and Academic Support for the University of Hawaii’s Manoa campus. He has presented extensively at national and international conferences at locations including Beijing, Copenhagen, Eskisehir, Hanoi, Ho Chi Minh City, Lugano, Rome, Kumamoto, Kyoto, Melbourne, Montreal, Osaka, Panang, Taipei, Takamatsu, Tokyo, Toronto, and Vancouver.

Professor Ho was a Principal Investigator, Co-Principal Investigator and Project Director for three US Department of Education grants totalling over 9.8 million US dollars. He is a co-organiser of TCC Worldwide Online Conference, an executive committee member of E-Learn, Association for the Advancement of Computers in Education, and is also past-President of the Pan Pacific Distance Learning Association, a chapter of the United States Distance Learning Association and of the Pacific Association for Communications and Technology, a chapter of the national Association for Educational Communications and Technology.

Featured Panel Presentation (2022) | Building Back Better

Previous IICEHawaii Presentations

Featured Panel Presentation (2019) | Independence & Interdependence
Featured Panel Presentation (2017) | Educating for Change: Challenging and Preserving Traditional Cultures
James W. McNally
University of Michigan, USA & NACDA Program on Aging

Biography

James W. McNally is the Director of the NACDA Program on Aging, a data archive containing over 1,500 studies related to health and the aging lifecourse. He currently does methodological research on the improvement and enhancement of secondary research data and has been cited as an expert authority on data imputation. Dr McNally has directed the NACDA Program on Aging since 1998 and has seen the archive significantly increase its holdings with a growing collection of seminal studies on the aging lifecourse, health, retirement and international aspects of aging. He has spent much of his career addressing methodological issues with a specific focus on specialized application of incomplete or deficient data and the enhancement of secondary data for research applications. James W. McNally has also worked extensively on issues related to international aging and changing perspectives on the role of family support in the later stages of the aging lifecourse.

Dr James W. McNally is a Vice-President of IAFOR. He is Chair of the Social Sciences & Sustainability division of the International Academic Advisory Board.

Previous Presentations

Panel Presentation (2021) | Cultural Resilience
Featured Presentation (2017) | Methodologies for the Collection of Comparative Community Level Public Health Data: Obtaining Powerful and Statistically Meaningful Findings for Small Populations
Michael Menchaca
University of Hawaii at Manoa, USA

Biography

Michael Menchaca is Chair of the Department of Learning Design and Technology at the University of Hawai'i at Manoa. He specialises in distance education, and has designed, implemented, and coordinated online and hybrid programs for over 20 years. He serves as editor for the IAFOR Journal of Education: Technology in Education Edition. He was an 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.

Panel Presentation (2022) | Reimagining General Education Across Hawaii’s 10-Campus System: Process, Product, and Lessons Learned

Previous Presentations

Panel Presentation (2021) | Post-pandemic Online Education: Moving from Crisis Intervention to Optimal Experience
Deane Neubauer
University of Hawai’i at Manoa, United States

Biography

Deane E. Neubauer is Professor Emeritus of Political Science at 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 range of 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 he has 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 over twenty years of experience in U.S.-oriented quality assurance.

Keynote Presentation (2022) | Higher Education Across the Globe: A Time of Transformative Change

Previous Presentations

Panel Presentation (2020) | Education, Work, and Sustainability in the Fourth Industrial Revolution
Featured Panel Presentation (2019) | Featured Panel in Association with APHERP
Sela V. Panapasa
University of Michigan, USA

Biography

Dr Sela V. Panapasa studies family support and intergenerational exchanges among aged Pacific Islanders living in the US and Pacific region. Her work examines changes in elderly living arrangements and headship status in response to demographic and socioeconomic change. Her interests include family demography, race and ethnicity, measuring health disparities and comparative studies.

Previous Presentations

Panel Presentation (2021) | Cultural Resilience
Featured Panel Presentation (2019) | Independence & Interdependence
Keynote Presentation (2018) | Anticipating Educational Needs That Ensure a Diverse, Equitable, and Inclusive Workforce for a Changing U.S. Population
Robin Brandehoff
University of Colorado Denver, United States

Biography

Robin Brandehoff is a Clinical Assistant Professor in the School of Education and Human Development at University of Colorado Denver. Hailing from Hawai'i and East L.A., Robin is a first-generation high school and college graduate emphasizing the importance of individualised advising and mentorship for all students—particularly first-generation Students of Color. In her role as Co-Leader of the national Grow Your Own Collective, she has worked and presented with various GYO programs and leaders from around the country to create a sustainable model for recruiting and retaining diverse, community-grounded Teachers of Color. She is also Co-President of the Pedagogy and Theatre of the Oppressed, Inc., an organisation which supports individuals and groups whose work challenges oppressive systems by promoting critical thinking and social justice through liberatory theatre and popular education in marginalised communities. As an educator and theatre practitioner, her work and research examines the oppressions and traumas of marginalised Communities of Color through liberatory mentorship, performance, and counter-stories to support and educate gang-affiliated youth and the educational leaders and mentors that work with them.

Spotlight Presentation

Building Cultural Wealth Through Natural Mentorships: Five Latinx Gang-Affiliated Youth Share Their Stories of Resilience

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 naturally-occurring mentorships (Timpe & Lunkenheimer, 2015) cultivated by youth are also impactful. These relationships possess a unique potential to educate and guide 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.

https://submit.iafor.org/submission/submission60852

Colleen Ferguson
Texas A&M University Kingsville School of Music, United States

Biography

Dr Colleen Ferguson is an active performer and teacher of violin, viola, and orchestral conducting. She holds both a Bachelor’s (2002) and a Master’s (2004) degree in Music Education from The University of Texas at Austin, where she was also a faculty member of the UT Austin String Project. Subsequently, Dr Ferguson earned both an MM (2012) and DMA (2015) in Violin Performance from the University of Iowa. An enthusiastic teacher of students of all ages, Dr Ferguson taught general music and orchestra in El Paso, Texas public schools, served as the Graduate Teaching Assistant in Violin at the University of Iowa, and currently maintains a dynamic applied studio of string students at Texas A&M University Kingsville.

An experienced string performer, pedagogue and orchestral conductor, Dr Ferguson works with both string and symphony orchestras performing repertoire from all periods and genres. She formerly served as Lecturer of Violin and Viola at Eastern Kentucky University, where she also directed the EKU String Orchestra. Recently, she served as Assistant Professor of Music and Symphony Orchestra Director at Indiana University of Pennsylvania. In 2019 Dr Ferguson joined the faculty of Texas A&M University Kingsville as Assistant Professor of Strings and Orchestra where she is also the Artistic Director and Conductor of the Kingsville Symphony Orchestra.

As an orchestral and chamber musician she has played professionally as a member of several orchestras including the El Paso Symphony (Texas), Las Cruces Symphony (New Mexico), Ottumwa Symphony (Iowa), Orchestra Iowa (Iowa), and Johnstown Symphony (Pennsylvania). Additionally, Dr Ferguson has played in the orchestras of Mannheim Steamroller and the Trans-Siberian Orchestra. She has also been an active participant at several international music festivals throughout Europe and was formerly a member of the Litton Piano Trio at Indiana University of Pennsylvania (2018-2019). Currently, Dr Ferguson is the violinist of the newly formed Herbert Street Trio (2021) which will tour in Texas, Pennsylvania and Durham (United Kingdom) in the spring of 2022.

Additionally, Dr Ferguson enjoys performing as a violin soloist and has a particular interest in the music of British composers of the late 19th and early 20th centuries. Dr Ferguson has performed solo violin recitals at St. Stephen’s Church in Dublin at the Imperial College in London and has presented joint recitals of British music for violin and piano in Birmingham, UK (2019) and in Gloucester Cathedral (2021) as part of the Stanford Society Annual Symposium. Dr Ferguson has also edited several pieces of music and her critical performance edition of Charles V. Stanford’s Fourth String Quartet was used by the Dante Quartet on an album released in 2018 on the SOMM label.

Spotlight Presentation

Thinking Outside the Zoom Box: Discovering Resilience, Innovation, and Creating Valuable Experiences for Ensembles During the Pandemic

Due to the pandemic environment, music educators and students have found themselves in challenging situations ranging from entirely online/virtual to 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 the presenters’ 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 in-person settings. Topics such as 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.

https://submit.iafor.org/submission/submission60977

Tara Nkrumah
Arizona State University, United States

Biography

Tara Nkrumah, PhD is an Assistant Research Professor in the Center for Gender Equity in Science and Technology at Arizona State University, United States. Her research agenda centers on equitable teaching practices for anti-oppressive discourse in education and science, technology, engineering, and mathematics (STEM). She uses Theatre of the Oppressed to explore culturally relevant/responsive leadership and pedagogy in science education and explores how socio-political discourse flows through popular culture (i.e., entertainment media) to frame the public perception about science education for underrepresented groups in general, Black girls and women in particular, and their access to STEM careers. Her work is published in the International Review of Qualitative Research, Cultural Studies in Science Education, The Science Teacher, Journal of Language and Literacy, Pedagogy of the Oppressed Journal, and Teachers College Record.

Spotlight Presentation

Culturally Responsive Mentor Teacher Professional Development: Hawaiian Girls STEM Camp for Social Change

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, during a 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 high school 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.

https://submit.iafor.org/submission/submission61479

Higher Education Across the Globe: A Time of Transformative Change
Keynote Presentation: Deane Neubauer

The varied impacts of the global COVID pandemic, stretching now into its third year, have and are affecting higher education throughout the world. In this session, we will examine some illustrative, 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 in this Honolulu meeting.

It is both trivial and vital to acknowledge that the past two years have been unlike any other in recent world history: trivial in the sense that the range and intensity of events are such that they have been experienced as essentially inescapable for us all, irrespective of one’s location on the planet; vital in the sense that many of the changes brought into societies by the nature of the pandemic remain beyond “knowing” and will “play out” in years to come. As we seek to enumerate, 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 are confronting 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 of higher education as we knew and experienced it prior to the pandemic will be changed, and perhaps 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 set of speculations about the nature and impact of what we can identify as elements within these powerful 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 intelligence within 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 on days 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.

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 the observation with information from their own higher education reference setting.

Read presenter's biography
Conference Responses: On-site, Online, and Uncertain Hybrid Futures
Panel Presentation: Joseph Haldane, Brian Aycock & Inkar Alshimbayeva

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 and increasing travel restrictions. The decision was made to go fully online, and with just a few weeks to go, the IAFOR team scrambled to innovate, devise and implement the systems which would allow the show 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 a completely flipped market. The future of conferences will also be discussed.

Read presenter's biographies
Reimagining General Education Across Hawaii’s 10-Campus System: Process, Product, and Lessons Learned
Panel Presentation: Michael Menchaca (Moderator), Celia Bardwell-Jones, Christine Beaule, Shana Brown & Debora Halbert

General Education within the University of Hawai’i ten-campus system is varied and complex, with significant 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.

Read presenter's biography
Failautusi ‘Tusi’ Avegalio
University of Hawaiʻi at Manoa, USA

Biography

Papalii Dr Failautusi ‘Tusi’ Avegalio is the director of the multi national award winning Pacific Business Center Program (PBCP) and the executive director of the Honolulu Minority Business Enterprise Center (HMBEC) at the UH Mānoa Shidler College of Business. A former research fellow with the Pacific Islands Development Program at the East-West Center, Avegalio is the first native from Oceania to become a professor at the Shidler College of Business. He has consulted extensively for traditional chiefs, village councils, governments, colleges and universities, financial institutions, multi-national corporations and businesses nationally and internationally. He also has been the primary organiser of many events, such as the University of Hawai‘i Stars of Oceania to recognise the contributions of Pacific Islanders to the State, Nation and World inaugurated in 2006 with most recent event in American Samoa in 2017, and Regional & Global Breadfruit Summits in American Samoa (2013), Hawai‘i (2016), and the recent 2017 Breadfruit Summit in Apia, Samoa. Dr Tusi has a doctorate in educational administration from Brigham Young University in Provo, Utah. He is a Polynesian alii and senior heir of the Malietoa warrior king line of Samoa holding the traditional title of ‘Papali’i’ from Savaii, Samoa.

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Xu Di
University of Hawai’i at Manoa, USA

Biography

Xu Di (许笛) is a professor in the department of Education Foundations, College of Education, University of Hawai’i-Mānoa. She is a member of the board of examiners for the National Council for Accreditation of Teacher Education (NCATE, now Council for Accreditation of Educator Preparation [CAEP]), which has provided national accreditation for teacher education programs in the United States since 2007. Her recent publications focus on bridging Eastern and Western philosophy for educational practices and include Chinese Philosophy on Teaching & Learning: Xueji《学记》 in the Twenty-First Century (2016), The Wisdom from the East: A Holistic Theory and Practice of Health and Wellness (2013), Spiritual Heritage and Education Today (2013), Taoism: Origin, Essence, and Practice (2013), and A Reading of Lao Zi for Educational Philosophers Today (2012). In addition, she published A Comparison of the Educational Ideas and Practices of John Dewey and Mao Zedong in China (1992) and various chapters and articles on teacher education, educational foundations, multicultural education, international education, and ESL education. She worked as an international consultant in teacher education and educational reforms in Central Asia and Africa for the World Bank in 2002 and 2001. She served on the Hawai’i Teacher Standard Board (2005–2008) and as the president of the American Association of Colleges of Teacher Education (AACTE) Hawai’i Chapter as well as Hawai’i state representative (2006–2008). She was a visiting scholar and research associate at the Philosophy of Educational Research Center at Harvard University (1999–2000), a visiting professor in Peking University (2015, 2011, 2009, and 1997) and in Renmin University (2012, 2014, and 2016), and an exchange professor at National Kaohsiung University in Taiwan (1998). She served as manuscript editor as well as editorial board member for Harvard Educational Review during 1988–1990. She was honored in Who’s Who among American Teachers in 1996, 1998, 2000, 2001, and 2008.

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Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

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 19th-century 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 and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within Osaka University.

A Member of the World Economic Forum’s Expert Network for Global Governance, Dr Haldane is also a Visiting Professor in the Faculty of Philology at the University of Belgrade (Serbia), a Visiting Professor at the School 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 of Arts in 2015.

Curtis Ho
University of Hawai’i at Manoa, USA

Biography

Curtis Ho is Professor, Department Chair and Graduate Chair of the Learning Design and Technology department at the University of Hawai’i at Manoa. He has been a UH faculty member for over 30 years, teaching graduate and undergraduate courses in educational media research, interactive multimedia, web-based instruction, distance education, video technology, and computer-based education. He has taught courses in American and Western Samoa and Saipan, and was the first to offer a course statewide over the Hawai’i Interactive Television System.

Curtis Ho received his PhD in Educational Technology from Arizona State University where he served as instructional designer. He has consulted for public and private schools, financial institutions, and higher education. For several years he directed the Office of Faculty Development and Academic Support for the University of Hawaii’s Manoa campus. He has presented extensively at national and international conferences at locations including Beijing, Copenhagen, Eskisehir, Hanoi, Ho Chi Minh City, Lugano, Rome, Kumamoto, Kyoto, Melbourne, Montreal, Osaka, Panang, Taipei, Takamatsu, Tokyo, Toronto, and Vancouver.

Professor Ho was a Principal Investigator, Co-Principal Investigator and Project Director for three US Department of Education grants totalling over 9.8 million US dollars. He is a co-organiser of TCC Worldwide Online Conference, an executive committee member of E-Learn, Association for the Advancement of Computers in Education, and is also past-President of the Pan Pacific Distance Learning Association, a chapter of the United States Distance Learning Association and of the Pacific Association for Communications and Technology, a chapter of the national Association for Educational Communications and Technology.

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Barbara Lockee
Virginia Tech, USA

Biography

Dr Lockee is Professor of Instructional Design and Technology at Virginia Tech, USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), M.A. in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

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

Biography

James W. McNally is the Director of the NACDA Program on Aging, a data archive containing over 1,500 studies related to health and the aging lifecourse. He currently does methodological research on the improvement and enhancement of secondary research data and has been cited as an expert authority on data imputation. Dr McNally has directed the NACDA Program on Aging since 1998 and has seen the archive significantly increase its holdings with a growing collection of seminal studies on the aging lifecourse, health, retirement and international aspects of aging. He has spent much of his career addressing methodological issues with a specific focus on specialized application of incomplete or deficient data and the enhancement of secondary data for research applications. James W. McNally has also worked extensively on issues related to international aging and changing perspectives on the role of family support in the later stages of the aging lifecourse.

Dr James W. McNally is a Vice-President of IAFOR. He is Chair of the Social Sciences & Sustainability division of the International Academic Advisory Board.

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Alex Means
University of Hawaiʻi at Mānoa, USA

Biography

Alexander J. Means is Graduate Program Chair in the Department of Educational Foundations, University of Hawaiʻi at Mānoa. He is the author most recently of Learning to Save the Future: Rethinking Education and Work in the Era Digital Capitalism (Routledge, 2018); Educational Commons in Theory and Practice: Global Pedagogy and Politics (Palgrave, 2017); and The Wiley Handbook of Global Education Reform (Wiley-Blackwell, 2018). His research examines educational policy and organisation in relation to political, economic, cultural, technological, and social change.

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Michael Menchaca
University of Hawaii at Manoa, USA

Biography

Michael Menchaca is Chair of the Department of Learning Design and Technology at the University of Hawai'i at Manoa. He specialises in distance education, and has designed, implemented, and coordinated online and hybrid programs for over 20 years. He serves as editor for the IAFOR Journal of Education: Technology in Education Edition. He was an 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.

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Deane Neubauer
University of Hawai’i at Manoa, United States

Biography

Deane E. Neubauer is Professor Emeritus of Political Science at 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 range of 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 he has 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 over twenty years of experience in U.S.-oriented quality assurance.

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Sela V. Panapasa
University of Michigan, USA

Biography

Dr Sela V. Panapasa studies family support and intergenerational exchanges among aged Pacific Islanders living in the US and Pacific region. Her work examines changes in elderly living arrangements and headship status in response to demographic and socioeconomic change. Her interests include family demography, race and ethnicity, measuring health disparities and comparative studies.

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Hiagi M. Wesley
Brigham Young University – Hawaii, USA

Biography

Having been in the classroom at elementary school, junior and senior high school, and university levels, as well as an administrator at all levels, Dr Hiagi M. Wesley is passionate about student learning and academic success. He has a special interest in how different indigenous cultures affect the academic success of students.

His current responsibilities in leadership and teaching have been in the Hawaiian and Pacific Islands Studies programs at Brigham Young University – Hawaii, USA. He strives to apply effective pedagogy for student learning, in his role as Associate Dean in the College of Arts and Humanities, as he provides services in the area of curriculum development.

His educational background includes a Master’s degree and Supervisory Certificate in Secondary School Administration as well as a Doctorate of Education in Higher Education Administration. Other training includes an ESL certificate as well as Diversity and Sensitivity credentials.

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