IAFOR > The IAFOR International Conference on Arts & Humanities in Hawaii (IICAH) > IICAH2022

IICAH2022

IICAH2022

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

Download IICAHHawaii2022 Conference Programme

Back to Top

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 Hawai’i at Mānoa, United States
  • 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

Back to Top

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

Back to Top

Organising Committee

The Organising Committee of The 4th IAFOR International Conference on Arts & Humanities in Hawaii (IICAH) is composed of distinguished academics who are experts in their fields. Organising Committee members may also be members of IAFOR's International Academic Advisory Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Organising Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Grant Black
    Grant Black
    Chuo University, Japan
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Donald E. Hall
    Donald E. Hall
    University of Rochester, United States
  • James W. McNally
    James W. McNally
    University of Michigan, USA & NACDA Program on Aging
  • Deane Neubauer
    Deane Neubauer
    University of Hawai’i at Manoa, United States
  • Haruko Satoh
    Haruko Satoh
    Osaka University, Japan
  • Gary E. Swanson
    Gary E. Swanson
    University of Northern Colorado, United States (fmr.)

Back to Top

IICAH2022 Review Committee

  • Dr Mohamed Abdelnaby Ghanem, Faculty of Law, Tanta University, Egypt
  • Dr Zahra Al-Zadjali, Sultan Qaboos University, Oman
  • Dr Tomas Chochole, University of West Bohemia, Czech Republic
  • Professor Xiaofan Gong, Beijing Institute of Graphic Communication, China
  • Dr Jytte Holmqvist, HBU-UCLan (University of Central Lancashire) School of Media, Communication & Creative Industries, 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
  • Dr Charito Ong, University of Science and Technology of Southern Philippines, Philippines
  • 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

Back to Top

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.

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

Biography

Dr 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. Dr 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.

Michael Menchaca
University of Hawai’i at Mānoa, United States

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.

Featured Panel Presentation (2024) | Practical Approaches to AI in Academia

Previous Presentations

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

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

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
Grant Black
Chuo University, Japan

Biography

Dr Grant Black is an associate professor in the Faculty of Commerce at Chuo University, Tokyo, Japan, where he has taught Global Skills and Global Issues since 2013. Grant is engaged in diverse roles as a global manager, systems builder, executive leader and university professor. His research and teaching areas include global management skills, intercultural intelligence (CQ) and organisational management. He also has taught Japanese Management Theory at J. F. Oberlin University (Japan), and a continuing education course in the Foundations of Japanese Zen Buddhism at Temple University Japan. Previously, he was Chair of the English Section at the Center for Education of Global Communication at the University of Tsukuba where he served in a six-year post in the Faculty of Humanities and Social Sciences. He holds a BA Highest Honors in Religious Studies from the University of California, Santa Barbara; an MA in Japanese Buddhist Studies from the University of California, Los Angeles; and a Doctor of Social Science (DSocSci) from the Department of Management in the School of Business at the University of Leicester. Dr Black is a Chartered Manager (CMgr), the highest status that can be achieved in the management profession in the UK. In 2018, he was elected a Fellow of the Chartered Management Institute (FCMI) and Fellow of the Royal Society of Arts (FRSA). Grant is President of Black Inc. Consulting (Japan), a business & university global strategic management firm based in Tokyo which helps individuals and organisations achieve their global targets. He is the director of the newly formed Nippon Academic Management Institute (NAMI) and the author of the forthcoming “Education Reform Policy at a Japanese Super Global University: Policy Translation, Migration and Mutation” (Routledge, 2021). He serves as a Vice-President and Auditor for the International Academic Forum (IAFOR).

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.

Donald E. Hall
University of Rochester, United States

Biography

Donald E. Hall is Dean of the Faculty of Arts, Sciences, and Engineering at the University of Rochester, USA. Prior to moving to Rochester, he was Dean of Arts and Sciences at Lehigh University, USA. Dean Hall has published widely in the fields of British Studies, Gender Theory, Cultural Studies, and Professional Studies. Over the course of his career, he served as Jackson Distinguished Professor of English and Chair of the Department of English (and previously Chair of the Department of Foreign Languages) at West Virginia University. Before that, he was Professor of English and Chair of the Department of English at California State University, Northridge, where he taught for 13 years. He is a recipient of the University Distinguished Teaching Award at CSUN, was a visiting professor at the National University of Rwanda, was Lansdowne Distinguished Visiting Scholar at the University of Victoria (Canada), was Fulbright Distinguished Chair in Cultural Studies at Karl Franzens University in Graz, Austria, and was Fulbright Specialist at the University of Helsinki. He has also taught in Sweden, Romania, Hungary, and China. He served on numerous panels and committees for the Modern Language Association (MLA), including the Task Force on Evaluating Scholarship for Tenure and Promotion, and the Convention Program Committee. In 2012, he served as national President of the Association of Departments of English. From 2013-2017, he served on the Executive Council of the MLA.

His current and forthcoming work examines issues such as professional responsibility and academic community-building, the dialogics of social change and activist intellectualism, and the Victorian (and our continuing) interest in the deployment of instrumental agency over our social, vocational, and sexual selves. Among his many books and editions are the influential faculty development guides, The Academic Self and The Academic Community, both published by Ohio State University Press. Subjectivities and Reading Sexualities: Hermeneutic Theory and the Future of Queer Studies were both published by Routledge Press. Most recently he and Annamarie Jagose, of the University of Auckland, co-edited a volume titled The Routledge Queer Studies Reader. Though he is a full-time administrator, he continues to lecture worldwide on the value of a liberal arts education and the need for nurturing global competencies in students and interdisciplinary dialogue in and beyond the classroom.

Professor Donald E. Hall is a Vice-President of IAFOR. He is Chair of the Arts, Humanities, Media & Culture division of the International Academic Advisory Board.

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

Biography

Dr 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. Dr 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.

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
Haruko Satoh
Osaka University, Japan

Biography

Haruko Satoh is Specially Appointed Professor at the Graduate School of Engineering Science in charge of CAREN (Osaka University Centre for the Advancement of Research and Education Exchange Networks in Asia) and also lecturer at the Osaka School of International Public Policy (OSIPP), where she ran the MEXT Reinventing Japan project on “Peace and Human Security in Asia (PAHSA)” with six Southeast Asian and four Japanese universities. She is also the President of the The Asian Political and International Studies Association (APISA).

In the past she has worked at the Japan Institute of International Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity politics. Recent publications include: “Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds), Japan’s Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of Asian Public Policy, Vol. 5, No. 2, pp. 181–198 (July 2012); “Post-3.11 Japan: A Matter of Restoring Trust?”, ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular Sovereignty” in Kane, Loy & Patapan (Eds), Political Legitimacy in Asia: New Leadership Challenges (Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya (Eds), Living with China: Regional States and China through Crises and Turning Points, (Palgrave Macmillan, 2009).

Professor Haruko Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law & International Relations section of the International Academic Advisory Board.

Gary E. Swanson
University of Northern Colorado, United States (fmr.)

Biography

Gary E. Swanson is currently the Mildred S. Hansen Endowed Chair and Distinguished Journalist-in-Residence at the University of Northern Colorado, USA. From 2005-2007 Professor Swanson was a Fulbright scholar to China and lectured at Tsinghua University and the Communication University of China. In summer 2008 he was Commentator for China Central Television International (CCTV-9) and their live coverage of the Beijing Olympic Games. Swanson repeated his assignment covering the London Olympics for CCTV-4 in the summer of 2012. Previously, he was professor and director of television for nine years at the Medill School of Journalism at Northwestern University where he taught mostly graduate broadcast students. He has been an educator for 26 years; 20 years spent teaching at the university level. Swanson is an internationally recognized and highly acclaimed documentary producer, director, editor, photojournalist, consultant and educator. He has given keynote speeches, presented workshops and lectured at embassies, conferences, festivals, and universities throughout China, South Africa, India, Papua New Guinea, Japan, The Philippines, Thailand, Malaysia, Cambodia, Vietnam, Laos, Singapore, Greece, Germany, Jordan, Spain, Portugal, Peru, the United Kingdom and the United States.

Swanson has compiled a distinguished professional broadcast career spanning 13 years: From 1978 to 1991, Swanson worked for the National Broadcasting Company where he was honored with national EMMY's for producing and editing: 'The Silent Shame,' a prime-time investigative documentary; 'Military Medicine,' a two-part investigative series on NBC News; and 'Hotel Crime,' an investigative news magazine piece. Swanson was an editor for 'breaking news' and features for NBC Nightly News with Tom Brokaw, the Today Show, Sunrise, Sunday Today, NBC Overnight, A Closer Look, Monitor, and other prime time news magazines. Swanson covered 'breaking news' in 26 states and Canada for the network including trips and campaigns of presidents Ronald Reagan, George Bush, and Bill Clinton. Swanson was the Fulbright distinguished lecturer and consultant in television news to the government of Portugal in 1989. In 1992, he covered the XXV Olympics in Barcelona, Spain for NBC News as field producer and cameraman. Swanson has earned more than 75 awards for broadcast excellence and photojournalism including three national EMMY's, the duPont Columbia Award, two CINE 'Golden Eagles,' 16 TELLY's, the Monte Carlo International Award, the Hamburg International Media Festival's Globe Award, the Videographer Award, The Communicator Award, the Ohio State Award, the CINDY Award, the 2011 Communitas Outstanding Professor and Educator award, the 2013 Professor of the Year award, and many others. He graduated from the University of Illinois at Urbana with a Bachelor's degree in Education in 1974, and a Master's degree in Journalism in 1993.