IAFOR > The Asian Conference on Education (ACE) > ACE2024 Overview

ACE2024 Overview

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Join us in Tokyo for ACE2024!

November 25–29, 2024 | Toshi Center Hotel, Tokyo, Japan

Welcome to The 15th Asian Conference on Education (ACE2024), held in partnership with the IAFOR Research Centre at the Osaka School of International Public Policy (OSIPP) at Osaka University, Japan.

ACE2024 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 ACE2024 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 in Tokyo and online!

– The ACE2024 Programme Committee

IAFOR Journal of Education (Scopus Indexed Journal)

This conference is associated with the Scopus and DOAJ listed IAFOR Journal of Education.
 

Key Information
  • Venue & Location: Toshi Center Hotel, Tokyo, Japan (and online)
  • Dates: Monday, November 25, 2024 ​to Friday, November 29, 2024
  • Early Bird Abstract Submission Deadline: June 28, 2024*
  • Final Abstract Submission Deadline: August 30, 2024
  • Registration Deadline for Presenters: October 04, 2024

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

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Plenary Speakers

Speakers and programme information will be added here in the coming months.

  • Laura Bronstein
    Laura Bronstein
    Binghamton University, United States
  • Leandro Loyola
    Leandro Loyola
    Conestoga College Institute of Technology and Applied Learning, Canada
  • Keith W. Miller
    Keith W. Miller
    University of Missouri – St. Louis, United States
  • Murielle El Hajj Nahas
    Murielle El Hajj Nahas
    Lusail University, Qatar
  • Sela V. Panapasa
    Sela V. Panapasa
    University of Michigan, United States

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Programme

  • University-Assisted Community Schools: An Interdisciplinary, International Movement to Promote Equity and Transform Education
    University-Assisted Community Schools: An Interdisciplinary, International Movement to Promote Equity and Transform Education
    Keynote Presentation: Laura Bronstein, Binghamton University, United States
  • Internet Disinformation, Epistemology, and Education: Meeting the Challenges of Massive Lying
    Internet Disinformation, Epistemology, and Education: Meeting the Challenges of Massive Lying
    Workshop Presentation: Keith W. Miller
  • Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
    Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
    Panel Presentation: Susie Kung
  • Blended Learning: Overcoming Challenges and Implementing Solutions
    Blended Learning: Overcoming Challenges and Implementing Solutions
    Panel Presentation: Murielle El Hajj Nahas, Leandro Loyola
  • Writing a Successful Grant Application: Mastering Significance, Innovation, and Approach for Your Career
    Writing a Successful Grant Application: Mastering Significance, Innovation, and Approach for Your Career
    Workshop Presentation: James W. McNally

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Conference Committees

The International Academic Board (IAB)

Dr Joseph Haldane, IAFOR and Osaka University, Japan, & University College London, United Kingdom
Professor Jun Arima, President, IAFOR & University of Tokyo, Japan
Professor Anne Boddington, Executive Vice-President and Provost, IAFOR & Middlesex University, United Kingdom
Professor Barbara Lockee, Virginia Tech, United States
Professor Donald E. Hall, Binghamton University, United States
Dr James W. McNally, University of Michigan, United States & NACDA Program on Aging
Professor Grant Black, Chuo University, Japan
Professor Dexter Da Silva, Keisen University, Japan
Professor Baden Offord, Centre for Human Rights Education, Curtin University, Australia & Cultural Studies Association of Australasia
Professor Frank S. Ravitch, Michigan State University College of Law, United States
Professor William Baber, Kyoto University, Japan
Dr Virgil Hawkins, Osaka University, Japan

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Conference Programme Committee

Distinguished Professor Tien-Hui Chiang, Zhengzhou University, China
Dr Joseph Haldane, IAFOR and Osaka University, Japan, & University College London, United Kingdom (Conference Co-chair)
Susie Kung, Manukau Institute of Technology, New Zealand
Professor May Sok Mui Lim, Singapore Institute of Technology, Singapore
Dr Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Professor Barbara Lockee, Virginia Tech, United States
Dr Leandro Loyola, Conestoga College, Canada
Professor José McClanahan, Creighton University, United States
Dr Sean McMinn, Hong Kong University of Science and Technology, Hong Kong
Dr Murielle El Hajj Nahas, Lusail University, Qatar
Dr Justin Sanders, Minerva Project
Dr Tati D. Wardi, Universitas Islam Internasional Indonesia (UIII), Indonesia
Dr Aki Yamada, Tamagawa University, Japan

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The International Academic College (IAC)

Dr Hasan Al-Wadi, University of Bahrain, Bahrain
Dr Shamim Ali, Riphah International University , Pakistan
Professor Umberto Ansaldo, The University of Sydney, Australia
Professor Shingo Ashizawa, Kansai University of International Studies, Japan
Dr Brian Aycock, International Christian University, Japan
Professor William Baber, Kyoto University Graduate School of Management, Japan
Professor Emeritus Sue Ballyn, University of Barcelona, Spain
Ms Keiko Bang, Bang Singapore Pte Ltd, Singapore
Professor Geoff Beattie, Edge Hill University, United Kingdom
Professor Denis Binder, Chapman University, United States
Dr Sarah Louisa Birchley, Toyo Gakuen University, Japan
Dr Holger Briel, Beijing Normal University-Hong Kong Baptist University United International College, China
Mr James Joseph Briganti, Michigan State University, United States
Professor Bruce Brown, Royal College of Art, United Kingdom
Lord Charles Bruce, Japan Society of Scotland, United Kingdom
Dr Eddie Bruce-Jones, SOAS, University of London, United Kingdom
Professor Chung-Ying Cheng, University of Hawai’i at Manoa, United States
Distinguished Professor Tien-Hui Chiang, Zhengzhou University, China
Mr Marcus Chidgey, Founder & CEO at Loqiva, United Kingdom
Dr George D. Chryssides, University of Birmingham, United Kingdom
Dr Christine Coombe, Dubai Men’s College, United Arab Emirates
Professor Melinda Cowart, Texas Woman’s University, United States
Professor Georges Depeyrot, French National Center for Scientific Research, France
Professor Jean-Marc Dewaele, Birkbeck, University of London, United Kingdom
Professor Tatiana Dobrosklonskaya, Lomonosov Moscow State University, Russia
Dr Richard Donovan, Kansai University, Japan
Dr Murielle El Hajj Nahas, Lusail University, Qatar
Professor John Nguyet Erni, Hong Kong Baptist University, Hong Kong
Professor Said M. Faiq, American University of Sharjah, United Arab Emirates
Dr William C. Frick, University of Oklahoma, United States
Dr Alfonso J. García Osuna, Hofstra University & The City University of New York, United States
Professor Gerard Goggin, Nanyang Technological University, Singapore
Dr Fernando Darío González Grueso, Tamkang University, Taiwan
Professor Stephen J. Hall, Sunway University, Malaysia
Dr June Henton, Auburn University, United States
Mr Harry Hill, Japan United States Friendship Commission (JUSFC), Japan
Dr Rodney F. Hill, Hofstra University, United States
Dr Tamsin Hinton-Smith, University of Sussex, United Kingdom
Professor Curtis Ho, University of Hawai’i at Manoa, United States
Dr Daniel Hoffman, University of Hawaii at Manoa, United States
His Excellency Professor Toshiya Hoshino, UN Inspectorate General, Immediate Past President of IAFOR, and former Japanese Ambassador to the UN,
Professor Tom Houghton, Curtin University, Australia
Professor Kay Irie, Gakushuin University, Japan
Professor Hiroshi Ishida, University of Tokyo, Japan
Dr Maxime Jaffré, United Arab Emirates University, United Arab Emirates
Mr Matthew Kay, Nature Publishing, United Kingdom
Mr Michael Liam Kedzlie, Barrister and Solicitor of the High Court of New Zealand, New Zealand
Professor Anshuman Khare, Athabasca University, Canada
Mr Daniel Kjellsson, Future Talent Council, Sweden
Dr Yukinori Komine, Harvard University, United States
Dr Rachel Lam, Independent Consultant, Salt Lake City, Utah, United States
Dr Celia Lam, University of Nottingham Ningbo China, China
Ms Fan Li, LePing Social Entrepreneur Foundation & Stanford Social Innovation Review (SSIR), China
Dr Tzu-Bin Lin, National Taiwan Normal University, Taiwan
Professor Robert Logie, Osaka Gakuin University, Japan
Dr Jacqueline Lottin, Higher Colleges of Technology, United Arab Emirates
Professor Craig Mark, Kyoritsu Women's University, Japan
Professor Ljiljana Marković, European Centre for Peace and Development (ECPD), Serbia
Dr Yvonne Masters, Independent Researcher, Australia
Professor José McClanahan, Creighton University, United States
Professor Dennis McInerney, Hong Kong Institute of Education, Hong Kong
Professor David McLoughlin, Meiji University, Japan
Dr Michael Menchaca, University of Hawaii at Manoa, United States
Professor Keith W. Miller, University of Missouri, United States
Dr Alyson Miller, Deakin University, Australia
Dr Yutaka Mino, Hyogo Prefectural Museum of Art, Japan
Professor Kuniko Miyanaga, Human Potential Institute, Japan
Professor Johannes Moenius, University of Redlands, United States
Professor Joshua Ka Ho Mok, Lingnan University, Hong Kong
Dr Bernard Montoneri, Independent Researcher, Taiwan
Professor Thomas Brian Mooney, Charles Darwin University, Australia
Dr Amanda Müller, Flinders University, Australia
Dr Jo Mynard, Kanda University of International Studies, Japan
Ms Karen Newby, Par les mots solidaires, France
Dr Cynthia Northington-Purdie, William Paterson University, United States
Dr Keiichi Ogawa, Kobe University, Japan
Professor Mark Pegrum, The University of Western Australia, Australia
Dr Anemona Peres, European Border and Coast Guard Agency,
Dr Alexandru I. Petrisor, Ion Mincu University of Architecture and Urbanism, Romania
Dr Elena Raevskikh, Department of Culture and Tourism Abu Dhabi, United Arab Emirates
Dr Thanassis Rikakis, University of Southern California, United States
Professor Richard Roth, Medill School of Journalism, Northwestern University, United States
Dr James Rowlins, Singapore University of Technology and Design, Singapore
Dr Justin Sanders, Minerva Project, Japan
Dr Monty P. Satiadarma, Tarumanagara University, Indonesia
Dr Linda Schwartz, Ambrose University, Canada
Dr Shahrokh (Sharo) Shafaie, Southeast Missouri State University, United States
Dr Sharo Shafaie, Southeast Missouri State University, United States
Mr Lowell Sheppard, HOPE International Development Agency, Japan
Dr Jeffrey Sommers, University of Wisconsin-Milwaukee, United States
Dr Marcelo Staricoff, University of Sussex, United Kingdom
Dr Pearl Subban, Monash University, Australia
Dr Philip Sugai, Doshisha University, Japan
Professor Gary E. Swanson, University of Northern Colorado (fmr.), United States
Dr Amy Szarkowski, Harvard Medical School, United States
Professor Svetlana Ter-Minasova, Lomonosov Moscow State University, Russia
Dr Devayani Tirthali, Independent Researcher, India
Dr Brian Victoria, Oxford Centre for Buddhist Studies, United Kingdom
Dr Deborah G. Wooldridge, Bowling Green State University, United States
Dr Seiko Yasumoto, The University of Sydney, Australia
Dr Tingting Ying, University of Nottingham Ningbo China, China

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Conference Review Committee

Dr Rose Amnah Abd Rauf, University Malaya, Malaysia
Dr Doaa Abdul Kalik, Al-mustansiriyah University, Iraq
Dr Laila Mohsin Adeel, Universit of Management & Technology, Lahore, Pakistan
Dr Joan Alejo, St. Agnes Academy, Inc., Philippines
Dr Raniya Alsehibany, Riyadh College of Technology For Girls, Saudi Arabia
Dr Jonathan Barcelo, Saint Louis University, Philippines
Dr Ronald Catapang, National University (NU-Lipa), Philippines
Dr Shravasti Chakravarty, XLRI Delhi-NCR, India
Dr Sin Yu Cherry Chan, City University of Hong Kong, Hong Kong
Professor Chingya Chiu, Chang Jung Christian University, Taiwan
Dr Trinette Colina, University of the East Manila, Philippines
Professor Dary Dacanay, St. Patrick School, Philippines
Dr Ian Davison, Rabdan Academy, United Arab Emirates
Dr Bankole Faloye, Bamidele Olumilua University of Education, Science and Technology, Ikere Ekiti, Nigeria
Dr Jane Fenequito, Urdaneta City University, Philippines
Dr Nuramah Hajikaleng, Narathiwat Technical College, Princess of Naradhiwas University, Thailand
Dr Cheng Hsu, Jiangsu Normal University, China
Dr Alexander Ibni, Zamboanga Peninsula Polytechnic State University, Philippines
Dr Junaidi Junaidi, Universitas Muhammadiyah Palopo, Indonesia
Dr Sahrunizam Kasah, Maktab Duli Pengiran Muda Al-Muhtadee Billah, Brunei
Dr Allya Koesoema, Institut Teknologi Bandung, Indonesia
Dr Lisa Lam, Hong Kong Baptist University, Hong Kong
Dr Chooi Yeng Lee, Monash University, Malaysia
Dr Lewis Teo Piaw Liew, Politeknik Kuching Sarawak, Malaysia
Dr Imelda Macaraig, St. Mary's College Inc., Philippines
Dr Sonal Mobar Roy, National Institute of Rural Development and Panchayati Raj, India
Dr Hidayah Mohd Fadzil, Universiti Malaya, Malaysia
Dr Joseph Moraca, Eulogio "Amang" Rodriguez Institute of Science and Technology, Philippines
Dr Non Naprathansuk, Maejo University, Thailand
Dr Venus Parmisana, Mindanao State University-Iligan Institute of Technology (MSU-IIT), Philippines
Dr Elymar Pascual, Department of Education, Philippines
Dr Myra Patambang, De La Salle Medical and Health Sciences Institute, Philippines
Dr Jirutthitikan Pimvichai, Mahidol University, Thailand
Dr Nitta Roonkaseam, Phranakhon Rajabhat University, Thailand
Dr Nor Fadzleen Binti Sa Don, English Language Teaching Centre, Ministry of Education Malaysia, Malaysia
Dr Nilda San Miguel, Department of Education, Lumban District, Laguna, Philippines
Dr Jay Mark Santos, La Consolacion University Philippines, Philippines
Dr Mark Rey Santos, La Consolacion University Philippines, Philippines
Dr Diana Po Lan Sham, Hong Kong Chinese Institute of Engineers, Hong Kong
Dr Fathi Shamma, The Arab Academic college for education Israel Haifa, Israel
Dr Pua Shiau Chen, New Era University College, Malaysia
Dr Kenneth Tan, Octave Institute, Singapore
Professor Bengü Türkoğlu, Necmettin Erbakan University, Turkey
Dr Mercedes Valadez, California State University, Sacramento, United States
Dr Chandra Mohan Vasudeva Panicker, Lincoln University College, Malaysia
Dr Tina Wong, Hong Kong Polytechnic University, Hong Kong
Dr Dennis Lee Jarvis Ybañez, University of the Philippines Open University, Philippines
Dr Yvonne, Chin Chen Yong, Ministry of Education, Brunei Darussalam, Brunei
Dr Adam Zulawnik, University of Melbourne, Australia

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by the Conference Programme Committee under the guidance of the International Academic Board (IAB). Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ACE2024 Review Committee, please visit our application page.

Apply to Join the Review Committee

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Laura Bronstein
Binghamton University, United States

Biography

Laura Bronstein, ACSW, LCSWR, PhD is Dean of the College of Community and Public Affairs, Professor of Social Work, Director of the Institute for Justice & Well-Being, and Founding Director of Binghamton University Community Schools, State University of New York (SUNY), United States. Prior to entering academia, Professor Bronstein worked as a practising social worker in a range of settings. Since entering academia, Laura has published over 70 peer-reviewed research articles and chapters and two books, and her leadership has been instrumental in various teams being awarded over 20 million dollars in federal, state, and foundation grants. She has an international reputation for her research on collaboration, including having created the widely used Index for Interdisciplinary Collaboration. In 2010, her article on which the Index was based, A Model for Interdisciplinary Collaboration, was the eighth most highly cited publication in the social work literature. Professor Bronstein received the John A. Hartford Foundation Outstanding Dean for Aging Education award in 2011 and was Binghamton University’s inaugural recipient of the Lois B. DeFleur Faculty Prize for Academic Excellence “for scholarship that spans boundaries” the following year. She was awarded the Esther W. Couper Memorial Award for “outstanding service and dedication to the children and families of our community” in 2017. Most recently, Professor Bronstein has built Binghamton University Community Schools into a nationally and internationally renowned entity and is currently leading its adaptation across SUNY’s 64 campuses. In 2023, Laura was cited among the top 2% of scholars in her field in the Stanford World Scientist and University Rankings.

Keynote Presentation (2024) | University-Assisted Community Schools: An Interdisciplinary, International Movement to Promote Equity and Transform Education
Leandro Loyola
Conestoga College Institute of Technology and Applied Learning, Canada

Biography

Dr Leandro Loyola is Professor of International Business Management at the School of Business of Conestoga College Institute of Technology and Advanced Learning in Ontario, Canada. He previously served as a Learning and Organizational Development Specialist at Grand River Hospital in the Waterloo Region of Ontario. Before moving to Canada, Dr Loyola was an Associate Professor in the Department of Management and Organization at the College of Business of De La Salle University, Philippines, where he also held the position of Director of College Student Affairs at its Laguna Campus. With nearly 20 years of experience in academia, Dr Loyola has shown dedication to his role as an educator and leader: he has made notable contributions to academic and organisational development, including his tenure as National President of the Philippine Association of Practitioners of Student Affairs and Services (PAPSAS), Inc. Internationally, he has served as the Regional Director for Asia of the International Association of Student Affairs and Services (IASAS) and as President-elect of the Asia Pacific Student Services Association (APSSA). Throughout his career, Dr Loyola has developed impactful programmes for student welfare and development and has contributed to national policies and guidelines for student affairs and services. His research on student development and organisational leadership highlights his commitment to fostering socially responsible global citizens and leaders. Dr Loyola’s career is marked by his passion for education, leadership, and creating inclusive learning environments that promote excellence.

Panel Presentation (2024) | Blended Learning: Overcoming Challenges and Implementing Solutions
Keith W. Miller
University of Missouri – St. Louis, United States

Biography

Keith W. Miller is the Orthwein Endowed Professor for Lifelong Learning in the Sciences at the University of Missouri – St. Louis, United States. In that position, he is partnering with the St. Louis Science Center. Dr Miller’s research interests are in computer ethics, online learning, and software testing. He is a past editor-in-chief of IEEE Technology and Society Magazine. He was awarded the 2011 Joseph Weizenbaum Award in Information and Computer Ethics by the International Society for Ethics and Information Technology (INSEIT), and is currently the President of that society. He has been a principal investigator of grants from the US National Science Foundation to study the effects of ethics education for computer science students, and to encourage scientists to become teachers.

Featured Workshop Presentation (2024) | TBA

Previous Presentations

Keynote Presentation (2018) | Sophisticated Machines and Innovative Education: Who (or What) Will Thrive?
Murielle El Hajj Nahas
Lusail University, Qatar

Biography

Dr Murielle El Hajj Nahas holds a PhD in French Language and Literature from the Lebanese University, Lebanon. She is currently Assistant Professor and Director of Lusail University Press (LU Press) at Lusail University, Qatar. She also serves as Associate Editor of the IAFOR Journal of Literature & Librarianship and the IAFOR Journal of Education (Language Learning in Education issues), The International Academic Forum (IAFOR), Japan, as well as Editorial Board Member of In Analysis, revue transdisciplinaire de psychanalyse et sciences, Elsevier Masson SAS, France. Her domain of research focuses on psychoanalysis of literature, the perspective on the unconscious in literary study, the roles of the instances involved in analytical/critical praxis, and the relation between literature and psychoanalysis. Her research interests include analysis of written narrative structure and focalisation; comparative studies of literary genres; discourse analysis and semantics; French linguistics, literature, modernism, and postmodernism studies; gender studies; literary semiotics and semiology; psychoanalysis; psychoanalytic criticism and textoanalysis; rhetoric and stylistics; and schizoanalysis. She has published book chapters, original articles, academic interviews, translated articles, book reviews and analyses, as well as poems. She has also authored a contemporary theatre book titled Fragments chaotiques published by Les impliqués Éditeur, France. (ORCID Link)

Panel Presentation (2024) | Blended Learning: Overcoming Challenges and Implementing Solutions

Previous Presentations

Panel Presentation (2023) | Unleashing the Potential: The Impact of AI and ChatGPT in Revolutionising Education
Panel Presentation (2022) | Mental Health in Action: Strategies to Build Teacher and Student Capacity
Roundtable Presentation (2021) | Being Resilient: Finding Ways to Publish in Difficult Times
Sela V. Panapasa
University of Michigan, United States

Biography

Dr Sela V. Panapasa is an Associate Research Scientist at the Institute for Social Research, United States. An active researcher and leader in developing scientific research methods to address data limitations and persistent health inequities in hard-to-survey populations, she has extensive experience conducting, analyzing, disseminating, and translating findings from mixed-methods research projects on Native Hawaiian and Pacific Islander (NHPI) populations in the United States and independent Pacific nations. Dr Panapasa’s work has influenced policy development for these populations, from greater coverage of NHPI populations in the US Census to the use of racial categories in the American Community Survey and technical assistance in Pacific data collections. She developed and administered the successful collection of epidemiology as part of the Pacific Islander Health Study (PIHS), leading to a collaboration with the NCHS to develop and implement the 2014 NHPI National Health Interview Survey (NHPI NHIS). Dr Panapasa is the PI on 'Mechanisms of Diabetes and Diabetic Complications in a Multiethnic Population and a co-investigator for the Guam National Health Interview Survey (GNHIS)'.

Workshop Presentation (2024) | Writing a Succesful Grant Application: Mastering Significance, Innovation, and Approach for Your Career
Featured Presentation (2017) | Teaching Health Equity at the Community Level: Engaging Faith Based Organizations in Teaching Community Based Nutritional and Health Behaviors
University-Assisted Community Schools: An Interdisciplinary, International Movement to Promote Equity and Transform Education
Keynote Presentation: Laura Bronstein, Binghamton University, United States

The groundwork for community schools began at the turn of the 20th century, modelled after settlement houses in London and major cities within the UnitedStates, and John Dewey’s argument for “the school as social centre”. Community schools provide an integrated focus on child, family, and community whereby what occurs outside the classroom is understood to be as important as what occurs inside. To address this, community schools mobilise out-of-classroom support systems so that all youth can succeed, whatever their family’s assets and/or challenges. Examples of these supports include before, after, and summer school programming; physical and mental health services; family engagement; mentoring and more. The first step is a needs assessment so that supports are individually tailored to the unique needs of each school community. University-assisted community schools (UACS), a concept developed at the University of Pennsylvania, United States, utilise institutions of higher education as lead partners in community schools, mobilising the resources of area colleges and universities to support and lead local community schools.

This presentation will highlight how UACS can be a strategy for any institution of higher education to transform education in their local neighbourhoods. Specific examples of roles of undergraduate and graduate students, faculty, staff, and administrators in supporting UACS will be given, and short and long-term outcomes of UACS will be shared. The development, implementation, and evaluation of this effort at Binghamton University Community Schools will be delineated as a case example in upstate New York, including how this work has been implemented at the Malawi Children’s Mission in rural Africa.

Read presenter's biography
Internet Disinformation, Epistemology, and Education: Meeting the Challenges of Massive Lying
Workshop Presentation: Keith W. Miller

"Those who can make you believe absurdities, can make you commit atrocities." - Voltaire

In 2017, Schiffrin argued that disinformation on the internet was undermining democracy. More recently, Michaelis et al. (2022) researched corporations that spread disinformation to their advantage. Bontridder and Poullet (2021) asserted that artificial intelligence (AI) increases the quantity and effectiveness of disinformation on the web at large. With this trifecta at work and its ramifications growing exponentially, how can we as educators help our students to recognize and reject misinformation they encounter on the internet?

This workshop will lay out the groundwork for educators to better equip themselves in combating digital misinformation in and outside of the classroom by establishing and defending three claims: (1) Epistemology is a central issue in disinformation; (2) Disinformation is almost always an ethical violation; and (3) Educators can take practical steps to help their students identify, avoid, and combat internet disinformation. With these in mind, participants will be led through the five strategies for resisting disinformation as proposed by The Union of Concerned Scientists. The workshop will culminate in a discussion about the application of these strategies and sharing of ideas for other applicable cases, first using one example of web misinformation from the speaker, then using examples volunteered by participants.

Read presenter's biography
Navigating AI in Higher Education: Multiple Perspectives from Policy to Practice
Panel Presentation: Susie Kung

Education is continuously in a state of flux within the wider context of globally-accelerated change. The undeniable increasing reach of Artificial Intelligence (AI) has had a huge impact on higher education. While the use of AI-mediated technologies has revolutionised higher education, it also poses significant challenges that raise ethical, epistemic, and academic integrity concerns. This panel examines the complex nature of AI and proposes that discourses about the AI-mediated higher education landscape at the grassroots level requires rethinking of AI as either a delineated technology or just another technological innovation to enhance teaching and learning. Instead, it should be understood as a complex system that requires in-depth understanding, informed planning, and agile integration into the curriculum.

This panel also addresses issues of accountability, shifting authority and agency, as well as the ethical issues surrounding the use of AI in higher education. It will provide some insight into how AI-mediated technologies are understood and currently used in higher education. The discussion also provides a platform for scrutinising the role of AI in higher education from multiple perspectives, specifically policy makers, educational leaders, and practitioners/educators. The panel will also shed light on how policy makers, educational leaders, and practitioners/educators collaborate to safeguard the responsible and appropriate use of AI technologies in higher education. It is envisioned that this panel discussion will serve as a catalyst for further discussion on a more refined understanding of AI as a tool that facilitates learning through the augmentation of human cognition and AI hybrid, promoting a more critical, well-balanced position on the potential and challenges of integrating AI in the real world of practice. This discourse will have significant implications for higher education due to its shaping policy and practice on the appropriate use of AI at the grassroots level.

Read presenters' biographies
Blended Learning: Overcoming Challenges and Implementing Solutions
Panel Presentation: Murielle El Hajj Nahas, Leandro Loyola

The COVID-19 pandemic has significantly transformed the educational model, leading to the widespread adoption of blended learning, where students engage in both face-to-face and online instruction. This panel explores the evolution of blended learning as a typical educational trend, examining its potential to revolutionise traditional classroom settings by integrating innovative teaching methods. Despite its promise, the blended learning model presents unique challenges, particularly in engaging both in-person and online students simultaneously while adhering to high-quality teaching standards. Central to this discussion is the need to maintain a student-centred approach, where learners actively participate in the teaching/learning experience regardless of their physical location. Critical issues educators face when implementing the blended learning model will be addressed, particularly efforts to ensure equitable access to learning resources, fostering meaningful interactions among all students, and aligning instructional strategies with pedagogical best practices. Furthermore, this panel aims to provide efficient solutions and best practices to enhance the effectiveness of this educational model as well as the challenges inherent in blended learning.. Panellists will offer strategies for creating cohesive learning experiences that bridge the gap between in-person and online students, thereby fostering an inclusive and interactive environment that supports student engagement and academic success. By focusing on both the obstacles and the opportunities presented by blended learning, this panel seeks to equip educators with the tools and insights necessary to optimise this educational model in a post-pandemic world.

Read presenters' biographies
Writing a Successful Grant Application: Mastering Significance, Innovation, and Approach for Your Career
Workshop Presentation: James W. McNally

The ability to write, submit, and administer research grants has become an increasingly vital role in developing an academic career. Funders seek good ideas and innovative approaches that enhance research designs, classroom pedagogies, student and professional growth, conference development, and travel. The wide array of organisations representing potential funders can be summarised as federal or governmental awards, foundation or philanthropic awards, and private business awards. Typically structured as contracts, grants, or gifts, these mechanisms have critical distinctions, often requiring very different deliverables and outcomes expectations. Additionally, the type of mechanism will also impact the funds' fungibility in accomplishing the project goals. Knowing how to navigate the grant research, selection, and writing processes can prove essential for getting projects off the ground and to their completion.

This workshop will offer training, guidance, and opportunities to discuss grantsmanship as an integral part of the learning process and a critical element of academic advancement. It will also involve reviewing how to identify funders who best reflect research interests, interacting with funding agencies, and ways to build funding networks. The critical elements for developing a successful grant application and effectively budgeting requested funds will also be discussed. This workshop will also offer time management tips for meeting deadlines and ensuring applicants have crossed all ‘t's’ and dotted all ‘i's’. While the rules, expectations, and procedures for grant applications will vary internationally, organisationally, and internally, the basics of grantsmanship all share commonalities regarding significance, innovation, and approach. Understanding and mastering these skills will enhance and expand an applicant's capacities as an instructor, mentor, and researcher.

Read presenter's biography