The 12th Asian Conference on Education (ACE2020)

Join us online for ACE2020!

October 31 – November 02, 2020 | Held online from Tokyo, Japan

Special Announcement: ACE2020 will be held Online

Due to continued uncertainties surrounding the ongoing global coronavirus pandemic, IAFOR has made the decision to hold ACE2020 entirely online via Zoom.

View the Conference Programme


Speakers

  • Brian Aycock
    Brian Aycock
    International Christian University (ICU), Japan
  • Brandon Baughn
    Brandon Baughn
    Roshan Learning Center, Indonesia
  • Emily Bojovic
    Emily Bojovic
    UN High Commissioner for Refugees, Thailand
  • Kristie Collins
    Kristie Collins
    Reitaku University, Japan
  • Maria Guajardo
    Maria Guajardo
    Soka University, Japan
  • Paul Hastings
    Paul Hastings
    Japan International Christian University Foundation, USA
  • Joshua Holzmann
    Joshua Holzmann
    ArtCenter College of Design, United States
  • Sam Holtzman
    Sam Holtzman
    ArtCenter College of Design, United States
  • Wendee Lee
    Wendee Lee
    ArtCenter College of Design, United States
  • Yvonne Masters
    Yvonne Masters
    Editor-in-Chief: IAFOR Journal of Education (Scopus), & Independent Researcher, Australia
  • Oussouby Sacko
    Oussouby Sacko
    Kyoto Seika University, Japan
  • Terry Small
    Terry Small
    Terry Small Institute, Canada
  • David Tillinghast
    David Tillinghast
    ArtCenter College of Design, United States
  • Ken Wilson
    Ken Wilson
    Author, United Kingdom
  • Jennifer Yphantides
    Jennifer Yphantides
    Soka University, Japan
  • Armando Zuniga
    Armando Zuniga
    ArtCenter College of Design, United States

Welcome to The 12th Asian Conference on Education (ACE2020), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan.

ACE2020 encourages academics and scholars to meet and exchange ideas and views in an international forum stimulating respectful dialogue. This event will afford an exceptional opportunity for renewing old acquaintances, making new contacts, networking, and facilitating partnerships across national and disciplinary borders.

Since its founding in 2009, IAFOR has brought people and ideas together in a variety of events and platforms to promote and celebrate interdisciplinary study, and underline its importance. IAFOR continues to engage in many cross-sectoral projects across the world, including those engaging leading universities (Virginia Tech, UCL, Singapore Management University, University of Belgrade, Lingnan University, Barcelona University, University of Hawai’i, Moscow State University), think tanks, research organisations and agencies (the East-West Center, The Center for Higher Education Research, The World Intellectual Property Organization), as well as collaborative projects with governments and international governmental organisations (Government of Japan through the Prime Minister’s office, the United Nations in New York) and media agencies (The Wall Street Journal, JWT, HarperCollins).

With the IAFOR Research Centre at Osaka University, we have engaged in a number of interdisciplinary initiatives we believe will have an important impact on domestic and international public policy conversations and outcomes.

IAFOR's unique global platform facilitates discussion around specific subject areas, with the goal of generating new knowledge and understanding, forging and expanding new international, intercultural and interdisciplinary research networks and partnerships. We have no doubt that ACE2020 will offer a remarkable opportunity for the sharing of research and best practice and for the meeting of people and ideas.

We look forward to seeing you online!

The ACE2020 Organising Committee

Tien-Hui Chiang, Zhengzhou University, China
Joseph Haldane, The International Academic Forum (IAFOR), Japan
Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Barbara Lockee, Virginia Tech., USA
Yvonne Masters, Independent Researcher, Australia
José McClanahan, Creighton University, USA
Justin Sanders, Temple University, Japan Campus
Zachary Walker, University College London (UCL), UK


IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education. Further information about publishing opportunities.
 

Key Information
  • Venue & Location: Held online from Tokyo, Japan
  • Dates: Saturday, October 31, 2020 ​to Monday, November 02, 2020
  • Early Bird Abstract Submission Deadline: June 12, 2020*
  • Final Abstract Submission Deadline: August 31, 2020
  • Registration Deadline for Presenters: September 25, 2020

*Submit early to take advantage of the discounted registration rates. Learn more about our registration options.



Our Response to the Ongoing Coronavirus (COVID-19) Global Pandemic

Present, Publish, Participate On-site or Online

Continued excellence in service, wherever you are

Our commitment to you; academics, scholars and educators around the world, is to continue to run conferences where and how possible, but in the full knowledge that in these unprecedented and changing times, we must engage as much as is possible online, allowing those who choose not to travel, or who cannot travel, opportunities to present, publish and participate online.

Flexibility

Given the uncertainties surrounding travel restrictions due to the coronavirus pandemic, and related and evolving government responses, we understand that potential delegates’ plans may be subject to change beyond their control, and indeed many people may not be able to travel to our conferences. We will be as flexible as we can our side to allow delegates to switch registration types between “on-site” and “online” depending on their circumstances, up until one month before the conference, so that you can be assured that whatever your situation, you can still present, publish and participate.


About ACE

Over the years, the Asian Conference on Education (ACE) has brought together thousands of passionate scholars and educators from around the globe to discuss ideas critical to the development of education in Asia and beyond, making it one of the most respected, and longest running annual conferences focused on all levels of education in Asia.

ACE was the first conference organised by The International Academic Forum (IAFOR) in Osaka in 2009, when the organisation was founded. By the time the eleventh Asian Conference on Education is held, some 22,000 academics will have presented at an IAFOR conference, whether in Asia, the Middle East, Europe or North America.

Founded in Japan at a time when academic conferences held in English did not exist (outside those organised by professional associations dedicated to English language teaching), IAFOR quickly found support for these among a growing number of scholars in Japan, Asia, and beyond. Participants came together to make friends, network, and, at a time of rapid globalisation and technological advances, explore the latest ideas. The conferences also encouraged the search for research synergies in the pursuit of addressing and finding solutions to many of the myriad and complex challenges presented by the modern world.

IAFOR now has university partners across the globe, counts some of the world’s foremost intellectuals as advisers, and boasts an interdisciplinary research centre in Osaka University’s School of International Public Policy. The organisation also has a conference program that spans three continents, and in a divided world, IAFOR’s founding principles of nurturing ideas, individuals and research projects across barriers of nation, culture, and discipline are more timely than ever.


About IAFOR’s Education Conferences

IAFOR promotes and facilitates new multifaceted approaches to one of the core issues of our time, namely globalisation and its many forms of growth and expansion. Awareness of how it cuts across the world of education, and its subsequent impact on societies, institutions and individuals, is a driving force in educational policies and practices across the globe. IAFOR’s conferences on education have these issues at their core. The conferences present those taking part with three unique dimensions of experience, encouraging interdisciplinary discussion, facilitating heightened intercultural awareness and they promoting international exchange. In short, IAFOR’s conferences on education are about change, transformation and social justice. As IAFOR’s previous conferences on education have shown, education has the power to transform and change whilst it is also continuously transformed and changed.

Globalised education systems are becoming increasing socially, ethnically and culturally diverse. However, education is often defined through discourses embedded in Western paradigms as globalised education systems become increasingly determined by dominant knowledge economies. Policies, practices and ideologies of education help define and determine ways in which social justice is perceived and acted out. What counts as "education" and as "knowledge" can appear uncontestable but is in fact both contestable and partial. Discourses of learning and teaching regulate and normalise gendered and classed, racialised and ethnicised understandings of what learning is and who counts as a learner.

In many educational settings and contexts throughout the world, there remains an assumption that teachers are the possessors of knowledge which is to be imparted to students, and that this happens in neutral, impartial and objective ways. However, learning is about making meaning, and learners can experience the same teaching in very different ways. Students (as well as teachers) are part of complex social, cultural, political, ideological and personal circumstances, and current experiences of learning will depend in part on previous ones, as well as on age, gender, social class, culture, ethnicity, varying abilities and more.

IAFOR has several annual conferences on education across the world, exploring common themes in different ways to develop a shared research agenda which develops interdisciplinary discussion, heightens intercultural awareness and promotes international exchange.


About IAFOR

“Inspiring Global Research Collaborations”

Founded in 2009, The International Academic Forum (IAFOR) is a politically independent non-partisan and non-profit interdisciplinary think tank, conference organiser and publisher dedicated to encouraging interdisciplinary discussion, facilitating intercultural awareness and promoting international exchange, principally through educational interaction and academic research. Based in Japan, its main administrative office is in Nagoya, and its research centre is in the Osaka School of International Public Policy (OSIPP), a graduate school of Osaka University. IAFOR runs research programs and events in Asia, Europe and North America in partnership with universities and think tanks, and has also worked on a number of multi-sector cooperative programs and events, including collaborations with the United Nations and the Government of Japan. Read more about IAFOR.

International | Intercultural | Interdisciplinary


Special Themes and Areas of Focus

Authors have the optional opportunity of identifying whether their paper addresses either the 2020 IAFOR Special Theme and/or one of the ongoing IAFOR Special Areas of Focus.

IAFOR 2020 Special Theme: “Embracing Difference”

At a time when nationalism and ethno-centrism have become ascendant ideologies and provide easy refuge from the anxieties generated by globalisation and economic uncertainty, it is far too easy to see “difference” as a problem rather than an opportunity. Yes, cultural, religious, linguistic, and social differences can make us uncomfortable. They can be frightening, unsettling, and intellectually challenging. At the same time, they are enormously generative. It is only through encountering cultures and belief systems unlike our own that we learn anything about the flaws and limitations inherent in our own perspectives.

“Difference” is the source of innovation and change. While negotiating the difficulties of seemingly incompatible belief systems may pose tremendous challenges to us all, the payoffs for actively seeking out, celebrating, and working to converse across profound differences are manifold. As we learn about others, we learn about ourselves. And through those encounters, we have the opportunity to chart a future in which difference does not lead to violence, intolerance, or retrenchment, but instead is celebrated as the source of our collective strength.


IAFOR Special Areas of Focus

In line with its organisational mission, IAFOR encourages, facilitates and nurtures interdisciplinary research, with an emphasis on international and intercultural perspectives. Current areas of focus of the organisation include the following ongoing collaborative programmes and initiatives.

Innovation and Value

The Innovation and Value Initiative is housed at the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan. It was launched at the United Nations Headquarters in New York, in a special collaborative UN/IAFOR session at the Third Annual Multi-stakeholder Forum on Science, Technology and Innovation for the Sustainable Development Goals (STI Forum 2018) on June 6, 2018, and has included various conferences and seminars, including the October 2018 IAFOR Global Innovation & Value Summit (GIVS), organised in partnership with the Wall Street Journal. This theme invites reflections at the intersection of innovation and value as they relate to the conference areas of study. For more information about the Innovation and Value Initiative, click here.

Resilience

IAFOR was asked by the Prime Minister’s Office and Cabinet Office of the Government of Japan to collaborate on the launch of the Kansai Resilience Forum. The forum was held in February 2019 and looked at how resilience is built in individuals and communities, through education and experience, as well as through various physical and logistical structures, enhanced by innovations in engineering and technology. This theme encourages interdisciplinary studies on the concept and reality of resilience as it relates to the conference areas of study. For more information about the Kansai Resilience Forum, click here.

The Silk Road

The IAFOR Silk Road Initiative is an ambitious international, intercultural and interdisciplinary research initiative that uses the silk road trade routes as a lens through which to study some of the world’s largest historical and contemporary geopolitical trends, shifts and exchanges. The initiative is a collaborative endeavour which includes the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University (Japan), Belgrade University (Serbia) and The École Normale Supérieure (France). This theme encourages submissions on Silk Road Studies and international cooperation in general as they relate to the conference areas of study. For more information about the IAFOR Silk Road Initiative, click here.

Brian Aycock
International Christian University (ICU), Japan

Biography

Brian served in the US military during multiple overseas operations, then joined the Peace Corps to work on economic development in sub-Saharan Africa. Brian also managed the refugee employment department of a resettlement agency, assisting refugees as they arrive in the United States. He has published articles on economic development and underdevelopment, as well as refugee law in Japan, and most recently presented on issues of human security at the International Conference on Peace and Conflict, hosted by the University of Delhi (India).

His undergraduate work was completed in the United States before beginning postgraduate studies in economics at the University of Glasgow. In 2017, Brian went back to school to study refugee law, earning his MA (Distinction) in Refugee Protection from the University of London. Brian is currently pursuing his doctorate at the International Christian University (ICU) in Japan, and serving as an adjunct lecturer at Keisen University and Oberlin University. His current research interests are in international law, particularly refugee and human rights law, and he is conducting research into legal protections for persons displaced by climate change.

Panel Presentation (2020) | Educational Pathways for Refugees
Brandon Baughn
Roshan Learning Center, Indonesia

Biography

Brandon is the Program Director for Roshan Learning Center in Jakarta, Indonesia. Prior to moving to Jakarta in 2017, he worked in Pakistan for eight years where he managed education programs focused on multilingual literacy for nomadic groups in Khyber Pakhtunkhwa. Brandon first started working in refugee education with a resettlement agency in Seattle, WA before relocating to Indonesia. In his role at Roshan, Brandon is focused on creating safe learning spaces for urban refugees who are waiting indefinitely for resettlement. He holds a Master of Arts in International Educational Development from Teachers College at Columbia University (NYC).

Panel Presentation (2020) | Educational Pathways for Refugees
Emily Bojovic
UN High Commissioner for Refugees, Thailand

Biography

Emily is a Senior Protection Officer in UNHCR’s Bureau for Asia and the Pacific, based in Bangkok. She has worked on protection and solutions in UNHCR operations in Africa, the Middle East, Europe, and Asia.

Panel Presentation (2020) | Educational Pathways for Refugees
Kristie Collins
Reitaku University, Japan

Biography

Kristie Collins is an Associate Professor in the Faculty of Foreign Studies at Reitaku University, in Kashiwa, Japan. Kristie teaches courses in Gender Studies, Canadian Studies, and English as a Foreign Language, and has been teaching at universities across England, Finland, Turkey, and Japan for over twenty years. Among her varied publications, are The Marginalized Majority: Media Representation and Lived Experiences of Single Women (Bern: Peter Lang, 2013) and the chapter, “Waiting with bated breath: My journey to securing tenure” in the upcoming Foreign female English teachers in Japanese higher education: Narratives from out quarter, edited by Diane Hawley Nagatomo, Katheen A. Brown, and Melodie Cook (Candlin & Mynard, 2020).

Panel Presentation (2020) | Embracing Difference
Maria Guajardo
Soka University, Japan

Biography

Maria Guajardo is committed to raising the next generation of global leaders as a Professor of Leadership Studies at Soka University, Tokyo. Previously she served as Dean and Vice-President, with the distinction of being the first non-Japanese female to serve in these positions. Her research connects leadership development, global citizenship education, and social change. Her work in diversity, equity, and inclusion has taken her from Malaysia to Mumbai, and from Singapore to South Africa. Her portfolio includes national and local policy work, leading national youth development initiatives, and advancing educational initiatives for children living in poverty. Maria, a clinical psychologist, has degrees from Harvard University and the University of Denver.

Panel Presentation (2020) | Embracing Difference
Paul Hastings
Japan International Christian University Foundation, USA

Biography

Paul Hastings is the Executive Director and CEO of the Japan ICU Foundation. Under his leadership, JICUF has developed several international education programs, including the Syrian Scholars Initiative, Rethinking Peace Studies and Global Link. Paul is the recipient of the Aspen Institute’s Nakasone Scholarship and is a trustee of the American Friends of Asian Rural Institute. He received his BA from Bowdoin College and his MA in International Education from Teachers College, Columbia University. Paul has lived in Japan for 12 years, and has also lived in India and Sri Lanka. He currently lives in Maplewood, New Jersey.

Panel Presentation (2020) | Educational Pathways for Refugees
Joshua Holzmann
ArtCenter College of Design, United States

Biography

Joshua Holzmann, a native of Milwaukee, is an artist living and working in Los Angeles, CA. His primary mediums are paint and collage. His art practice employs paint as content and the complicated history that is tied to the medium through the lens of an African American male. As a conscientious millennial the artist struggles with putting more objects into the world. To mitigate these concerns Holzmann uses repurposed materials and items from his family's daily consumption as the raw materials for his paintings.

Holzmann holds a BFA from Art Center College of Design in Pasadena, CA and an MFA from the University of California, Riverside. He has exhibited at the Riverside Art Museum, Harriet and Kern Gallery, Nan Rae Gallery at Woodbury University, Barbara and Art Culver Center for the Arts, Phyllis Gill Gallery at the University of California Riverside and ArtCenter DTLA. Holzmann is an Assistant Professor of Art at Art Center College of Design.

Panel Presentation (2020) | Structures for Teaching Art & Design – a Faculty Development Workshop
Sam Holtzman
ArtCenter College of Design, United States

Biography

Sam Holtzman has a PhD in educational leadership, policy, and evaluation from the University of Virginia and has lived and taught around the world. Originally from Palo Alto, he grew up moving around, and continued after graduate school, moving to Japan, back to the bay where he worked with students and faculty on visual literacy, critical thinking, and teaching for diversity, equity and inclusion, at the California College of the Arts and San Jose State University. In 2013, he joined ArtCenter College of Design to become the first dedicated director of faculty development at an AICAD college and currently works in or oversees the following areas; faculty development, assessment, student learning resources, digital teaching and learning, and diversity, equity, and inclusion.

Workshop Presentation (2020) | Structures for teaching Art & Design – a Faculty Development Workshop
Panel Presentation (2020) | Teaching applied creative process – a Faculty Panel From ArtCenter College of Design
Wendee Lee
ArtCenter College of Design, United States

Biography

Wendee Lee works at the intersection of design education, creativity, and identity development. A faculty member in the Product Design department at ArtCenter College of Design, Lee champions holistic learning and development practices to support her students' understanding and expression of their creativity. Lee has designed advanced propulsion system components, orthopedic and exercise devices, collaborated on an award-winning Cradle to Cradle shipping solution, and contributed illustrations to several books by Patti Digh. A lifelong learner, Lee has a BS in Mechanical Engineering from Northwestern University, a BS in Product Design from ArtCenter, and an MS in College Counseling and Student Development from Azusa Pacific University. Her doctoral studies in higher education leadership are fueled by her desire to develop whole creative people.

Panel Presentation (2020) | Structures for Teaching Art & Design – a Faculty Development Workshop
Yvonne Masters
Editor-in-Chief: IAFOR Journal of Education (Scopus), & Independent Researcher, Australia

Biography

Yvonne Masters is an independent researcher in Australia. She has been involved with IAFOR for several years as a member of The Asian Conference for Education Organising Committee, as co-facilitator of The Asian Undergraduate Research Symposium, and as a member of the International Academic Advisory Board. Yvonne is the current Editor-in-Chief of the IAFOR Journal of Education, a Scopus indexed, open access journal on education.

Yvonne was a teacher and teacher educator for over 40 years and is still passionate about education. She was a senior lecturer in Professional Classroom Practice in the School of Education, University of New England, Australia, a position that she accepted after five years as Director of Professional Experience in the same School. Prior to taking up her position at UNE, she had 30 years’ experience in secondary schools including in the roles of Curriculum Coordinator, Deputy Principal and Principal. Her teaching experience spans three Australian states. Her research interests centre on undergraduate research, academic publication, teacher education and policy, professional experience, teacher identity, online learning and virtual worlds. Yvonne was awarded her PhD, focused on school principalship, from Deakin University.

She is an active researcher and gained, in collaboration with other researchers, 4 Internal UNE School of Education Research grants; was a partner in a $200,000 ALTC (OLT) grant, VirtualPREX: Innovative assessment using a 3D virtual world with pre-service teachers; in 2014 achieved a UNE Seed Grant for a one year project to explore teacher quality; and in 2015 gained a $50,000 OLT seed grant to develop resources to assist pre-service teachers to gain online teaching skills to assist them in teaching wholly online into virtual schools.

Yvonne serves as a reviewer for several education journals and is a senior reviewer for IAFOR conferences. She presents on a variety of education topics including publishing as an academic, teacher education policy, undergraduate research, and online teaching at a range of conferences, both Australian and international.

Keynote Presentation (2020) | Embracing Difference/Challenging Difference: Two Sides of the Same Coin
Workshop Presentation (2020) | Embracing Difference, Finding Commonality – Collaborative Research and Writing

Previous Presentations

Featured Panel Presentation (2018) | Thriving in Publication: Ethical Guiding Principles for Academic Publication
Featured Presentation (2017) | Change in Education: By Whom? For Whom?
Oussouby Sacko
Kyoto Seika University, Japan

Biography

Born in Mali in 1966, Oussouby Sacko studied architecture in China, arriving in Japan in 1991, he earned his PhD at Kyoto University’s Graduate School of Engineering, Department of Architecture. His research explores the relationships between society and architectural space. His publications include Literacy and Culture of Knowledge (Nakanishiya Publishing, 2007) and Contemporary African Culture Today (Seigensha, 2020). He joined Kyoto Seika University in 2001 and was promoted to Professor in 2013. On April 1, 2018, he was elected as the President of the University.

Panel Presentation (2020) | Embracing Difference
Terry Small
Terry Small Institute, Canada

Biography

Terry Small, BEd, MA, is a master teacher and Canada's leading learning skills specialist. He is the author of the Brain Bulletin with over 34,000 subscribers worldwide.

Terry has presented on the brain for over 33 years to organizations around the world. His knowledge, warmth, humour and dynamic presentation style have made him a much sought-after speaker at workshops and conferences. Terry often appears on TV, radio, and in the press. He recently appeared on BCTV, Global, CKNW and Student Success. He has presented his ideas to over 266,000 people in 23 countries on 5 continents.

His clients include IBM, TEDx, Ford, IMD, JTI, UBS, Hitachi, Bayer, Bosch, CRA, RCMP, Telus, and many schools and universities. His presentations are engaging, humorous, practical, and all based on the latest brain science.

Terry believes, "Anyone can learn how to learn easier, better, faster, and that learning to learn is the most important skill a person can acquire."
Terry's wealth of teaching experience and extensive involvement in applied neuroscience make him an outstanding resource of the business and educational communities. He resides in Vancouver, Canada, where he is a frequent lecturer at Simon Fraser University and the University of British Columbia.

Workshop Presentation (2020) | Healthy Brain, Resilient Mind – 5 Steps to a Calmer, Sharper, Happier You!
David Tillinghast
ArtCenter College of Design, United States

Biography

David Tillinghast is Director of Special Projects and an Associate Professor within the Illustration department of the ArtCenter College of Design, Pasadena, California, a global leader in art, design, film, transportation and social innovation education. His work has appeared in major newspapers and magazines around the United States and within the marketing materials for corporations such as Visa, Freddie Mac, and Harvard University. He has worked extensively in most major markets within the Illustration industry, including Advertising, Editorial, Book Publishing, Design Collateral and Corporate Illustration. He is the recipient of numerous awards, including those for illustration, graphic design, self-promotion and art direction. His association with Designmatters, Art Center's social impact department, has taken him to the United Nations as lead delegate for a project supporting the Millennium Development Goals, and their collaboration, Uncool: The Anti-Gun Violence project, produced a series of award-winning children's books that were adopted into local Public Libraries. In 2017, and again in 2108, he completed training under former US Vice President Al Gore and The Climate Reality Project to serve as a volunteer Climate Reality Leader, joining over a network of 27,000 volunteer leaders from over 150 countries, dedicated to reaching out to their communities, and informing others about the global climate crisis and its very real and viable solutions.

Panel Presentation (2020) | Teaching applied creative process – a Faculty Panel From ArtCenter College of Design
Ken Wilson
Author, United Kingdom

Biography

Ken Wilson is a teacher trainer and an author of ELT materials. He has published with Oxford University Press, Richmond Santillana and Macmillan. His American English course book series Smart Choice (OUP) is now in its fourth edition. He has also written more than a hundred ELT radio and television programmes for the BBC, including fifty radio scripts for the Follow Me series, thirty Look Ahead TV scripts and a series of plays called Drama First. For many years, Ken was artistic director of the English Teaching Theatre, a company which toured the world performing stage-shows for learners of English. His book Drama and Improvisation (OUP) contains more than fifty classroom drama activities. Since lockdown, Ken has been training teachers online. Working with a Russian co-trainer, he has also been adapting his classroom drama ideas for use with online classes. He believes that language teachers, particularly native speakers, should also be language learners and is currently learning Russian. In 2017, Ken completed a Masters in Creative Writing and has recently finished his first novel.

Keynote Presentation (2020) | Ten Quotations to Make You Think
Jennifer Yphantides
Soka University, Japan

Biography

Jennifer Yphantides is a tenure-track faculty member in the department of International Liberal Arts at Soka University in Tokyo, Japan. She has been working in the field of education since 1993 and has taught in North America, Europe, The Middle East, and Asia. Additionally, she has worked on government-funded peace projects affiliated with the University of Haifa, Israel which focused on the promotion of tolerance of ethnic and religious diversity in the region and on the inclusion of persons with disabilities in mainstream classrooms. She has a BA in History from McGill University, an MA in War Studies from King's College, London, and an MA TESOL from Teachers College, Columbia University, and an EdD in Organizational Leadership from Northeastern University. Her current research interests are diversity and inclusion of neurologically diverse students in the English Foreign Language classroom.

Panel Presentation (2020) | Embracing Difference
Armando Zuniga
ArtCenter College of Design, United States

Biography

Armando T. Zúñiga began his position as Director of the Writing Center during the Summer Term of 2018. Along with the responsibilities of this directorship, Dr Zúñiga is also Faculty Director of English Language Learning and Assistant Professor of Humanities and Sciences. Prior to working at ArtCenter, he was Assistant Director for the Loyola Marymount University’s Center for Equity for English Learners (CEEL). Accordingly, he has taught graduate-level courses in effective practices and pedagogy for English Language Learners (ELLs). Additionally, he has consulted in the area of second-language acquisition and cultural diversity internationally. He earned his doctorate in Organizational Change and Leadership from the Rossier School of Education at the University of Southern California (USC). His dissertation research was a qualitative study of the influence that knowledge, motivation, and the organization have upon the goal attainment of instructional coaches for teachers of ELLs.

Workshop Presentation (2020) | Structures for teaching Art & Design – a Faculty Development Workshop
Panel Presentation (2020) | Teaching applied creative process – a Faculty Panel From ArtCenter College of Design