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Mar 8, 2015 - All full time faculty members in higher education across the state of .... across the globe; and an ability to use creativity and innovation to solve .... (3) The government must select teachers with high quality and excellent ...... Presenter: Dr. Shellida Da Collina Viegas, Unicamp / St. Paul's School (Brazil).
SECOND 21ST CENTURY ACADEMIC FORUM CONFERENCE AT HARVARD MARCH 8 - 10, 2015 MARTIN CONFERENCE CENTER HARVARD UNIVERSITY BOSTON, MA USA Teaching, Learning, and Research in the “Just Google It” Age

CONFERENCE PROGRAM BOOK

WELCOME TO THE CONFERENCE

Organized by:

21ST CENTURY ACADEMIC FORUM For more information about the 21st Century Academic Forum and its activities, please visit our website at:

www.21caf.org Read the latest news and developments by following us on Facebook and Twitter. We hope to see you at other conferences in the future.

21st Century Academic Forum Conference at Harvard University

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WELCOMING REMARKS Dr. Marguerite Koepke Executive Director 21st Century Academic Forum Director, Governor’s Teaching Fellows Institute of Higher Education University of Georgia

It is a pleasure and privileged to welcome you to this most innovative and forward thinking venue where you will have time to consider and formulate what higher education will look like as emerging technologies, economy, and policies continue to catapult it into the future. In many ways ones career during this evolving information age seems more like a foot race. We have been challenged to remain relevant in our disciplines and at the same time are compelled to adopt and use current technologies. The changes have been both exciting and profound and have transformed the way we do business. We now have learning environments that include online classrooms, MOOCs, cellphone response systems, and countless other instructional technologies dramatically changing the way in which we interact and engage with our students and deliver education. As professors, administrators and public leaders, what do we need to be thinking about as the academy’s core missions of teaching, research, and outreach move into the future? After having the privilege to work in faculty development for over 20 years, I have learned amazing lessons from my colleagues mainly during meetings and interactions. As we quest for new ideas and information and ponder these important questions, it is my hope that this time together will afford you with many opportunities to gain new knowledge, share ideas, and make connections with a larger academic community. I genuinely hope you enjoy your time in Boston and learn a great deal from one another. My only regret is that I wish I could be with you at Harvard and share in what promises to be an exciting and rewarding conference!

PROFILE: Marguerite Koepke is Professor Emeritus in the College of Environment and Design at the University of Georgia. In 1999 she was appointed as director of the Governor’s Teaching Fellows Program, a statewide faculty development program committed to four core goals of improving teaching, improving learning, elevating the importance of teaching, and professional and personal renewal. All full time faculty members in higher education across the state of Georgia (private and public institutions) are eligible to participate and has had over 450 participants since its beginnings in 1994. While retiring from her academic position in 2006, she continues to direct the GTF program and remains active in academic research and private practice.

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21st Century Academic Forum Conference at Harvard University

Dr. Thomas Lechner Director 21st Century Academic Forum

It is my pleasure to welcome you to the Second 21st Century Academic Forum Conference at Harvard. Over the past several months, I have enjoyed communicating with all of you via email. However, I am very excited about connecting names and faces here at the conference. I hope to have the opportunity to spend time visiting with all of you and getting to know you in person. In our conversations, I would like to discuss ways of getting you involved with the 21st Century Academic Forum. Our goal is to build a large global group of researchers, practitioners, and others dedicated to preparing citizens for the demands of the 21st century. An overwhelming body of research indicates that students are leaving formal educational institutions inadequately prepared for the workforce and their lives in the knowledge-based economy. The mission of the 21st century is to encourage researches, practitioners, policy makers, and other stakeholders to make changes in the education system: preparing students for the information age, not the agrarian age. Join us to help turn the tide in education! On behalf of the 21st Century Academic Forum, I want to express our gratitude to all of you for enthusiastically participating in the conference. We hope that you will join our Forum in some capacity. We need editors for our publications, conference committee members, and others to join us as we attempt to bring a new meaning to the term “impact” in educational research.

PROFILE: Dr. Lechner received his Ph.D. in Instructional Technology at the University of Georgia. He has been an educator for over 20 years and 21st century/life skills have been a centerpiece in his approach to his instruction and assessment practices. As a university professor he has developed several online projects that connects his students with fellow students around the world to collaborate on projects together to learn with and from each other. As a high school Social Studies teacher in the U.S., he used a variety of performance assessment methods to measure how his students could apply the content they learned in class in simulated real-life situations. Dr. Lechner is responsible for organizing all the programming aspects of the 21st Century Academic Forum conferences. He has gained experience organizing conferences as serving as the Program Director for the Technology in Developing Countries (TEDC) conference series. He is your contact person for any conference-related logistic issues you may have. Remember, Dr. Lechner is always just an email away to help you with all of your conference issues!

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KEYNOTE SPEAKERS Dr. Helen A Soule, Ph.D. Executive Director Partnership for 21st Century Skills Washington DC, USA



MONDAY, MARCH 9TH | 9:15 – 10:00 | ROTUNDA ROOM Patterns of Innovation-Transforming Learning for a Globalized 21st Century We live and work in a global society in which subject matter knowledge is no longer sufficient to guarantee economic or personal success. In this world where change is the constant, the future holds great opportunity and peril.This environment places increasing demands on our educational systems to ensure that ALL students not only possess content knowledge, but also global awareness and critical 21st century skills such as collaboration, communication, critical thinking/problem solving, creativity/innovation, perseverance and self-direction. Just as knowledge and language acquisition begin early, and continues throughout one’s life, so should the development of 21st century skills-to do less risks not only our children’s future, but also our global economic prosperity. Dr. Soule will discuss why educational systems across the world must provide a continuum of learning experiences (from pre-school to beyond university) to build the knowledge, skills, and dispositions that students need, as well as provide an overview of the existing research. She will describe the P21 Framework for 21st Century Learning, and the essential elements and strategies needed for system re-design. In conclusion, Dr. Soule will focus on the “how” of 21st century learning by showcasing video and audio case studies from P21’s Exemplar Schools, providing real-life examples of successful transformations in process.

PROFILE: Dr. Helen Soulé is the Executive Director of Partnership for 21st Century Skills (P21), where she has led the organization’s state recruitment and support effort, the 21st Century Learning Exemplar Program, and other initiatives. Soulé is a longtime educator with P-16 leadership experience at the local, state and national level. Nationally, Soulé served as chief of staff to the assistant secretary for the Office of Postsecondary Education in the U.S. Department of Education, and Executive Director of Cable in the Classroom. She is a founding member of the State Educational Technology Directors Association and the recipient of several awards, including Converge magazine’s 30 “Shapers of the Future” award, E-School News “Impact 30 Award for Excellence”, and the Mississippi Educational Computing Association’s Technology Educator of the Year award. She also currently sits on the Board of the Academy of Education Arts and Sciences.

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21st Century Academic Forum Conference at Harvard University

Dr. Chris Dede, Ph.D. Timothy E. Wirth Professor in Learning Technologies Harvard Graduate School of Education Boston, MA USA

TUESDAY, MARCH 10TH | 9:15 – 10:00 | ROTUNDA The Role of Technology in “Deeper Learning” for the 21st Century To prosper in a global, knowledge-based, innovation-centered civilization, students must master applying academic knowledge and skills in real-world contexts, demonstrating proficiency via effective, authentic performances. “Deeper learning” strategies to accomplish this include: • Case-based learning helps students master abstract principles and skills through the analysis of real-world situations; • Multiple, varied representations of concepts provide different ways of explaining complicated things; • Collaborative learning enables a team to combine its knowledge and skills in making sense of a complex phenomenon; • Apprenticeships involve working with a mentor who has a specific real-world role and, over time, enables mastery of their knowledge and skills; • Self-directed, life-wide, open-ended learning is based on student’s passions and connected to students’ identities in ways that foster academic engagement, self-efficacy, and tenacity; • Learning for transfer emphasizes that the measure of mastery is application in life rather than simply in the classroom; • Interdisciplinary studies help students see how differing fields can complement each other, offering a richer perspective on the world than any single discipline can provide; • Personalized learning ensures that students receive instruction and supports that are tailored to their needs and responsive to their interests; • Connected learning encourages students to confront challenges and pursue opportunities that exist outside of their classrooms and campuses; and • Diagnostic assessments are embedded into learning and are formative for further learning and instruction. This talk describes emerging technologies for enabling deeper learning in classrooms and throughout life. PROFILE: Dr. Chris Dede is the Timothy E. Wirth Professor in Learning Technologies at Harvard’s Graduate School of Education.  His fields of scholarship include emerging technologies, policy, and leadership.  His funded research includes grants from the National Science Foundation, the U.S. Department of Education’s Institute of Education Sciences, and the Gates Foundation to design and study immersive simulations, transformed social interactions, and online professional development.   In 2007, he was honored by Harvard University as an outstanding teacher, and in 2011 he was named a Fellow of the American Educational Research Association.  From 2001-2004, he was Chair of the Harvard Graduate School of Education’s Department of Teaching and Learning. 21st Century Academic Forum Conference at Harvard University

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MISSION AND VISION The 21st Century Academic Forum is a global group of researchers and educators dedicated to supporting research that has the potential to influence the shaping of educational policy and practices to more effectively prepare students for the unique challenges of the 21st century. An overwhelming body of research indicates that students are leaving formal educational institutions inadequately prepared for the workforce and their lives in the knowledge-based economy.

OUR THREE MISSIONS Mission 1 is to support research on how to best prepare 21st century citizens for a rapidly changing workplace and world that requires the ability to process and prioritize information; the ability to communicate and collaborate with people across the globe; and an ability to use creativity and innovation to solve complex problems. Mission 2 is to support the expansion of research exploring interrelationships among the disciplines as a way of better understanding the world in the 21st century. The complexity of problems in the 21st century require interdisciplinary approaches that cannot be solved under the traditional “silo” or single-discipline research. Mission 3 is to support the principle that research should attempt to serve the public good and make a contribution to society. Our aim is to bring people from different academic backgrounds and perspectives together – bound by a shared interest in conducting research that makes an impact on the communities they serve.

JOIN US TO HELP TURN THE TIDE IN EDUCATION!

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21st Century Academic Forum Conference at Harvard University

PUBLICATIONS All authors are reminded that the due date to have your paper considered for inclusion in the Conference Proceeding is June 8th, 2015. Please follow the Submission Guidelines on the “Publications” page of the 21st Century Academic Forum website (www.21caf.org). It is important to note that all papers are not automatically published in the Conference Proceedings, but are subject to meeting the standards set forth by the Conference Proceedings Editorial Board.

ISSN: 2330-1236

ISSN: 2330-1244

Published 6 months following each 21st Century Academic Forum Conference. Reviewed by Conference Committee Editorial Board. Feeds our 3 peer-reviewed journals.

Selected 21st Century education themed papers from the Conference Proceedings will appear in our seasonal journal.

ISSN: 2333-9659

ISSN: 2333-9640

Selected Innovation and Entrepreneurship themed papers from the Conference Proceedings will appear in our seasonal journal.

Selected Language Learning education themed papers from the Conference Proceedings will appear in our seasonal journal. 21st Century Academic Forum Conference at Harvard University

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SPECIAL THANKS – SESSION CHAIRS We at the 21st Century Academic Forum would like to recognize the Session Chairs for all of their hard work in coordinating his/her respective Concurrent Session. We realize it’s sometimes difficult to get people to stop talking about something they love! Thank you for ensuring that the sessions ran on time and smoothly.

Ms. Myrtle Patricia Alexander

University of St. Gallen

Dr. Magda Madkour Imam University Professor Roehl Sybing Nanzan University Dr. Vicki Sapp Tarrant County College Mr. Julius Momoh Ozoh

SchulPortals Technologies Ltd.

Mrs. Eva Atlang Botho University Dr. Veronica Makwinja Botho University Dr. Lucinda Spaulding Liberty University Ms. Carissa McCray Walden University Mr. Amirali Parpia

London School of Economics and Political Science

Ms. Aarthi Nagappan Botho University Dr. Nemesia Platon Philippine Christian University Dr. Won Gyoung Kim

Texas A&M International University

Dr. Muhammad Ehsan Malik

University of the Punjab, Gujranwala Campus

Ms. Foteini Kravariti University of Manchester Professor Meenakshi Gandhi

Bharati Vidyapeeth Demmed University

Mr. Sanjaykumar Patel Divyapath Campus Ms. Bonnie Boaz Virginia Commonwealth University Ms. Jennifer Dahmen University of Wuppertal Dr. Farida Virani

MET - Institute of Management - Mumbai

Dr. Tayyaba Tamim

Shaheed Zulifqar Ali Bhutto Institute of Science & Technology

Dr. Glad Unachukwu

Nnamdi Azikiwe University, Awka

Dr. Asli Hassan The Petroleum Institute Dr. Catalino Mendoza

University of Batangas, Lipa Campus

Dr. Mary-Lynn Chambers

Elizabeth City State University

Mr. Elijah Chukwudi Irozuru

University of Calabar

Ms. Ploypailin Tinkan Chulalongkorn University Dr. Deepika Bhaskar

University of Delhi

THANK YOU AGAIN FROM THE 21ST CENTURY ACADEMIC FORUM!

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21st Century Academic Forum Conference at Harvard University

SCHEDULE AT A GLANCE SUNDAY, MARCH 8, 2015 4:00 p.m. – 6:00 p.m.             Early Registration in the lobby of the Inn at Longwood 6:00 p.m. - 8:00 p.m.              No Host Dinner at Longwood Grille - 2nd Floor of Inn at Longwood

MONDAY, MARCH 9, 2015 8:00 a.m. – 8:45 a.m.            Registration at the Martin Conference Center (Third Floor near elevators) 9:00 a.m. – 9:15 a.m.            Welcoming Remarks: Dr. Thomas Lechner, Director, 21st Century Academic Forum 9:15 a.m. – 10:00 a.m.          Keynote Speaker: Dr. Helen Soulé, Executive Director of Partnership for 21st Century Skills 10:00 a.m. – 10:30 a.m.        Coffee Break (Third Floor near the Rotunda Room) 10:00 a.m. – 1:00 p.m.          Poster Session (Third Floor near the Rotunda Room) 10:30 a.m. – 12:10 p.m.        Breakout Session 1 (Rotunda A, Rotunda B, Room 214, Room 216, Room 217) 12:10 p.m. – 12:50 p.m.        Lunch (Third Floor near the Rotunda Room, Tables in 2nd Floor Lounge) 1:00 p.m. – 2:40 p.m.            Breakout Session 2 (Rotunda A, Rotunda B, Room 214, Room 216, Room 217)     2:40 p.m. – 3:10 p.m.            Coffee Break (Third Floor near the Rotunda Room) 3:10 p.m. - 5:15 p.m.             Breakout Session 3 (Rotunda A, Rotunda B, Room 214, Room 216, Room 217)

TUESDAY, MARCH 10, 2015 8:00 a.m. – 8:45 a.m.            Registration at the Martin Conference Center (Third Floor near elevators) 9:00 a.m. – 9:15 a.m.            Welcoming Remarks: Dr. Thomas Lechner, Director, 21st Century Academic Forum 9:15 a.m. – 10:00 a.m.          Keynote Speaker: Dr. Chris Dede, Harvard Graduate School of Education 10:00 a.m. – 10:30 a.m.        Coffee Break (Third Floor near the Rotunda Room) 10:30 a.m. – 12:10 p.m.        Breakout Session 1 (Rotunda A, Rotunda B, Room 214, Room 216, Room 217) 12:10 p.m. – 12:50 p.m.        Lunch (Third Floor near the Rotunda Room, Tables in 2nd Floor Lounge) 1:00 p.m. – 2:40 p.m.            Breakout Session 2 (Rotunda A, Rotunda B, Room 214, Room 216, Room 217)     2:40 p.m. – 3:10 p.m.            Coffee Break (Third Floor near the Rotunda Room) 3:10 p.m. - 5:15 p.m.             Breakout Session 3 (Rotunda A, Rotunda B, Room 214, Room 216, Room 217)

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THE JOSEPH B. MARTIN CONFERENCE CENTER AT HARVARD MEDICAL SCHOOL 77 AVENUE LOUIS PASTEUR, BOSTON, MA 02115 (866) 790-7000 WWW.THECONFCENTER.HMS.HARVARD.EDU

MARTIN CENTER LOCATION MAP

women

men

216 217

214

elevators

open to courtyard

conference lounge/reception

stairs

THE SECOND FLOOR The second floor has three meeting rooms ideal for breakout sessions, board meetings or small roundtable discussions. A separate lounge area including two glass partitioned conference rooms is also available for meetings, working lunches or poster sessions.

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21st Century Academic Forum Conference at Harvard University

open to below

stairs

THE JOSEPH B. MARTIN CONFERENCE CENTER AT HARVARD MEDICAL SCHOOL 77 AVENUE LOUIS PASTEUR, BOSTON, MA 02115 (866) 790-7000 WWW.THECONFCENTER.HMS.HARVARD.EDU

women

men

elevators

The Rotunda open to below

terrace stairs

THE THIRD FLOOR The unique Rotunda room stairs

located on the third floor directly above the Amphitheater is ideal for special events, banquet functions, receptions and exhibits. It may be used in its entirety or divided by a partitioning wall. A glass foyer area outside of the Rotunda offers spectacular views of the Boston skyline.

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ABSENTEE PRESENTATIONS The following presenters were unable to join us in person here at Harvard. However, they are participating in the conference through their narrated PowerPoint presentations, which can be found on our website at: 21caf.org. Please visit the website to view our Absentee Presenter’s PowerPoint presentations. The 21st Century Academic Forum wishes they could have been with us in person. Title: Psychological Views of Learners Concerning Language Studies Presenter: Dr. Yousef Almarshad, Aljouf University (Saudi Arabia) Summary: The system of education in Saudi Arabia must be modified. The presenter suggests: (1) Freedom for educators to choose and modify their own curriculum. (2) Make students feel comfortable by involving them in group discussions or conversation clubs. There must be activities concerning language intervention. (3) The government must select teachers with high quality and excellent experience. (4) Educate teachers who are coming to Saudi Arabia about the Saudi culture. (5) Educate students about the culture of the target language. (6) Students must not be afraid to interact with English speaking people, and they should engage in making trips outside the school or campus to make them interact with English speaking people. (7) Student-teacher relationships must be supported by the administration of the institution such as making activities that concern teachers and students. Title: Students’ Perceptions on Dimensions of Classroom Management, Productive Techniques in Teaching Presenter: Mrs. Rozeta Biçaku-Çekrezi, Aleksander Moisiu University, Durres (Albania) Summary: This presentation aims at showing students’ perception on classroom management related to how it affects their acquisition of English as a foreign language. From the other dimensions of productive techniques, (time management, knowledge of subject matter, etc.) effective communication was found to have the highest perception from the students. Title: The Perspective of The Community on Branding ‘Islam’ And Its Position In The Development of Islamic Institutions Presenter: Mrs. Zuriati Binti Mohd Rashid, Universiti Malaysia Kelantan (Malaysia) Summary: This is a current issue on 21st century regarding associating or labeling Islam with a new brand by local Islamic institutions. Many scholars have debated this issue, but what is the solution? This study raises up the perspective of the Malaysian community about this issue and whether or not they are aware about these changes. Therefore, this paper investigates the answers to these questions. Title: Use of Empirical Evidence to Measure Changes in Pedagogical Practice and Learning Outcomes in Contemporary and Technology-Enabled Learning Environments Presenter: Mr. Terry Byers, The University of Melbourne (Australia) Summary: Student learning, in some way, is influenced by digital technology on a daily basis. However, there is little attention given to the alignment between technology and that of their physical learning environment. This study will demonstrate that this alignment has a measurable effect of student learning experiences, engagement and outcomes. Title: Aboriginal Student Experiences: Ontario Educational Policy Presenter: Dr. Lorenzo Cherubini, Brock University (Canada) Summary: In Ontario, Canada, the Ministry of Education’s 2007 Aboriginal Policy Framework identifies the importance for public schools to prepare Aboriginal students as 21st century learners.This investigation honors the voices of Aboriginal students and discusses the discernment of their social location as a factor that contributes to their engagement.

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21st Century Academic Forum Conference at Harvard University

Title: Racing Through the Maze of Categorisation: An Exploration of Concerns Around Categorisation When Researching the Minority Ethnic Student Experience Within Higher Education Presenter: Dr. Chantal Davies, University of Chester (UK) Summary: This paper will explore the initial findings of a pedagogic research project exploring the perceptions of minority ethnic students within UK Higher Education towards future employability. Feedback will be then be encouraged in order to develop future research and expansion of the dialogue in this area in the UK and beyond. Title: Cross-Cultural Communication in Educational Contexts Presenter: Dr. Anabela Fernandes, University of Coimbra (Portugal) Summary: The cultural encounters give visibility to cultural heterogeneity. Using a video-web communication tool, native speakers and portuguese foreign language learners interacted.This project emphasizes how intercultural awareness should be encouraged.Therefore there should be an accurate work in intercultural interactions projects with pre-service teachers training and within language classes. Title: Building Academic Staff Portfolio to Increase Employee Retention: A Case Study of a Thai University Presenter: Dr. Pannarat Kadish, Rangsit University (Thailand) Summary:This research study will present the theories related to employee retention and strategies that universities are implementing today as with regards to building academic staff portfolio.The results of this study will aid the university in identifying key areas in building academic staff portfolio that they should focus on or build upon to retain outstanding employees. It will also assist the university in recognizing the importance of building academic staff portfolio in understanding the needs and expectations of their faculty members.

Title: Just Google or Just Research for Response-able Research Contributors Presenter: Ms. Jillian Marchant, James Cook University (Australia) Summary: It is evident that existing initiatives that have arisen from previous research are yet to make a significant change in social inequities that exist across the globe. Googling “Social Parity” may lead to a greater understanding of the antecedents, but research actions may lead to improved life chances of individuals. Title: Re-Thinking Language and Culture in Education for Thai Schools: Case Studies of Myanmar Migrant Students in Public Schools in Thailand Presenter: Dr. Kamolthip Phonlabutra, Phetchaburi Rajabhat University (Thailand) Summary: The presentation will show the teaching and learning in Thai public schools for both Thai mainstream students and Myanmar ethnic students. The main findings that will be showed are based on the students’ work, the teachers’ teaching practice, and the student learning experiences in the schools. Title: Media Literacy Education in Turkey: Can we construct common references and curricula with European Countries Presenters: Dr. Zeliha Hepkon, Dr. Oya Saki Aydin, İSTANBUL TİCARET University (Turkey) Summary: Main purpose of this study is to review media literacy education in European countries and Turkey comparing and investigating curricula and teaching materials exclusively. Media literacy as an educational tool can augment and enrich media use of individuals but it can also form an invisible self-control mechanism formed by the dominant ideology. Therefore, this research seeks to investigate common references embedded in teaching materials for media literacy courses in Turkey and European countries.

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POSTER PRESENTATIONS Title: The Lived Experiences of Online High School Social Studies Teachers Utilizing Project-Based Lessons at a Virtual School Presenter: Dr. Anne Roycroft, Florida Virtual School Global (USA) Summary:This qualitative study focused on the lived experience of fulltime high school social studies teachers in the online environment and, in particular, the ways in which they facilitate effective classrooms using project-based lessons. Those experiences and daily routines enable us to make determinations about how to better prepare and support educators, including mentoring, curriculum, and teaching expectations for effective outcomes. Title: Cultivating Pedagogical Innovation Through Emerging Leaders Presenter: Dr. Andrea Tejedor, Highland Falls-Fort Montgomery Central School District (USA) Summary: The success of any initiative lies in the capacity of those implementing it and the leaders marking the path for others to follow. A spiral model for change was adopted to build a culture of pedagogical innovation and cultivate teacher leaders by exploring emerging technologies, examining pedagogy, and evaluating outcomes. Title: Perspectives of King Saud University (KSU) Faculty Members Toward Accommodations for College Students with ADHD Presenter: Dr. Abdulkarim Alhossein, King Saud University (Saudi Arabia) Summary: The purpose of study was to examine the perspectives of KSU faculty members toward the provision of accommodations for college students with ADHD and to identify differences among participants based several variables. In addition, the researcher measured the relationship between participants’ perspectives toward accommodations and their assumptions about students with ADHD. Title: Classroom Interactions and Teachers’ Workplace Wellbeing in the Greek Early Childhood Education System* This study was supported by a grant from the European Union (European Social Fund) and national resources under the operational program “Education and Lifelong Learning” Presenter: Dr. Athanasios Gregoriadis, Aristotle University of Thessaloniki (Greece) Summary: The goal of this study was to investigate if teachers’ workplace wellbeing was associated with the classroom interactions in early childhood education. Results confirmed that interactions in the early childhood were associated with teachers’ wellbeing by revealing statistical significant relationships. Implications and further recommendations are discussed. Title: Examining the Relationship Between Greek Early Childhood Education Quality and Young Children’s Mathematical Competence ** This study was supported by a grant from the European Union (European Social Fund) and national resources under the operational program “Education and Lifelong Learning” Presenter: Dr. Vasilis Grammatikopoulos, University of Crete (Greece) Summary: This study examined the relation between the quality of ECE environments and mathematical competence in a cultural background different than the US. More specifically we examined the relationship between the quality of Greek ECE centers measured with ECERS-R and the early mathematical competence measured with Utrecht Early Mathematical Competence Scales.

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21st Century Academic Forum Conference at Harvard University

Title: Evaluating Children’s Motor Creativity in the Greek Early Childhood Education System* This study was supported by a grant from the European Union (European Social Fund) and national resources under the operational program “Education and Lifelong Learning” Presenter: Professor Evridiki Zachopoulou, Alexander Technological Educational Institute of Thessaloniki (Greece) Summary: The goal of the current study was to explore the level of motor creativity of young children in the Greek early childhood education settings. Results showed moderate to low levels of children’s motor creativity. Implications and future recommendations regarding the Title: Evaluating the Quality of Movement Activities in the Greek Early Childhood Education Settings *This study was supported by a grant from the European Union (European Social Fund) and national resources under the operational program “Education and Lifelong Learning” Presenter: Dr. Olga Kouli, Democritus University of Thrace (Greece) Summary: The aim of this study is to present the results of the pilot study of ‘Thales Early – Q’ project about the quality of Movement and Play activities in the Greek Early Childhood Education (ECE) system. The instrument used in this study is the Movement-Play scale. Title: Differences of Thinking Skills between Creative and Non-Creative University Faculty Members in the Light of the Modern Holistic Constructive Model Presenter: Professor Magdy Aslan, Tanta University - Faculty of Education (Egypt) Summary: The current study focuses on using the modern holistic constructive model of creativity in the light of the creative university faculty member, and exploring the differences of thinking skills between low and high 3D creative university faculty members, as well as the relation between creativity components and university faculty member thinking skills. Title: Impact of Emotional Intelligence of Elite Athletes in Secondary Education Presenter: Dr. Ashlee Brignano, Keiser University Graduate School (USA) Summary: This study is a comparative, quantitative analysis examining the emotional intelligence of elite athletes in a secondary public school workplace as compared to non-athletes. Results indicate that athletes possess a higher level of emotional intelligence than non-athletes. Title: Public Opinion on Health Care Policies in the 21st Century Presenter: Ms. Jeehee Han, Columbia University (USA) Summary: Governmental provision of universal health care coverage became an inevitable pathway for the U.S. health care system, making it an important and timely subject of study. This study quantitatively examines how the actual level of income inequality and public perception of income inequality impact people’s opinion about health care policies.

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Title: Strategizing Instructional Approach In Career Skills Development For Medical Science Technology Students Presenter: Professor RM Noah, Universiti Kuala Lumpur (Malaysia) Summary: Career decision-making is an issue among undergraduate students for future professional pathways. Young graduates with good academic performance were unable to realize their dreams due to the ill-equipped knowledge of right career skills. Innovative instructional approach is needed to produce the future graduates with appropriate career skills at the workplace. Title: A Compulsory or an Option of a Career Guidance Course for Undergraduate Healthcare Students: Impacting a Difference Presenter: Mr. Ramzan Mohammad, Universiti Kuala Lumpur (Malaysia) Summary: Career skills are deficient among healthcare graduates as reviewed by public and private sectors. Introducing career guidance education would be to equip sets of skills, attributes, or behavior in preparing the graduates to be effectively functional at workplace. Career guidance course needs to be offered compulsory for all undergraduate students. Title: University – Health Service – Community Integration Program: Medical Students’ Immersion in a Low-income Rural Municipality in Bahia, Brazil Presenter: Dr. Feizi Milani, UNEB - Universidade do Estado da Bahia (Brazil) Summary: We present an immersion experience with medical students in a rural community in Brazil. Students identify public health problems, design interventions, and discuss, implement and evaluate them with local partners. This program develops communication and leadership skills, ethical awareness, respect to community culture, and commitment to empowering local people. Title: Water Risk Mapping in Colombia, The Effective Way to Stop Contamination and Other Threats Around this Valuable Resource, The Path to Teach and Empower Rural Communities In a “Google It” Age Presenter: Mr. Jason Jahir Roncancio Marín, DIRECCIÓN TERRITORIAL DE SALUD DE CALDAS (Columbia) Summary: Water Risk Mapping in Colombia, The Efective Way to Stop Contamination and Other Threats, is an abstract of a social and cultural research project that aims to take care the rural regions and the environmental resources (the water) in Colombia. Title: Success Affecting Factors of the Metallurgical Sector Companies - Models of Resilience Presenter: Mr. Jason Jahir Roncancio Marín, UNIVERSIDAD NACIONAL DE COLOMBIA, SEDE MANIZALES (Columbia) Summary: In this research we have asked to 70 metalworking sector enterprises of the city of Manizales to determinate how and why they are adapting to the turbulent economic changes and what makes an enterprise resilient, so others can learn from this study.

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21st Century Academic Forum Conference at Harvard University

Title: The People’s Science: A Collaborative Initiative to Improve Dissemination and Public Understanding of Science Presenter: Ms. Maya Bialik, Ms. Stephanie Sasse, The People’s Science (USA) Summary: The People’s Science leverages the potential of interdisciplinary expert collaborations, innovative educational technology, and advancements in learning science to bolster public science education. The initiative is designed to (1) revolutionize how researchers share their work, (2) empower the public to responsibly engage with scientific findings, and (3) provide access points to minimize the barriers between science and society. Title: Interdisciplinary Studies and Their Role in Islamic Studies Presenter: Professor Nasser Almane, King Saud University (Saudi Arabia) Summary: The educational process has encountered a lot of the traditional approaches that focus specifically on one system. On the other hand, we find studies of intra fundamental requirement associated disciplines Academy in general and Quranic studies and Arabic in particular. Title: The Impact of Trade Liberalization on the Nigerian Labour Market Presenter: Mrs. Deborah Odejimi, Igbinedion University, Okada (Nigeria) Summary: The main purpose of the presentation is to allow other participants from developed and developing countries contribute meaningfully to the study to enhance its quality. Title: Student Teaching Evaluation, National Culture, Learning Style, Imagination Characteristics and Learning Outcomes Scale for New York Institute of Technology: A Pilot Study Presenter: Dr. Anjum Razzaque, Ahlia University (Kingdom of Bahrain) Summary: The aim of this research is to design a literature review led instrument for quantitative assessment nonacademic factors on faculty evaluation. The survey instrument is composed of 62 items and is based on a 5-point Likert scale. The instrument was pilot tested on a target population of 30 students on the Vancouver campus of The New York Institute of Technology.

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Unscheduled Oral Presentations Presentation Day_____________________ Time______________ Room_____________ Title: Mission-Driven Assessment Strategy in Business Education Presenter: Dr. Maja Martinovic, Zagreb School of Economics and Management (Croatia) Summary: Mission statement is a backbone of the whole decision making process for the business school. It directs curriculum management by involving all relevant stakeholders in defining learning goals stemming from the mission. However, the central challenge for the delivery of the effective programs and their continuous improvement is assessment of previously defined learning goals. In the whole process the most important are articulation and operationalization of the mission.

Presentation Day_____________________ Time______________ Room_____________ Title: Effectively Designed Quality Measurements and Creating Assurance of Learning Culture Presenter: Ms. Ivija Bernatovic, Zagreb School of Economics and Management (Croatia) Summary: Properly designed measurement instruments, rubrics can go a long way in facilitating assurance of learning and continuous improvement of the curriculum. This presentation will focus on processes that faculty may use to strengthen the quality and effectiveness of rubrics. We will present the different types of rubrics used at undergraduate and graduate level, and discuss examples of effective applications of rubrics in assessment of learning process. This presentation will provide participants with an overview of the benefits of course embedded assessments as tools for promoting curriculum development collaboration across departments. The presenters will share examples and provide tips and tools for implementation of assessment approaches and closing the loop.

Presentation Day_____________________ Time______________ Room_____________ Title: Use of Online Formative Assessment for an Introductory Research and Statistics Classes Presenter: Mr. Pushpa Lal Shrestha, St. Xavier’s College (Nepal) Summary: The research was conducted among undergraduate students to see the effect of online formative assessment. I hope my presentation will be a good sharing among the academic scholar about online assessment who wants to make their teaching effective. Presentation Day_____________________ Time______________ Room_____________ Title: ICT in Education: Challenges for Students Facing the Use of a Hypermedia Presenter: Mr. Nilam Shrestha, Ullens School, Mr. Pushpa Lal Shrestha, St. Xavier’s College (Nepal) Summary: This research presents challenges in the use of ICT in education, specially in the developing countries like Nepal. Hope this will be good sharing among the academic scholars.

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21st Century Academic Forum Conference at Harvard University

Presentation Day_____________________ Time______________ Room_____________ Title: Believe It Or Not ~ Children Are Not Born To Be A Bully or A Victim! Presenter: Ms. Risa Mancillas, RMM Educational Consulting ~ Solutions That Work! (USA) Summary: Driven by Standards, AYP, Test Scores, etc., we have neglected to teach our children the importance of emotional and physical well-being, physical health and balance. Lack of these qualities leads some children to be a bully, others a victim and some bystanders. We need to stop this cycle.

Presentation Day_____________________ Time______________ Room_____________ Title: Do You Constantly Struggle to Reach Students Who Are Unmotivated and Worry About Sacrificing the Ones Who Are Presenter: Ms. Risa Mancillas, RMM Educational Consulting ~ Solutions That Work! (USA) Summary: Participants will be exposed to strategies that can be used in all subject areas, adapted to all grade levels all while addressing different learning modalities and levels. When implemented appropriately, these strategies are highly effective in challenging the motivated, motivating the unmotivated and keeping all students engaged.

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Monday, March 9th Concurrent Oral Presentation Schedule Time

Rotunda Room A

From Leadership Conference to Leadership Academy to Prepared Future Managers: Developing Management10:30 - 10:55 Leaders through Co-construction (Dr. Avis Rupert)

Rotunda Room B An Evaluation of Good Practices in E-Learning in the 21st Century - Students’ and Lecturers’ Perspectives of Learning and Teaching in a blended E-Learning Context in SIM University, Singapore (Dr. Michelle (Mei Ling) Yeo)

A Harvest of Knowledge: Reviewing the Development of Students’ Perceptions on the Use of Technology in Teaching 10:55 - 11:20 Educational Leadership in Saudi Arabia (Ms. Azizah English and its Practices (Dr. Aylin Koyalan) Alogali) Leadership Development in the 21st Century: Reaching 11:20 - 11:45 Across the Generational Divide in Higher Education (Dr. Linda D. Grooms, Dr. Tera D. Simmons)

Using Digital Tools to Improve Feedback on Student Writing, Peer Review, and Writing Program Assessment (Professor Joseph Moxley)

Cross-Generational Perceptions of Communication and Does the iPad Support Dialogic Teaching? (Ms. Senem 11:45 - 12:10 Information Acquisition in K-12 Education (Dr. Linda D. Donanci, Dr. Marion Engin) Grooms, Dr. Tera D. Simmons) Session Chair Ms. Myrtle Patricia Alexander

Mind the Gap: Bridging the Digital Gap Through Education (Mrs. Abaida Mahmood)

1:00 - 1:25

Evaluating the Teacher Diploma Program of Educational Preparation According to Academic Accreditation Criteria: A Case Study at King AbdulAziz University (Dr.Alhasan Alhasan Allamankhrah)

1:25 - 1:50

Hey, Stop Right There. No More Cheating During Online Examinations: Assessments in the 21st Century (Ms. Aarthi Nagappan)

Developing Digital Literacy in Teachers and Students (Dr. Tom Brady)

1:50 - 2:15

Empowerment English:Towards a Pedagogy of NonNative Englishes (Dr. Satyanarayana Thota)

Wandering Between Two Worlds:The Humanist in the Digital Divide (Dr.Vicki Sapp)

Teacher/ Learner Training for Autonomy in English Language Classes (Professor Birsen Tutunis)

What We Learned from Teaching a cMOOC: Best Practices for Teaching Students to Integrate SpongeBob and Star Trek Images in Multimodal Compositions (Ms. Jessica Gordon, Ms. Bonnie Boaz)

2:15 - 2:40

Session Chair Mrs. Eva Atlang

Dr.Veronica Makwinja

3:10 - 3:35

Google It.! But at What Price. – Teaching ProEnvironmental Behaviour for Smart and EnergyEfficient Use of Information and Communication Technologies (Ms. Jennifer Dahmen)

The Educational Reform in Kuwait and the Obstacles which Hinder the Implementation of The School-based Teachers’ Professional Development Programs in High Schools (Professor Zainab Aljaber)

3:35 - 4:00

Failure to Launch:The Argument for Limiting Faculty Accessibility in Online Classes the Age of Immediate Gratification (Professor Theresa Moore)

Academic Profession in Europe: Changes and Challenges (Mr. Marko Turk)

4:00 - 4:25

Enhancing Student Experience for Online StudentsEvaluating ‘Discussion Forums’ for Further Innovation (Dr. Sukanya Ayatakshi)

The Role of Harvard University for Supporting Effective Global Educational Reforms (Dr. Magda Madkour)

4:25 - 4:50

The Effectiveness of Information Technology on Teaching Transformative Education Model in Azerbaijan: Successes and Learning in Higher Education

and Challenges (Dr.Vafa Kazdal) (Ms. Lilybert Machacha)

4:50 - 5:15

Poverty as a Challenge for Intercultural Universities in Mexico:The Case of the State of Quintana Roo and the Mayan Ethnicity (Professor Miguel Barrera, Professor Yolima Olvera)

Session Chair Ms. Aarthi Nagappan

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Dr. Magda Madkour

21st Century Academic Forum Conference at Harvard University

Transformative Education Model in Azerbaijan: Successes and Challenges (Dr.Vafa Kazdal) Dr. Nemesia Platon

Time

Conference Room 214

Conference Room 216

10:30 - 10:55

21st Century Educational Challenges in EFL: Learners' Creativity and Innovation (Dr. Nittaya Sanguanngarm)

10:55 - 11:20

Developing TEFL Skills of Primary School Ethics: Personal Reflections on Sustainable Research Initiatives Require School Teachers in Thailand Moral Philosophy (Professor Nai-ying Innovative Solutions (Dr. Deepika Bhaskar) through School-Based Training Whang) and Lesson-Study Supervision (Dr. Chantana Chanbanchong)

11:20 - 11:45

English as a Third Language: What Do Pupils With a Migration Background Have to Say? (Dr. Senem Özkul)

11:45 - 12:10

Enhancing EFL Students' Porn's Educational Imperative: Some Linguistic Skills and CrossTransactional Insights from Louise cultural Communication through Rosenblatt (Mr. Richard Whitney) Sitcoms (Dr. Osama Nurain, Dr. Ahmed Taha Musa)

International Research Collaboration:Trends and Trajectories from GCC Countries (Mr. Saif Al Sinani, Ms. Foteini Kravariti)

Session Chair

Professor Roehl Sybing

Dr.Vicki Sapp

Mr. Julius Momoh Ozoh

Collaborite: App Smashing to Enhance Group Dynamics

(Ms. Zoe Hurley)

E-Learning in Higher Education for Students with Disabilities in Arab Universities (King Saud University as a Case Study) (Professor Ahmed Elsayed)

Facility Management and Ecology for the Built Environment : Enhancing the Indoor Air Quality (IAQ) in Universities (King Saud University - KSA) as a Study (Professor Sameh Aly)

Synchronous Adaptive Mobile Learning (Mr. Sanjaykumar Patel)

Attitudes of Teachers Toward the Inclusion of Autistic Students in Saudi Arabia (Dr. Deena Moustafa)

Perceptions of National and Regional Pedagogic Inspectors of Technical Education in Southwest and Northwest Regions of Cameroon (Professor Clement Che Kum)

Australian Experiences with Education and Technology (Dr. Derris Wood)

Preservice Teachers' Competence in Evidence Based Practices for Students with Disabilities (Dr. Ajay Das)

Training Migrant Teachers along ThailandMyanmar Border: A Public-Private Partnership between World Education at Mae Sot and the Faculty of Education of Naresuan University (Dr. Thak Udomrat)

App Smashing for Writing

(Dr. Zeina Hojeij)

Are We Serving the “Right” Students. Special Education Identification and Placement Decision on English Language Learners (Dr. Won Gyoung Kim)

Management Support Practices for Teachers’ Supportive Supervision in Secondary Schools in Anambra State, Nigeria (Dr. Glad Unachukwu, Mrs. Adaora Odumodu)

Dr. Lucinda Spaulding

Ms. Carissa McCray

Mr. Amirali Parpia

Giving Feedback on Student Project Work (Mrs. Pinar Ayber)

Comparative Study of the Element of Gharar in Forward and Futures Contract:The Case of Malaysia

(Dr. Nadhirah Nordin)

The Impact of Religiosity on Retirement Planning (Dr. Azian Madun)

3:35 - 4:00

Agent of Change: Empowering Teachers and Students through Reflection (Dr. Asli Hassan)

Trade Openness and Spatial Inequality: Utilizing Spirituality in Improving Students An Evidence from ASEAN9

Motivation in the 21st Century

(Ms. Ploypailin Tinkan) (Dr. Basyouny Nehela)

4:00 - 4:25

Google Is My Best Friend: How One Can Use the Search Engine to Encourage Original Research and Critical Thinking (Dr. Mélanie Méthot)

Corporate Social Responsibility Audit: An Exploratory Study

(Ms.Ria Kottamurickal)

Religion in Education: Challenges in Patterns and Practices (Dr. Shahzadi Pakeeza)

Power in the Hands of the Professor: Multiliteracy in the 21st Century Classroom

(Dr. Mary-Lynn Chambers)

Impact of Sales Promotion and Consumer Perception on Consumer Buying Behaviors: An Empirical Evidence from Pakistani Market (Dr. Muhammad Mudasar Ghafoor)

Religion and Globalization: Educational Strategies (Dr. Shahzadi Pakeeza)

Dr. Won Gyoung Kim

Dr. Muhammad Ehsan Malik

Ms. Foteini Kravariti

1:00 - 1:25

1:25 - 1:50

1:50 - 2:15

2:15 - 2:40

Session Chair 3:10 - 3:35

4:25 - 4:50

Session Chair

Social-Emotional Learning and Resiliency amongst Middle School Students (Ms. Carissa McCray)

Conference Room 217

Custom and Sustainance of Child Labour Within the Nigerian Legal System (Professor Ogugua Ikpeze)

Understanding the 21st Century PractitionerScholar Identity and Its Development for Persistence (Dr. Amanda RockinsonSzapkiw, Dr. Lucinda Spaulding)

Quality in Educational Action Research: Adopting a Pragmatic Approach (Dr. Ann Donohoe)

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Rotunda Room A Session 1 | Monday, March 9th | 10:30 – 12:10 Session Chair: Ms. Myrtle Patricia Alexander 10:30 – 10:55 Presentation Title: From Leadership Conference to Leadership Academy to Prepared Future Managers: Developing ManagementLeaders through Co-construction Presenter: Dr. Avis Rupert, Al Akhawayn University (Morocco) Summary: According to S. Waddock and J. M. Lozano (2013), “we face a world in which management education is in crisis.” The first leadership conference through a co-curricular student program in Ifrane, Morocco synergized efforts to create a platform where developing country leader- practitioners and students collaborated for mutual development.

10:55 – 11:20 Presentation Title: A Harvest of Knowledge: Reviewing the Development of Educational Leadership in Saudi Arabia Presenter: Ms. Azizah Alogali, University of Rochester (USA) Summary: This presentation will discuss the development of educational leadership in Saudi Arabia through a review of relevant literature. Historical background, recent educational development programs, and projections for the future of Saudi education will be explored.

11:20 – 11:45 Presentation Title: Leadership Development in the 21st Century: Reaching Across the Generational Divide in Higher Education Presenters: Dr. Linda D. Grooms, Regent University, Dr. Tera D. Simmons, Butler County Schools (USA) Summary: The “Just Google It” era is rapidly changing the landscape of how we train learners as leaders in 21st century higher education. Exploring the generational divide, these researchers examine four generations’ approach to leadership and learning to determine the emergent patterns that enable them to overcome adversity.

11:45 – 12:10 Presentation Title: Cross-Generational Perceptions of Communication and Information Acquisition in K-12 Education Presenters: Dr. Linda D. Grooms, Dr. Tera D. Simmons, Regent University (USA) Summary: The “Just Google It” era has vastly challenged the way we educate those in 21st century K-12 Education. Surveying both attitude and practice, these researchers examined teachers’ (Boomers, Gen X, and Gen Y) and students’ (Gen Y and Gen Z) preferred avenues for relationships and knowledge acquisition.

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21st Century Academic Forum Conference at Harvard University

Rotunda Room B Session 1 | Monday, March 9th | 10:30 – 12:10 Session Chair: Dr. Magda Madkour 10:30 – 10:55 Presentation Title: An Evaluation of Good Practices in E-Learning in the 21st Century - Students’ and Lecturers’ Perspectives of Learning and Teaching in a blended E-Learning Context in SIM University, Singapore Presenter: Dr. Michelle (Mei Ling) Yeo, SIM University (Singapore) Summary: The aim of this paper is to identify and to evaluate good practices in blended E-learning focusing on the case of a single institution, SIM University in Singapore. Based on the findings, several recommendations can be made on pedagogy to enhance higher education students’ learning experiences in the 21st Century.

10:55 – 11:20 Presentation Title: Students’ Perceptions on the Use of Technology in Teaching English and its Practices Presenter: Dr. Aylin Koyalan, Izmir University, Department of English Language Teaching (Turkey) Summary: The presentation covers the researcher’s small-scale study on the relationship between students’ perceptions of the use of technology in teaching English and how much they make use of it to prepare their papers, presentations, and micro and real teaching practices.

11:20 – 11:45 Presentation Title: Using Digital Tools to Improve Feedback on Student Writing, Peer Review, and Writing Program Assessment Presenter: Professor Joseph Moxley, USF (Tampa) (USA) Summary: This presentation explores the efficacy of teacher response to student writing and peer collaboration/review. I summarize research studies that employ quantitative and semantic research methods to analyze approximately 250,000 texts and 100,000 peer reviews).

11:45 – 12:10 Presentation Title: Does the iPad Support Dialogic Teaching? Presenters: Ms. Senem Donanci, Dr. Marion Engin, Zayed University (Turkey) Summary: This presentation will describe a research project which explored the impact of iPad use on classroom talk and classroom interaction in an EFL context in the United Arab Emirates. The presenters will discuss to what extent the iPad does or does not support dialogic teaching in a second language context. 21st Century Academic Forum Conference at Harvard University

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Room 214 Session 1 | Monday, March 9th | 10:30 – 12:10 Session Chair: Professor Roehl Sybing 10:30 – 10:55 Presentation Title: 21st Century Educational Challenges in EFL: Learners’ Creativity and Innovation Presenter: Dr. Nittaya Sanguanngarm, Chiang Mai Rajabhat University (Thailand) Summary: This study investigated EFL undergraduate students’ creativity and innovation via project-based learning at a university. Data was obtained through students’ group projects, their logs, observations and focus group interviews. Findings illustrate students’ unique creativity and innovations.Teachers’ roles, project types and an online source were found to foster students’ success.

10:55 – 11:20 Presentation Title: Developing TEFL Skills of Primary School Teachers in Thailand through School-Based Training and Lesson-Study Supervision Presenter: Dr. Chantana Chanbanchong, Naresuan University (Thailand) Summary: This research aimed to develop TEFL skills of primary school teachers in a school in Thailand. Participatory action research method was employed, using school-based training and lesson study that lasted one year beginning in April 2014. Consequently, English proficiency of children has improved, with high satisfaction among teachers.

11:20 – 11:45 Presentation Title: English as a Third Language: What Do Pupils With a Migration Background Have to Say? Presenter: Dr. Senem Özkul, Erfurt University (Germany) Summary: This postdoctoral project investigates a challenge language teachers encounter in the 21st century European context; linguistic heterogeneity caused by globalization/mobility. Preliminary findings of questionnaires and interviews conducted with pupils with migration background on their perceptions on English learning will be presented to serve as best-practice-models in thirds language education.

11:45 – 12:10 Presentation Title: Enhancing EFL Students’ Linguistic Skills and Cross-cultural Communication through Sitcoms Presenters: Dr. Osama Nurain, Dr. Ahmed Taha Musa, Jazan University (Saudi Arabia) Summary: The presentation is designed to provide deep insights into the potentials of using sitcoms as a source for authentic materials to develop EFL students’ overall language proficiency and promote their cultural awareness.

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21st Century Academic Forum Conference at Harvard University

Room 216 Session 1 | Monday, March 9th | 10:30 – 12:10 Session Chair: Dr. Vicki Sapp 10:30 – 10:55 Presentation Title: Social-Emotional Learning and Resiliency amongst Middle School Students Presenter: Ms. Carissa McCray, Walden University (USA) Summary: Social-emotional learning and resiliency aid in developing and enhancing classroom learning due to the positive cognitive, psychological, social, moral, and biological dynamics that contribute to meaningful learning and engagement. This innovative learning and motivational tool develops adult learners who strive for personal success and positive social change.

10:55 – 11:20 Presentation Title: School Ethics: Personal Reflections on Moral Philosophy Presenter: Professor Nai-ying Whang, National Taiwan Normal University (Taiwan) Summary: The focus of this study is to explore the phenomena of school ethics in Taiwan. The research method is qualitative case study and the technique of data collection is individual interview. Through personal reflections on moral philosophy, ethical beliefs can be aroused, leading to moral obligations fulfillment and school improvement.

11:20 – 11:45 Presentation Title: Custom and Sustainance of Child Labour Within the Nigerian Legal System Presenter: Professor Ogugua Ikpeze, Nnamdi Azikiwe University, Awka, Anambra State (Nigeria) Summary: The paper seeks to inform the audience on the continuing existence of child labor in Nigeria. Due to illiteracy, customs, poverty, and bad governance, there is a need to proactively institute mechanisms to curb child labor, child trafficking and other child exploitative acts in Nigeria and globally by guaranteed child education under good governance.

11:45 – 12:10 Presentation Title: Porn’s Educational Imperative: Some Transactional Insights from Louise Rosenblatt Presenter: Mr. Richard Whitney, De Montfort University (UK) Summary:This paper argues that in order for the quality and status of porn (what I call depictions of erotic experience) to improve, and for consumers to enjoy it without shame, it needs to enter mainstream education in a more substantial way, via adopting Louise Rosenblatt’s transactional approach.

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Room 217 Session 1 | Monday, March 9th | 10:30 – 12:10 Session Chair: Mr. Julius Momoh Ozoh 10:30 – 10:55 Presentation Title: Understanding the 21st Century Practitioner-Scholar Identity and Its Development for Persistence Presenters: Dr. Amanda Rockinson-Szapkiw, Dr. Lucinda Spaulding, Liberty University (USA) Summary: Faculty need to understand the distinctives of 21st century practitioner-scholar identity in order to foster persistence – beginning in coursework and continuing through the dissertation. Thus, this presentation will include a description of a 21st century practitioner-scholar identity and a framework for curriculum development and mentorship to foster identity and persistence.

10:55 – 11:20 Presentation Title: Sustainable Research Initiatives Require Innovative Solutions Presenter: Dr. Deepika Bhaskar, University of Delhi (India) Summary: Global challenges need global solutions. Dwindling research funding has necessitated solutions for sustainable research initiatives. Several alternatives are proposed to reduce funding for repetitive research by dissolving boundaries.

11:20 – 11:45 Presentation Title: Quality in Educational Action Research: Adopting a Pragmatic Approach Presenter: Dr. Ann Donohoe, University College Dublin (Ireland) Summary: The purpose of this paper is to critically explore the discourse on quality criteria in action research. The discussion focuses specifically on the challenges faced by researchers involved in educational action research. A template for guiding the action researcher through the quality process is also presented and illustrated.

11:45 – 12:10 Presentation Title: International Research Collaboration: Trends and Trajectories from GCC Countries Presenters: Mr. Saif Al Sinani, Ms. Foteini Kravariti, University of Manchester (UK) Summary: This presentation will give the participants an overview about the importance of international research collaboration such as motives, forms, and the impact on knowledge production. An example of international research collaboration for Gulf Cooperation Council (GCC) countries will be presented as a case study.The presenters will provide insights on some key indicators and findings about the trends and trajectories for the GCC countries international research collaboration.

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21st Century Academic Forum Conference at Harvard University

Rotunda Room A Session 2 | Monday, March 9th | 1:00 – 2:40 Session Chair: Mrs. Eva Atlang 1:00 – 1:25 Presentation Title: English in Saudi Arabia: New Trends and New Hopes in the Google Age Presenter: Dr. Tariq Elyas, King Abdulaziz University (Saudi Arabia) Summary: While the influence of globalization and modernization policies adopted in KSA has led to an increase in the use of English in the country, there are processes of resistance to English that question its validity and contribute to a shift in the language to suit local beliefs and practices. In this paper, we will study some of the tensions between forces for reform and traditional practices in KSA.

1:25 – 1:50 Presentation Title: Hey, Stop Right There. No More Cheating During Online Examinations: Assessments in the 21st Century Presenters: Ms. Aarthi Nagappan, Botho University (Botswana) Summary: With e-learning, online examination is a great option for modern life. However these online examinations are not secure enough in most cases. We do not want students who never wrote examinations to walk out with degrees,this research is aimed at finding solutions to improve security for home based online examinations.

1:50 – 2:15 Presentation Title: Empowerment English: Towards a Pedagogy of Non-Native Englishes Presenter: Dr. Satyanarayana Thota, Kakatiya University (India) Summary: The English pedagogy in non-native countries is being nativized by incorporating the language, culture, myth, ethnicity and ethos that the learners are familiar with. I wish to present in the proposed paper my experience, supported by cognitive theory, of teaching the native material to undergraduate students in India introduced recently.

2:15 – 2:40 Presentation Title: Teacher/ Learner Training for Autonomy in English Language Classes Presenter: Professor Birsen Tutunis, Istanbul Kultur University (Turkey) Summary: This paper will give the theoretical background of teacher- learner training for autonomy in English Language classes.Then, the teacher training activities for the roles of a foreign language teacher will be given with examples and finally, learner training for autonomous learning activities will be displayed. 21st Century Academic Forum Conference at Harvard University

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Rotunda Room B Session 2 | Monday, March 9th | 1:00 – 2:40 Session Chair: Dr. Veronica Makwinja 1:00 – 1:25 Presentation Title: Mind the Gap: Bridging the Digital Gap Through Education Presenter: Mrs. Abaida Mahmood, Qurban & Surraya Educational Trust (Pakistan) Summary: Abaida Mahmood is a voluntary teacher trainer from UK and a trustee of Qurban & Surraya Educational trust. Her voluntary services are reaching beyond her institution.She settled in Lahore Pakistan with the vision of imparting quality teacher training at her institute. She believes that teachers are the basic players in the field of education and they need the best of coaching. She has presented many papers nationally and internationally.

1:25 – 1:50 Presentation Title: Developing Digital Literacy in Teachers and Students Presenter: Dr. Tom Brady, Delta State University (USA) Summary: This presentation will be a discussion of how to build digital literacy with teacher and teacher candidates, and through them, to impact their K-12 students.

1:50 – 2:15 Presentation Title: Wandering Between Two Worlds: The Humanist in the Digital Divide Presenter: Dr. Vicki Sapp, Tarrant County College (USA) Summary: Wandering Between Two Worlds:The Humanist in the Digital Divide describes the humanist educator’s special charge to define terms, interrogate claims and create constructive theory and practice for the digital age.

2:15 – 2:40 Presentation Title: What We Learned from Teaching a cMOOC: Best Practices for Teaching Students to Integrate SpongeBob and Star Trek Images in Multimodal Compositions Presenters: Ms. Jessica Gordon, Ms. Bonnie Boaz, Virginia Commonwealth University (USA) Summary: Virginia Commonwealth University’s first cMOOC provides an opportunity to study problematic trends in student’s attempts to integrate media in their online writing. This presentation will share a series of examples of students’ work and suggest best practices for teaching students how to incorporate media in multimodal compositions.

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21st Century Academic Forum Conference at Harvard University

Room 214 Session 2 | Monday, March 9th | 1:00 – 2:40 Session Chair: Dr. Lucinda Spaulding 1:00 – 1:25 Presentation Title: Collaborite: App Smashing to Enhance Group Dynamics Presenter: Ms. Zoe Hurley, Zayed University, Dubai (UAE) Summary: ‘Collaborite’ or ‘app smashing’ to enhance group dynamics discusses the potential of mobile technology to transform traditional group work. The range of apps and group processes, foster improved communication and productive skills. This integration of collaboration and technology is a vibrant realisation of 21st Century learning, creativity and critical thinking.

1:25 – 1:50 Presentation Title: Synchronous Adaptive Mobile Learning Presenter: Mr. Sanjaykumar Patel, Divyapath Campus (India) Summary: One-to-many methods of teaching have various types of efficiency in order to offer true interactive and personalized interactions. We believe analyzing several types of data created during live and offline access shall allow learner to enjoy best of both. The teacher shall adopt their delivery in real-time based on group sentiments (thumbs-up / down / hand / MCQ / etc.). In addition, based off of the MCQ result and other submissions, students can get personalized supplement material to clarify weak concept and / or consolidate string understanding of known concept increasingthe chance of receiving a better outcome.

1:50 – 2:15 Presentation Title: Australian Experiences with Education and Technology Presenter: Dr. Derris Wood, University of Tasmania (Australia) Summary: This presentation focuses on five varied research experiences in Australia with some comparisons from overseas. It covers research from several states of Australia and from a range of technology, namely mobile phones, computers, laptops, distance education web facilities and new media forms such as podcasts.

2:15 – 2:40 Presentation Title: App Smashing for Writing Presenter: Dr. Zeina Hojeij, Zayed University (UAE) Summary: The Triple Flip is a presentation demonstrating how mobile learning and the layering of three apps can aid self and peer editing of the writing process. Flipping corrective feedback becomes a “win-win” situation for both faculty and students. 21st Century Academic Forum Conference at Harvard University

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Room 216 Session 2 | Monday, March 9th | 1:00 – 2:40 Session Chair: Ms. Carissa McCray 1:00 – 1:25 Presentation Title: E-Learning in Higher Education for Students with Disabilities in Arab Universities (King Saud University as a Case Study) Presenter: Professor Ahmed Elsayed, King Saud University (Saudi Arabia) Summary: The case study shows how to activate the e-learning system and educational activities for students with disabilities in higher education, and should be of special adapters for LMS (Learning Management System) and assistive technology to the Arab Saudi disabled students.

1:25 – 1:50 Presentation Title: Attitudes of Teachers Toward the Inclusion of Autistic Students in Saudi Arabia Presenter: Dr. Deena Moustafa, Princess Nora bint Abduallrahman University (Saudi Arabia) Summary: The primary aim of this paper is to explore the attitudes of teachers, special education and general education teachers, toward the inclusion of autistic students. Further this paper looks at the possibility of significant differences of teachers’ attitudes based on their gender, position, education level, teaching experience and knowledge about autism.

1:50 – 2:15 Presentation Title: Preservice Teachers’ Competence in Evidence Based Practices for Students with Disabilities Presenter: Dr. Ajay Das, Murray State University (USA) Summary: General education teachers are required to be competent in delivering adequate instruction to all children including those with disabilities.The aims of this study were to determine preservice teachers’ knowledge about characteristics of children with disabilities and evidence based practices and competence in implementing these practices.

2:15 – 2:40 Presentation Title: Are We Serving the “Right” Students. Special Education Identification and Placement Decision on English Language Learners Presenter: Dr. Won Gyoung Kim, Texas A&M International University (USA) Summary: This presentation addresses a long-standing and complex issue of misidentification and/or under-referral of English language learners (ELLs) in special education through exploring language and academic learning experience of three long-term adolescent ELLs who were referred and/or identified in special education program during their course of schooling.

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21st Century Academic Forum Conference at Harvard University

Room 217 Session 2 | Monday, March 9th | 1:00 – 2:40 Session Chair: Mr. Amirali Parpia 1:00 – 1:25 Presentation Title: Facility Management and Ecology for the Built Environment : Enhancing the Indoor Air Quality (IAQ) in Universities (King Saud University - KSA) as a Study Presenter: Professor Sameh Aly, King Saud University (Saudi Arabia) Summary: This paper discusses how facility management can support the ecological principles in terms of providing a better indoor air quality (IAQ) in University buildings. It also addresses the reciprocal relationship between facility management and design, especially in the context of education facilities and universities .

1:25 – 1:50 Presentation Title: Perceptions of National and Regional Pedagogic Inspectors of Technical Education in Southwest and Northwest Regions of Cameroon Presenter: Professor Clement Che Kum, Islamic University of Technology (IUT) (Bangladesh) Summary: The national and regional inspectors of technical education perceived all items to be important for success in the teaching profession in technical and vocational education; they also felt that having competence and experience in teaching skills such as instruction, supervised experience in industrial techniques, information and communication technology skills were factors influencing the success of technical and vocational education teachers.

1:50 – 2:15 Presentation Title: Training Migrant Teachers along Thailand-Myanmar Border: A Public-Private Partnership between World Education at Mae Sot and the Faculty of Education of Naresuan University Presenter: Dr. Thak Udomrat, Naresuan University (Thailand) Summary: This research is based on qualitative methods to reflect the process and results of migrant teacher trainings along the border of Thailand and Myanmar, through the partnership of World Education and Naresuan University . The findings revealed that the trainings in June 2012 and January 2015 were both highly satisfied by migrant teachers.

2:15 – 2:40 Presentation Title: Management Support Practices for Teachers’ Supportive Supervision in Secondary Schools in Anambra State, Nigeria Presenters: Dr. Glad Unachukwu, Mrs. Adaora Odumodu, Nnamdi Azikiwe University, Awka (Nigeria) Summary: It was discovered that to a very great extent, principals supervise teachers’ lesson notes and plans, while conversely, principals’ to a very low extent, organize group supervision, peer supervision, clinical supervision, general supervision and do not supervise teachers’ use of instructional materials in class. 21st Century Academic Forum Conference at Harvard University

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Rotunda Room A Session 3 | Monday, March 9th | 3:10 – 5:15 Session Chair: Ms. Aarthi Nagappan 3:10 – 3:35 Presentation Title: Google It.! But at What Price. – Teaching Pro-Environmental Behaviour for Smart and Energy-Efficient Use of Information and Communication Technologies Presenter: Ms. Jennifer Dahmen, University of Wuppertal (Germany) Summary: The paper informs about a participatory project with young people on the topic of green use of information and communication technologies. Besides the presentation of the developed didactical ‘Green IT Peer’ concept the audience will be informed about outcomes of focus group discussions and creativity workshops with adolescents.

3:35 – 4:00 Presentation Title: Failure to Launch: The Argument for Limiting Faculty Accessibility in Online Classes the Age of Immediate Gratification Presenter: Professor Theresa Moore, Daytona State College (USA) Summary: This presentation argues that limited faculty availability in online courses helps students develop problemsolving skills, sets expectations for the online experience, and promotes faculty job satisfaction.

4:00 – 4:25 Presentation Title: Enhancing Student Experience for Online Students- Evaluating ‘Discussion Forums’ for Further Innovation Presenter: Dr. Sukanya Ayatakshi, Bournemouth University (UK) Summary: The presentation will encourage discussion and debate with the audience on the paper as set out above. Furthermore, the presentation will highlight the aims and objectives of the study and present the findings and fuel further discussion based on recommendations.

4:25 – 4:50 Presentation Title: The Effectiveness of Information Technology on Teaching and Learning in Higher Education Presenter: Ms. Lilybert Machacha, Botho University (Botswana) Summary: Advances in Information Technology has changed education by increasing its effectiveness.The author s evaluates the Blackboard system developed at Botho University for Teaching and Learning. The aim is to find out if this system is effective and to recommend creative, innovative ideas to enhance this system.

4:50 – 5:15 Presentation Title: Poverty as a Challenge for Intercultural Universities in Mexico: The Case of the State of Quintana Roo and the Mayan Ethnicity Presenters: Professor Miguel Barrera, Professor Yolima Olvera, Universidad Intercultural Maya de Quintana Roo (México)

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Summary: Establish, through a case study, that one of the main challenges for indigenous education in Mexico is the poverty that these people live, and without adequate public social policies, any effort to promote indigenous education will be almost imperceptible 21st Century Academic Forum Conference at Harvard University

Rotunda Room B Session 3 | Monday, March 9th | 3:10 – 5:15 Session Chair: Dr. Nemesia Platon 3:10 – 3:35 Presentation Title: The Educational Reform in Kuwait and the Obstacles which Hinder the Implementation of The School-based Teachers’ Professional Development Programs in High Schools Presenter: Professor Zainab Aljaber, Kuwait University College of Education (Kuwait) Summary: My presentation will show some of the Kuwaiti educational system attempts to give school principals autonomy to manage their schools. A field study was conducted to investigate the factors that hinder the successful implementation of the school-based teachers’ professional development programs in high schools.

3:35 – 4:00 Presentation Title: Academic Profession in Europe: Changes and Challenges Presenter: Mr. Marko Turk, University of Rijeka (Croatia) Summary: This paper will illustrate the results of qualitative research that aimed to establish how academic employees in Europe perceive changes in their work environment and analyse their connection with the redistribution of existing and the emergence of new tasks. The research was conducted in 8 European countries.

4:00 – 4:25 Presentation Title: The Role of Harvard University for Supporting Effective Global Educational Reforms Presenter: Dr. Magda Madkour, Imam University (Saudi Arabia) Summary: This presentation explores Harvard University’s role in influencing global educational reforms. Based on the concept that education is connected to human and societal development, the researcher introduces a triad model incorporating: (a) systematic planning; (b) dynamic reform organizational management strategies; and (c) real-time technology measurement, to be implemented in Egypt and Saudi Arabia.

4:25 – 4:50 Presentation Title: Transformative Education Model in Azerbaijan: Successes and Challenges Presenter: Dr. Vafa Kazdal, ADA University (Azerbaijan) Summary: This presentation will highlight the factors conducive to the success of the new transformative education model implemented in ADA University, Azerbaijan, while at the same time raising the challenges of this innovative model with the purpose to seek solutions from the wider international expertise.

4:50 – 5:15 Presentation Title: Evaluating the Teacher Diploma Program of Educational Preparation According to Academic Accreditation Criteria: A Case Study at King Abdul-Aziz University Presenter: Dr. Alhasan Alhasan Allamankhrah, King Abdul-Aziz University (Saudi Arabia) Summary: The proposed study aims at evaluating the educational courses in the Educational Diploma program at KAU. The study will be guided by the standards of the National Corporation for Academic Accreditation in order to identify the strengths and weaknesses in the program’s courses. 21st Century Academic Forum Conference at Harvard University

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Room 214 Session 3 | Monday, March 9th | 3:10 – 4:50 Session Chair: Dr. Won Gyoung Kim 3:10 – 3:35 Presentation Title: Giving Feedback on Student Project Work Presenter: Mrs. Pinar Ayber, Zayed University (UAE) Summary: It is essential to encourage learners to take the lead role in their own journeys. Giving feedback is one way.The problem is how we reach the 21st century learners in the most efficient way.This workshop presents ways technology can be used to give constructive feedback on student work.

3:35 – 4:00 Presentation Title: Agent of Change: Empowering Teachers and Students through Reflection Presenter: Dr. Asli Hassan, The Petroleum Institute (UAE) Summary: This paper focuses on the reflections and observations of teachers and students whilst and after the exposure to the Bloom’s Taxonomy followed by a student focus group that reflects on their experiences as a whole and specifically on their personal journey in developing their higher order thinking skills. Best practices on transferability of skills from teachers and students’ point of view will be addressed. Participants learn the benefits of engaging students and teachers as agents of change through reflection.

4:00 – 4:25 Presentation Title: Google Is My Best Friend: How One Can Use the Search Engine to Encourage Original Research and Critical Thinking Presenter: Dr. Mélanie Méthot, University of Alberta (Canada) Summary: I will share my experience teaching critical thinking in history and interdisciplinary courses at the university level. I will suggest assignments designed to develop students’ research skills and critical thinking. Although I come from a historian’s perspective, many of the tips I will give could be transferred to other disciplines.

4:25 – 4:50 Presentation Title: Power in the Hands of the Professor: Multiliteracy in the 21st Century Classroom Presenter: Dr. Mary-Lynn Chambers, Elizabeth City State University (USA) Summary: A multi-ethnic 21st century college classroom requires a multi-modal approach enacted as a flipped classroom in a face-to-face setting and as a multi-modal experience in an online setting. A pedagogy that embraces multiliteracy will promote student agency, especially when ethnic minority students are a part of the college classroom.

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Room 216 Session 3 | Monday, March 9th | 3:10 – 4:50 Session Chair: Dr. Muhammad Ehsan Malik 3:10 – 3:35 Presentation Title: Comparative Study of the Element of Gharar in Forward and Futures Contract: The Case of Malaysia Presenter: Dr. Nadhirah Nordin, Universiti Sultan Zainal Abidin (Malaysia) Summary: The purpose of this paper is to study the elements of non syariah compliant that exist in derivatives contracts of crude palm oil in Malaysia. The paper focus on the elements of gharar (uncertainty) that exist in forward and futures contracts.

3:35 – 4:00 Presentation Title: Trade Openness and Spatial Inequality: An Evidence from ASEAN9 Presenter: Ms. Ploypailin Tinkan, Chulalongkorn University (Thailand) Summary: An increase of international trade can lead to higher spatial inequality, however, they have no association in the long-run. This means that short-run spatial inequalities resulting from changes in trade openness are persistent in the longrun and may reinforce preexisting inequality in each ASEAN country.

4:00 – 4:25 Presentation Title: Corporate Social Responsibility Audit: An Exploratory Study Presenter: Ms. Ria Kottamurickal, BITS Pilani, Dubai Campus (UAE) Summary: The study highlights the importance of CSR in the sustainable growth of a company and everyday business, emphasizes the significance of CSR strategy in the successful implementation of CSR initiatives, and also develops a model of CSR audit system, that can be readily implemented by a well structured company.

4:25 – 4:50 Presentation Title: Impact of Sales Promotion and Consumer Perception on Consumer Buying Behaviors: An Empirical Evidence from Pakistani Market Presenter: Dr. Muhammad Mudasar Ghafoor, University of the Punjab, Gujranwala Campus (Pakistan) Summary: In Pakistan customers are not aware about the influence of promotion activities, pertinent to new products promotion in the market. To analyze the factors that influence Consumer behavior, 270 questionnaires were distributed to the students of University of Punjab Gujranwala Campus. The results lead a great policy implication. 21st Century Academic Forum Conference at Harvard University

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Room 217 Session 3 | Monday, March 9th | 3:10 – 4:50 Session Chair: Ms. Foteini Kravariti 3:10 – 3:35 Presentation Title: The Impact of Religiosity on Retirement Planning Presenter: Dr. Azian Madun, University of Malaya, Malaysia (Malaysia) Summary: The purpose of the presentation is to highlight the influence of religion on economics behaviour and decision making in the society. Although religious belief is considered personal to many people, their belief may lead them to behave less optimal, hence understanding the religion is important in teaching and learning.

3:35 – 4:00 Presentation Title: Utilizing Spirituality in Improving Students Motivation in the 21st Century Presenter: Dr. Basyouny Nehela, Qatar University (Qatar) Summary: Motivation is probably the most important element that educators can target in order to enhance learning. Many researchers have come up with solutions for the issue but none involved the idea of incorporating spirituality and emotions in the learning process.

4:00 – 4:25 Presentation Title: Religion in Education: Challenges in Patterns and Practices Presenter: Dr. Shahzadi Pakeeza, Fatima Jinnah Women University (USA) Summary: Education in religion is a significant topic in the contemporary era focusing on various patterns and behaviors of different religions. Religious and denominational tolerance is possible only by educating the fundamental value of differing religious views and practices and fostering harmonization amongst religious and spiritual population.

4:25 – 4:50 Presentation Title: Religion and Globalization: Educational Strategies Presenter: Dr. Shahzadi Pakeeza, Fatima Jinnah Women University (USA) Summary: This paper aims to investigate the impact of globalization on religion and education and to examine the education policy of Pakistan in religio-global context. Devising educational strategies that focus on globalization challenges and the two kinds of education systems prevailing in Pakistan is the main focus of this research.

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21st Century Academic Forum Conference at Harvard University

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Tuesday, March 10th Concurrent Oral Presentation Schedule Time

Rotunda Room A

Rotunda Room B

10:30 - 10:55

Antecedents and Consequences of Job Satisfaction: Evidence from Pakistani Universities (Dr. Muhammad Mudasar Ghafoor)

Evaluating the Master Program at the Educational Administration Department at King Saud University, Kingdom of Saudi Arabia (Dr. Fayez Alfayez)

10:55 - 11:20

From Graduate to Employee: Exploring the Journeys of First-time Entrants into the Labor Market (Mrs. Elza Lourens)

The Cultural Politics of Naming in the 21st Century Classrooms: Responding to or Precluding Learners’ Pedagogical Needs (Dr. Osman Barnawi)

11:20 - 11:45

Job Satisfaction and Organizational Commitment as Antecedents of Organizational Citizenship Behavior (OCB) (Mr. Kashif Iqbal)

Designing a Culture of Excellence in the Filipino University: University of Batangas Experience (Dr. Catalino Mendoza)

11:45 - 12:10

Education Fuels the Workforce: A Century of Administrative Approaches to Establish a Firm Apprenticeship Program In the U.S.A (Ms. Myrtle Patricia Alexander)

The Role of the Faculty Advisor in Orientation for Beginning Graduate Students (Dr. Steven Roth, Dr. Mattias Eggertsson)

Session Chair

Dr. Muhammad Ehsan Malik

Professor Meenakshi Gandhi

1:00 - 1:25

The Quest for Innovation in Business Education (Mr. Melih Arat)

Effectiveness of Debate in ESL/EFL Context Courses in the Arabian Gulf: A Comparison of Two Recent Student-Centered Studies in Oman and Dubai (Dr. Mary Tabakow)

1:25 - 1:50

Visual Art and the Challenges of Technological Development in Nigeria (Mr. Ayodeji Adewunmi)

Foreign Language Education Informed by Learner Perspectives and Preferences (Professor Roehl Sybing)

1:50 - 2:15

2:15 - 2:40 Session Chair

3:10 - 3:35

3:35 - 4:00

4:00 - 4:25

4:25 - 4:50

4:50 - 5:15

Session Chair

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Innovation in Teaching Entrepreneurship - A Case Study Are Language Instructor's ‘Face’Threatening Faces

Approach (Dr. Sukanya Ayatakshi) (Mrs. Syeda Sanjida)

Entrepreneurship Education in Indian Universities: An Indian Perspective (Professor Meenakshi Gandhi)

Language Learning for the 21st Century: Active, Inquisitive, Digital, Authentic (Mr. Thomas Fast)

Dr. Farida Virani

Mrs. Eva Atlang

Factors Influencing Education Decision Making Process

Challenges in ICT Usage in a Botswana School (Mrs. Eva Atlang) (Ms. Ria Kottamurickal)

Teacher Performance Evaluation: An Indian Perspective (Dr. Farida Virani)

Internet Use among Graduate Students of the University of the Philippines Manila: Implications on Political Participation and Government Accountability (Ms. Sharon Caringal)

Science and Technology Policy in Colombia: A Comparative Review (Dr. Santiago Correa, Mr. Edgardo Cayon)

Developing Learning Materials for Nigerian Distance Learners Using Open and Education Resource (OER) Materials (Mr. Julius Momoh Ozoh)

1 Million Scholarships Project (Mr. Mathew Jacobson)

Proficiency on the Use of Instructional Technology of 21st Century Students of the Colleges of Business in Selected Universities in Dubai (Dr. Luis Rile)

Performance Evaluation of Routing Protocol in Vehicular Integrating Green IT into the Computing Curriculum in Adhoc Network (Mr. Salman Naseer) Botswana- A Mechanism for Sustainable Development (Mr. Billy Batlegang) Dr. Mary-Lynn Chambers

21st Century Academic Forum Conference at Harvard University

Mr. Elijah Chukwudi Irozuru

Time

Conference Room 214

Conference Room 216

Conference Room 217

Social Media That Transforms the Blended Classroom: Enhancing Student 10:30 - 10:55 Engagement and Interaction (Ms. April Lundy)

An Experimental Research on Metacognitive Reading Strategies: Does the Authentic Intellectual Reading Materials Work (Dr.Yelkin Diker Coskun)

Day 1: Quick and Easy Strategies for Creating Positive Learning Environments (Dr. Jeannette Dubyak, Dr.Victoria Landu)

Integration of Social Media into English Language Learning (Dr. Feride 10:55 - 11:20 Zeynep Guder)

tl;dr - How Faculty Can Teach Effectively When Students Don't Normally Read (Dr. Kevin Yee)

Home Environment and Aggressive Behaviour Among Secondary School Students in Abia State of Nigeria (Mr.Elijah Chukwudi Irozuru)

Social Media in the Classroom.Teaching, Language Education and Development and Learning in a New Framework:The (Dr. Tayyaba Tamim) 11:20 - 11:45 Case of Central Connecticut State University (Dr. Ismael Lopez Medel)

Students' Grievances in Nepal: A Case Study of Nepalese Government School (Ms. Kamala Oli)

Do You Constantly Struggle to Reach Students Who Are Unmotivated and 11:45 - 12:10 Worry About Sacrificing the Ones Who Are (Ms. Risa Mancillas)

Thinking in My Language to the Official Languages:What a Challenge!! A Case of the Basarwa (Bushmen /San) Children in Botswana (Dr.Veronica Makwinja)

Educating the Girls: An Empirical Study of Women Parliamentarians' Intervention in Nepal

(Mr. Loknath Ghimire)

Session Chair Mr. Sanjaykumar Patel

Ms. Bonnie Boaz

Ms. Jennifer Dahmen

1:00 - 1:25

The Development of Holistic Personality: An Integrative Approach (Dr. Norsuhaily Abu Bakar)

21st Century Challenges of the Higher Education Curriculum (Dr. Jyri Lindén)

The Cognitive Economy as an Approach for Developing the Competitive Abilities of the Faculties of Education (Dr. Mohamed Mostafa, Dr. Basem Salh Gadallh)

1:25 - 1:50

A Comparative Study of Citizenship Education in Ecuador and Latin America (Professor Andres Chavez)

Developing Countries and Innovation Improving the Higher Education Program (Dr. Sri Damayanty Manullang)

Tools of Engagement Project (TOEP): Discovering and Exploring within a Supportive Professional Development Community (Ms. Roberta (Robin) Sullivan)

1:50 - 2:15

2:15 - 2:40

Contested Histories, Identities and Non-cognitive Ability and the Role of Imagined Communities: A Case Study of College: An Empirical Study in Hong History Curriculum in Pakistan (Mr. Kong (Ms. Jie Cao) Amirali Parpia)

Professional Development in the 21st Century:The Emerging Need to Develop a Collaborative and Connected Learning Community (Mrs. Faiza Umar)

The Challenges of Geography Education So What Do They Do:The Role of in the Google Age: A Nigerian Learning Mentors in Primary Schools Perspective (Ms. Sandra Ajaps) (Mr. Benny Kuruvilla Kunnathumpara)

Six Kindergarten Teachers’ Perspectives on Using Effective Observation Strategy: A Qualitative Study Using The Grounded Theory Approach (Mrs. Nada Al Rabiah)

Session Chair Dr. Osman Barnawi 3:10 - 3:35

3:35 - 4:00

4:00 - 4:25

4:25 - 4:50

Dr. Asli Hassan

Dr. Catalino Mendoza

An Approach to Music Education for Singapore Early Childhood Educators in the 21st Century (Dr. Penny Tan)

A Critical Reanalysis of the Metacognitive Self- Regulation Subscale From the MSLQ (Mr. Jamie Tock)

Investigating Capital Structure Politics, Education and Future: Decisions and Its Effect on the Nigerian Differences Between Educating Citizens Capital Market (Ms. Maryam Abdu) and Indoctrinating Students (Dr. Shellida Da Collina Viegas)

Performance Evaluation of IEEE 802.11n and IEEE 802.11p in VANETs for Non-safety Applications (Mr. Hammad Zafar)

Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector (Dr. Helen Afang Andow)

Mission-Driven Assessment Strategy in Business Education (Dr. Maja Martinovic)

Teaching Against a Culture of Terrorism in the Middle East (Professor Saba Gheni)

Building Innovation Culture Among The Effects of an Adult Connectivist Course Offering on Nontraditional Students in Higher Education Business Students (Mr. John Bannister) Institutions (Dr.Yusniza Kamarulzaman)

Session Chair Ms. Ploypailin Tinkan

Dr. Deepika Bhaskar

Analysis of Discourse Practices in Statistical Computing Laboratory (Dr. Ken W. Li) Teaching and Learning in the Age of 'Just Google It' (Dr. Nahed Ghazzoul)

Dr. Tayyaba Tamim

21st Century Academic Forum Conference at Harvard University

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Rotunda Room A Session 1 | Tuesday, March 10th | 10:30 – 12:10 Session Chair: Dr. Muhammad Ehsan Malik 10:30 – 10:55 Presentation Title: Antecedents and Consequences of Job Satisfaction: Evidence from Pakistani Universities Presenter: Dr. Muhammad Mudasar Ghafoor, University of the Punjab, Gujranwala Campus (Pakistan) Summary: The concept of Marx’s Labour and Braverman’s Labour Process Theory (LPT) has been viewed in reference to Higher Educational Institutes (HEIs) and suggested its addition to the academic field. Thus, this study challenges the argument of Braverman’s Monopoly Capital that ignored reskilling.

10:55 – 11:20 Presentation Title: From Graduate to Employee: Exploring the Journeys of First-time Entrants into the Labor Market Presenter: Mrs. Elza Lourens, Stellenbosch University (South Africa) Summary: In the 21st century, graduates are expected to function in a global labor market as well as a rapidly changing information- and knowledge intensive economy. This study explores the journeys of 30 first-time entrants into the labor market and highlights their perspectives on their preparedness for the world of work.

11:20 – 11:45 Presentation Title: Job Satisfaction and Organizational Commitment as Antecedents of Organizational Citizenship Behavior (OCB) Presenter: Mr. Kashif Iqbal, University of the Punjab, Gujranwala Campus (Pakistan) Summary: The research is valuable especially for the organization’s upper authorities as they can ensure organizational citizenship behavior in their organizations by keeping their employees satisfied and committed and they can use this research to change the behavior of employee.

11:45 – 12:10 Presentation Title: Education Fuels the Workforce: A Century of Administrative Approaches to Establish a Firm Apprenticeship Program In the U.S.A Presenter: Ms. Myrtle Patricia Alexander, University of St. Gallen (Switzerland) Summary: This paper aims to recognize the realms of education in the U.S.A. as efforts are continuous in the practical preparation of individuals for the workforce. An insight into the viability of current and former administration initiatives will aid in the identification of the more successful, as well as failed endeavors.

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21st Century Academic Forum Conference at Harvard University

Rotunda Room B Session 1 | Tuesday, March 10th | 10:30 – 12:10 Session Chair: Professor Meenakshi Gandhi 10:30 – 10:55 Presentation Title: Evaluating the Master Program at the Educational Administration Department at King Saud University, Kingdom of Saudi Arabia Presenter: Dr. Fayez Alfayez, King Saud University (Saudi Arabia) Summary: Due to graduate programs in the Kingdom of Saudi Arabia increasing dramatically in the last two decades accompanied by a growing number of graduate students, the effectiveness of these programs should be assessed. One of the most important ways to assess the educational programs is to consider students’ opinions and their level of satisfaction regarding those programs, especially graduate programs.

10:55 – 11:20 Presentation Title: Combating Absenteeism and Truancy through Interventions: A Case of Higher Education Students at Botho University Presenter: Mr. Jean-Pierre Kabeya Lukusa, Botho University (Botswana) Summary: This purpose of the presentation is to provides a systemic remedial approach to tackling the issue of truancy and un-excused absenteeism in tertiary institutions by means of action research (AR).

11:20 – 11:45 Presentation Title: Designing a Culture of Excellence in the Filipino University: University of Batangas Experience Presenter: Dr. Catalino Mendoza, University of Batangas, Lipa Campus (Philippines) Summary: This research explored the process of designing a culture of excellence in the University of Batangas through descriptive-correlational method. The study revealed that the Triangular Quotients (IQ, EQ, and AQ) positively affect the performance of the faculty as regard to faculty performance particularly in areas such as knowledge of the subject matter, effectiveness in communication, classroom management and organization, effectiveness in teaching, and interaction with the students.

11:45 – 12:10 Presentation Title: The Role of the Faculty Advisor in Orientation for Beginning Graduate Students Presenters: Dr. Steven Roth, Dr. Mattias Eggertsson, Keiser University (USA) Summary: The purpose of the presentation is to discuss best practices and the role of the faculty advisor regarding orientation for beginning graduate students in an asynchronous online setting, focusing on supporting adult learners returning to higher education after a prolonged absence. This support promotes student success and decreases student attrition. 21st Century Academic Forum Conference at Harvard University

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Room 214 Session 1 | Tuesday, March 10th | 10:30 – 12:10 Session Chair: Mr. Sanjaykumar Patel 10:30 – 10:55 Presentation Title: Social Media That Transforms the Blended Classroom: Enhancing Student Engagement and Interaction Presenter: Ms. April Lundy, Clark Atlanta University (USA) Summary: This research paper presentation explores asynchronous blended teaching and learning strategies that utilize social media to support learning, foster community and interaction and increase student engagement. Social Media platforms explored include Facebook, YouTube, Twitter and Pinterest.

10:55 – 11:20 Presentation Title: Integration of Social Media into English Language Learning Presenter: Dr. Feride Zeynep Guder, Istanbul Kultur University (Turkey) Summary: Ubiquity of social media changes the nature of teaching. This paper will investigate digital teaching models for the integration of social media into tertiary level English language learning at the universities of Istanbul. A questionnaire will be conducted to evaluate teachers’ awareness for the implementation of social media into teaching.

11:20 – 11:45 Presentation Title: Social Media in the Classroom. Teaching, and Learning in a New Framework: The Case of Central Connecticut State University Presenter: Dr. Ismael Lopez Medel, Central Connecticut State University (USA) Summary: The presentation will cover the topic of social media usage among university students, especially aiming to discover the level of application of different outlets such as Facebook, Twitter and Instagram for class papers, projects and research, and whether they are maximizing the benefits of social media for their academic performance.

11:45 – 12:10 Presentation Title: Evaluating the Influence and Impact of Online Social Networking on 21st Century Emirati Women Entrepreneurs and Managers in the UAE Presenter: Dr. Latha Krishnadas Mazumder, Al Khawarizmi International University College (UAE) Summary: The study analyses the constraints faced by three segments and points that can contribute to the growth of women in leadership positions and to women entrepreneurs in the UAE. A ten essential “E”s are conceptualized for the success of a women entrepreneur and women leader in the context of efficient use of online social network.

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21st Century Academic Forum Conference at Harvard University

Room 216 Session 1 | Tuesday, March 10th | 10:30 – 12:10 Session Chair: Ms. Bonnie Boaz 10:30 – 10:55 Presentation Title: An Experimental Research on Metacognitive Reading Strategies: Does the Authentic Intellectual Reading Materials Work Presenter: Dr. Yelkin Diker Coskun, Yeditepe University (Turkey) Summary: This experimental study demonstrating effectiveness of the reading materials in which developed within the Authentic Intellectual Work framework. For this purpose pre-test and post-test control group design was conduct and MRSQ was used. Study shows that AIW materials strengthen the use of metacognitive reading strategies of university students.

10:55 – 11:20 Presentation Title: tl;dr - How Faculty Can Teach Effectively When Students Don’t Normally Read Presenter: Dr. Kevin Yee, University of South Florida (USA) Summary: “Too long; didn’t read” is a common post on message boards, reflecting today’s reality of online surfers who glance at pictures and maybe lists, but won’t read long pieces of text. We’ll explore strategies faculty can employ to convince, trick, or otherwise require reading by their students.

11:20 – 11:45 Presentation Title: Language Education and Development Presenter: Dr. Tayyaba Tamim, Shaheed Zulifqar Ali Bhutto Institute of Science and Technology (Pakistan) Summary: This funded research paper uses Amartya Sen’s capability approach and Bourdieu’s social critical theory to explore the differential outcomes of languages in education for private and government school participants in Pakistan, in terms of social capital i.e. the power structures embedded in social networks, identified as an important factor in the transmission of poverty and deprivation in development literature.

11:45 – 12:10 Presentation Title: The Art of Deception: Best “Academic” Techniques in Lie Detection Presenter: Mr. Reza Jelveh, Hellenic American University (USA) Summary: This study tries to demonstrate how language can be used to detect deception.

21st Century Academic Forum Conference at Harvard University

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Room 217 Session 1 | Tuesday, March 10th | 10:30 – 12:10 Session Chair: Ms. Jennifer Dahmen 10:30 – 10:55 Presentation Title: Day 1: Quick and Easy Strategies for Creating Positive Learning Environments Presenter: Dr. Jeannette Dubyak, Dr. Victoria Landu, Argosy University Atlanta (USA) Summary: Participants will interact and use hands-on activities that easily can be used in even the most difficult subjects to build positive learning environments from the first day of class.

10:55 – 11:20 Presentation Title: Home Environment and Aggressive Behaviour Among Secondary School Students in Abia State of Nigeria Presenter: Mr. Elijah Chukwudi Irozuru, University of Calabar (Nigeria) Summary: This study investigated home environment and aggressive behaviour among secondary school students in Abia State, Nigeria. Survey research design was adopted. Six hundred students were selected through the simple random sampling technique. Data collected were analysed using independent t-test. The results revealed that home environment significantly influence students’ aggressive behaviour.

11:20 – 11:45 Presentation Title: Students’ Grievances in Nepal: A Case Study of Nepalese Government School Presenter: Ms. Kamala Oli, TR International (Nepal) Summary: Basic facilities, teaching learning practices, and school environment attract students to enroll and retain at schools. Minimal or no practices on such issues, students at the government schools in Nepal have high drop-out rates.This case study addresses such issues by randomly collecting student’s grievances to overcome the existing problem.

11:45 – 12:10 Presentation Title: Educating the Girls: An Empirical Study of Women Parliamentarians’ Intervention in Nepal Presenter: Mr. Loknath Ghimire, Educational Pages (Nepal) Summary: Women parliamentarians’ collective effort to enhance girls education putting aside different political ideologies is a historical achievement in Nepal. How women are motivated to intervene girls education is the primary focus of this study. Consequently, ratio of girls enrollment at schools has increased and parents are motivated to invest on education.

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21st Century Academic Forum Conference at Harvard University

Rotunda Room A Session 2 | Tuesday, March 10th | 1:00 – 2:40 Session Chair: Dr. Farida Virani 1:00 – 1:25 Presentation Title: The Quest for Innovation in Business Education Presenter: Mr. Melih Arat, Istanbul University (Turkey) Summary: In the light of the current developments in business and technology, the traditional business education is being questioned. In the academic field there are extremely new approaches in practice. In this presentation the cases of new and extraordinary teaching methods based on interactive technologies and participative methods will be examined.

1:25 – 1:50 Presentation Title: Role of Entrepreneurship in Business Development Presenter: Mr. Muhammad Abdul Rauf, Excise and Taxation Department (Govt of the Punjab) (Pakistan) Summary: Entrepreneurship is the driving force behind economic growth in developed countries like U.S.A and U.K. It has led to the growth and development of the global business sector. The present study seeks to demystify, sensitize the global population on entrepreneurship and also allows numerous scholars and practitioners to learn about entrepreneurship in a simple, detailed and in an exciting way.

1:50 – 2:15 Presentation Title: ßInnovation in Teaching Entrepreneurship - A Case Study Approach Presenter: Dr. Sukanya Ayatakshi, Bournemouth University (UK) Summary: The presentation will encourage discussion based on the research paper set out in the abstract above. Literature references will lay out the background to the study and encourage discussion with the audience on how to make entrepreneurial education at universities more innovative for the demands of the 21st century.

2:15 – 2:40 Presentation Title: Entrepreneurship Education in Indian Universities: An Indian Perspective Presenter: Professor Meenakshi Gandhi, Bharati Vidyapeeth Demmed University, Institute of Management & Research (India) Summary: The results of this study shall be useful to academicians, institution administrators, regulatory bodies responsible for curriculum development and design. This study is a maiden study at the university level in India about entrepreneurship education and the findings of this study shall be useful in identifying gaps that exist in making the teaching of this subject usful and practical at the university level. Keywords: Entrepreneurship education, institution support, teaching pedagogy. 21st Century Academic Forum Conference at Harvard University

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Rotunda Room B Session 2 | Tuesday, March 10th | 1:00 – 2:40 Session Chair: Mrs. Eva Atlang 1:00 – 1:25 Presentation Title: Effectiveness of Debate in ESL/EFL Context Courses in the Arabian Gulf: A Comparison of Two Recent StudentCentered Studies in Oman and Dubai Presenter: Dr. Mary Tabakow, American University in Dubai (UAE) Summary: This small comparative study of debate use among first/second-year students at Sultan Qaboos UniversityOman and American University in Dubai reveals that two-thirds of respondents strongly felt that formal debates improved English proficiency in academic and real-life circumstances and should be firmly integrated into ESL courses.

1:25 – 1:50 Presentation Title: Foreign Language Education Informed by Learner Perspectives and Preferences Presenter: Professor Roehl Sybing, Nanzan University (Japan) Summary: This presentation focuses on a learner-informed model for curriculum and materials development in language education. In an age where foreign language learning occurs outside of the classroom to a greater extent than in previous times, educators must explore how learners can provide content that can best foster language skills acquisition.

1:50 – 2:15 Presentation Title: Are Language Instructor’s ‘Face’ Threatening Faces Presenter: Mrs. Syeda Sanjida, North South University (Bangladesh) Summary: All learners possess sum self-esteem linguistically defined as ‘face’ which they always like to save. However, in language learning errors are natural. This study showed that instead of turning ‘face’ threatening faces being highly accuracy concerned and critical, as instructors considered those as productive linguistic initiatives, learners’ acquisition was benefited.

2:15 – 2:40 Presentation Title: Language Learning for the 21st Century: Active, Inquisitive, Digital, Authentic Presenter: Mr. Thomas Fast, Okayama University (Japan) Summary: This presentation describes an approach to 21st Century language learning that combines the latest methodologies with World Heritage content. Benefits include language acquisition as well as the skills, knowledge and traits of a 21st Century global citizen, as advocated by UNESCO, Oxfam, International Baccalaureate, and others.

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Room 214 Session 2 | Tuesday, March 10th | 1:00 – 2:40 Session Chair: Dr. Glad Unachukwu 1:00 – 1:25 Presentation Title: The Development of Holistic Personality: An Integrative Approach Presenter: Dr. Norsuhaily Abu Bakar, University Sultan Zainal Abidin Terengganu Malaysia (Malaysia) Summary: This paper aims to discuss the development of the holistic personality from an integrated approach which is imperative in facing the new millennium and its challenges. The study elucidates the world today by witnessing numerous problems such as corruption, oppression, depression, and aggression.

1:25 – 1:50 Presentation Title: A Comparative Study of Citizenship Education in Ecuador and Latin America Presenter: Professor Andres Chavez, Universidad de Guayaquil (Ecuador) Summary: I will compare the citizenship values reported by Ecuadorian students to those of Latin American students included in another study and analyze the ways in which the implementation of citizenship education courses in Ecuador coincides and differs with the objectives of these courses as described by the Ministry of Education.

1:50 – 2:15 Presentation Title: Contested Histories, Identities and Imagined Communities: A Case Study of History Curriculum in Pakistan Presenter: Mr. Amirali Parpia, London School of Economics and Political Science (UK) Summary: Building on Anderson’s theory of ‘imagined communities’ this paper evaluates the history curriculum in Pakistan within the broader debates on education and power. The paper argues that history curriculum in Pakistan promotes an ideological discourse aimed to provide students with an ‘imagined’ idea of national identity.

2:15 – 2:40 Presentation Title: The Challenges of Geography Education in the Google Age: A Nigerian Perspective Presenter: Ms. Sandra Ajaps, University of Nigeria, Nsukka (Nigeria) Summary: The purpose of this presentation was to highlight the current challenges geography educators and students in Nigeria face, as reported by them. This informed recommendations on how the declining interest in geography can be reduced, especially by training geography educators to use Google and the Internet in general.

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Room 216 Session 2 | Tuesday, March 10th | 1:00 – 2:40 Session Chair: Dr. Asli Hassan 1:00 – 1:25 Presentation Title: 21st Century Challenges of the Higher Education Curriculum Presenter: Dr. Jyri Lindén, University of Tampere (Finland) Summary: The paper examines how new policies and the demands of millennial generation students challenge higher education curriculum design. By focusing on the current curriculum discourses we discuss the ongoing uncertainties and suggest possible practical and theoretical directions.

1:25 – 1:50 Presentation Title: Developing Countries and Innovation Improving the Higher Education Program Presenter: Dr. Sri Damayanty Manullang, Aix Marseille University - METICA Laboratory (France) Summary: In this presentation we will show how we intend to develop this approach. Access to patent information via the EPO (European Patent Office) world patent database will be presented as well as access to patent information from the same database through the tools of ICT features.

1:50 – 2:15 Presentation Title: Non-cognitive Ability and the Role of College: An Empirical Study in Hong Kong Presenter: Ms. Jie Cao, The Chinese University of Hong Kong (Hong Kong) Summary: The importance of non-cognitive ability has been suggested by many studies, including its vital effect on student’s success in labor market. However, how to improve it in educational context is a crucial thing. This study conducts an empirical study to try to identify what college can do.

2:15 – 2:40 Presentation Title: The Workplace Experience of Minority Faculty in Elite Higher Education: An International Comparison on Canada and South Africa Presenter: Mr. Saturnin Ntamba Ndandala, McGill University (Canada) Summary: I will be looking at the effect the organizational culture has on minority faculty’s perceptions and the way that they do respond. In conclusion, the patterns of job satisfaction or dissatisfaction, workplace diversity and equity will be paramount in my analysis.

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Room 217 Session 2 | Tuesday, March 10th | 1:00 – 2:40 Session Chair: Dr. Catalino Mendoza 1:00 – 1:25 Presentation Title: The Cognitive Economy as an Approach for Developing the Competitive Abilities of the Faculties of Education Presenters: Dr. Mohamed Mostafa, Dr. Basem Soliman Saleh Gadallah, Assiut University, Faculty of Education (Egypt) Summary: This study recognizes the reality of the cognitive economy of faculties of education and the effect of its dimensions on developing their competitive capacities, the study used the perspective method.

1:25 – 1:50 Presentation Title: Tools of Engagement Project (TOEP): Discovering and Exploring within a Supportive Professional Development Community Presenter: Ms. Roberta (Robin) Sullivan, University at Buffalo, State University of New York (USA) Summary: Come learn about an effective, engaging, and scalable professional development learning opportunity for faculty that includes high quality Web 2.0 teaching and learning resources. This professional development model has been developed through the efforts of ten collaborating SUNY campuses and uses a stand-alone website, badging, and a Google+ social-network community.

1:50 – 2:15 Presentation Title: Professional Development in the 21st Century: The Emerging Need to Develop a Collaborative and Connected Learning Community Presenter: Mrs. Faiza Umar, Middlesex University, Dubai (UAE) Summary: This presentation examines the nature of PD in the 21st Century and the role it plays in creating a ‘connected’ educator. Suggestions are made as to how effective PD sessions can help develop teachers’ Professional Learning Networks and enable them to be a part of a sustainable Community of Inquiry.

2:15 – 2:40 Presentation Title: Six Kindergarten Teachers’ Perspectives on Using Effective Observation Strategy: A Qualitative Study Using The Grounded Theory Approach Presenter: Mrs. Nada Al Rabiah, King Saud University (Saudi Arabia) Summary: A qualitative study using grounded theory was conducted to explore teachers’ perceptions on a new observational method (PO) on child-teacher relationship. The results showed that five-teacher-participants perceived themselves as improving in their relationship with their students, as well as in their self-conceptualization and confidence as teachers. This study suggests that PO may be a useful means to enhance teacher’s feeling of self-worth. 21st Century Academic Forum Conference at Harvard University

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Rotunda Room A Session 3 | Tuesday, March 10th | 3:10 – 5:15 Session Chair: Dr. Mary-Lynn Chambers 3:10 – 3:35 Presentation Title: Factors Influencing Education Decision Making Process Presenter: Ms. Ria Kottamurickal, BITS Pilani, Dubai Campus (UAE) and Dr. Shazi Shah Jabeen, BITS Pilani, Dubai Campus (UAE) Summary: The study identifies the psychological and other factors that influence the education decision making process, structures the relationship between these factors, and proposes behavior-based models of decision making process for various levels of education in the UAE

3:35 – 4:00 Presentation Title: Teacher Performance Evaluation: An Indian Perspective Presenter: Dr. Farida Virani, MET - Institute of Management - Mumbai (India) Summary: Based on the Danielson Model (1996) for Teacher Performance Evaluation, this research involved, 360 degree feedback from all the relevant stakeholders (Principals/ Teachers / Parents and Students) to determine, inclusion/exclusion of variables applicable to the Indian context. Pre and post processes were included to ascertain comprehensiveness of the process.

4:00 – 4:25 Presentation Title: Science and Technology Policy in Colombia: A Comparative Review Presenters: Dr. Santiago Correa, Mr. Edgardo Cayon, CESA-Colegio de Estudios Superiores de Administración (Columbia) Summary: This paper makes and assessment of the science and technology system in Colombia from a comparative perspective of quality indicators in Latin America and the Caribbean (LAC). Our comparative analysis shows that Colombia quality indicators lag from those in the region. Lack of “management by objectives” systems needed to improve current situation.

4:25 – 4:50 Presentation Title: 1 Million Scholarships Project Presenter: Mr. Mathew Jacobson, Ducere Education (Australia) Summary: Ducere Education is attempting to transform global educational through our 1 Million Scholarships Project.This revolutionary concept will alter the way emerging nations view education and contemporary business.

4:50 – 5:15 Presentation Title: Thinking in My Language to the Official Languages: What a Challenge!! A Case of the Basarwa (Bushmen /San) Children in Botswana Presenter: Dr. Veronica Makwinja, Botho University (Botswana)

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Summary: The intention of this paper is to demonstrate that teaching children in their indigenous language is more profitable than introducing learning in a foreign or western language. This is a worrisome trend in Botswana since the teaching official languages are Setswana and English for the entire different ethnic group. 21st Century Academic Forum Conference at Harvard University

Rotunda Room B Session 3 | Tuesday, March 10th | 3:10 – 5:15 Session Chair: Mr. Elijah Chukwudi Irozuru 3:10 – 3:35 Presentation Title: Challenges in ICT Usage in a Botswana School Presenter: Mrs. Eva Atlang, Botho University (Botswana) Summary: This study investigated the challenges faced by Science students and teachers in the dissemination and acquisition of knowledge, especially with the use of ICT. It was carried out in a senior Secondary School in an urban area in Botswana.

3:35 – 4:00 Presentation Title: Internet Use among Graduate Students of the University of the Philippines Manila: Implications on Political Participation and Government Accountability Presenter: Ms. Sharon Caringal, University of the Philippines (Philippines) Summary: The study focuses on how the graduate students of the University of the Philippines Manila utilizes technology, particularly the internet and social media to participate in the public sphere. The paper will show the implications of this on governance and public accountability in a third world country like the Philippines.

4:00 – 4:25 Presentation Title: Developing Learning Materials for Nigerian Distance Learners Using Open and Education Resource (OER) Materials Presenter: Mr. Julius Momoh Ozoh, SchulPortals Technologies Ltd (Nigeria) Summary: SchulPortals Technologies, under the directive of the National Universities Commission (NUC), formulated a framework for the adaptation of Open and Distance Learning (ODL) materials using OER for the Nigerian distance learner. The template specifies the length of each study session, evaluation techniques and production of interactive materials.

4:25 – 4:50 Presentation Title: Proficiency on the Use of Instructional Technology of 21st Century Students of the Colleges of Business in Selected Universities in Dubai Presenter: Dr. Luis Rile, Emirates College for Management and Information Technology (UAE) Summary: This research investigation evaluating the instructional technology proficiency of Business education students for 21st century becomes very significant because instructional technologies expand opportunities for active learning. Students use technology (e.g., Internet, statistical databases, computer- based music) as a tool to gather information on a regular basis.

4:50 – 5:15 Presentation Title: Integrating Green IT into the Computing Curriculum in Botswana- A Mechanism for Sustainable Development Presenter: Mr. Billy Batlegang, Botho University (Botswana) 21st Century Academic Forum Conference at Harvard University

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Room 214 Session 3 | Tuesday, March 10th | 3:10 – 4:50 Session Chair: Ms. Ploypailin Tinkan 3:10 – 3:35 Presentation Title: Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector Presenter: Dr. Helen Afang Andow, Kaduna State University (Nigeria) Summary: This study investigates the Nigeria Banking reforms and its effect of service delivery to investors, stakeholders and and the customers of the consolidated and reformed banks.

3:35 – 4:00 Presentation Title: Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market Presenter: Ms. Maryam Abdu, Kaduna State University (Nigeria) Summary: Over the years, studies on capital structure decisions and financial performance have been conducted on developed countries with few on developing countries like Nigeria. The purpose of the study is to investigate capital structure decisions in Nigeria and how it affects the performance of the Nigerian capital market.

4:00 – 4:25 Presentation Title: Evaluation of Employer – Employee Relations at SPARSH India Presenter: Mr. Sameer Bhayani, San Jacinto College (USA) Summary: The aim of the study was to evaluate effectiveness of effective human resource management in sustenance of employees for longer duration of times. The paper highlights key aspects adopted by HR managers at SPARSH a BPO in india to manitain effective relations with employees.

4:25 – 4:50 Presentation Title: The Effects of an Adult Connectivist Course Offering on Nontraditional Business Students Presenter: Mr. John Bannister, Walden University (USA) Summary: This presentation highlights the impact of a teaching framework used to instruct adult/nontraditional business students. The development, reasoning, and outcomes of this framework will be addressed, as well as a discussion on future applications of this approach.

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Room 216 Session 3 | Tuesday, March 10th | 3:10 – 4:50 Session Chair: Dr. Deepika Bhaskar 3:10 – 3:35 Presentation Title: An Approach to Music Education for Singapore Early Childhood Educators in the 21st Century Presenter: Dr. Penny Tan, Vivo Musica! LLP (Singapore) Summary: We would like to share our unique dual approach in designing a music curriculum and teacher training programme for preschool educators. It is also crucial that we update ourselves with current educational trends and look forward to meeting fellow colleagues in exchanging valuable thoughts and insights in the education scene.

3:35 – 4:00 Presentation Title: Politics, Education and Future: Differences Between Educating Citizens and Indoctrinating Students Presenter: Dr. Shellida Da Collina Viegas, Unicamp / St. Paul’s School (Brazil) Summary: This presentation will look at the many and varied challenges currently facing Brazilian education. As an ENEM (a national exam) language examiner, I can say that we are failing to teach language. Our students have difficulties writing and understanding complex texts. It is time for new strategies to be adopted.

4:00 – 4:25 Presentation Title: Teaching Against a Culture of Terrorism in the Middle East Presenter: Professor Saba Gheni, Missouri Colombia (USA) and Tikrit University (Iraq) Summary: Analyzing culture as a category is not an easy task, and it is not a purely scientific enterprise. What people think, how they think, and the way they react to events are all influenced by culture. Even terrorists are products of culture. Thus, regarding a definition of culture, most readers will probably be able to agree with me only on the fact that there is much disagreement about the meaning of culture, both as a word and a concept. I interpret culture in the usual social-scientific sense of beliefs, values, and lifestyles on the world scene, with special attention to religion as a central component.

4:25 – 4:50 Presentation Title: Building Innovation Culture Among Students in Higher Education Institutions Presenter: Dr. Yusniza Kamarulzaman, University of Malaya (Malaysia) Summary: This presentation provides an understanding on the role of innovation and how the culture of innovation can be nurtured in the higher education institution where innovation is not natural within the institution. 21st Century Academic Forum Conference at Harvard University

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Room 217 Session 3 | Tuesday, March 10th | 3:10 – 4:50 Session Chair: Dr. Tayyaba Tamim 3:10 – 3:35 Presentation Title: A Critical Reanalysis of the Metacognitive Self- Regulation Subscale From the MSLQ Presenter: Mr. Jamie Tock, Florida State University (USA) Summary: A reanalysis of the Metacognitive Self-Regulation subscale found the previous factor structure to be problematic. The inclusion of relevant variables confirmed multiple factors exist within the scale. Implications for a revision of the existing scale and its use in future studies are discussed.

3:35 – 4:00 Presentation Title: Performance Evaluation of IEEE 802.11n and IEEE 802.11p in VANETs for Non-safety Applications Presenter: Mr. Hammad Zafar, University of the Punjab, Gujranwala Campus (Pakistan) Summary: VANET provides wireless communication between vehicle to vehicle and also road side units. It has been reviewed that the information exchanged between vehicles is useful for comfort, safety and entertainment. In addition, the above presented results lead to policy implication and develop our understanding in the broader spectrum of VANET.

4:00 – 4:25 Presentation Title: Analysis of Discourse Practices in Statistical Computing Laboratory Presenter: Dr. Ken W. Li, Hong Kong Institute of Vocational Education (Tsing Yi) (Hong Kong) Summary: Research studies show little about how teacher-student discourse promotes students’ statistical thinking in computing laboratory so that an observation study was conducted. The results of the study showed that the discourse practices could be the means of assistance to stimulate thinking, direct action, or promote intellectual exchanges between students.

4:25 – 4:50 Presentation Title: Teaching and Learning in the Age of ‘Just Google It’ Presenter: Dr. Nahed Ghazzoul, Al-Zaytoonah University (Jordan) Summary: Easy access to information in the age of ‘just Google it’ changes education, taking it gradually out of the traditional classroom to a new world different in space and time. This paper describes some of the challenges academic institutions in Jordan face with the widespread of uncontrolled digital resources.

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PRESENTER’S ABSTRACTS First Author: Abdu, Maryam Title: Investigating Capital Structure Decisions and Its Effect on the Nigerian Capital Market ABSTRACT:The Nigerian Stock Exchange is the only stock market exchange that deals with the purchase and sale of shares in Nigeria. The Exchange over the years has witnessed a rise and fall in business activity which affected its performance. The purpose/objective of the study is to investigate the effect of debt-equity choice of financing on the Nigerian capital market. The hypothesis formulated for the study was that there is no positive relationship between debt-equity ratios and the performance of The Nigerian Stock Exchange. The study was conducted on the consumer sector of The Exchange. This study utilizes is quantitative research methods and secondary data was used for the study. A multiple regression analysis using SPSS was used for the analysis. Market capitalization of shares was the dependent variable, and debt ratios, equity ratios, asset ratios and retained earnings were the independent variables of the model. The results revealed a positive relationship between debt-equity ratios and stock market performance and it was recommended that organizations should continue to use the long term debt for their financing requirements which is expected to improve stock market performance. First Author: Abu Bakar, Norsuhaily Co-Authors: Ibrahim Mamat, Rahimah Embong, Ruzilawati Abu Bakar, Idris Abd. Hamid Title: The Development of Holistic Personality: An Integrative Approach ABSTRACT:This paper aims to discuss the development of holistic personality from integrated approach which is imperative in facing the new millennium and its challenges. The first part will discuss on the issue of disintegrated personality which creates dilemma facing the humankind in this new millennium. The second part will examine the characteristic and indicators of holistic personality from an integrated approach.The third part will suggest some recommendations and implications on how to develop the holistic personality.The study elucidates the world today witnesses numerous problems such as corruption, oppression, depression, and aggression. It resulted from the disintegrated personality, rich in knowledge and properties but poor in ethics. Consequently, the entire system of education was in crisis.The knowledge taught was not relevant to students’ life, but applicable only to examination as a permit for entering into life. Therefore, there is an urgent need to develop an individual with a holistic personality. He or she should possess good moral characters which is the manifestation of high spirituality; and has intellectual knowledge and professional acumen to enable him to be globally competent and socially and environmentally conscious. The noble aim to produce such personality may be realized through Holistic Integrated Curriculum (HIC). Thus, to develop holistic personality, seven main areas should be considered. These are spiritual liberation, moral development, cultivation of intellect, preparation for real life, individual benefits, social benefits and physical growth. The research process integrates three domains namely conceptual, methodological and substantive. The findings from this conceptual research will give some benefits to any schools and higher institutions which are practicing integrated curriculum and concern on the development of good personalities for their graduates. This paper presents a conceptual framework which explains the characteristics and indicators of holistic personality as reference for educators, academics, counsellors and parents for developing personality of a person. First Author: Afang Andow, Helen Title: Impact of Banking Reforms on Service Delivery in the Nigerian Banking Sector ABSTRACT: The Nigerian banking reforms became necessary due to the decaying state of our banking operations that was characterized by low capital base, large number of small banks with relatively few branches, and congested environment.The study used primary and secondary source of data collection, and a questionnaire was administered to the staff of the banks. The chi square was used to measure the differences between the expected frequency, the observed frequencies and t-test was used to ascertain whether there was a significant relationship between Customers Deposit and Consolidation.The findings of the study revealed that there was an increase in the customers deposit after bank consolidation as compared with before the consolidation. Furthermore, the performance of the banks had increased in terms of profitability and service delivery. The study concluded that the performance of Nigerian banks has increased based on the findings in the study which precipitated the bank to have the ability to grant their customers’ loan which significantly increased the level of customers’ satisfaction.This researcher recommends that the central bank of Nigeria should provide a viable and effective supervisory framework to ensure the viability and sustainability of the banking industry, so as to maintain customers satisfaction. 21st Century Academic Forum Conference at Harvard University

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First Author: Ajaps, Sandra Title: The Challenges of Geography Education in the Google Age: A Nigerian Perspective ABSTRACT: In an era where geography is perceived as a difficult school subjec,t and there is a drastic reduction in the numbers of geography teachers and students in Nigeria, it is important to continuously explore how geography’s relevance can be restored. This study employed a critical approach to the examination of the challenges geography educators face in keeping up with the Google age in Nigeria. Semi-structured interviews were carried out with 10 randomly selected geography teachers and students in Nigeria. The findings revealed that the wide gap between teachers’ interests and access to Google, and those of students (the Google generation) results in the students being more knowledgeable about current geographical issues and overall, ineffective teachinglearning sessions. Also, geography education will be more effective if Google is incorporated to save on classroom time and make up for the impracticability of experiential learning for most Nigerians. These findings have implications for policy makers, curriculum planners and geography teachers; there is urgent need to educate geography teachers on the use of Google to confront the challenges of geography education. First Author: Al Rabiah, Nada Title: Six Kindergarten Teachers’ Perspectives on Using Effective Observation Strategy: A Qualitative Study Using The Grounded Theory Approach ABSTRACT: A qualitative study using a grounded theory approach was conducted in a private kindergarten in Riyadh, Saudi Arabia to explore teachers’ perceptions on their observational practices and their influences on child-teacher relationship.The participants in this study were six early childhood teachers observing 15 children.The teachers’ classroom practices were seen via participant observations in the first phase. The whole study lasted for 9 weeks and included a training program on Positive Observation (PO). The PO is a training program with distinct steps aimed to foster observational skills and social/emotional support, as developmentally appropriate practices of teachers. Qualitative structured individual and group interviews, field notes, teacher logs, and Non-Traditional Assessments (NTA) were used to generate the data set and do narrative assessment analysis. The participant teachers’ satisfaction and perceived usefulness of PO program were estimated using participant observation and interviews. Estimates of satisfaction with the program and its potential was based mainly on teachers’ self-reported changes in their perspectives, along with the discernible change patterns that surfaced over time in their daily logs. Grounded theory was used to analyze participants perception. The results showed that fiveteacher-participants perceived themselves as improving in their relationship with their students, as well as in their self-conceptualization and confidence as teachers.This study suggests that PO may be a useful means to enhance teacher’s feeling of self-worth.The program might help the teachers in establishing better relationship with the children, as well as be useful in improving teacher’s attitudes and practices towards early childhood education. First Author: Al Sinani, Saif Co-Authors: Foteini Kravariti, Farhad Hossain Title: International Research Collaboration: Trends and Trajectories from GCC Countries ABSTRACT: International research collaboration is central to the present-day academic world. Drawing on empirical examination and references from Gulf Cooperation Council (GCC) countries, this paper attempts to provide insights on ongoing international research collaboration in the region. The context is presented and examined by quantitative and qualitative measures for the last five years (i.e. 2009-2013). As a parameter of assessing international research collaboration, this paper uses published research output from the Scopus database that is analysed on SPSS. The main findings are that USA is the most paramount collaboration country for GCC countries when it comes to research in general. Simultaneously, Egypt is the second most important and the only Arab country of the top 15 with which GCC countries collaborate for research purposes, whilst other countries follow with significant differences. Additionally, GCC countries’ international research collaboration focuses mainly on the academic arena of physical sciences followed by health sciences with compelling variations.

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First Author: Alexander, Myrtle Patricia Title: Education Fuels the Workforce: A Century of Administrative Approaches to Establish a Firm Apprenticeship Program In the U.S.A ABSTRACT: In a world where the continuous development of education is an ongoing topic, the adjacent factor that is often coupled with it is that of the workforce. Education and the workforce systematically form an alignment within the world of politics which gives way for a research paper of this kind. With the U.S.A. as my core subject, a closer look at the offerings of an American Apprenticeship Program or the lack of…will be presented. To enable a more historical view from yesteryear until today and in preparation for tomorrow, this paper will focus on the Presidential Perspective of Apprenticeships. The notion or reality is that in over a century every administration from Presidents Roosevelt to Obama have made an attempt to solidify a viable model of excellence in this regard. The U.S.A. while making some progress, still appears to be falling short of the strategic constructs and concepts which are required to enable a firm establishment. To gain a better understanding of the role of the government, this paper will identify the shortcomings that may be apparent, but marginally addressed. This will be further enabled by the paradigms of the Swiss Government and their role in the enduring development and preservation of the Swiss Apprenticeship Program. First Author: Alfayez, Fayez Title: Evaluating the Master Program at the Educational Administration Department at King Saud University, Kingdom of Saudi Arabia ABSTRACT: The main purpose of this study is to provide a clear image about students’ degree of satisfaction about the Master Program at the Educational Administration Department at King Saud University in the Kingdom of Saudi Arabia. Major Evaluation Questions: 1. How do students perceive the Master Program at the Educational Administration Department at King Saud University in the Kingdom of Saudi Arabia? 2. What are some issues that students in this program face? 3. What are some suggestions to improve this program? The sample for this study was all current students in the Education Program at the Educational Administration Department at King Saud University and almost 50% number of alumni chosen at random (45 graduates). Based on the answers given in the completed surveys, I found that the highest level of satisfaction was reflected by students answers to the following questions. Students’ ability to choose their topics based on their own interests and the length of time for thesis completion received the highest score of 27 (Strongly Agree). The highest level of un-satisfaction was in faculty members who host some specialized teachers to benefit students from their experiences in educational administration. Twenty-one students out of 54 chosen strongly disagree. First Author: Alhasan Allamankhrah, Alhasan Title: Evaluating the Teacher Diploma Program of Educational Preparation According to Academic Accreditation Criteria: A Case Study at King Abdul-Aziz University ABSTRACT: A teacher efficiency test conducted in 2013 revealed that 70 percent of those who sat the test failed due to weak preparation. This outcome suggests that a reconsideration of the teacher education programs, and the courses such programs offer, is required. One of these programs is the Diploma Program in the Postgraduate Programs of Education offered at King Abdul-Aziz University (KAU). There is evidence that since 2004, KAU has sought to develop its educational systems, research and service to the community, and to reinforce its support for improved quality of education through its academic programs in order to attain local and international academic accreditation. Based on the foregoing, the proposed study aims at evaluating the educational courses in the Educational Diploma program at KAU. The study will be guided by the standards of the National Corporation for Academic Accreditation in order to identify the strengths and weaknesses in the program’s courses.This requires designing evaluation tools for the main components of the courses: goals, study plan, content, teaching strategies and methods, evaluation techniques, patterns of teacher/ student interaction, targeted learning professional outcomes and their positive impact upon student and community. The evaluation process will include the views of students and staff as well as of educational partners in the field such as school principals. The course evaluation process is expected to yield findings and recommendations in support of the visions for the development of the general Diploma in Education program, the type of improvements that could be introduced to increase the effectiveness of the courses and to ameliorate their weaknesses. Such a process will have a positive impact on improving the quality of degree and diploma teaching programs at KAU and elsewhere.

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First Author: Alhossein, Abdulkarim Title: Perspectives of King Saud University (KSU) Faculty Members Toward Accommodations for College Students with ADHD ABSTRACT: The purpose of this study was to examine the perspectives of King Saud University (KSU) faculty members toward the provision of accommodations for college students with ADHD and to identify differences among participants based on gender, nationality, having previous teaching experience of students with ADHD, having a relative or family member with ADHD, and academic rank and discipline. In addition, the researcher measured the relationship between participants’ perspectives toward accommodations and their assumptions about students with ADHD as well as their perception of professional development provided at KSU. Data was collected using a modification of The Accommodation of University Students with Disabilities Inventory (AUSDI) developed by Wolman, McCrink, Rodriguez, and Harris-Looby (2004). A sample of 479 male and female participants filled out an online questionnaire. The results indicated that the perspectives of participants toward accommodations did not relate to their gender, having a relative or family member with ADHD, or academic rank and discipline. There was also no association between the participants’ perspectives toward accommodations and their perception of professional development provided at KSU. However, the results suggested that the Saudi participants and the participants without previous teaching experience were more positive toward accommodations than were non-Saudi participants and those with no previous teaching experience. There was also a weak positive correlation between the participants’ perspectives toward accommodations and their assumptions about students with ADHD. Finally, the researcher discussed numerous implications of findings, limitations of the present study, and future research. First Author: Aljaber, Zainab Title: The Educational Reform in Kuwait and the Obstacles which Hinder the Implementation of The School- Based Teachers’ Professional Development Programs in High Schools ABSTRACT: Recently, the Kuwaiti educational system attempted to apply a decentralization system in managing public schools. It provided autonomy for principals to manage the inertial affairs. School-based teacher’s professional development programs represent programs which enhance the decentralization style in schools. Therefore, this study aimed to investigate the obstacles which might hinder the implementation of such programs. The study sample was randomly selected consisted of (179) school principals and their assistants and head departments working in high schools. The study tool was a questionnaire that consisted of 20 items that dealt with obstacles which might hinder successful implementation of school-based teacher’s professional development programs. The study results were as follows: 1. The most administrative obstacles: A. Teachers were not familiar with the concept of school–based teachers’ professional development programs. B. Teachers were not enthusiastic to participate in such programs. C. Supervisors are still controlling the teachers’ professional development programs on the centralized level. 2. The most Procedural obstacles: A. The difficulty to evaluate the local programs results continuously. B. The routine procedures between schools and the educational regions. C. Lack of co-operation between schools and the privet sectors institutions. 3. The most Facilities obstacles: A. lack of fund. B. Shortage of the technical media. In conclusion, some recommendations to enhance the implementation of school-based teacher’s professional development programs in schools were made. First Author: Almane, Nasser Title: Interdisciplinary Studies and Their Role in Islamic Studies ABSTRACT: The educational process has encountered a lot of the traditional approaches that focus specifically on one system. On the other hand, we find studies of intra fundamental requirement associated disciplines (Academy in general and Quranic studies and Arabic in particular), but longer studies of intra techniques important in the modern curriculum combining more than one system and working on the formation of teams of teachers and students that enrich the educational experience overall. Palmer has made it clear that the problems in the world of research are that scientists rarely address research problems from the perspective of a molecule with the knowledge that the foundations aimed towards specialists in Islamic studies curriculum. 1. Strengthening the pure Islamic faith among new Muslim generations and link them to basic sources of Islam. 2. Definition of Islamic civilization and highlight the characteristics of the Muslim community about family, society, politics and economy, etc. 3. To highlight the importance of reflecting these ideas into the behavior of Muslims. 4. Finding Islamic appropriate solutions to the problems raised by the modern theories and human made systems. 5. Produce generations of religious sciences students and researchers who have the necessary knowledge in jurisprudence and its rules, with the ability to deal with the original sources in the jurisprudence, the ability to analyze, them and linked them to issues of contemporary jurisprudence.

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First Author: Almarshad, Yousef Title: Psychological Views of Learners Concerning Language Studies ABSTRACT: Education in a second language or a foreign language is a challenge to students who are studying in such a language. A psychological view of the students who are studying reveals that the education in the target language has advantages and disadvantages. For instance, the relationship between teachers and students is a main factor in learning the target language. A study was conducted concerning Saudi students where a questionnaire was distributed to Saudi schools and institutions. We need to understand the psychology of our students in order for them to succeed and surpass their rival mates in other countries and nations. The study shows the students’ behavior and attitude inside the class through cultural views. It also shows the students’ attitude towards English language in Saudi Arabia. The study was conducted in Al-Jouf institutions. It was conducted based on the students’ culture, background, personalities and language attitudes. First Author: Alogali, Azizah Title: A Harvest of Knowledge: Reviewing the Development of Educational Leadership in Saudi Arabia ABSTRACT: In the last decade, Saudi Arabia has invested an inordinate amount of time, human capital, and funding into developing its educational capacities. Fueled by a desire for economic sustainability and human development to compete with other global powers, Saudi Arabia has created a host of new programs and initiatives to improve education and educational leadership. One major focus of these programs has been to increase international collaboration, study abroad, and adoption of international standards for education within Saudi Arabia. Creating a streamlined trajectory for students between K-12 education and higher education has also been a major priority. This literature review will introduce the major institutions and organizations which have contributed to this change, outlining common themes, and goals shared by Saudi educators and administrators.The discussion will underscore the most effective leadership development strategies, explore potential gender-based inequalities in leadership, and offer possible solutions to common challenges. First Author: Aly, Sameh Title: Facility Management and Ecology for the Built Environment : Enhancing the Indoor Air Quality (IAQ) in Universities (King Saud University - KSA) as a Study ABSTRACT: This paper discusses how facility management can support the ecological principles in terms of providing a better indoor air quality (IAQ) in Universities buildings . Furthermore, it addresses the reciprocal relationship between facility management and design, especially in the context of education facilities and universities .The indoor air quality inside buildings play crucial and pivotal role towards the health, comfort, concentration, ability for well learning and wellbeing of the occupants . Within the context of universities ,achieving such an ecological requirement is of paramount importance . Facility management in universities is responsible for managing ventilation requirement and addressing IAQ issues in a way that considers the potential of airborne infection agents. In addition, this paper attempts to discuss how university management can increase indoor air quality especially in desert environment like Riyadh in KSA (Kingdom of Saudi Arabia). Finally, this paper will attempt to link the lessons learned from facility management into the design of universities in hot zones. First Author: Arat, Melih Title: The Quest for Innovation in Business Education ABSTRACT: Many aspects of the world of education have been changing driven by the forces such as technology, new market dynamics, and the culture of new generations. The technology (primarily internet and platforms using the internet) is one of the main sources of change. From tablets to smartphones, the things considered impossible yesterday or a part of science fiction movies are not only possible, but have become ordinary today. The blended combination of online and class education focusing on student needs, is improving the performance of learning and meeting the demands of non-traditional, digital savvy learners. The culture of new generations are making them more active. They are not passive information receivers like television generations, they are the active generation of internet, facebook. So in order to engage them in courses, it is a good preference to adapt facebook, blogs, and similar site and applications on the internet. Based on these developments, business education at the higher educations institutions has started to change. Faculties are looking for new ways of teaching by using the online technologies and classroom activities. In the light of these developments in business and technology, the traditional business education is being questioned. In the academic field there are extremely new approaches in practice. In this presentation the cases of new and extraordinary teaching methods based on interactive technologies and participative methods will be examined. 21st Century Academic Forum Conference at Harvard University

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First Author: Aslan, Magdy Title: Differences of Thinking Skills between Creative and Non-Creative University Faculty Members in the Light of the Modern Holistic Constructive Model ABSTRACT: Brain scientists and brain-based learning mechanism specialists agree that thinking requires a stimulating atmosphere, an active teacher, rich activities, and effective strategies. Therefore, the teacher is the basic element of the teaching thinking process. For it is he or she who stimulates, guides and facilitates the process.The importance of the university faculty member is not limited to his direct role of developing knowledge and skills of his students, but it also refers to the role of teaching students how to think, how to learn, and how to make new connections they haven’t learned before. This current study focuses on using the modern holistic constructive model of creativity in the light of the creative university faculty member, and exploring the differences of thinking skills between low and high 3D creative university faculty members. In addition, it investigates the relationship between creativity components and demands on one side and university faculty member thinking skills on the other side. The literature of the current research covers: 1. Creative university faculty member: traits, characteristics and skills. 2. Meditation teaching for thinking. 3. Analysis of the performance of the university faculty member that enables students to think. 4. University faculty member strategies to develop and strengthen thinking awareness. 5. Teaching thinking obstacles. 6. Modern holistic constructive model for creativity. The current research used three tools: 1. Conceptualizing creativity in three dimensions batters tests by McMullan& Stocking. 2. Depth thinking during university lecture test by Arthur Costa. 3. Teacher thinking skills list by John Barell. The sample of the study was (n=100) Tanta university faculty members while their course of “teacher preparation” took place at the Faculty of Education, Tanta University. First Author: Atlang, Eva Title: Challenges in ICT Usage in a Botswana School ABSTRACT: It is a global trend that academic achievement in Science, Technology, Engineering and Mathematics (STEM) is relatively lower than in any other discipline, especially in Africa. Botswana is one of the African countries that have been promoted from a Least Developed Country (LDC) to a medium status. Despite this, access to educational technology and internet especially in government schools remains a challenge. Most students especially in urban areas have access to the internet only through the use of home computers and cell phones. But do these have any positive effect in their learning experiences? How often do teachers encourage or incorporate the use of these in the dissemination of knowledge? This study investigated the challenges faced by Science students and teachers in the dissemination and acquisition of knowledge, especially with the use of ICT, if available. The study was carried out in a senior Secondary School in the capital city, Gaborone. Different questionnaires were administered to both students and teachers. It was established that among other things, students tended to use their cell phones and computers for personal purposes such as social networking (facebook, twitter, etc.). Additionally, teachers often found it challenging to incorporate educational technology even where it is available. First Author: Ayatakshi, Sukanya Title: Innovation in Teaching Entrepreneurship - A Case Study Approach ABSTRACT:This paper adopts a case study approach to evaluate the effectiveness of using consultancy type projects in entrepreneurial education. It is important to do so in order to introduce innovation in entrepreneurial education in the 21st century. Andragogy (student centred learning) is the philosophical premise on which this paper is based. Innovation is at the core of the entrepreneurial process and expectations. Beginning with Schumpeter and then more recently with Drucker (1985), Meyer et al. (2002),Sharma and Chrisman (1999), Morris( 1998), Venkataraman (1997), Timmons (1997), Gartner (1988), Low and MacMillan (1988), Rumelt (1987), Stevenson et al (1989), creation of an enterprise is closely intertwined with the concept of innovation. Therefore, innovation must remain at the heart of entrepreneurial education. Whenever I say I teach entrepreneurship, I am asked, “How does one teach that?” My fumbled reply is often, “…..the channel for individuals to express and develop their business ideas.” I don’t like that answer, but what do I say? Why is entrepreneurship an academic subject? Because we are curious about how and why this occurs. Furthermore, there is a worldwide interest on the growth of businesses and its link to economic recovery in the post recession era. Perhaps it is because we encounter these “strange” beings called “entrepreneurs” and we are intrigued.Through this paper I will journey through the literature to clarify the aims and objectives, understand what the case study finds, and recommend innovations on the basis of the findings.

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First Author: Ayatakshi, Sukanya Title: Enhancing Student Experience for Online Students- Evaluating ‘Discussion Forums’ for Further Innovation ABSTRACT: This paper explores and evaluates the impact of using online discussion forums’ as a learning innovation tool in an online teaching and learning context. The intention is to propose further innovation in order to enhance online student participation and experience. Literature shows that student engagement for effective learning in higher education may suffer from a number of issues: habitual tendencies such as past learning styles (Ramsden, 2003), perceptions towards the task (Prosser and Trigwell, 1999), frequency of tasks (Gibbs and Simpson, 2004-5), good linkages between the task and the intended learning outcomes of the unit (Biggs, 2003), etc. In the online context, similar issues have occured. Greyling et al. (2003) looked at online strategies to facilitate learning in a large undergraduate class. One of the ideas that emerged from the study was that of assessing students on an on-going basis. A study by Sebastianelli and Tamimi (2011) found that in online delivery, discussion forums are of limited value in learning quantitative content. Using a case study approach with multiple sources of evidence, this paper uses evidence and data from practice to explore and evaluate the effectiveness of the practice of using discussion forums and to suggest further innovation. The data is analysed using the conceptual framework based on Salmon’s(2002) five stage model scaffolding model of learning and teaching and Havelock’s third model of problem solving. First Author: Ayber, Pinar Title: Giving Feedback on Student Project Work ABSTRACT: Giving and receiving feedback is a part of our daily lives; people learn about the world via feedback. To relate our classes to real-life, it is very important for educators to provide feedback in the most constructive and efficient way. Today, it may require more careful planning for teachers to give feedback than in the past because we now teach digital native learners. Educators need to apply 21st century skills to find ways to reach students with different needs, and to combine technology with relevant pedagogy. This workshop presents feedback given to a group of students on their written work, via digital media. Participants will be showcased the process, technology used and have a chance to see student comments regarding feedback received and the results. The heart of the workshop lies in the idea that people like to collect souvenirs as they anchor positive feelings. By using digital technology it is possible to have them keep feedback souvenirs motivating them to learn.This also creates a positive learning environment in classes as students feel their individuality and worth is respected. Another advantage is that it saves time in class and it can be recycled. Participants will receive a step-by-step manual on how to use one or two of these digital applications. The session will end with a discussion to share experience and different perspectives about implementing technology into our classrooms and ways to create digital ways to create digital activities that serve relevant pedagogies. First Author: Bannister, John Title: The Effects of an Adult Connectivist Course Offering on Nontraditional Business Students ABSTRACT: Academic institutions that serve adult/nontraditional learners are often challenged with persistence and retention issues as these students work to balance academics with the demands of the rest of their world. To mitigate these challenges, institutions look to create classroom environments that can engage learners, while developing the intrinsic motivation required for continued matriculation. This presentation chronicles an approach used during an 11 week Principles of Marketing class composed of adult/ nontraditional business students at an institution in the Southeastern United States. This approach, framed in a combination of the andragogy and the proposed theory of connectivism, was successful in integrating the students desire to control their individual learning process and focus on the relevance of the topics being covered, while creating a classroom community that used outside connections, social media and the internet to help further validate the concepts learned. These students not only left this course with a firm understanding of basic marketing principles, but also a deeper connection to fellow classmates which positively impacted the retention of the students in this course.

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First Author: Batiegang, Billy Title: Integrating Green IT into the Computing Curriculum in Botswana- A Mechanism for Sustainable Development ABSTRACT: The research proposes that environmental issues must be integrated into the tertiary education in Botswana and Botho University is used as a case study. Botho University is one of the leading private tertiary institutions in Botswana. From the time Botho University was awarded degree awarding powers in 2012, many programmes from Diploma to Masters level have been developed. As Botho University moved towards becoming an independent degree-awarding institution, there was a need to revamp their academic structure to better manage the increased responsibility of curriculum and assessment development, service delivery, research, and quality management. Unfortunately as Botho University made progress in developing curriculum for new programmes, there is an omission of a much needed Green Computing curriculum. Batlegang (2012) established that the awareness level of over 4000 computer users at Botho University with regards to Green Computing was very low. The research also established that generally the green initiatives at Botho University were minimal. This research proposal aims to establish prudent means of integrating Green IT into the computing curriculum at Botho University. The development of Green Computing programmes/curricula will ensure that the awareness levels of students and staff are elevated. It is important to educate students about environmental responsibility throughout their education. In order to achieve a change of attitude, repetitive themes of Green Computing can be introduced especially in hardware and network oriented courses. The course on Green Computing must be made compulsory so as to ensure that all students at the University are educated on environmental responsibility. First Author: Bernatovic, Ivija Co-Authors: Maja Martinovic, Djuro Njavro Title: Effectively Designed Quality Measurements and Creating Assurance of Learning Culture ABSTRACT: When properly designed, rubric instruments can go a long way in facilitating assurance of learning and continuous improvement of the curriculum.This presentation will focus on processes that faculty may use to strengthen the quality and effectiveness of rubrics. We will present the different types of rubrics used at undergraduate and graduate level, and discuss examples of effective applications of rubrics in assessment of learning process. This presentation will provide participants with an overview of the benefits of course embedded assessments as tools for promoting curriculum development collaboration across departments. The presenters will share examples and provide tips and tools for implementation of assessment approaches and closing the loop. Developing and sustaining a culture that supports assurance of learning requires considerable time, resources and effort. Involving all faculty in AOL process and overcoming resistance to assessment can be very challenging. Meaningful measurement and assessment results require creating and maintaining a culture that value the assessment process. This presentation will describe how faculty training and support in the development and use of new assessment methods can help in better understanding and accepting assurance of learning culture. Learning Objectives: (1) Understand the nature and types of rubrics and how they help with measuring learning (2) Identify and discuss methods to promote curriculum development collaboration and closing the loop techniques (3) Illustrate what kind of support can be used in involvement more faculty in AOL process and the creation of AOL culture (4) Review techniques that have been successful in encouraging and increasing participation in different types of measurement. First Author: Bhaskar, Deepika Title: Sustainable Research Initiatives Require Innovative Solutions ABSTRACT: Global challenges need global solutions. With dwindling funding options and resources, it has become imperative that reasons be found for research funding drainage and solutions be proposed for sustainable research initiatives. Repetitive research in isolation, more focus on basic research, limitations of applied research initiatives, and bureaucratic hurdles are major impediments to sustained research funding. Overcoming such barriers involves developing a global research council, proactive principles and policies, sharing research output, common policies for collection and distribution of big data for analysis, greater mobility of researchers and long term commitments. Collaboration and dissolving boundaries is also a long-term solution for sustainable research. Several alternatives have been proposed to reduce funding for repetitive research initiatives or sharing objectives. First Author: Bhayani, Sameer Co-Author: Sohail Keswani Title: Evaluation of Employer – Employee Relations at SPARSH India

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ABSTRACT: Ever so fast growing and unstable economies around the globe has led to dynamics in the field of employee sustenance in a firm. According to Alexander Kjerulf “Happy employees are the most productive employees”. Every firm needs employees which are honest and loyal. Every new recruit means a long protocol of training before any field work can be performed. If employees keep leaving jobs, a large amount of the firms resources are caught up in training new recruits. This calls for methodology to ensure healthy and effective employee relations. A short survey was carried out at the SPARSH a local BPO (Business Process Outsource) located in Mumbai, India which led to surprising results. The aim of the study was to check effective maintenance of employee relations in a small firm in India. The study was carried out distributing surveys to each of the fifty employees at the local office. After the survey was evaluated a short interview with human resource managers led to more insight on their views about employee relations in the firm.The study was done to evaluate and examine human resource management for maintenance of effective employee relations. Even though SPARSH handles more than ten branches across India and more than two in the city itself, the retention rate of its employees was more than 54% for more than a year. SPARSH involves very effective means for its employee relations. A special team of HR (Human Resource) managers only focuses on the needs of employees on a daily basis. This involves but is not restricted to providing hygienic work environments, which is one major issue in small suburban offices in Mumbai. Also, SPARSH ensures a direct line of communication between its employees and HR department. Employees at SPARSH are given equal opportunities to participate in decision making and problem solving, leading to higher recognition and motivation. This leads to the enhancement of employee retention rate and the advancements in the overall productivity for the organization. First Author: Bialik, Maya Co-Author: Stephanie Sasse Title: The People’s Science: A Collaborative Initiative to Improve Dissemination and Public Understanding of Science ABSTRACT:There is a gap in the field of informal STEM learning between what theory and scholars recommend and the opportunities available for researchers and the public. TPS takes a three pronged approach to filling this gap: (i) The Forum, an online platform that helps scientists share their work with the public, (ii) the Brain Education Project (BEP), an online training center that curates science resources from across the web and prepares learners to evaluate scientific claims, and (iii) innovative dissemination strategies that broaden the reach of TPS content by making it available in real world environments, especially using mobile technology. First Author: Biçaku-Çekrezi, Rozeta Title: Students’ Perceptions on Dimensions of Classroom Management, Productive Techniques in Teaching ABSTRACT: A teacher’s classroom management is the number one direct influence affecting student learning (Wang, Haertel, & Walberg, 1994). Research shows classroom management to be one of the critical ingredients of effective teaching which also has a powerful impact on students’ achievement (Marzano et. al 2003). In the study undertaken by the author, classroom management is presented in twelve dimensions which have been further presented in three domains. The first domain is “Productive Techniques in Teaching” and it includes six dimensions. The SPSS program was used for the analysis of the data in this quantitative study. The population of the study consists of 1020 students of secondary schools in three cities of Albania, Tirana, Elbasan and Durres. The research question which will be answered in this article is: According to students’ perceptions, how do productive techniques in teaching effect their language acquisition? From the analyzes of the data, it was found that students have an average perception about classroom management related to their acquisition of English as a foreign language, and the highest perception in this domain was for the dimension “Effective Communication with Students”. First Author: Binti Mohd Rashid, Zuriati Co-Author: Nur Azuki Bin Yusuff Title: The Perspective of The Community on Branding ‘Islam’ And Its Position In The Development of Islamic Institutions ABSTRACT: Branding ‘Islam’ has become a trend nowadays. Efforts made by leading institutions towards the state purpose of developing Islam or otherwise have other agendas in particular worldly gains. There is also debate on the issues of Islamization the community. Peel off the notion of writing highlights several leaders in Malaysia and later compared with the perspective of local community. The discussion in this paper highlights that the issue of institutional branding is essential to the seriousness and sincerity of the leading institution to be more trustworthy for all planning and action in order to keep the image of Islam from any disorders that worsen/defamation of religion. 21st Century Academic Forum Conference at Harvard University

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First Author: Brady, Tom Title: Developing Digital Literacy in Teachers and Students ABSTRACT: As a university professor and preparer of teachers in this era where technology is such an integral part of the teaching and learning environment, I find myself spending a great deal of time on two tasks. First, in building the acumen of my college students, soon to be teachers, about how to be a prudent and responsible user of electronic resources. Second, in teaching them how to build these skill sets with their students. Even though these college students are coming into my classroom with a comfort level in the technical world, they don’t necessarily have a high level of comfort with the educational uses of technology. Many of them have antiquated beliefs about the role of technology in the classroom. I attempt to help them see the many opportunities (and pitfalls) of the digital world as it pertains to the classroom. Only when they have a certain level of comfort themselves, are they able to see where these tools might be of use with their students in their K-12 classrooms. First Author: Byers, Terry Co-Authors: Wes Imms, Elizabeth-Hartnell-Young Title: Use of Empirical Evidence to Measure Changes in Pedagogical Practice and Learning Outcomes in Contemporary and Technology-Enabled Learning Environments ABSTRACT: The unbounded nature of digital technology has the potential to revolutionize how, where and with whom students’ learn. Underlying these transformative changes are well-established changes in pedagogical theory and practices that emphasize ‘multiplicitous’ student-centred learning. However, there is scant attention in the literature regarding the implicit role of the physical learning environment through which this transformation is to occur. As a consequence, this lack of change in the ‘built pedagogy’ leads to the maintenance of the prevailing paradigm at the expense of the envisioned transformation. To circumvent these barriers and model an approach with the potential to add dramatically to current knowledge, the New Generation Learning Spaces (NGLS) project was established. The project developed an empirical evidence-base to support the re-design of technology-enabled learning spaces, matched with a quasi-experimental evaluation of their effect on teaching and learning. Results from quantitative analyses indicated that particular configurations of the NGLS did facilitate the ‘multiplicitous’ nature of student-centered learning and had a measurable and positive effect on student engagement and learning outcomes when compared to more traditional learning environments. The NGLS project’s blend of design, pedagogy and research when re-conceptualizing new educational facilities, heralds a new thinking in the use and evaluation of school environments. It does so with the confidence of having an evidence-base to support its design decisions. The success of the project is evident in its methodologies and data analysis visualization tools adopted by an Australian-wide study in the evaluation of technology-enabled contemporary learning environments. First Author: Cao, Jie Title: Non-cognitive Ability and the Role of College: An Empirical Study in Hong Kong ABSTRACT: This paper identifies school indicators for student’s non-cognitive skills in higher education. The important non-cognitive skill, grit, is studied. The Grit Scale developed by Matthews & Kelly (Matthews & Kelly, 2007) was adapted. It is subdivided into two subscales assessing consistency of interests and perseverance of effort.The total score is assessing grit. An empirical study was conducted in a university located in Hong Kong by a questionnaire survey. One hundred sixteen undergraduate students in different majors in their 1st, 2nd, 3rd or 4th study year were randomly chosen. Based on the data collected, the study firstly uses factor analysis and reliability analysis to report the instrument. Then, it examines the grit of students with different characteristics. The relation between grit and GPA is tested. It showed that GPA is not a good predictor of grit. However, GPA is significantly related with perseverance of effort(r=0.246, p.05). Concerning the ranking of the groups, it was observed that after the treatment the highest MRSQ level was attained in the Experiment 2 group, where AIW-based teaching was made on small groups; that the Experiment 2 group was followed by the groups Experiment 1 and Control, and that the post-test points attained by the groups Experiment 1 and Experiment 2 did not differentiate in a statistically significant manner (p>.05). Study shows that AIW materials strengthen the use of metacognitive reading strategies. First Author: Donanci, Senem Co-Author: Marion Engin Title: Does the iPad Support Dialogic Teaching? ABSTRACT: This presentation will describe a research project which aimed to explore the impact of iPad use on classroom talk and classroom interaction in an EFL context in the United Arab Emirates. Firstly, the presenters will briefly summarise the principles of dialogic teaching. Dialogic teaching “harnesses the power of talk to stimulate and extend pupils’ thinking and advance their learning and understanding” (Alexander, 2010, p.1).There will be specific reference to the relevance of dialogic teaching to second language learning. The presenters will briefly explain the methodology used in the research. The main focus of the presentation will be the data which emerged from the study. The data is in the form of transcripts of classroom talk and classroom interaction. There will be discussion of the data, and links made to dialogic teaching. The presenters will focus on the extent to which the use of iPads influences teacher talk and classroom interaction, and the extent to which the iPad supports or does not support dialogic teaching.To conclude, the presenters will make tentative recommendations of how the iPad does or does not support dialogic teaching in a second language learning context. Alexander, R. (2010). Dialogic teaching essentials. Available from http://www.robinalexander.org.uk/

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First Author: Donohoe, Ann Title: Quality in Educational Action Research: Adopting a Pragmatic Approach ABSTRACT: The ever evolving yet mercurial debate which surrounds the issue of quality in action research continues unabated. While some action researchers are vehemently opposed to the drive towards criteriology, others adopt a more sanguine view and argue that the development of action research in the 21st century is largely dependent upon the utilisation of universally accepted quality markers. While it is widely acknowledged that action research should not be judged against the same criteria as those used to evaluate positivistic or naturalistic inquiry, there is a growing consensus that validating knowledge claims produced by action research studies is central to legitimising action research within the higher education academy. A number of researchers who support this view have developed specific criteria for assessing the quality of action research studies from a process and/or outcome perspective. While these quality schema are evident in the literature there is a paucity of research which explores the experiences of action researchers who are charged with using these criteria to demonstrate the quality of their work.These difficulties are further compounded when an action research study is submitted for an academic ward, at either MSc or PhD level. The purpose of this paper is to contribute to the empirical debate by sharing the author’s experiences of utilising quality criteria in educational action research. The discussion focuses on the various discourses on quality, specifically within the action research milieu. A template for guiding the action researcher through the quality process is also presented and illustrated. First Author: Dubyak, Jeannette Co-Author: Victoria Landu Title: Day 1: Quick and Easy Strategies for Creating Positive Learning Environments ABSTRACT: This presentation will provide innovative, quick, and easy ideas to ease anxiety for higher and postsecondary learners on the first day of class. According to Sviniki and McKeachie (2014), learning is enhanced through the use of active engagement and collaborative learning. The hands-on activities in this session are designed to build relationships with conference participants and to help participants learn strategies to reduce concerns learners may have at the beginning of new and/or difficult coursework. Activities will include an “ice breaker,” interactive introductions of participants, and the creation of a welcome email announcement prior to the first day of class. First Author: Elsayed, Ahmed Title: E-Learning in Higher Education for Students with Disabilities in Arab Universities (King Saud University as a Case Study) ABSTRACT: This case study shows how to activate the e-learning system and educational activities for students with disabilities in higher education, and should be of special adapters for LMS (Learning Management System) and assistive technology to the Arab Saudi disabled student. This will be revealed through practical activities implemented by studying how the positive variables interact with students with disabilities in the preparatory year of KSU (King Saud University). The purpose of the study is going to be achieved by implementing an integrated pilot study in order to assist 200 students from multiple branches of study in King Saud University. The assisted disabled students will benefit from mentoring activities, where there will be trained university teachers to activate their courses to fit students who are visually impaired, hearing disabilities, and physical and health disabilities. This will help to adapt their teaching activity to the special needs of the disabled students involved in higher education. First Author: Elyas, Tariq Title: English in Saudi Arabia: New Trends and New Hopes in the Google Age ABSTRACT: English in the Kingdom of Saudi Arabia (KSA) is not a ‘neutral’ language. It is loaded with political, religious, social, and economic overtones and is a topic of heated debate. While the influence of globalization and modernization policies adopted in KSA has led to an increase in the use of English in the country; there are processes of resistance to English that question its validity and contribute to a shift in the language to suit local beliefs and practices. In this paper, we will study some of the tensions between forces for reform and traditional practices in KSA. This tension is reflected in policy and curriculum reforms and reactions to these reforms from competing Discourses and ideologies within and outside of KSA.This paper examines these Discourses and looks at the historical background and influences on the KSA Education system that have shaped the English language teaching and learning practices in the country. In addition to discussing the issues and debates around English language education, this paper also looks at how and if English 21st Century Academic Forum Conference at Harvard University

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has been localised to suit the local needs and practices. The paper shows that Saudi English texts analysed here mostly follow and ascribe to the grammatical norms of standard Englishes. First Author: Fast, Thomas Title: Language Learning for the 21st Century: Active, Inquisitive, Digital, Authentic ABSTRACT: This presentation describes an approach to 21st Century language learning that combines the latest methodologies: task-based, inquiry-based, active, and electronic. In addition, it features real world content in lieu of standard textbook topics. Benefits include: language acquisition as well as the skills, knowledge and traits of a 21st Century global citizen, as advocated by UNESCO, Oxfam, International Baccalaureate and others. The presenter will briefly review the methods and provide an example World Heritage themed EFL unit consisting of four individual and group projects. Project 1 introduces the theme by inviting students to digitally show and tell about something they have inherited. Project 2: Students research the Seven Wonders of the ancient world and share their own seven favorite places via Google Earth recorded tours. Project 3: Students investigate UNESCO’s World Heritage mission and produce audio visual presentations of World Heritage sites. Finally for Project 4, they plan their own “virtual” vacations around the world, and use Google Presentation software to introduce what they saw, where they stayed, and how they felt.This approach has been conducted with Japanese high school and university students who demonstrated gains in English communication, cultural awareness, digital skills, critical and creative thinking. References: 1. Hughes C. (2006). Education for Global Citizenship: A Guide for Schools. Oxfam. 2. International Baccalaureate: www.ibo.org 3. UNESCO (2014) Global Citizenship Education: Preparing Learners for the Challenges of the 21st Century. UNESCO. First Author: Fernandes, Anabela Title: Cross-Cultural Communication in Educational Contexts ABSTRACT: The importance of intercultural interaction in educational contexts, particularly in foreign languages learning and teaching, is justified by: (i) the cultural identity, awareness of their own identity; (ii) the awareness of the social, cultural and language which allows the recognition of differences; (iii) the cultural encounters mediated by tourism, for business transactions, the level diplomacy, student exchanges and due to the mobility of people that give visibility to cultural heterogeneity (Kaikkonen (2001). This study was developed within the international project NIFLAR, Networked Interaction in Foreign Language Acquisition and Research. The University of Utrecht coordinates this project, in which eight universities cooperate. The qualitative case study that was carried out taking into account statements of native speakers in interaction with learners (Cicurel, 1985; O’Dowd e Ware, 2008) and took place at University of Coimbra, Portugal. Using a video-web communication tool, twenty four participants — native speakers and portuguese foreign language learners — were engaged in cross-cultural interaction sessions in a one to one format setting. The utterances of native speakers participants demonstrate a higher occurrence of activities related to lexical and grammatical aspects, such as error correction and explanation. These data also present a significant level of positive feedback, which contributed to the participation of learners. The native speakers, pre-service teachers, recognize an awareness of enriched knowledge.This project yielded positive results in terms of the foreign language learning goals, though more intercultural awareness should be encouraged. Therefore there should be an accurate work in intercultural interactions projects with pre-service teachers training. First Author: Gandhi, Meenakshi Title: Entrepreneurship Education in Indian Universitie: An Indian Perspective ABSTRACT: Background of the study – According to a National Knowledge Commission 2008 study of Entrepreneurship study in India, approximately 95% of entrepreneurs believe education is a critical success factor and a key trigger to evoke entrepreneurial inclinations. Entrepreneurship education has attained considerable academic and political importance in the recent past in India and is an important area of academic research too. The world entrepreneurship forum (WEF) created in 2008 aims to promote the development of entrepreneurship while creating wealth and social justice. Universities play an important role in fostering entrepreneurship among youth as the subject of entrepreneurship is a recognized discipline being taught in undergraduate and graduate business education programs. Despite these efforts, the Global Entrepreneurship Monitor report finds that India’s High Growth Expectation early stage Entrepreneurship (HEA) rate is only one-fifth of that of China despite high levels of potential entrepreneurial activity. This indicates that while there is a lot of emphasis on entrepreneurial education in the country, it is not leading to the desired growth in terms of enterprises. Perhaps one of the reasons is the instructional pedagogy followed. “Why” and “How” we are teaching entrepreneurship

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as a subject still needs enlightenment and a lot of practical work needs to be in the university system to be able to motivate entrepreneurial intentions among youth in higher education and in the process developing skilled graduates who could think creatively to generate business ideas that shall enhance economic growth, empower them and create jobs for others. Need of the study - The entrepreneurship “pyramid” in India has four levels. While Level 1 comprises of agriculture and other allied activities, Level 2 comprises of trading services, Level 3 is of traditional sector such as manufacturing and energy, Level 4 is the emerging sector which is also knowledge intensive such as IT, Finance, Insurance & Business Services, Construction, Community and Social Service etc. According to National Knowledge Commission 2008 report, India ranks 2nd globally as home to fastest growing technology firms. With the youthful population of India with 50% below 25 years of age, it is this sector that will motivate the youth and needs to be tapped by providing the right skills, appropriate environment and sustained encouragement.This paper explores the entrepreneurship education in business education through universities in India to understand the need of inclusion, expected outcomes, and skill development. This discipline aims to bring among the young graduates studying in university system. The results of this study shall be highly useful to educators, policy makers for curriculum design, teaching methodologies development in higher education as fostering entrepreneurship has been identified as a goal in higher education by the ministry of Human resource development in India. Methodology – This is a working paper that proposes to initiate further debate and research on this subject area and has used a sample of 50 respondent teachers in higher education who are involved in teaching the subject of entrepreneurship in business education degree courses in universities in India. Data has been gathered through a structured questionnaire with the aim to find out the teacher’s commitment to teach entrepreneurship, institutional support for teaching entrepreneurship, prominent pedagogies being used and their perceptions about the subject itself in Indian universities and its affiliated colleges. A convenience sampling was used to gather the data for the study. Originality/ value - The results of this study shall be useful to academicians, institution administrators, regulatory bodies responsible for curriculum development and design. This study is a maiden study at the university level in India about entrepreneurship education. First Author: Ghafoor, Muhammad Mudasar Title: Antecedents and Consequences of Job Satisfaction: Evidence from Pakistani Universities ABSTRACT: The study of human labour and its social organisation is central to our understanding of the development of human work and satisfaction. Within developing parts of the world in the 21st century, the question of organising work in order to facilitate growth and development is of great importance. The future of middle income economies, such as Pakistan, lies with satisfying both the demands created by the basic needs of a large and growing unskilled urbanising population and the higher level needs generated by a small, yet growing, educated and skilled workforce. The current study briefly examine our understanding of work and the social organisation of employment within the critical literatures on Labour Process Theory, Well-Being and Motivation in order to contrast them with the literature within Human Resource Management. In doing so, it seeks to both contextualise the discussion of work within a historical framework and develop an understanding of the role of motivation theories for job satisfaction. This thesis seeks to fill a gap in the literature by investigating a wider study of antecedents and the consequence for job satisfaction focussing specifically upon the academic staff of public and private sectors universities in Punjab, Pakistan. In particular, Herzberg’s two-factor theory and Meyer and Allen’s affective commitment models provide useful insights and observations in their relationship with job satisfaction. This study used a questionnaire to examine the antecedents (organizational commitment and organizational culture) and consequences of job satisfaction (intention to leave and intention to stay). The prepared population comprised of 6,327 academic staff containing Lecturers, Assistant Professors, Associate Professors and Professors. A simple random sampling design was used to obtain 310 academic staff and useable questionnaires were obtained from 299 academic staff, 96.45% of the total sample size. The statistical techniques; Cronbach’s Alpha, Confirmatory Factor Analysis (CFA) and Structure Equation Modelling (SEM), Spearman’s rho Correlation, Analysis of Variance Analysis (ANOVA) and Independent sample T-Test were applied to test a range of hypotheses in the current research, utilizing the software packages ‘Statistical Packages for Social Sciences’ (SPSS) and ‘Analysis of a Moment Structures’ (AMOS) version 17 and 18, respectively. The key findings of the SEM suggested thought-provoking results that are missing in the existing literature, such as there was a moderate, statistically significant positive relationships between affective commitment, supportiveness and competiveness with motivator factors. Work motivation was positively correlated with motivator factors and negatively with hygiene factors. Moreover, the hygiene factors were negatively correlated with intention to leave.There was a very strong, positive relationship between motivator and hygiene factors with job satisfaction as compared to affective commitment. Furthermore, organizational commitment, organizational culture, and work motivation are shown to be antecedents of job satisfaction and positively correlated with it. In addition, job satisfaction was a determinant of the intention to leave and negatively correlated with it. In general approximately 1% of the academicians out of 299 were overall dissatisfied, 49% were neutral and remaining 50% were satisfied with their jobs. The findings suggested that demographic characteristics revealed mixed results in terms of job satisfaction. The academic staff involved in research activities were comparatively more satisfied with their jobs than their counterparts. The results lead to a number of important policy implications and also develop our theoretical understanding for the quantification of job satisfaction. 21st Century Academic Forum Conference at Harvard University

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First Author: Ghazzoul, Nahed Title: Teaching and Learning in the Age of ‘Just Google It’ ABSTRACT: The tertiary education world has witnessed dramatic shifts in how we deliver our lectures, assess our students, and write our papers. Internet and communication technologies are changing education, taking it gradually out of the traditional classroom to a new world different in space and time, and making it open, dynamic, and affordable. Such a change imposes educational challenges on both teachers and learners. Today’s students consider staying connected with the internet as a central part of their lives that helps them find factual information needed at the moment instead of relying on their own personal knowledge. Priority of learning is shifting and learning is accomplished through errors and trials rather than logical and rule-based methods (Frand, 2000). In response to these changes, faculty members are put in a challenging situation on different levels. On the one hand, easy access to information in the age of ‘just Google it’ increases the expectations of university students with the information level of their tutors. Students can Google any piece of information, compare it, develop it, and may raise unexpected questions about it. Faculty members have to accept the challenge, and broaden their knowledge about any topic in the syllabus to avoid unpleasant surprises. They must keep pace with, and actively develop their IT skills to embrace the new technology imposed by Google and E-learning. On the other hand, challenges include the students’ relative lack of critical thinking skills, and unawareness of the issues of plagiarism, or authenticity of information available on the Internet. These factors are a source of great challenge for faculty members who mostly belong to earlier generations not very much skilled as net learners. In Jordan and specifically at the Departments of English Language and Translation, the situation is somehow different from what has been mentioned above. Although university teachers and students benefit from the instant access to the internet, actual Internet usage takes place only in computer labs. Digital libraries are available with limited access and could not replace conventional ones. Therefore, it can be said that universities in Jordan must adapt to the educational challenges where technology worldwide plays a bigger role than ever before.They have to cope with these changes as well as providing means for students and teachers to do that.This paper describes some of the challenges academic institutions in Jordan face with the widespread of uncontrolled E-learning. By analysing a questionnaire administered to tutors at Al-Zaytoonah, and Petra Universities, and citing samples of the writing and translation of students at Al-zaytoonah University, this paper demonstrates how teachers and students use e-resources. It also highlights the impact of using online resources on improving the educational research and teaching at the tertiary level in Jordan. Crucial to this paper are the implications to EFL instructors and students to better embrace the educational changes in the world of ‘ just Google it’. First Author: Gheni, Saba Title: Teaching Against a Culture of Terrorism in the Middle East ABSTRACT: The situation in the Middle East is complex. It presents a continuing humanitarian and cultural crises, with millions of people fleeing for their lives, hundreds of thousands being killed and millions being under culture conflicts. It presents a threat to Middle East stability, with ISIS promising to create an Islamic caliphate, or state, erasing modern borders and imposing its own version of fundamentalist law. Furthermore, ISIS presents an unknown threat to the larger world, including the United States, with the militant group beheading international hostages and recruiting jihadists from across the globe. Analyzing culture as a category is not an easy task, and it is not a purely scientific enterprise. What people think, how they think, and the way they react to events are all influenced by culture. Even terrorists are products of culture. Thus, regarding a definition of culture, most readers will probably be able to agree with me only on the fact that there is much disagreement about the meaning of culture, both as a word and a concept. I interpret culture in the usual social-scientific sense of beliefs, values, and lifestyles on the world scene, with special attention to religion as a central component. Obviously, culture is not only about religion, but it is also true that the most prominent cultural dimension of twenty-firstcentury terrorism can be found in religion. In particular, the events of September 11 are deeply rooted in religious and cultural tensions sharpened by the end of Cold War. So the focus of this article will be particularly on teaching under all these treating and changes facing faculty staff and administration. First Author: Ghimire, Loknath Title: Educating the Girls: An Empirical Study of Women Parliamentarians’ Intervention in Nepal ABSTRACT: Most of the girls in Nepal are limited within the house hold activities instead of going to school from their early age. Those who are sent to school, hardly complete their primary education and then drop out. This is mostly seen in the Madheshi community (group of ethnic people) at Terai region in Nepal. In such communities, majority of the parents themselves are illiterate and cannot invest their capital for girl’s education. After a wider political change in 2007, significant number of women politicians reached the parliament representing different cast, class, geography including the above mentioned regions and community. Although the

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women parliamentarians represent different political parties, they decided to work for the promotion of girls education collectively putting aside their political ideologies. The purpose of this study is to find out the causes of motivation and process of intervention of women parliamentarians’ for the promotion of girls education. Particularly this paper explores how the women politicians of Terai region worked for girls education from policy to community level. For example, women parliamentarians’ active participation and intervention for the promotion of girls education, raising awareness of community people, policy level advocacy and formation of girls education network are milestone for promoting girls education. Hence, it is important to forefront how the women parliamentarians could overcome the hurdle of deeply rooted patriarchal concepts against girls education and set themselves as an example. First Author: Gordon, Jessica Co-Author: Bonnie Boaz Title: What We Learned from Teaching a cMOOC: Best Practices for Teaching Students to Integrate SpongeBob and Star Trek Images in Multimodal Compositions ABSTRACT: Last summer six faculty taught Virginia Commonwealth University’s first cMOOC, a course focused on research writing and new media. Students composed multimodal texts in an online platform hosted by WordPress using text, images, links, animations and video resulting in a final argumentative, multimedia, published composition. Because the cMOOC provided an open platform for studying six sections of the same course, we were able to identify consistent problematic trends in students’ use of media in their digital texts. We were surprised by students’ struggle to understand how media can complement text and how images can serve as metaphor and subtext in a composition. Students had trouble juxtaposing text with image, building context for an image with text, and using nuanced language and literary practices to make connections between media and text.This presentation will share a series of examples of students’ work and suggest best practices for teaching students how to integrate media in multimodal compositions. First Author: Grammatikopoulos, Vasilis Co-Authors: Athanasios Gregoriadis, Evridiki Zachopoulou, Eliana Behring Title: Examining the Relation between Greek Early Childhood Education Quality and Young Children’s Mathematical Competence ABSTRACT: Quality of ECEC is a crucial factor in producing beneficial outcomes and many reviews and long-term studies have produced extensive evidence for this conclusion. High quality preschool programs and environments provide high quality early childhood experiences and lay the foundation for later school success. Young children’s academic proficiency, especially regarding language skills and mathematical literacy, have been associated positively with the quality of the early childhood education environments they attend. Quality however, is not an unproblematic concept and different views on quality prevail. A divide exists between certain global approaches of quality (e.g. ECERS-R, CLASS) and a dialogical-cultural approach that emphasizes the process of recurrent negotiation of ECEC practice between stakeholders in particular parents and staff. This study examined the relation between the quality of early childhood education environments and mathematical competence in a cultural background different than the US. More specifically we examined the relationship between the quality of Greek early childhood environments measured with the ECERS-R and the mathematical competence measured with the Utrecht Early Mathematical Competence Scales. Data were collected from 52 Greek early childhood centers. The Utrecht Early Math Competence Scale was administered to 402 children in the 3-to 6-year age groups. Multilevel analysis revealed a statistically significant correlation between quality in ECEC and mathematical competence. Our results add empirical evidence in the discussion whether ECERS-R can document the positive relation between quality of ECE environments and children outcomes. Furthermore, we discuss implications for the evaluation of relation between the quality of ECEC and academic achievement. First Author: Gregoriadis, Athanasios Co-Authors: Vasilis Grammatikopoulos, Nikolaos Tzavidis, Michael Glueer Title: Classroom Interactions and Teachers’ Workplace Wellbeing in the Greek Early Childhood Education System ABSTRACT: The quality of teacher-child interactions in early childhood education affects children’s development and academic achievement. Literature has shown that a wide range of dimensions contributes to the quality of teacher-child relationships. One of least examined factors that might contribute to the quality of these interactions is the teachers’ workplace wellbeing. The purpose of this study was to investigate whether teachers’ workplace wellbeing is associated with classroom interactions in early childhood education settings. More specifically, the quality of interactions in Greek early childhood centers was measured with the interactions 21st Century Academic Forum Conference at Harvard University

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subscale of ECERS-R (Harms et al., 2005). The teachers of these classrooms were administered the instrument developed by Warr (1990) that measures teachers’ well-being. In total, a representative sample of 535 early childhood education classrooms and their teachers comprised the sample of the current study. The participating classrooms were selected by multistage sampling technique, as the current study was part of a larger five-year project implemented in the Greek early childhood education, partially funded by the European Union and national resources. Results confirmed that interactions in the early childhood were associated significantly with teachers’ wellbeing. These results can be taken into consideration in future efforts for the professional development of the Greek early childhood teachers, by integrating, for example, in training procedures workplace stress reduction techniques. Another implication towards improving teachers’ well-being, could be the focus of policies and training on acknowledging the importance and contribution of quality of ECE environments. First Author: Grooms, Linda D. Co-Author: Tera D. Simmons Title: Leadership Development in the 21st Century: Reaching Across the Generational Divide in Higher Education ABSTRACT: The “Just Google It” era is rapidly changing the landscape of how we train multigenerational learners as leaders in 21st century higher education. From the traditional classroom to the online environment to the blended in between, the ubiquitous technological revolution has transformed the way we do teaching and learning. Today, the convergence or fusion of technologies enable individuals to overcome the barrier of separation, affording institutional and learner opportunity to transcend intra- and inter-organizational boundaries, time, and even culture (Grooms, 2009, 2015). Compounding this, four generations (aptly defined as a group of individuals born within a particular time span) who often encounter many of the same experiences predisposing them to similar expectations (Bull, 2010; Patterson, 2007; Sandeen, 2008) comprise the preponderance of today’s students in higher education: Builders, Boomers, Busters or Gen Xers, and Millennials or Gen Yers. These groups often have different expectations in their preferred educational methods, their approach to leadership and communication, and their outlook and behavior in overcoming adversity. These researchers examined one graduate program’s intentional effort to look at the similarities and/or differences of how the four generations approach leadership and learning in this age of ubiquitous technology. In addition, they questioned whether there were generational differences in overcoming adversity to complete an online doctoral program. With the insights gleaned, we can begin the dialogue about how best to train leaders in this age of instant information access to most effectively make a difference in their often global sphere of influence. First Author: Grooms, Linda D. Co-Author: Tera D. Simmons Title: Cross-Generational Perceptions of Communication and Information Acquisition in K-12 Education ABSTRACT: The “Just Google It” era has vastly challenged the way we educate those in 21st century K-12 Education. In alignment with the primary aim of the conference “to provide a better understanding of the dynamic and interconnected nature of education in the age of ubiquitous statement ‘Just Google It’” these researchers examined one rural school division of approximately 3,200 students to explore the cross-generational perceptions of both teachers (Boomers, Gen X, and Gen Y) and students (Gen Y and Gen Z) in how they relate not only to one another, but also to the ever-growing body of information. Participants in this study were queried as to their preferred method of communication for both personal and academic pursuits (e.g., f2f, phone calls, email, texting, Facebook, IM, twitter, Google Hangout, or another form of social media) as well as to their first source for information (e.g., another person. a library. Google. Siri.). First Author: Guder, Feride Zeynep Title: Integration of Social Media into English Language Learning ABSTRACT: The pervasive use of technology has paved the way for various changes in the nature of teaching and learning language both in the micro and wider scale. Adopting an innovative approach into language teaching, a language teacher can ubiquitously expand the area of learning outside the formal settings in which exposure of digital media tools could be exploited as a learning tool. Thus learning practices in such digital informal settings will attract students’ attention and help them overcome motivational problems. Giving the chance of controlling their own learning process, students become autonomous learners who have high metacognitive skills. Reviewing and reassessing Krashen’s input and affective filter hypothesis, the paper aims at finding out to what extent input in today’s

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technologically enhanced instructional settings could be made more comprehensible and receptive to students and how their affective filter could be lowered for a better learning. To do that, a small scale research on comparative basis with a needs analysis process was designed with two groups of adult learners of English as a Second Language at Istanbul Kultur University, Turkey. While the first group is taught English through traditional methodology, the second group benefited widely from video shooting as a digital tool.The task-based content in the study consists of traditional biography writing versus bio video shooting. Results from the qualitative and quantitative data collected in the study show that input when converted into digital form is more receptive and comprehensible to students as, with reduced affective filter, they feel more autonomous, secure, motivated and confident in practicing the related skill with in a digitally enriched environment. First Author: Han, Jeehee Title: Public Opinion on Health Care Policies in the 21st Century ABSTRACT: Since the advent of The Patient Protection and Affordable Care Act, governmental provision of universal health care coverage has become an inevitable pathway for the U.S. health care system. Broad literature examining public opinion on redistributive policies exists, but not necessarily with a focus on health care policies. There have been conflicting views on whether a rise in income inequality positively or negatively affects public preferences for redistributive policies. Finding where health care policy preference stands in this debate will yield better understanding of and guidance for the U.S. health care system. Using the General Social Survey, this study examines how the actual level of income inequality and perceptions of income inequality both impact respondents’ opinions about governmental health care provisions. Ordinary least squares estimations were used and a positive relationship between the actual level of income inequality and public opposition to health care policies was found. In contrast, there exists a negative relationship between the perception of income inequality and respondents’ opposition to health care policies. Based on previous literature and a correlation between the two independent variables, the study concludes that a rise in income inequality, along with less concern for inequality, makes people less supportive of health care provisions. This interpretation suggests that the social fragmentation theory holds in the case of health care policies: growing inequality may cause more fragmentation between the insured and the uninsured. First Author: Hassan, Asli Co-Authors: Muna Balfaqeeh Title: Agent of Change: Empowering Teachers and Students through Reflection ABSTRACT: For engineering students to incorporate the use of higher order thinking skills (HOTS) in their writings, it is vital that classroom teachers from the very beginning expose them to Bloom’s Taxonomy and share practical strategies and activities that can be integrated and transferred into their academic studies. In this pilot research, students produced in class writings at intervals before and after the introduction of the HOTS.This paper focuses on the reflections and observations of the teachers and students whilst and after the exposure to Bloom’s Taxonomy followed by a student focus group that reflects on their experiences as a whole and specifically on their personal journey in developing their higher order thinking skills. Best practices on transferability of skills from teachers and students’ point of view will be addressed. First Author: Hepkon, Zeliha Co-Author: Oya Saki Aydin Title: Media Literacy Education in Turkey: Can we construct common references and curricula with European Countries. ABSTRACT: Media Literacy Education in Turkey: Can we construct common references and curricula with European Countries. Dr. Zeliha Hepkon Dr. Oya Sakı Aydın ABSTRACT The 21th century with its digital environment is mostly affected by media use and new technologies have many societal reflections on society. This process consists of many problematic aspects like: inequality on access, excessive content and information caused by digitalization, inequalities concerning media education, teaching media literacy only related to traditional media forms and using education systems which are unable to cope with new technologies (especially concerning communication field). As a result, after 2000s media literacy, information literacy and digital literacy emerged as crucial fields of inquiry in the global context especially among communication scholars and educators.The concept refers to a critical analysis process generally. It is quite common to define the notion as an ability “to access, analyze, evaluate media messages and create new ones. As general, media literacy has a rich history in Europe. There have been diverse efforts –local, regional and national-supporting media literacy since 1990s. Some of these efforts mostly aim teachers and their formation and others aim school curricula and educational strategies. 21st Century Academic Forum Conference at Harvard University

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Nevermore, media literacy and media education in Turkey are still new concepts and need to be developed. At universities, many communication faculties have media literacy courses or courses related to this subject since 2000s. Maybe the most important step for media literacy education was the elective courses for schools organized by The Supreme Council of Radio and Television (RTUK) and the Ministry of Education’s cooperation. Still the content of these courses are not completed or generally accepted. There has been a huge discussion about the values, ideas and believes concerning critical thinking and evaluation of media massages. In brief, purpose of this study is to review media literacy education in European countries and Turkey comparing and investigating curricula and teaching materials exclusively. Media literacy as an educational tool can augment and enrich media use of individuals but it can also form an invisible self-control mechanism formed by the dominant ideology. To compare and search for differences and similarities may lead us to find a common ground for media literacy education, since media (digital media particularly) is more global and universal than ever. Key words: Digital Media, Media Literacy, Media Education, Turkey. First Author: Hojeij, Zeina Co-Author: Zoe Hurley Title: App Smashing for Writing ABSTRACT: Many teachers consider themselves digital immigrants who struggle to keep up with student digital natives. In addition, there are so many apps available that it is difficult for educators to know where to begin. Moreover, there is currently very little in-depth research relating to the use of apps to improve academic writing. Drawing on Interactionist approaches to language and the Noticing Hypothesis as well as Vyogtsky’s Zone of Proximal Development which states that learning occurs under the assistance or cooperation of a mentor or a peer, this presentation will investigate how mobile learning and the use of a range of apps aid peer and self-editing, aid noticing, and enhance ownership of the writing process. Flipping corrective feedback becomes a win-win situation for both teachers and learners. This research is highly relevant to academic writing across all levels of courses that require writing. The presentation will focus on the process of layering various apps to aid the students in noticing their errors, assist acquisition, and encourage learner ownership and autonomy. Participants will have the chance to explore practical tips and ideas on various apps that can be used in their writing classes to flip the writing process and aid in self and peer editing. First Author: Hurley, Zoe Co-Authors: Nalan Kerr, Jane Kerr Title: Collaborite: App Smashing to Enhance Group Dynamics ABSTRACT:This presentation focuses on the dual process of group work and an integration of apps to take pedagogy in new directions. It explores a range of apps that redefine group work for students from elementary through to college level. Much educational research advocates the benefits of group work in terms of promoting student learning, retention and overall academic success. Group tasks enable students to develop crucial skills for the work place. Interactionist approaches to learning and language also support the use of group work in terms of motivating students through the use of authentic tasks and communication. Furthermore, developments in pedagogic theory and 21st Century learning encourage an integration of group work and technology to harness creativity, collaboration and critical thinking. The ‘Collaborite’ process involves a cascade of group activities, using a dynamic app architecture, or ‘app smashing,’ to foster communication, writing, editing, publishing and presentations. This paper firstly, discusses a variety of learning platforms that promote group communication including: Blendspace, Showbie, Schoology and Edmodo to enable student dialogue, exchange and a collaboration of resources. Secondly, it explores tools for group learning activities and productive skills such as Notability, Explain Everything and, Googledocs and Zoom Notes through the use of annotation tools, stickies, links, voice-recordings and brainstorming applications. Finally, it evaluates presentation tools to showcase group work and learning including Creative Book Builder, Powtoon and Thinglink. Overall, the focus is the enormous potential of app smashing and group work to elevate and transform learning. First Author: Ikpeze, Ogugua Title: Custom and Sustainance of Child Labour Within the Nigerian Legal System ABSTRACT:The researcher intends to expose the prevalence of child labor sustained by customs, otherwise appreciated as economic value of the child. Child labor has become an aspect of the Nigerian socialization as well as a global problem. This pervading anomaly needs proactive solutions using National, Regional and international jurisprudence and positive mechanisms. The sustenance of child labor in Nigeria is predicated on the economic importance placed on children in our immediate society. It is demonstrated by using

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the children as: hawkers, economic house helps (slaves), and victims of trafficking. The addendum to the causes of this unwholesome child labor is lack of good governance, accountable government that is sensitive to the welfare of her citizenry. Thus non-provision of social security, education, employment and all necessary welfare utilizing justly the available resources of the country among the people of Nigeria. Research has shown that child labor is continued due to poverty, illiteracy and customs. These customary practices see the child as a money spinning object whether in the immediate family or outside the family. The aim of the paper is to critically examine the concept of child labor, causes, types, prevalence, impacts and legal implications within and outside Nigeria in relation to the human rights of the child. Methodology adopted is literature review, analysis of laws, case laws and random oral interviews. The results reveal that child labor is indeed sustained despite the laws protecting the children for the main reason of: custom, illiteracy, abject poverty, poor welfare for the citizenry by government. First Author: Iqbal, Kashif Title: Job Satisfaction and Organizational Commitment as Antecedents of Organizational Citizenship Behavior (OCB) ABSTRACT: Organizational Citizenship Behavior is an important phenomenon in the present era where everyone thinks that he should be treated fairly and there should be an environment of mutual cooperation and help. Organizations are expecting more from their employees, and personnel are expecting a lot from their organization. There are several studies that witnessed the impact OCB on organizational effectiveness and efficacy. The focus of this research is to investigate some antecedents of OCB by determining the impact of job satisfaction and organizational commitment on organizational citizenship behavior in the banking sector of Gujranwala, a famous city of Punjab province in Pakistan. Constructs defined by Williams and Anderson (1991), Brayfield and Rothe (1951) and Balfour and Wechsler (1996) were used in this study. Data was collected from public & private sector banks by using the survey method. Four hundred self-administered questionnaires were distributed among employees of different banks in Gujranwala, the 5th largest city of Pakistan (TDCP). Out of the 400 questionnaires, 200 were useable and received at a response rate of 50%. All the variables in instrument score were high on reliability tests. It is found that job satisfaction and organizational commitment have a strong and positive relationship with organizational citizenship behavior. Individuals who are satisfied and have commitment to their jobs are more likely to be involved in organizational citizenship behavior. It is recommended to repeat this study with more antecedents so that a clearer picture of OCB could be seen. The study is limited to the antecedents of OCB only. However, a separate study is recommended to include consequences of OCB. This research is limited to one division of Punjab and in banking sector. The results may be dissimilar in different business sectors in different places. First Author: Irozuru, Elijah Chukwudi Co-Author: Eno, M. Ukpong Title: Home Environment and Aggressive Behaviour Among Secondary School Students in Abia State of Nigeria ABSTRACT:The main purpose of this study was to investigate home environment and aggressive behaviour among secondary school students in Abia State of Nigeria. Aggression is a pervasive problem for Nigerian youths. It is at times expressed in the most unlikely places under unexpected and unsettling conditions. It is usually expressed at home, school, neighbourhood or community. At different occasions, students have been observed damaging school properties, harassing their fellow students, and threatening teachers in a bid to stop them from carrying out their legitimate duties especially in cases of examination supervision. To achieve the purpose of this study, three hypotheses were formulated to guide the study. Survey research design was adopted for the study. A sample of six hundred students was randomly selected for the study. The selection was done through the simple random sampling technique. This was to give equal and independent opportunities to all the respondents to be selected for the study. The questionnaire was the instrument used for data collection. The instrument was subjected to face validation by experts in measurement and evaluation. The reliability estimate of the instrument was established through the split-half reliability method and its associate Spearman Brown Proficiency formula. The hypotheses were tested using independent t-test analysis.The results of the analysis revealed that family size, family structure and family type significantly influence students’ aggressive behaviour. Based on the findings, it was recommended that parents should maintain small family size since large families reduce parental care given to children in the family.

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First Author: Jacobson, Mathew Title: 1 Million Scholarships Project ABSTRACT: Over the last year, Ducere Education has worked closely with the Global Clinton Initiative to further our philanthropic work within education. Now, we are attempting to transform global educational through our 1 Million Scholarships Project. This revolutionary concept will alter the way emerging nations view education and contemporary business. We believe that education is not solely the answer to growing youth unemployment in the under-developed world. By that, we mean that simply educating the population does not necessarily result in the establishment of meaningful employment opportunities. For instance in Uganda, it is estimated that around 40 000 students graduate from tertiary institutions per year. The market alone only generates 8 000 adequate jobs per year for these graduates. There is a disconnect between what is offered by tertiary institutions and what is needed in an emerging economy. Our model is simple. We don’t want education to merely shape employees; instead we want to empower individuals to create their own enterprises- create their own jobs. We want to promote innovation and new technologies, and encourage entrepreneurial types to utilise their skills and knowledge proactively. In essence, the 1 Million Scholarships project will offer 1 million students, over five years and across 20 universities, the opportunity to undertake an Australian-accredited Bachelor of Entrepreneurship at no cost. The largest scholarship program ever undertaken. The degree delivery will be ‘locally-blended’ to incorporate Ducere’s own online learning environment, student engagement, local business networks and mentorship. Host universities will partner with us to provide student support services and teaching facilities. All students will have access to a ‘virtual’ network, a large knowledge database incorporating project ideas, assessments and resources from all students within the program, worldwide. I believe that this project will develop skills that will lead to the creation of thousands of enterprises across all sectors of the economy, initiating generational transformation of the business landscape globally. First Author: Jelveh, Reza Title: The Art of Deception: Best “Academic” Techniques in Lie Detection ABSTRACT: Deception in its conventional meaning has nowadays become an intrinsic aspect of many people`s lives. Many studies have been conducted by various institutions and independent researchers. These studies shed light on the process, motives, and especially the indicators of deception introducing the field of Deception Analysis (Ekman, 2001; DePaulo & Morris, 2004; Vrij, 2008). However, many of the findings regarding deception indicators have been in contradiction with each other (Picornell, 2013). In this study, the researcher made an attempt to review major works on this issue and develop a comprehensive checklist of deception indicators, including linguistic and non-linguistic signals. This proposed checklist includes the deception indicators that are reported or suggested by experts. Later, the researcher conducted a series of interviews with a group of participants and asked them to tell a number of true and untrue statements. The researcher used the deception indicators and deception detection techniques to identify and detect participants’ deceptive statements. Results showed that some of deception indicators in the proposed checklist were spotted during the interviews, but many of the others did not show up. Furthermore, the findings revealed that in techniques that challenge memorylike repeating, writing or specific questions can be helpful in detecting untrue statements. Finally, post-interview questions revealed precious insights about the level of stress, cognitive loads, and deceptive strategies of participants during the interviews. First Author: Kadish, Pannarat Co-Author: Maureen Ricafort Title: Building Academic Staff Portfolio to Increase Employee Retention: A Case Study of a Thai University ABSTRACT: The competition to retain the best employees, specifically learned and research-active faculty members, is now a challenge for universities in Thailand. Retaining these kind of employees is crucial in the growth of universities and in maintaining its QA rating. The Office of the Higher Education Commission (OHEC) requires all universities, both public and private, to comply with the standards of Quality Assurance for continuous quality improvement. Key areas of QA requirements as mentioned by Thaima (2012) which is directed at building academic staff portfolio includes:Teaching & Learning, and Research and Provision of Academic Services to the Community. This research paper aims to examine employee retention through employee job satisfaction and its relationship with university support in building academic staff portfolio. Moreover, this study aims to present a clear understanding of the key areas in academic staff portfolio which complies with the requirements of OHEC and how it is perceived by employees as contributing factors to employee job satisfaction, thus employee retention.The results of this study will aid the university in identifying key areas they should focus or build upon in forming academic staff portfolio to retain outstanding employees. It will also assist the university in recognizing the importance of building academic staff portfolio in understanding the needs and expectations of their faculty members.

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First Author: Kamarulzaman, Yusniza Co-Author: Madun, Azian Title: Building Innovation Culture Among Students in Higher Education Institutions ABSTRACT: Developing a culture of innovation in higher education institutions (HEIs) is critical for maintaining their competitiveness. HEIs play a crucial role in driving industry through innovation, particularly in science and technology while providing a better way of life. HEIs are expected to produce highly competence graduates to fulfil industries’ needs while facing the global economy challenge. As innovation is one of the criteria used to assess university rankings, building competence and establishing innovation culture within HEIs are crucial, such as innovate programs, teaching and learning methods and tools, research and development as well as leadership of the institutions. The lack of innovation in formal education system, particularly in developing countries, is a serious issue. Innovation is not natural to students whose only goal in life is to grab job upon graduation and it cannot take place in a system solely based on taking in top students. Innovation culture is a multi-dimensional concept, comprised of intention, infrastructure, influence, and implementation for innovation. Hence, our goal is to investigate innovation culture among HEIs which seems to be scant in most developing countries. We have proposed a model to measure determinants of innovation culture which may foster creativity and innovation to improve quality and performance of HEIs’ students. The model integrates the roles of culture, individual innovativeness, social and environmental influences that HEIs need to capitalise to develop innovations culture. This will help HEI to better understand innovation drivers and how it can be exploited to promote innovation culture amongst students.

First Author: Kazdal, Vafa Title: Transformative Education Model in Azerbaijan: Successes and Challenges ABSTRACT: ADA University (Azerbaijan), first established as a training institute/diplomatic academy in 2006 to train high-quality diplomatic corps for the country, soon has grown quickly into a full-fledged university offering undergraduate, graduate and executive education through four schools: School of Public and International Affairs,(SPIA), School of Education, School of Business (SB), and School of Information Technology and Engineering (SITE). ADA University has pioneered many transformational and constructive reforms in the education sector of sovereign Azerbaijan, including transparent university governance system, first-of-its-kind in Azerbaijan student governance, collaborative learning environment, thought-provoking academic setting, technology-integrative learning, contextualized and applied teaching and learning, student and faculty diversity, student exchange and summer programs, capstone projects, endowment fund, state-of-the-art campus, vibrant and dynamic student life, and revival of research at the world-class level. However, the major impact of ADA on the development of the country and education in general is not initiating and successfully implementing a series of educational innovations, rather it is that clearly-defined common goal uniting all these changes. ADA’s mission is to cultivate “a generation of young minds with new values and ideas critical to the young democracy’s development”. ADA has brought a new transformative education system to Azerbaijan, at the core of which lies formation of an innovative and democratic society, and responsible citizenship. This presentation will highlight the successes of this model and factors conducive to success. At the same time, the presentation will touch upon the challenges in implementation of the transformative education model to seek from the wider international expertise possible solutions to them. First Author: Kim, Won Gyoung Co-Author: Shernaz Garcia Title: Are We Serving the “Right” Students. Special Education Identification and Placement Decision on English Language Learners ABSTRACT: The disproportionate representation of English language learners (ELLs) in special education has been a long-standing issue in public education.Though literature on ELLS in special education is very limited, emerging research continually indicates that ELLs are either inappropriately identified and placed in special education services without adequately considering their cultural, linguistic, and experiential factors or unidentified due to difficulties in differentiating ELLs’ academic struggles caused by language differences from specific learning disabilities.This presentation addresses this complex issue of misidentification and/or under-referral of English language learners (ELLs) in special education through exploring language and academic learning experience of three long-term adolescent ELLs who were referred and/or identified in special education program during their course of schooling. The semi-structured in-depth interviews and various documents, including the participants’ longitudinal assessment data and academic records, were collected, and they were analyzed using a constant comparative method.The findings revealed (a) the relationship between the participants’ significant academic underachievement and chronic failures despite many years of schooling and the inappropriate educational placement and services that they could not be responsive and (b) the persistent challenges associated with identification of special education 21st Century Academic Forum Conference at Harvard University

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among under-achieving ELLs. In addition, the results indicate although more attention has been paid in the literature to false positive identification; a false negative determination can be equally detrimental to unidentified ELLs with special needs, as their disability-related educational needs are not being met. First Author: Kouli, Olga Co-Authors: Vasilis Grammatikopoulos, Evridiki Zachopoulou, Athanasios Gregoriadis Title: Evaluating the Quality of Movement Activities in the Greek Early Childhood Education Settings ABSTRACT: Movement activities are crucial for the development and the health of young children. Previous research has shown that children’s obesity is becoming an increasing problem. Greece is among the countries with the highest percentage of obese children (Lobstein & Frelut, 2003). The aim of this study was to evaluate the quality of movement activities in the Greek early childhood education system. The results presented in this study derive from the pilot study of ‘Thales Early – Q’ project about the quality of Movement and Play activities in the Greek Early Childhood Education (ECE) system. The scale that was used to measure the quality of movement activities was the ‘Movement-Play’ scale. The scale consists of three sub-scales: (i) Space & resources, (ii) Adults engaging in movement with children, and (iii) Planning for movement-play from observations of children. Twenty trained assessors evaluated ninety classrooms from various areas of Greece using the ‘Movement-Play’ scale. A written consent form was signed from the directors of all participating ECE centres. Results showed a relatively low to medium quality of movement activities in Greece.The findings allow some initial discussion about the quality of movement activities in the Greek ECE. More solid conclusions will be drawn from the main study that will be implemented on a national representative sample. First Author: Koyalan, Aylin Title: Students’ Perceptions on the Use of Technology in Teaching English and its Practices ABSTRACT: This presentation is based on a research project conducted in an English Language Teaching department at a foundation university in Turkey to investigate students’ perceptions of using technology in education and how much they make use of it to prepare their papers, presentations, and lesson plans for micro and real teaching practices. In the first step, information on students’ perceptions on the use of technology was collected through a questionnaire. In the second step, the students were asked how much they use technology to prepare their papers, homework and presentations. In this step, the same questions were given to instructors to increase the validity of the study. In the third step, the lesson plans that students prepared for micro and real teaching were analysed.The aim was to see the relationship between students’ perceptions and what they really do. The presentation will share the results of this qualitative triangulation type research. First Author: Krishnadas Mazumder, Latha Title: Evaluating the Influence of online social networking and its impact on 21st century Emirati women Entrepreneurs and women Managers in UAE ABSTRACT:This research paper highlights the findings of a survey on the influence of online social networking and its impact on 21st century women entrepreneurs and women managers of UAE. The findings are based on the survey conducted on 70 UAE women entrepreneurs and managers actively running their own small enterprise, complemented by in-depth interviews with Emirati women entrepreneurs and women in organizational leadership positions. The growth in women-owned businesses and women playing a leadership role can partly be attributed to sheer necessity. Being an entrepreneur and holding a leadership position provides them with self-identity, self-respect and independence. Keeping up with the rich tradition and culture, the online social networking is seen as a great boon to the Emirati women. They are able to connect to the world professionally without having to physically be present or interact to complete a business transaction. The paper brings to light the existence of three different segments of women involved in business within the UAE: The study analyses the constraints faced by these three segments and points that can contribute to the growth of women in leadership positions and to women entrepreneurs.The outcome of the “ECHO” of the 21st century Emirati women in UAE indicates the outcome of the influence of online social network medium in providing encouragement, coordination with ease, holistic growth and orderliness. From the feedback received, a ten essential “E”s are conceptualized for the success of a women entrepreneur and women leader in the context of efficient use of online social network.

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21st Century Academic Forum Conference at Harvard University

First Author: Li, Ken W. Title: Analysis of Discourse Practices in Statistical Computing Laboratory ABSTRACT: Within an IT environment, the teacher’s role has changed from transmitting knowledge to managing IT resources for learning and facilitating student learning. Nevertheless, research studies show little about how teacher-student discourse promotes students’ statistical thinking in computing laboratories. An observation study was therefore conducted to address the research question, “What patterns of teacher-student discourse are associated with statistical thinking in an IT environment.” Teacher-student discourse was initially analysed to identify how the teacher elicited knowledge from students; responded to what students said; and recapped to re-organise, or call attention to the significant ideas students had just presented. The discourse was further analysed to report a finergrained account of teacher-led discussion in the way that assisting students to learn, via modelling, questioning, cognitive structuring, contingency management, feeding back and instructing. Within each of these discourse categories, teachers may elicit, respond, or recap. The results of the observation study showed how the teacher through pursuing specific learning objectives associated with the development of statistical thinking was able to guide students’ talk and reasoning. The teacher made decisions about when to supplement students’ knowledge and skills, when to gradually begin to hand over the responsibility for the tasks to students, when to leave them to solve problems on their own, and when to use questioning and other means of assistance to stimulate thinking, direct action or promote intellectual exchanges between students. First Author: Lindén, Jyri Co-Authors: Johanna Annala, Marita Mäkinen Title: 21st Century Challenges of the Higher Education Curriculum ABSTRACT: The paper examines the future challenges of the higher education curriculum by looking at the interplay of three current themes. Firstly, millennial generation students have new demands and skills that destabilize the traditional teaching cultures and power relations (Twenge 2009). Secondly, a new set of international policies and quality frameworks have moved the focus from subject specific knowledge to learning outcomes (Young 2009; Priestley 2011). Finally, the increased competition for research resources has made teachers and departments ponder new means to engage students with self-directed learning models. The purpose of this paper is: 1) to outline how these themes are realized in recent curriculum discourses, and 2) to explore the theoretical and practical solutions to reconcile different discourses in curriculum design processes. The methodological basis of the paper has its origins in the ideas of critical realism (Archer 1995). Critical realism offers epistemological and conceptual tools for understanding and explaining mechanisms that are involved in curriculum processes (Priestley 2011). With the above questions and framework the paper offers a higher education view to the debate on a possible ‘crisis’ in the curriculum (Wheelahan 2010; Priestley 2011). The argumentation and the examples of the paper are mainly based on our two ongoing research projects. The first study focuses on the Finnish and American millennial generation students’ expectations of their initial teacher education (ITE) (Mäkinen, Annala, Lindén, Wiseman & Vilkka, forthcoming). The other is a systematic review of journal articles (2004–2013) on the higher education curriculum (Annala, Lindén & Mäkinen, forthcoming). First Author: Lopez Medel, Ismael Co-Authors: Title: Social Media in the Classroom. Teaching, and Learning in a New Framework: The Case of Central Connecticut State University ABSTRACT: Social Media has undoubtedly brought a new reality that affects every aspect of our modern life. Obviously, Social Media has undoubtedly brought a new reality that affects every aspect of our modern life. Obviously, education is a field that has suffered a profound transformation due to the application of new technologies. Teaching courses about social media has allowed me to have conversations with my students about the scope of their social media usage, and its role in their everyday life. Initially, most of our concerns as instructors had to deal with classroom disruption, the increasingly smaller devices, being always connected, the opportunity for procrastination, the fear of missing out syndrome, and the frustration of the constant interruption in student’s attention. As important as these issues are, there is one particular aspect I have been increasingly interested in: the social media application to the academic career of the students. Are they incorporating social media tools in their research? Are they maximizing outlets such as Facebook and Twitter to inform their conversations, research for their papers, or search information for their presentations? Are they interacting with faculty and other students, through social media outlets? In light of these questions, I have decided to hear from my students and survey the population of Central Connecticut State University, to find out their insight on these issues. The methodology will consist in a two-way approach. I plan to use quantitive and qualitative methods, as I believe they will provide fruitful results. I have designed a questionnaire aiming to collect very specific data, plus a qualitative complimented with two rounds of focus groups. 21st Century Academic Forum Conference at Harvard University

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First Author: Lourens, Elza Co-Author: Magda Fourie-Malherbe Title: From Graduate to Employee: Exploring the Journeys of First-time Entrants into the Labor Market ABSTRACT: In the 21st century globalization accompanied by rapid industrial and technological development led to dramatic changes in the labor market and a shift towards a ‘knowledge economy’. Higher education (HE) institutions are challenged to deliver graduates who can navigate the changed world of work as well as be equipped with critical and creative skills, ethical and moral values and a socially responsible disposition. South African higher education institutions have the challenging task of delivering employable graduates with a wide range of socio-economic and academic backgrounds. Although a large number of students in the South African HE system do not graduate, there are many, even from disadvantaged backgrounds, who are in fact academically successful and find employment. Research shows that our current understanding of the preparation of graduates and their perspective on their own preparedness for the world of work remains fragmented. This study uses a pragmatic integrationist approach to explore the journeys of first-time entrants into the labor market. Semi-structured interviews will be conducted with 30 graduates from disadvantaged backgrounds who are currently employed in the private or public sector. The narratives of these graduates may guide our thinking about which actions matter most in HE, how to organize and implement these actions, and what changes are needed. With unemployment rates amongst the youth of South Africa becoming a national crisis, the findings of this ongoing project are crucial for HE to better prepare graduates for the changed world of work. First Author: Lukusa, Jean-Pierre Kabeya Co-Authors: Ramandeep Kaur, Babli Kumari, Sreedevi Shankar Iyer Title: Combating Absenteeism and Truancy through Interventions: A Case of Higher Education Students at Botho University ABSTRACT:This paper provides a systemic remedial approach to tackling the issue of truancy and un-excused absenteeism in tertiary institutions by means of action research (AR). Using Botho University in Botswana as a model for the study, the authors will highlight the pivotal role student attendance and positive engagement in classroom activities has in a given student’s academic progression and intellectual prowess. With the help of the participants, a review of negative implications associated with un-excused absenteeism and truancy was conducted and a consensus reached on the adoption of check & connect and other multimodal approaches in effectively reducing truancy and absenteeism.The evidence presented in the paper motivates the effectiveness of multimodal approaches coupled with an incentive based reward system in gauging, controlling, and reducing the issue of truancy and un-excused absenteeism. First Author: Lundy, April D. Title: Social Media That Transforms the Blended Classroom: Enhancing Student Engagement and Interaction ABSTRACT: Social media is changing the face of education and the very way in which we learn, and the way in which we think about what we learn. Colleges and universities are using social media in a myriad of ways, from alumni relations to teaching in the classroom. Social media is also being integrated into college admissions processes and campus life. Blended learning educators are using social media and online technology to not just supplement, but to enhance student engagement and transform their classrooms. This paper presents asynchronous blended learning approaches in which social media was used in media courses to create meaningful instructional experiences that increased students’ engagement with course content, the instructor, and other students. Undergraduate students in a film and television production course were charged with conceptualizing, developing, shooting and editing moving image projects. The final production was posted to a social media platform in order to generate an interactive audience - a contemporary approach to marketing and exhibiting moving image content. African American undergraduate students in a media analysis course were required to participate in the viewing, analysis, and online discussion about African American portrayals in new media: particularly fictional independent short film content exhibited on YouTube. These assignments resulted in greater student engagement, interaction and encouraged learning.

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First Author: Machacha, Lilybert Title: The Effectiveness of Information Technology on Teaching and Learning in Higher Education ABSTRACT: Information Technology has changed effectiveness and creativity in Education. Advanced Information Technology has contributed to innovativeness in higher education. Information Technology(IT) has transformed the world of Teaching and Learning. IT encourages deeper learning and enriches learning. IT gives new learning styles and empowers those who had difficulty in the ancient learning environments. Furthermore, IT is student centered and should encourage student engagement in learning. IT promotes effective and innovativeness in teaching. Information Technology gives Immediate feedback and reports when the student needs it. Online assessment enhancing quicker and accurate results. Using sms, email, displaying results online for the students reaching them in seconds without geographic limitations. Teaching can be done anywhere anytime using flip methods, distance learning, online, video conferencing, etc because of advanced information technology. In this study, the author seeks to find out how IT has affected Teaching and Learning in Higher education. The methodology used was quantitative technique using online questionnaires, and also interviews to the teachers and learners to evaluate the blackboard system developed at Botho University for Teaching and Learning. The aim was to find out if this system is effective and to recommend creative, innovative ideas to enhance this system. First Author: Madkour, Magda Title: The Role of Harvard University for Supporting Effective Global Educational Reforms ABSTRACT: The purpose of this presentation is to explore the role that Harvard University, specifically the 21st Century Academic Forum researchers, can play to influence and support global educational reforms. This presentation raises an important question: Do we need more effective educational reform models that can be implemented globally? The 21st century has revealed many conflicts that pervade our world, including threatening wars, terrorism, poverty, unemployment, and the inability to accept cultural diversity, all of which have accumulated due to lack of effective education. The revolutions that erupted in Eastern Europe and the Middle East, for instance, are clear signs of the change that our world is aspiring to have, not merely in politics or economics, but more importantly in education. Effective educational reforms, thus, should be connected to the concept of development. Educational reform organizational management should help policy makers and educators prepare citizens for the 21st century. Education should facilitate the integration of the population into successful civic systems; consequently, transforming societies. Therefore, new educational research-based reform models that can be replicated globally, and supported by the people and guided by their passion and constructive actions can help solving the 21st century problems. The new reform model, I designed and presented herein, to be implemented in Egypt and Saudi Arabia, is based on a triad approach, incorporating: (a) systematic planning; (b) dynamic reform organizational management strategies; and (c) real-time technology measurement. The triad system is a reform model to understand how education is connected to the process of human and societal development. First Author: Madun, Azian Co-Author: Suhaili Sarif Title: The Impact of Religiosity on Retirement Planning ABSTRACT: There is ample evidence suggesting the linkage between religion and economic decisions among the Christians. For example, it is found that religious Christian individuals are more likely to save more, have stronger bequest motive and longer horizon which shows that they are more engaging in retirement planning. However, the attitude among Muslims towards financial planning has not been well-researched. This study contributes to further understanding the relation between religion and economics as we re-examine the place religion holds in the 21st century. In Islam, one of the six pillars of faith is that Muslims believe in the God’s determination of affairs, whether good or bad, known as qada’ (divine foreknowledge) and qadar (fate). While the concept of divine foreknowledge is also known to the Christians, some Muslims may have their own interpretation of the concept of fate, which will affect their attitude towards financial and retirement planning. At the extreme, some Muslims may believe that all events are inevitable and nothing can be done to avoid them since all events are predetermined by God. Meanwhile, at the other extreme, some Muslims may believe that all events are within human control. In this paper we investigate the impact of the belief in fate or widely known as fatalism on retirement planning among Muslims. We also examine the link of religious education in motivating and encouraging the Muslims to consider retirement planning. We argue that the combination of Muslims’ belief in fate and other factors influence their economic decisions.

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First Author: Mahmood, Abaida Title: Mind the Gap: Bridging the Digital Gap Through Education ABSTRACT: We exist in an age of great technological change. Within the space of just a few generations we have gone from horse drawn carriages to exploring the outer reaches of our solar system and from manual printing presses & physical libraries to the World Wide Web. The increasing pace of technological evolution brings with it many gifts, but also poses challenges never-before-faced by humanity. We are witnessing 3 generation digital divides. Our parents grew up before the advent of any of these technologies, they lived in a world with physical materials and physical information media like printed books and newspapers. The generation of people in their 30’s and 40’s today were born into a civilization where computers had already taken hold in government and industry. Next came our children and youth of today, the digital generation, who are growing up in a world that is primarily focused around mobile devices and applications. Activities like shopping, business, education, and almost everything we do as humans is taking place online and via mobile devices. Each generation is using a different platform of technology and is out of touch with the means of production and consumption of the other generations. This paper examines how technology is shaping the future of education. How will the digital generation acquire the skills to interact with older people and into the workplace? How will the educational institutions adapt to our digital generation? Most importantly, how can our education systems help our digital generation to remain human? First Author: Makwinja, Veronica Title: Thinking in My Language to the Official Languages: What a Challenge!! A Case of the Basarwa (Bushmen /San) Children in Botswana ABSTRACT: The Botswana education system bases its philosophy on education for all using English and Setswana as the official languages for learning and teaching in schools. Basarwa children are usually taught by teachers from the Setswana dominant or other ethnic groups fortunate to be articulate in Setswana and English. When these teachers handle Basarwa children whose languages, not dialects, are completely different for each Basarwa ethnic group, it becomes a huge challenge. Learning becomes burdensome; frustrating to both the teachers, parents of the Basarwa children, and the children themselves. The teaching of children in their mother tongue cannot be overemphasized. Education becomes a foreign concept from their indigenous culture leading to higher risk of dropping out of school, a feeling of discrimination by the teachers who cannot communicate in their language, or understand their culture. The intention of this proposal is to carry out a qualitative study to establish the difficulties the Basarwa children face in adapting to the Setswana and English way of learning and the reasons for their high dropout rates. Greater attention will be paid to the strategies and methods the teachers use to reach out to these children to assist them learn. Parents would be used as interpreters and the researcher hopes to reduce the parents’ illiteracy rate because as they provide assistance to the teachers, they would have the opportunity to learn too. The study would be carried out in remote areas in the Kgalagadi particularly at Phuduhudu. First Author: Malik, Muhammad Ehsan Co-Author: Muhammad Mudasar Ghafoor Title: Impact of Sales Promotion and Consumer Perception on Consumer Buying Behaviors: An Empirical Evidence from Pakistani Market ABSTRACT: Due to challenge of global competition, sales promotion has become an important tool for marketers and its importance has been increased considerably over the years. Promotion is one of the techniques to attract consumers to buy more or try a product or service. Price based and non-price based promotion influence the consumer perception about any object or event, which is based on the result of their past experience. The objective of this research is to find out that how sales promotion activities and consumer perception affect on Pakistani consumer’s behaviour. In Pakistan customers are not aware about the influence of promotion activities, pertinent to new products promotion in the market. To analyze the factors that influence Consumer behavior, 270 questionnaires were distributed to the students of University of Punjab Gujranwala Campus. Two hundred and five complete questionnaires were received with the frequency of 75%.This study give constructive results and guidelines to the marketers to improve their promotional techniques, while launching new products in the market.

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21st Century Academic Forum Conference at Harvard University

First Author: Mancillas, Risa Title: Believe It Or Not ~ Children Are Not Born To Be A Bully or A Victim! ABSTRACT: We see and hear from the work force about trainings that focus on Finding Balance, Guide for Feeling Better,Taking Care of Yourself, Importance of Physical Health, Importance of Mental Health, Importance of Family etc., but yet we do not teach our student these skills and what they need do to be a successful, contributing member of society, while at the same time taking care of themselves. We are not paying attention to the importance of embedding these skills into our schools. Students and Children won’t know what “Stick up for yourself ”, Stand Up For What Is Right, Don’t Be A Bystander, etc means unless we teach them. For example being caring, responsible, thoughtful, showing empathy etc, what do these mean. If children don’t know what is expected or what expectations look like ~ how can they be successful in accomplishing them. We show and teach them the process of reading, writing, math etc over and over again why don’t we do the same for the important life skills.We need to teach our students about cause and effect, guilt, blame and responsibility and what these really mean. Building Relationships, knowing what they need, physically, emotionally, cognitively, socially etc and knowing how to get what they need appropriately. We need to teach children to like themselves for who they are and where they come from. First Author: Mancillas, Risa Title: Do You Constantly Struggle to Reach Students Who Are Unmotivated and Worry About Sacrificing the Ones Who Are ABSTRACT: Everyone from Teddy Roosevelt, John C. Maxwell to Dr. Madeline Hunter has been attributed with coining the phrase, “Kids don’t care how much you know until they know how much you care”.The task of creating a positive environment and implementing creative strategies into our lessons that engage and encourage all students to attend and be interested in the subject matter at hand can overwhelming. Often, it is not the focused, engaged and self-motivated students that challenge and question our creativity as educators since they are intrinsically motivated to learn. Conversely,the students that have not yet enjoyed their educational journey thus far are less likely to be naturally interested, focused, engaged or committed to their learning. When students “don’t get it”, they don’t need more of the same, they “need different”. When adapting instruction, whether it be for one student or a group of students, educators need to keep in mind the concept of more bang for your buck.There will be other students in the class that will benefit in different ways from your adaptive strategies. For example, a strategy may solidify for a student their understanding or misunderstanding of the concept being taught. It may encourage questions and/or dialog that will spark an interest that was not previously there. All students certainly benefit from creative strategies that cultivate interest, however, it is the second group that needs more creative encouragement to actively participate in and access classroom instruction. First Author: Manullang, Sri Damayanty Co-Authors: Jacky Kister, Henri Dou, ST. M.Eng Audy Aldrin Kenap Title: Developing Countries and Innovation Improving the Higher Education Program ABSTRACT: In developing countries, most of the higher education programs are focalized on theoretical aspects and there is a lack of practical applications of this knowledge for industry and research development. We believed that this trend is mainly due to the lack of facilities in laboratories but also to the idea that theoretical knowledge is more valuable than actionable knowledge. To break this cycle and to improve the degree of innovation in higher education, we believe that the introduction in the curricula of a general knowledge about intellectual property and more specifically of patent information and analysis is one of the best ways. In this presentation we will show how we intend to develop this approach. Access to patent information via the EPO (European Patent Office) world patent database will be presented as well as access to patent information from the same database via a smartphone (android) application. Some examples of the use of patent analysis in Thailand will show of a systematic use of patent analysis improve the innovation in SMEs and clusters. Some recommendations will be done to improve the development of innovation and competencies transfer in developing countries, as well as succinct bibliography. First Author: Marchant, Jillian Title: Just Google or Just Research for Response-able Research Contributors ABSTRACT: Being able to “Just Google It” is often an invaluable tool to understand information. However, this should not be an expectation to limit our explorations to internet searches to formulate an address of pressing disparities between individuals in a 21st Century Academic Forum Conference at Harvard University

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globalised world: moving beyond ethical debates about the involvement of impoverished individuals.This study informs about an approach that seeks to generate more than information from conducting research. One such approach for socially responsible investigations is to resource the contributors that assist research: mainly through an extended social connection that allows individuals to benefit from the capabilities of researchers. This research utilises a case study approach to understand the experiences of adult students resident in the rural areas of South Australia. An analysis of the interviews from contributors to this study offers an understanding of their social experiences. In addition, instead of offering prizes or payments, an offer of the researcher’s time in lieu of time contributed to the study was made throughout the data collection phase. There was variation on the uptake of this offer. Consequently there was a variety of outcomes for individuals and their communities. Like the researcher, the students are able to search Google for information, but some appreciated human advice or assistance to further their life chances. In conclusion, this study contributes to existing knowledge by appreciating a way in which marginalised contributors to research may be resourced to respond to social opportunities. First Author: Martinovic, Maja Co-Authors: Zoran Barac, Ivija Bernatovic Title: Mission-Driven Assessment Strategy in Business Education ABSTRACT: A mission statement is the backbone of the whole decision making process for business school. It directs curriculum management by involving all relevant stakeholders in defining learning goals stemming from the mission. However, the central challenge for the delivery of the effective programs and their continuous improvement is assessment of previously defined learning goals. In the whole process the most important goals are articulation and operationalization of the mission. The superior approach is to align the entire curriculum and assurance of learning process of the school with the mission statement. Within such management model, performance measurement is essential for institutional effectiveness. Assurance of Learning (AOL) practices as performance metrics can be implemented in a variety of ways, as long as they are geared toward business schools’ missions and curricula.The authors address the way of implementing AOL in private business school implemented the AOL process in its bachelor of business administration program, and also graduate programs. This presentation will illustrate the process of setting clear program goals, followed by course goals stemming from the school’s mission statement. The focus will also be on explaining the difference between course goals and course objectives stated in the syllabus. Emphasis will be placed on how to develop straightforward objectives from which one can easily measure students’ skills and the level of knowledge, i.e. their performance levels in certain segments of the course. The authors end with lessons learned about the process of measurement methods and rubrics selection used to measure student outcomes, as well as the process of setting the acceptable results. Apart from collecting and distributing data, effective AOL provides information on how to improve the entire process, student learning outcomes, and the program as a whole. Learning Objectives: 1. To become aware of the importance of the school’s mission in assessment of learning process. 2. To learn how to align the entire assurance of learning process of the school upon the mission statement. 3. To understand the difference between course goals and course objectives stated in the syllabus. 4. To highlight real improvements in business education as a result of assessment. First Author: McCray, Carissa Title: Social-Emotional Learning and Resiliency amongst Middle School Students ABSTRACT: Social-emotional learning and resiliency aid in developing and enhancing classroom learning. Social literacy, emotional intelligence, and resiliency provide adolescents with worthy and meaningful opportunities to learn due to the positive cognitive, psychological, social, moral, and biological dynamics that contribute to meaningful learning and engagement. Teacher expectation bias creates the environment in the classroom in which the teacher affects the student with verbal and nonverbal forms of communication that either increases or decreases student performance. Research suggests adolescents who have social literacy, emotional intelligence, and resiliency are able to build relationships, assess decisions, and are able to learn from challenges. Students develop skills and strategies to identify strengths and weaknesses, understand another’s view point, handle fears and anxieties, and to communicate and collaborate within and outside of community. Implications of the research also include an increased commitment to civic duty, self-discipline, and an openness about negative and positive influences with reactions consistent to resolve those issues. Practical applications for educational stakeholders dedicated to the instruction, planning, and practical implementation of social-emotional learning and resiliency requires an understanding of teacher-expectation bias, emotional self-awareness, management of emotions, harnessing emotions productively, empathy, and handling emotions. This innovative learning and motivational tool develops adult learners who strive for personal success and positive social change.

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First Author: Mendelson, Richard Co-Authors: Cheri Hansen, Ashlee Brignano Title: Impact of Emotional Intelligence of Elite Athletes in Secondary Education ABSTRACT: This study examined emotional intelligence in a secondary public school workforce. The research examined whether former elite-level athletes, currently in the workplace, possess significantly different levels of emotional intelligence than their non-athlete counterparts. Assessment instruments used in this study include: the Bar-On Emotional Quotient Inventory (Bar-On EQi; Bar-On, 2003), and a demographic survey designed to ascertain the level of athletic experience and professional experience that each participant possesses in his or her personal history. Each individual facet of the Bar-On EQ-i model of emotional intelligence was examined in comparison to the other facets of emotional intelligence in order to determine if one or more facets are found more abundantly than the others. The sample population included individuals between the ages of 18 and 65 employed by a school district in the Southeast. It was hypothesized that the former elite-level athletes possessed higher levels of multiple facets of emotional intelligence, according to the Bar-On (1997) model. The data indicated that athletes do possess higher levels of emotional intelligence than non-athletes in the workplace. Mean scores indicated that athletes possessed significantly higher levels of interpersonal skills as well as general mood. The relationship between years of athletic experience and level of emotional intelligence was not significant. First Author: Mendoza, Catalino Title: Designing a Culture of Excellence in the Filipino University: University of Batangas Experience ABSTRACT: One should consider that culture of the organization can be thought of as its personality, made up of the assumptions, values, norms, and beliefs of the whole organization’s members. It is evidenced by how tasks are performed, how problems are solved, and how employees interact with one another and the outside world. That is why it is very timely and appropriate to determine the IQ, EQ, and AQ of the faculty that will surely lead to the creation or building of “a culture of excellence” in the Philippine Universities particularly of the University of Batangas. This research explored the process of designing a culture of excellence in the University of Batangas through descriptive-correlational method. The study revealed that the Triangular Quotients (IQ, EQ, and AQ) positively affect the performance of the faculty as regard to faculty performance particularly in areas such as knowledge of the subject matter, effectiveness in communication, classroom management and organization, effectiveness in teaching, and interaction with the students. The research disclosed that the Triangular Quotients are interrelated to one another. As the IQ of the faculty increases its value, AQ and EQ will also increase their values. Thus, the balanced Triangular Quotients should be observed and be the basis in hiring faculty members in the University of Batangas and of the entire Philippines. First Author: Méthot, Mélanie Title: Google Is My Best Friend: How One Can Use the Search Engine to Encourage Original Research and Critical Thinking ABSTRACT: From my viewpoint, the great curriculum debate “Content versus Skills” is dead, at the very least in the social sciences. Growing up in the age of Google, students have had at their finger tips all sorts and kinds of information. They can access content anytime, anywhere.The most important skill we can teach university students consists of honing their critical thinking so they can gauge the material they encounter. They also have to re-learn how to effectively read documents. Finally, although they are accustomed to the World Wide Web, they surprisingly do not possess the information literacy abilities to find and determine the most relevant data. In this talk I will share my experiences teaching critical thinking in history and interdisciplinary courses. I will suggest assignments designed to develop students’ research skills and critical thinking. Although I come with a historian’s perspective, many of the tips I will give could be transferred to other disciplines. First Author: Milani, Feizi Co-Author: Hermila T V Guedes Title: University – Health Service – Community Integration Program: Medical Students’ Immersion in a Low-income Rural Municipality in Bahia, Brazil ABSTRACT: This is an experience report that describes the participation of fourth semester medical students at the State University of Bahia (UNEB) in a required course that combines 2 five day immersive periods in a low-income rural municipality and weekly classes at the university’s campus in Salvador. The experience begins with interviewing local health, education, social services professionals and 21st Century Academic Forum Conference at Harvard University

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authorities, and visiting households and public service facilities. At this initial stage, the students’ aim is to perform a health assessment of the population. Back in the classroom, students design interventions that will improve people’s quality of life. The Internet is used to support research and information exchange. On their second site visit, students implement and evaluate their projects with the support of local partners.This program has shown significant impact on developing students’ communication skills, proactivity, leadership, dealing with diversity, and promotes their ethical awareness of the importance of respecting the community’s culture and empowering local people to address their own challenges. First Author: Mohammad, Ramzan Co-Authors: KNM Isa, MR Jais, RM Noah Title: A Compulsory or an Option of a Career Guidance Course for Undergraduate Healthcare Students: Impacting a Difference ABSTRACT: Healthcare technology is among the fast growing industrial sectors globally. In relation to the challenges encountered by graduates in healthcare field, higher education providers in Malaysia are tasked to prepare students that will be of employable value besides mastering in specific subject areas. Career skills are deficient within the healthcare graduates as commented by the public and private sectors. The objective of introducing career guidance education would be to equip sets of skills, attributes, or behavior in preparing the graduates to be effectively functional at workplace. Third year students in the undergraduate programs of Clinical Laboratory Science and Environmental Healthcare were evaluated on the selected attributes to formulate viable career skills among fresh graduates in the 21st century. Students who had registered for the course scored well in personal mastery and time management skills when compared to those who opted not to participate in the course. The study on one hand did not discriminate between the 2 groups of students even though students from the Clinical Laboratory Science program achieved better scores in communication skills while those enrolled in the Environmental Healthcare program recorded higher scores in the leadership and management skills. Students displayed similar weakness in the problem solving and decision-making abilities regardless whether they attended the classroom or otherwise. The survey highlighted a lesser impact from the course in developing the career skills. Innovative instructional approach may result in worthwhile outcome as reported by earlier researchers in grooming these future competent healthcare practitioners as envisioned by the stakeholders. First Author: Moore, Theresa Title: Failure to Launch: The Argument for Limiting Faculty Accessibility in Online Classes the Age of Immediate Gratification ABSTRACT: In the age of immediate answers and instant information, are college students learn problem solving skills when the online professors are readily available at their fingertips. This presentation argues that students should not have unlimited access to their professors, even in the online format. Creating boundaries will not only help the student develop creativity, critical-thinking and problem-solving skills, but also promote standardization of experience for the online student and overall job satisfaction of the professor. Specifically, learning outcomes for the audience that will be addressed include: customer service philosophy methods of availability, student issues created by faculty availability, faculty issues created by faculty availability, and suggested faculty availability policies. First Author: Mostafa, Mohamed Co-Author: Basem Soliman Saleh Gadallah Title: The Cognitive Economy as an Approach for Developing the Competitive Abilities of the Faculties of Education ABSTRACT:The perspective methods was used for this study to recognize the reality of the cognitive economy of faculties of education and the effect of its dimensions on developing their competitive capacities. The two researchers prepared two questionnaires. The first questionnaire was distributed to a sample of staff members at the faculties of education as it reached (117) in order to recognize the reality of the cognitive economy of faculties of education and the effect of its dimensions on developing their competitive capacities. The second questionnaire was applied on the same previous sample in order to recognize the requirements of the cognitive economy at the faculty to increase its competitive ability. This resulted in several results, including: 1. The institutional leadership came at the first class from the view of the sample individuals totally. It was fulfilled at a medium degree with a Percentage(73.83%). This indicates the necessity of enhancing its role in the cognitive economy. They also asserted on its role in achieving the competitive ability at a high degree with a Percentage|(89.75%). 2. The infrastructure of information technology and telecoms came at the second class from the view of the sample individuals totally. It was fulfilled at a medium degree with a percentage(60.92%). They also asserted on its role in achieving the competitive ability at a high degree with a Percentage|(89.75%). 3. The human resources came at the third class from the

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view of the sample individuals totally. It was fulfilled at a medium degree with a percentage (60.70%). They also asserted on its role in achieving the competitive ability at a high degree with a Percentage|(92.27 %). 4. The international marketing and cooperation came at the fourth class from the view of the sample individuals totally. It was fulfilled at a medium degree with a percentage (58.58%). They also asserted on its effect on achieving the competitive capacity at a high degree with a percentage (86.27%). First Author: Moustafa, Deena Title: Attitudes of Teachers Toward the Inclusion of Autistic Students in Saudi Arabia ABSTRACT: However Special Education programs are introduced into regular schools in Saudi Arabia, still having an autistic child in some classrooms can be a challenge due to the lack of knowledge and understanding of the nature of autism. Furthermore, teachers are unable to adjust classroom environment and their teaching style to meet the lack of communication and social interaction of their autistic students that can be disruptive to the learning environment. The primary aim of this paper is to explore the Attitudes of Teachers, special education and general education teachers, toward the inclusion of Autistic Students and to study if there are any significant differences of teachers’ attitudes based on their gender, position, education level, teaching experience and knowledge about Autism. Three hundred of Special and regular education teachers working in both segregated and inclusive schools in Riyadh will be invited to participate in this research study. Participating teachers will be asked to complete The Autism knowledge Questionnaire (AKQ) to determine their level of knowledge about Autism & the Attitudes toward Inclusion of Autistic Students Questionnaire (IAQ ). First Author: Moxley, Joseph Title: Using Digital Tools to Improve Feedback on Student Writing, Peer Review, and Writing Program Assessment ABSTRACT:This presentation explores the efficacy of teacher response to student writing and peer collaboration/review. In particular, I will summarize research studies that employ quantitative and semantic research methods to analyze the USF component of the My Reviewer’s corpus (online assessments of approximately 250,000 texts and 100,000 peer reviews) to better understand teacher and student commentary/scoring (Dixon & Moxley, 2013; Langbehn, McIntyre, & Moxley, 2013; Moxley & Friedman, in press; Vierrege, Stedman, Mitchell, & Moxley, 2012; Lang & Baehr, 2012; Vierrege, Stedman, Mitchell, & Moxley, 2012). Further, I will address challenges to data collection and implications for mentoring, curriculum development, program assesment, and development for digital assessment tools, particularly, My Reviewers. First Author: Moylan, Christopher Co-Author: Razzaque, Anjum Title: Student Teaching Evaluation, National Culture, Learning Style, Imagination Characteristics and Learning Outcomes Scale for New York Institute of Technology: A Pilot Study ABSTRACT: Previous research has stressed the importance of students’ national culture and gender as factors in evaluation of faculty. Further, the importance of students’ learning styles and imaginative characteristics in faculty evaluation. However, no study assessed what role or significance all these variables play upon one another holistically.This paper critiques literature to demonstrate the need for such a holistic assessment and summarizes the results of a quantitative pilot study of these variables on one campus of NYIT. The aim of this research is to design a literature review led instrument for quantitative assessment by adopted and adapting various scales. This instrument is composed of 62 items and is based on a 5-point Likert scale. Furthermore, the instrument was pilot tested on a target population of 30 students on the Vancouver campus of The New York Institute of Technology. The instrument proved to be reliable and valid as per the empirical assessments computed using SPSS version 18. First Author: Nagappan, Aarthi Title: Hey, Stop Right There. No More Cheating During Online Examinations: Assessments in the 21st Century ABSTRACT: ICT advancements have revolutionized lives in recent years. With e-Learning, online examination is a great option for modern life. However these online examinations are not secure enough in most cases and require invigilation or proctoring mechanisms to enforce secure conduct of an examination.Thus, the future of e-learning and e-examinations largely depends on finding solutions to this problem , no wonder our 21st century learners who go the e-way would choose to write online examinations from 21st Century Academic Forum Conference at Harvard University

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the comfort of their home as against visiting test centers. The question now for Open and Distance Learning institutions is “How to ensure there is security and no cheating during online examinations written from home.” so that these students just don’t walk out with online degrees for something they never worked. The problem this research will address is to find solutions to improve security for online examinations conducted in semi or unsupervised environments (eg) Home. Continued presence verification of the candidate for the entire duration of the exam with strong biometric authentication mechanisms is being explored as part of this research to curb impersonation. However, research could be extended to dimensions of question paper setting, security of stored question papers and untampered results, prohibiting multiple students who might try to write a single exam from varied web locations, tampering biometric images that has been saved for future student’s authentication, etc. First Author: Nehela, Basyouny Title: Utilizing Spirituality in Improving Students Motivation in the 21st Century ABSTRACT: One of the most common complaints constantly heard from teachers and educators is the lack of student’s motivation towards self-learning and attaining knowledge. Most students tend to just focus on receiving a degree or boosting their position in their career. Although having the latter as motivation is not wrong, I still believe that such a manner is not sufficient to build intellectual, wellinformed personalities that can serve and improve nations and humanity in general.This researcher believes that in order to change this attitude among students, there needs to be an establishment of a constant spiritual and emotional atmosphere. If executed correctly, such an environment will inevitably encourage students to seek knowledge voluntarily to fulfill their obligation towards their God and the nation. Therefore, in order to achieve this, educators and all those involved in the educational process must come up with new strategies that will inspire students to be more enthralled with the learning process through self-motivation. The latter is precisely what this study aims to do in order to contribute to building general intellectual societies among humans. There are many methods that the researcher has conducted and attempted with students in different fields. These techniques should be shared with others in hopes of yielding better results. The most significant method can be briefed in the impact of spirituality by building the needed motives to enhance the way the seekers of knowledge view education. The study will answer the following questions: 1. What is the current reality of the learning environment? 2. What is meant by a “spiritual learning atmosphere”? 3. What are the spiritual methods and their practical examples that can be used in the 21th century learning process? First Author: Noah, RM Co-Authors: KNM Isa, MR Jais, MM Ramzan Title: Strategizing Instructional Approach In Career Skills Development For Medical Science Technology Students ABSTRACT: Career decision-making plagues majority of undergraduate students in making the right choice for their future professional pathways. A great number of young graduates with good academic performance were unable to realize their dreams due to the illequipped knowledge of which career choices would be best fit according to their potentials. Guidance and career education courses are available in the 21st century secondary schools to assist students identifying the diverse abilities and strengths for the future goals in life. Skills that are of importance related to marketability are targeted to be the mainstay of the curriculum. However, such initiative is unavailable in certain developed countries. Introduction of a Career Guidance Course in an undergraduate curriculum is widely applauded by the industries recruiting fresh graduates of the 21st century education. A survey was conducted to assess students of a medical science program who had completed classroom learning in career guidance but delivered by different experienced lecturers. Career skills were analyzed between groups of students, those in year 1 while the other respondents had more than 2 years of university campus life. Differences in the overall average scores for sets of career skills evaluated are evident. Students who attended the course taught by experienced educator scored better than the counterpart in 3 different sets of career skills. Problem solving and decision-making skills are however, not well exhibited among the majority of students participated. Students therefore, are expected to acquire these skills prior to graduation so as not to influence the future career planning. First Author: Nordin, Nadhirah Co-Authors: Normadiah Daud, Engku Muhammad Tajuddin Engku Ali, Adam Abdullah Title: Comparative Study of the Element of Gharar in Forward and Futures Contract: The Case of Malaysia ABSTRACT: This paper attempts to analyze the elements of gharar that exist in forward and futures contracts of crude palm oil in Malaysia. Forward and futures contracts are the most common types of derivative instruments. The value of this contract is derived

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from the values of underlying assets such as commodities, equities, and currencies. This contract is used in conventional finance for the purpose of hedging and speculation. Muslim scholars differ on the permissibility of forward and futures contracts. Among the key issues raised in contracts is the issue of gharar. In general, gharar means an excessive uncertainty and risk. However, not all contracts containing the element of gharar void the contract. This paper adopts methods of interview and document analysis by reviewing the authoritative classical books of Fiqh. Based on the analysis of forward and futures contracts to ascertain the parameter of gharar, the findings of this research indicate that the issue of gharar present in forward and futures contracts does not void them. First Author: Ntamba Ndandala, Saturnin Title: The Workplace Experience of Minority Faculty in Elite Higher Education: An International Comparison on Canada and South Africa ABSTRACT: Following Pierre Bourdieu’s rationale on symbolic power, Karl Polanyi’s social embeddedness theory and John Ogbu’s reflection on racial stratification, the main objective of my research study will consist of exploring the perceptions that minority faculty hold when experiencing systemic discriminations in their workplace (Cangiani, 2011., Ogbu, 1994 and Wacquant, 2013). This means that their frustration, attrition or feelings of isolation will be explored in a qualitative manner (Henry and Tator, 2012: 78-82). As a result, comparing labor relations and ethnic relations in elite Canadian and South African postsecondary schools will be at the core of my qualitative research. Subsequently to that, I will examine the ontology of the higher education labor market, the stratified hiring system, the promotion and retention of non-white faculty. I will also describe how the institutional culture or Eurocentric habitus and diversity policies do operate in elite universities. In order to produce a holistic and a multi-dimensional analysis, the social stratification and racial stratification of Canada and South Africa will be compared. This implies that I will analyze different social variables such as gender, income and social trajectories. Finding out why there is a disparity in the earning gaps and academic promotions of faculty of color will be important. Within the same context, I will also attempt to understand how ethnic penalty and cultural heritage do impact their career trajectory (Diggs et al., 2009). First Author: Nurain, Osama Co-Author: Ahmed Taha Musa Title: Enhancing EFL Students’ Linguistic Skills and Cross-cultural Communication through Sitcoms ABSTRACT: According to the assumptions of Socio-cognitive theory, the best way to teach a language is through authentic and meaningful contexts. Hence, the concept of authenticity has captured a prominent place in English teaching profession. However, the issues of what and how still remain controversial. Sitcom, as an example of authentic materials, could effectively be used as springboard for classroom instruction. Therefore, the study attempts to probe into the potentials of using sitcom as a source for exposing EFL students to a comprehensible input that would develop their linguistics skills and critical-thinking approaches to crosscultural communication. Moreover, it provides insights into the nature of various tactics and strategies which might be implemented for classroom instruction. The study adopted empirical approach in which two discrete sets of instructions were employed among EFL students at College of Arts, Jazan University, KSA. The study triggered a number of findings that emphasis the positive role played by sitcoms as teaching tools with extraordinary and significant promises for EFL settings. The natural flow of authentic conversation accelerates EFL students’ access to abundant of linguistics features, cultural nuances, pragmatics and contextual meaning in lively, funny and humored environment. Sitcom, as a catalyst for sustaining authentic communication, has endowed EFL professor with ample opportunities to broaden their students’ perspectives of real life situations. Consequently, EFL professors are encouraged to reconsider their pedagogical sound practices in consistency with these popular sitcom shows to maximize students authentic learning experiences in an ever-relaxing atmosphere. First Author: Odejimi, Deborah Title: The Impact of Trade Liberalization on the Nigerian Labour Market ABSTRACT: This study focuses on the impact of trade liberalization on the Nigerian labour market. The major objective is to find out if trade openness has had positive or negative impact on the Nigerian labour market. Secondary data sourced from Statistical Bulletin of the Central Bank of Nigeria (CBN) and the Nigerian Bureau of Statistics was employed. The econometric model was analysed using Micro-fit 4.1 for Windows. The results showed that trade liberalization has had negative impact on the Nigerian labour market. Nigeria became a dumping ground for cheap products from industrialized countries like China which adversely affected domestic manufacturing companies with many of them closing shop and sending workers home. To avert this situation, strategies have been advanced for the 21st Century Academic Forum Conference at Harvard University

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production of local goods that are labour intensive both for domestic consumption/ export and import capital goods like machinery to promote local production. Furthermore, the study recommends that different degree of liberalization for various sectors be applied so as to discourage dumping, encourage local production and hence increase rate of employment. First Author: Oki-Siekierczak, Ayami Title: Managing Pictures of the Blackboard: The Potential of Modern Japanese University Students’ Way of Learning from Classes ABSTRACT: Nowadays students who take pictures of a blackboard during classes hardly escape remark at the universities in Japan. According to my navi (a company that provides service for students’ job hunting)’s survey operated in 2014, 87% of students have taken such photographs. Some lecturers who were educated in the 20th century tend to frown up their faces; however, it may be an interesting phenomena since the students seem to try managing on what they concentrate. By taking the pictures, they can avoid missing what lecturers say, and they can surely share the materials with those who are absent from the classes. There are even smartphone applications such as ‘toretan’ (The name is a play on words which may mean ‘you can get credits.’) for sorting out the photos and commenting on information in them. This paper will introduce the details of this phenomena, including when and how it emerged, the possible advantages and disadvantages, in addition to the examples of how the students are managing the photos and information from the classes using their smartphones. First Author: Oli, Kamala Title: Students’ Grievances in Nepal: A Case Study of Nepalese Government School ABSTRACT: In Nepal, classes one to ten are taken to be the basic level of formal education. Generally, a six year old child goes to school at class one and is assumed that he or she will complete class ten at the age of sixteen. However, the number of students enrolled in class one will not be retained by the same ratio up to class ten. This study reveals such factors faced by Nepalese students at their school level education which compels them to be dropped out. For example, the issues of toilet facilities, discrimination on teaching practices, girl friendly hygiene and sanitation, misbehaviour with girls, inequality, discrimination and scarcity of sport equipments etc. acts as the driving force for school drop-outs. Hence, the purpose of this study is to forefront the difficulties and to overcome them in order to retain students and enhance quality teaching learning environment. This study is conducted within fifty government schools (random sampling) and is analysed based on the grievances made in the complain box by the student themselves. The study also suggest the changes to be adopted such as girl’s friendly toilets, access to sanitary pad, changes on teaching practices, counselling to parents and students to curb some of the identified issues. The study can also be helpful to the concern stakeholders and Ministry so as to work on the particular issues to overcome and retain all the enrolled students up to class ten. First Author: Özkul, Senem Title: English as a Third Language: What Do Pupils With a Migration Background Have to Say? ABSTRACT: Every third child in Germany has a migration background. Although migration-related linguistic heterogeneity has become a part of school life in Germany, the needs of pupils with a migration background have been neglected in multilingualism and foreign language education research. While “elite languages” commonly taught in schools have been regarded as advantageous for pupils learning additional foreign languages, minority languages, especially Turkish and Arabic, have been considered to be impediments to learning (Festman 2012: 183; Hu 2003: 161) Although there is enough evidence to confirm that multilingual pupils, owing to their psycho-linguistic disposition for language learning, are advantaged when compared to their monolingual peers (Cenoz & Valencia 1994; Cummins 2007; Jessner 2006), most of the current research has a deficit-oriented nature mainly focusing on linguistic deficiencies of such learners. This presentation aims to share the preliminary findings of a postdoctoral research which investigates the factors that grammar school pupils with a Turkish migration background find particularly useful in the process of learning English. Questionnaires and interviews with these pupils, who have ‘very good’ or ‘good grades’ in English courses, explore their perceptions concerning the question “What works best when you are learning English?”.This study considers resource-oriented questions, e.g. how their experience of first language acquisition and learning a second language (German) can help them to learn the primary foreign language in the curriculum (English). Moreover, their operating language learning strategies and preferences for school as well as individual learning will be presented to serve as best-practice-models.

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First Author: Ozoh, Julius Momoh Title: Developing Learning Materials for Nigerian Distance Learners Using Open and Education Resource (OER) Materials ABSTRACT: The National Universities Commission (NUC) of the federal Republic of Nigeria inaugurated an Open and Distance Learning Project to evolve and formulate an instructional design template for designing, adapting and developing courseware for the seven major distance-learning universities in Nigeria. These universities utilized the face-to-face method of delivery and used printed course materials. Policies and guidelines for the use of Open Educational Resources (OER) were derived to provide adequate quality assurance and monitoring along best Open and Distance learning (ODL) practices. Scores of OER sites and courseware were identified and the ones to be consulted were agreed upon. The technical lead of the project, SchulPortals Technologies, provided the stakeholders best practices in IT tools for online mentoring and international forums where collaboration could be sought. Contents were divided into 2-hour study sessions consisting of not more than 4,000 words with in-text questions and answers to reinforce the learning experience. The number of sentences making up a paragraph was agreed upon for both printed material and electronic device while the writing style adopted was conversational. Content and subject matter experts and language editors examined the final outcome for correctness, grammar and lexis. Content summary were produced in interactive DVDs and the adopted Moodle Learning Management System (LMS). First Author: Pakeeza, Shahzadi Title: Religion in Education: Challenges in Patterns and Practices ABSTRACT: Religion and education are two expressively stimulating domains based on philosophical principles concerning masses at grass-root level. Study of religion in education has long been a subject of hot debate. There are two divergent opinions on the study of religion in education from a fundamental level. Proponents of this view argue that eliminating religious influence from education approves atheism in an implied manner and infuses in young minds the irrelevance of significance of religion in their daily life and would steer them away from the faith by generations. Their apprehension is counter argued by the point that a conservative approach to education in studies at the very basic levels is a threat to religious liberty and a curb to other faith systems as well. Religion studies are crucial to be au fait with historical events that took place to be aware of roles of society and religion in understanding variant nations in the world. The evocation of religious education at the fundamental level faces a variety of challenges owing to multi-faith and multicultural determining factors, for the religions have always been associated with a particular set of moral values and behaviors. These patterns and variant practices of each religion face the challenges of various implications of modern era, violence, racism, science and secularism, posing profound challenges. Religious and denominational tolerance is possible only by accepting the fundamental value of differing religious views and practices and fostering harmonization amongst religious and spiritual population so as to arrive at a just, passive and impartial world. First Author: Pakeeza, Shahzadi Co-Author: Hafsah Ayaz Qureshi Title: Religion and Globalization: Educational Strategies ABSTRACT:This paper aims to investigate the impact of globalization on religion and education. In addition, it examines the education policy of Pakistan in religio-global context. Education is a basic human right encouraged by all religions and a significant factor in the development of individuals and communities. Religion and education are two central institutions of human society. The impact of globalization upon the religious or spiritual life of the people is very real. The challenges of globalization demand educational strategies to be based on not mere transmitting rituals and obligations but a moral and values system comprising critical interpretations of truth and wisdom in our faiths/religions and infusing notions of equality, equity and provision of human rights.There are two kinds of education systems prevailing in Pakistan. One is western and modern, and other is Islamic education. Islamic education is both traditional and modern and its worth largely depends on the number of factors like degree of involvement in global processes, tests vs performance, and merit vs. personality etc. Thus, role of Ulema, educationists and policy makers are very significant in devising strategies for coping up with globalized standards of education of 21st Century. Here questions arise as to whether or not the education institutes have sufficient resources to be updated according to the demands of a rapidly growing society under the umbrella of globalization. What should be the strategy for dealing with it? The present study would addresses what else the educationists (religious scholars) need to perform better in their fields. How can their efforts meet with demands of devising practical educational strategy? This aspect would be explored by keeping in view the competence and performance theory.

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First Author: Parpia, Amirali Title: Contested Histories, Identities and Imagined Communities: A Case Study of History Curriculum in Pakistan ABSTRACT: Building on Anderson’s theory of ‘imagined communities’ this paper analyzes the history curriculum in Pakistan within the broader debates on education and power.The paper argues that history curriculum in Pakistan promotes an ideological discourse aimed to provide students with an ‘imagined’ idea of national identity. This identity is based on a national narrative which creates categories of ‘us’ and ‘others’ whilst reproducing a hegemonic perspective towards understanding the history of Pakistan. A biased approach towards studying history, argues this paper, can be problematic in a globalizing world as students communicate with people from diverse communities and have access to multiple sources of knowledge. Using qualitative research methods, this research discusses how the ‘imagined’ identity of Pakistani students is challenged when they interact with Indian students, and get exposed to other interpretations of history. The findings from this paper indicate that, on the one hand, exposure to multiple interpretations of history challenges the ‘imagined’ national identity of students from Pakistan; on the other hand, it allows them to move beyond the binary categories of ‘us’ and ‘others’, and understand that history can be interpreted differently in diverse cultures. To conclude, the paper suggests that education policy-makers in Pakistan should re-vision history curriculum by encouraging students to critically analyze history from multiple perspectives, and appreciate cultural diversity around the world. First Author: Patel, Sanjaykumar Co-Author: Manoj Pandey Title: Synchronous Adaptive Mobile Learning ABSTRACT: Our innovation aims to establish adaptive learning practices in the space of real-life teaching (class-room, webinar, online group teaching, etc). The platform allows group sentiments (e.g. focus, boredom, lost, not understood, high involvement, etc.) analysis to happen in real-time as teacher to student, student to student, and student to system engagement occurs. All the streaming data were analyzed along with current and stored historical data, and feedback generated for teacher and system to align delivery, activities, assessments, and/or intervention material through the live teaching.The other core part of innovation is applying predictive presentation technology thereby enabling “very low bandwidth” (2G) delivery and analytic possible. This is achieved by categorizing, tagging, and managing the delivery and analysis of data into static and dynamic segments across data creation, delivery and consumption value chain. The focus of innovation is to cater for emerging and developing nation’s education need where appropriate infrastructure and teacher availability is not well established. The adaptive delivery shall be accomplished on network with bandwidth as low as 10 kbps. First Author: Phonlabutra, Kamolthip Title: Re-Thinking Language and Culture in Education for Thai Schools: Case Studies of Myanmar Migrant Students in Public Schools in Thailand ABSTRACT: The study aims to explore an approach for Thai schools to promote linguistic and cultural diversity as an educational resource in the community for both Thai mainstream students and ethnic minority students. Ethnographic investigation is used to examine teaching and learning in Thai schools including two schools with a mainstream student concentration and a school with Myanmar ethnic student concentration. Results indicate that linguistic and cultural diversities are not promoted in Thai schools. The public schools still emphasize the mainstream value of Thai-only medium and high status of English as a foreign language. However, ethnic minority languages in the community are not much valued. The public schools do not recognize that ethnic minority languages and culture in their communities are an educational resource for both groups of students. The ethnic students are not encouraged to speak their native language in Thai schools. In addition, the insufficient knowledge in bilingual practice and the lack of bilingual resource contribute to a monolingual education. Several issues found in this ethnographic research are underrepresented in previous bilingual research. In conclusion, the findings indicate that a language policy for education in terms of a medium of instruction needs to be reconsidered to promote linguistic and cultural diversity of the ASEAN community. More importantly, to promote an understanding of cultural diversity, regional understanding and working in harmony in the region, language education should be redesigned to emphasize the aspect of multilingual competence.

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First Author: Rauf, Muhammad Abdul Title: Role of Entrepreneurship in Business Development ABSTRACT:The world over, it is commonly agreed that business makes the world go round and its critical role in the modern society cannot be overlooked. In addition, entrepreneurship is crucial in businesses. It is only logical, then, to understand the complexities and intricacies of entrepreneurship in the modern world. As aforementioned, entrepreneurship is the driving force of the global economy. This study seeks to understand the dynamics of entrepreneurship in their entirety, approaches of the business taken, challenges faced, and ways of improving efficiency used by entrepreneurs. This paper can demystify entrepreneurship and also allows the global society to understand it. To address this, a quantitative approach was applied in this study. A questionnaire was used as an instrument for data collection. Data analysis was carried out with the help of Statistical Packages for Social Sciences (SPSS). This study seeks to determine the correlations by using Spearman`s rho correlation. The findings of this study presented the critical information in the context of entrepreneurship. The derived results will encourage numerous individuals in the field of entrepreneurship, and will strongly influence policy development and its implementation by the key players in the entrepreneurship arena. Through the development of economically sound public policies that are geared at spearheading entrepreneurship, several individuals may be encouraged to become entrepreneurs. In addition, sample size of the current study may be enhanced and it may also be further explored with the help of a longitudinal study. Although the findings of this study are robust enough but macroeconomic indicators viz; unemployment and foreign direct investment may be reviewed to understand the current study.The biggest challenge remains the fact that it will be difficult to find honest and open entrepreneurs or businesses that will be willing to be completely transparent about their business. First Author: Rile, Luis Jr Co-Authors: Ofelia T. Posecion, Jade Catalan Opulencia, Salvacion Martir Title: Proficiency on the Use of Instructional Technology of 21st Century Students of the Colleges of Business in Selected Universities in Dubai ABSTRACT: Are Business students proficient on the use of instructional technology in 21st century? Are there significant differences in the level of proficiency of Business students when they are grouped according to their field of specialization and year level? These are the main concerns as to why this research investigation will be undertaken. Innovators acknowledged that information and/or instructional technology is very important as it ensures the smooth functioning of all the various departments of any company in the professional world. More specifically, in human resource department, finance, manufacturing, in security related purposes, companies of dairy products and other food producing businesses, and automobile manufacturing sectors are being able to keep themselves aware of the changes in the global markets, and strengthen and maximizes their chances of expansion and development because of the movements in instructional and information technology for people in the industry sector, and all relevant companies.The proficiency of Business students on instructional technology for 21st century may best be understood by reviewing several definitions culled from the writings of several scholars in the field; which also served to direct the researcher’s framework in responding to the aims of this study. Instructional technology, as pointed out by some researchers, is concerned with improving the effectiveness and efficiency of learning in educational contexts, regardless of the nature or substance of that learning; solutions to instructional problems might entail social as well as machine technologies; (Cassidy, 1982, p. 1), and the systemic and systematic application of strategies and techniques derived from behavioral and physical sciences concepts and other knowledge to the solution of instructional problems. (Gentry, 1995, p. 7). First Author: Rile, Luis Jr Co-Authors: Mohamed Monier El-Toukhy, Ofelia T. Posecion, Faten Kalloub Title: Contextualizing Sustainability Initiatives of the Business Programs of the University Of Modern Sciences in Dubai: Baseline Data for Development Proposals ABSTRACT: A university has the corporate responsibility to the environment to provide its students the kind of training that will prepare them to be good business men of the work environment; it requires business leaders to be trained to analyze tough management issues and develop socially innovative solutions to improve the business world in 21st century. This challenges Colleges of Business to have a sustainable Business program, one that should not only provide essential business courses, but offers specialized courses that may address real-time sustainability issues- and these must be provided by an institution whose faculty, are at the same time, practitioners in the field of business. The following specific objectives will set the directions to this research investigation: 1. to present the profile of UMS in Dubai, UAE for the past two years in terms of enrollment data, average class size, and the personal and professional qualifications of faculty; 2. to contextualize the sustainability initiatives of the College of Business of the University of 21st Century Academic Forum Conference at Harvard University

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Modern Sciences in Dubai, UAE to be assessed by the faculty and students in terms of (a) Administrative Support (b) Instructional and Curriculum Domain, and © Physical and Support Facilities; 3. to determine whether or not there is a significant difference between the paired variables on enrollment data and average class size; 4. to project the enrollment of the College of Business in each of the business program offering for the next five years; and 5. to recommend development proposals to sustain the various programs of the College of Business of the University. This research work will likewise test the hypothesis to determine whether or not there is a significant difference between the paired variables on enrollment data and average class size. First Author: Rockinson-Szapkiw, Amanda Co-Author: Lucinda Spaulding Title: Understanding the 21st Century Practitioner-Scholar Identity and Its Development for Persistence ABSTRACT: A first-generation doctoral degree is situated within the university and requires students to take a course load heavy in research and theory with the aim of developing the skills needed to write a theoretical dissertation, often very disconnected from practice. Controlled by academe, this type of program often requires students to uproot their lives to move near the university to pursue the degree. Recently, both online and second-generation doctoral programs have emerged. Online programs enable candidates to maintain their place of residence and stay in their professions, and the focus of the second-generation is the intersection of the university and the workplace setting, theory and practice. Programs with second-generation characteristics highlight reflective thinking about practice and research in the workplace and require dissertation research, usually conducted in a educational setting, where theory is applied to practice (Lee et al., 2000; Maxwell, 2003; Rolfe & Davies 2009; Servage 2009). The advent of online programs with second generation program characteristics provide students with a unique opportunity to develop identities as practitioner-scholars. Furthermore, professionals with 21st century skills needed to be innovative, creative, and educational entrepreneurs who make a difference in the workplace and profession. Faculty need to understand the distinctive characteristics of a 21st century practitionerscholar’s identity in order to foster persistence, beginning in coursework and continuing through the dissertation.Thus, this presentation, drawing from research, will include a description of a 21st century practitioner-scholar identity and a framework for curriculum and mentorship to foster this identity, and ultimately, persistence. First Author: Roncancio Marín, Jason Jahir Co-Authors: Gerson Bermont Galavis, Diana Patricia Grisales, Luis Ernesto Ayala López Title: Water Risk Mapping in Colombia, The Effective Way to Stop Contamination and Other Threats Around this Valuable Resource, The Path to Teach and Empower Rural Communities In a “Google It” Age ABSTRACT: There are in Colombia, a several watersheds and rivers that currently are providing this valuable natural resource: The Water for human consumption to the rural and urban communities.There are several risks that are threatened the quality of the water in rivers and also the life of people who drink it. From human groups living over the watersheds or very close to the rivers to crops and agricultural activities that uses pesticides and other agro- chemicals to protect the production, are affecting the water quality as well as the public health of the Colombian communities. When someone identify some of those risks over the watershed, it is very hard to remember where the contamination place is, because of the big dimension of the mountains and the long tail of rivers, that is why, in the “DIRECCIÓN TERRITORIAL DE SALUD DE CALDAS” we are working in the development of some information and communication technologies that will allow us to allocate, recognize and mapping the risk in a map with latitude and longitude coordinates with the aim of stopping the malware activity and also to educate the community, the application will be able to use in an android device for free, so any person could report some risk to the governmental authorities and to empower themselves to take care of the environment in a “google it” age. First Author: Roncancio Marín, Jason Jahir Co-Author: Oscar Eduardo Mesa Aguirre Title: Success Affecting Factors of the Metallurgical Sector Companies - Models of Resilience ABSTRACT: The support of state and municipal organizations in the development and sustainability of the metalworking sector of the city of Manizales has been nil compared to that received by the ICT sector in the last three years. However, companies in the metalworking, metal, steel and shipbuilding sectors have remained alive despite internal and external economic conditions that have not always been friendly in terms of financial or similar benefits. In an economy where seemingly everything revolves around new

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technologies, environment and ICT´s, the metalworking sector of the city of Manizales has kept alive regardless of the company size, the business plan, portfolio, or technology, most engineering sector companies have found ways to survive without the advertisement of themselves or promotion by local business support organizations. Have these companies in their structures, operating models of organizational resilience that has enabled them to stay alive despite changes in the internal or external economic environments. What makes them resilient organizations. In this research we have asked to 70 metalworking sector enterprises of the city of Manizales to determinate how and why they are adapting to the turbulent economic changes and what makes an enterprise resilient, so others can learn from this study. First Author: Roth, Steven Co-Author: Mattias Eggertsson Title: The Role of the Faculty Advisor in Orientation for Beginning Graduate Students ABSTRACT: Orientation for beginning graduate students in an online asynchronous setting is invaluable to students, especially adult learners returning to higher education after much time away from academic studies. Distance learning can be a formidable and challenging experience combined with a complex and intimidating learning curve. The role of the faculty advisor, with experience in online graduate education and understanding of the needs of the adult learner, is crucial in the first days and weeks of coursework. The goal of the successful graduate online orientation program is to guide ease of access in the ability to navigate a daunting online system, build community between the new graduate student with the faculty advisor, and provide an in-depth overview as the beginning graduate student gains confidence and a level of comfort needed at the initiation of rigorous graduate study. The faculty advisor, by becoming fully involved in graduate student orientation not only benefits with successful student integration in distance learning, but this contact and support greatly aids in decreasing attrition.The Engagement Model of Advising, as practiced by faculty advisors in Keiser University, encompasses early and frequent communication with graduate students during orientation and throughout each student’s graduate program.This level of engagement is an important component with significant collaboration between faculty advisors in other academic programs and admissions in sharing best practices and offering an orientation program based on student support and success. First Author: Roycroft, Anne Title: The Lived Experiences of Online High School Social Studies Teachers Utilizing Project-Based Lessons at a Virtual School ABSTRACT: Online learning is a fast-growing form of curriculum delivery which takes on many presentation styles and formats. Celebrated as a means to impact students through engaging, 21st century-focused learning opportunities with flexible delivery formats, little is known about the teacher experience in an online classroom. This qualitative study focused on the lived experience of fulltime online high school social studies teachers and, in particular, the ways in which they facilitate effective classrooms using project-based lessons. Project-based learning provides an opportunity to utilize community resources, student-initiated research, hands-on activities, and scaffolded learning steps spiraling towards higher order, critical thinking skills development integrated with standards-based curriculum. Organization, motivation, personalization of the learning experience, scaffolding, and an ongoing focus on critical thinking and reflection are the key elements for effective project-based online teaching identified by the study. As teachers shift to online platforms, their role often shifts and may require adjustments in perception, organization, and teaching styles. Those experiences and daily routines enable us to make determinations about how to better prepare and support educators, including mentoring, curriculum, and teaching expectations for effective outcomes. First Author: Rupert, Avis Title: From Leadership Conference to Leadership Academy to Prepared Future Managers: Developing Management-Leaders through Co-construction ABSTRACT: According to S. Waddock and J. M. Lozano (2013), “we face a world in which management education is by many assessments, in crisis for too narrowly and analytically orienting future managers who will need to lead in a complex, socially and ecologically fraught world.” Students in these educational contexts are not prepared for such complexity; they “lack the skills related to managing and leading.” Given the latter observation, this conference presentation aims to illustrate how a strategically organized event at Al Akhawayn University, an institution in Ifrane, Morocco launched its First Annual Leadership Conference through the Leadership Development Institute, a co-curricular student program. Collectively, conference participants synergized interests and efforts to probe clarity and change in management-leadership. From conception through implementation of the conference leadership: strategy, financing, marketing, documenting, assessing, and resourcing proved vital to the success of the innovative venture. In summary, students engage in what A. C. Burns (1990) calls the “live case study.” From this perspective, management education in the latter context meets critical 21st Century Academic Forum Conference at Harvard University

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issues Waddock and Lozano (2013) categorize as the following: “(1)the need for reflective practices that develop awareness and the will to manage . . .; (2) the capacity for systems thinking, integration, and understanding of today’s global world; and (3) the application of these attributes to understanding and implementing the broad responsibilities purposes, and (ethical) values associated with business.” First Author: Sanguanngarm, Nittaya Title: 21st Century Educational Challenges in EFL: Learners’ Creativity and Innovation ABSTRACT: Today’s fast-changing world demands that people, wherever they live, be equipped with 21st century skills. In the EFL context, appropriate support is needed to achieve meaningful learning outcomes. This qualitative study investigated 21st century educational challenges in EFL regarding students’ creativity and innovation via project-based learning. One hundred and two undergraduate students at a university in Thailand participated in the study as part of a course in English for tourist guides. Data were obtained through students’ group projects, their logs, presentation observations and focus group semi-structured interviews. The findings illustrate students’ unique creativity and innovations. In addition, teachers’ roles were found to be crucial to fostering students’ success. Findings also show that the types of project and available online information and models played significant roles in enhancing students’ creativity, innovations, self-efficacy and contributions to society. The study also provides evidence that all students viewed online information as a major source of knowledge with adequate and feasible access despite the fact that they were not familiar with this new learning context. The present paper ends with a discussion of future interventions in EFL classrooms. First Author: Sanjida, Syeda Title: Are Language Instructor’s ‘Face’ Threatening Faces ABSTRACT: Typically being accuracy concerned, language instructors often transform into ‘face’ threatening faces, though they are supposed to facilitate learners’ acquisition process. In fact, all language learners, particularly in the 21st century, possess a certain degree of self-esteem linguistically defined as ‘face’. Their inner- self never easily accept their faces to be threatened. In the acquisition process of a second/foreign language, the commencement of linguistic errors is a universal phenomenon. Practically, learners always straggle to save their ‘faces’ in front of others while producing speeches in their second/foreign language. However, typical language instructors, especially in Bangladesh, often ignore this highly delicate psycholinguistic issue of saving the ‘faces’ of learners. Moreover, their critical feedbacks turn off learners’ linguistic enthusiasm, and consequently their linguistic acquisition is hindered. This paper presents the findings of a study that explored the impacts of language instructors’ attitude towards the erroneous oral productions of the preintermediate level learners. The present study was conducted by the way of in-depth interview with 120 learners of section B, C, E and F of the Department of Electrical & Electronic Engineering (EEE) of American International University of Bangladesh. The learners were selected through stratified random sampling. Furthermore, two varied tests were taken before and after giving linguistic treatment. Section B and C, dealt as the controlled groups, were offered a conventional that is critical treatment. On the contrary, section E and F, the experimental groups, were given an innovative treatment. The findings produced an interesting indication of the transformation of the conventional language instructors into face threatening factors against their learners. However, if initially instructors appreciated learners’ all sorts of linguistic performances, even the erroneous ones, learners’ linguistic internalization could be facilitated at a significant rate. Theoretical implications: This paper supports the post communicative teaching approach that appreciates all types of initiatives beneficial for learners’ acquisition. Teaching implications: Instead of heightening the learning stress, language instructor should be motivating for lowering learners’ anxieties. First Author: Sapp, Vicki Title: Wandering Between Two Worlds: The Humanist in the Digital Divide

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ABSTRACT: “If the humanities are to thrive and not just exist in niches of privilege, they will have to visibly demonstrate the contributions to knowledge and society they are making in the digital era.” (Digital Humanities). Shouldn’t “technology” have to prove its value to us? Today the humanist instructor finds herself anxiously “wandering between two worlds” (Matthew Arnold): the undead print and the thriving newborn digital. I explore the special situation of the humanist in the digital age via assumptions that underpin education’s technology-ecstasy, and I overview ways “technology” is rewiring our theory and practice for better and worse. Neil Postman has warned that our tendency to ignore both technology’s meta-force as cultural change and pop culture’s pervasive toxicity can lead to “culture-death.” The humanist, especially as educator, has the special charge to meet, with not only healthy skepticism but also constructive practice, this dire but not unreasonable threat. Today as more technology is pushed as remedy for pressing education problems, its intersections with economics, creativity, critical thinking and above all, student success must be defined and interrogated. I review both scholarship and the authority of experience as I attempt to steer a compromising course between print and digital literacy; and I describe “meta-pedagogy” assignments I have developed to raise students’ awareness of the power of the medium itself. 21st Century Academic Forum Conference at Harvard University

First Author: Shazi Shah Jabeen Co-Authors: Ria Kottamurickal Title: Corporate Social Responsibility Audit: An Exploratory Study ABSTRACT: Given the recent advent of Corporate Social Responsibility (CSR) in the economy, the positioning of a company with regard to corporate social responsibility is critical. This research examines the feasibility of developing a new corporate social responsibility auditing system with an aim to create a model for corporate social responsibility auditing that is compatible with the prevailing audit system and ready to be implemented.The study included both primary and secondary sources for collection of relevant data. While extensive literature review was done to sift through related research, a sample survey by means of a questionnaire and interviews with a number of established Corporate Setups across United Arab Emirates (UAE) were undertaken. The findings of this research, together with the crucial factors identified in the literature review of CSR, suggests a conscious alignment of CSR initiatives with conducive strategies that will allow corporations to efficiently and effectively implement their CSR objectives to create a sustained and perpetual impact. First Author: Shazi Shah Jabeen Co-Author: Aqila Rafiuddin Title: Factors Influencing Education Decision Making Process ABSTRACT: Education is considered an investment in human capital which in turn contributes to knowledge economy and development of a nation. Education is a diverse and dynamic sector and has been ever changing as per the needs of society. Such diverse, dynamic and unpredictable environments make the process of decision making increasingly complex. This study presents a conceptual framework of decision making process undertaken at various levels of education. It further provides an overview of decision behaviors of the expatriate community in the United Arab Emirates (UAE) pertaining to the education and integrating psychological, social, and economic perspectives. On the basis of review of literature related to decision making process for education, this research also aims to contribute to the field of decision making process by proposing models for different levels of education in the UAE. First Author: Shrestha, Pushpa Lal Title: Use of Online Formative Assessment for an Introductory Research and Statistics Classes ABSTRACT: This research describes the impact of using online formative assessment in the introductory research and statistics course of first year undergraduate students. I examine the enhancement in quality of my teaching, the students’ learning and the assessment process. The results are based on performance comparison for the student before and after the implementation of the research tool, in addition to quantitative and qualitative indicators resulting from distributed surveys, Blackboard statistics and my own observations. By implementing this innovation, I was able to give quick and efficient feedback to both students and myself. Students benefits from feedback given at an early stage to identify the areas needing improvement. At the same time, I got feedback about student progress and accordingly decided to adjust the course design and my teaching methods. This adds to my teaching professionalism by looking deeply into the assessment & feedback areas and utilizing different learning & teaching activities in my practice. I found that are engaged more actively in their learning through this innovation. The achievement has been raised, in both levels: individually and in the class average.These changes transformed the course from a module with a high failure rate where students were struggling to grasp the key concepts and were unhappy, to a successful module with significantly lower failure rate and positive feedback. First Author: Shrestha, Nilam Co-Authors: Pushpa Lal Shrestha Title: ICT in Education: Challenges for Students Facing the Use of a Hypermedia ABSTRACT: With the phenomenal development of ICT (Information and Communication Technology), education has undergone significant and rapid changes. Learning model and ICT use are going to be multiplied, however we know a lot about the benefits and contributions of ICT, but what about its disadvantages. Indeed, the use of ICT raises many questions about the pedagogical, didactical, and scientific content offered in these hypermedia and learners’ difficulties facing these technologies. The aim of this paper is twofold. Not only, to study the impact of using CD-ROM in teaching sequences on cellular exchanges and to determine the difficulties associated with use of hypermedia in education. But also, to propose remedial strategies which may overcome the difficulties identified in this way. The analysis of CD-ROM showed that its integration into the training’s sequences can produce a number of difficulties due mainly 21st Century Academic Forum Conference at Harvard University

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to intrinsic aspects of CD-ROM, precisely: Navigation can be accompanied by disorientation; and the organization of illustrations and explanatory text leads to an effect of dissociation of the attention that causes cognitive overload. The results of our empirical research helped highlight other problems related to the use of CD-ROMs and concluded that the use of a CD-ROM independently joined the transmissive model of teaching described by the slogan ‘a sage on the stage’. Indeed, by proposing only screen displays with knowledge, we will be in the presence of practices that characterize a traditional transmissive teaching method supported by ICT. First Author: Sullivan, Roberta (Robin) Co-Authors: Cherie van Putten, Nathan Whitley-Grassi Title: Tools of Engagement Project (TOEP): Discovering and Exploring within a Supportive Professional Development Community ABSTRACT: Faculty often find the task of locating high quality Web 2.0 teaching and learning resources both time-consuming and onerous. Add to that limited professional development training and the dedicated time necessary to learn how to effectively use these tools, and it is no wonder that many hesitate to use new Web 2.0 tools in their courses. Unfortunately, many of our students are fully immersed in social media and other Web 2.0 technologies for use in their everyday lives. They’re surprised and disappointed when these technologies are underutilized in their higher education experience. To solve this professional development problem faculty, instructional design staff, and human resources staff from ten, public institutions in New York state came together and created a self-directed, learning community whose main objective was to help faculty and staff master relevant Web 2.0 tools for integration into their teaching. Come learn how these ten unique State University of New York campuses, from community colleges to research universities, developed the Tools of Engagement Project (TOEP) ( http://suny.edu/toep ) using a stand-alone website, badging, and Google Communities. First Author: Sybing, Roehl Title: Foreign Language Education Informed by Learner Perspectives and Preferences ABSTRACT: Traditional models of intercultural education assume a closed system in which knowledge obtained by learners is exclusively bestowed by the teacher. Advances in technology have challenged this notion as language learners bring to the classroom their own perspectives and preferences as shaped by information sources outside of formal education. Today’s Japanese learners of English, for example, are exposed to more English mass media in movies, television, and music than their predecessors were. Language learning, therefore, is best fostered through this lens. Despite this potential, content selection in language education has remained largely within the purview of educators and materials developers. Given the problems of demotivation with respect to poor content choice and, therefore, learner boredom (Sakai and Kikuchi, 2008), educators need to reexamine the top-down approach of content selection, and explore ways to incorporate topical knowledge into language education so that learners find it more relevant and interesting. Language education curricula can be informed by content that learners contribute, while still reinforcing language skills that educators and higher stakeholders find relevant. In terms of the framework for language use defined by Bachman and Palmer (1996), this potential synergy has the benefit of facilitating language learning through familiar topical knowledge in building language knowledge. This presentation focuses on a learner-informed model for curriculum and materials development in language education. A framework for language educators will be proposed to ensure greater input from learners, and pedagogical implications will be explored for the benefit of finding best practices for the classroom. First Author: Tabakow, Mary Co-Author: Rahma Ibrahim Al-Mahrooqi Title: Effectiveness of Debate in ESL/EFL Context Courses in the Arabian Gulf: A Comparison of Two Recent Student-Centered Studies in Oman and Dubai ABSTRACT: Using debate as a tool for improvement of non-native English speakers’ language acquisition and fluency is not a new practice, but it has been little studied in the Arabian Gulf region. In our admittedly limited study of the efficacy of formal “in-class” debates with first and second-year students in an advanced, skills-integrated “Effective Reading” course in Oman’s Sultan Qaboos University (SQU) and a reading/writing comparable course in “Advanced Composition and Research” at American University in Dubai (AUD), researchers found positive student responses to the use of formal “in-class” debates in spite of the stress of time-constraints and requirements to reassess/respond quickly in rebuttals. Indeed, students reported a high-level of agreement (Likert-scale) to

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statements, such as “debate encourages students to be critical and evaluate what they hear or read” and “debates encourage polite and appropriate cross-gender interaction.” Overall, more than two-thirds of both student populations felt formal debates improved their English in academic and real-life circumstances, helping them to “practice what [they] have learnt.” Altogether, this relatively small (62 respondents) comparative study suggests that more research should be done with structured “in-class” debates to augment other tools for effective English-language processing, critical thinking, speaking confidence, peer interaction, and fluency. First Author: Tamim, Tayyaba Title: Language Education and Development ABSTRACT: The trajectory of education into poverty reduction is widely emphasized but the relationship is far from being unproblematic. Within education, language can be a major source of resurrecting existing inequitable structures which nest poverty and deprivation. Yet languages in education are rarely related to issues of poverty. This paper takes up the much-debated question of languages in education in Pakistan and analyzes its implications in terms of poverty reduction. The paper is based on a wider 3-year study, funded by Research Consortium on Educational Outcomes and Poverty (RECOUP). It uses Amertya Sen’s capability approach to human development and Bourdieu’s theory to explore the differential outcomes of languages in education for private and government school participants in Pakistan, in terms of social capital i.e. the power structures embedded in social networks, identified as an important factor in transmission of poverty and deprivation in development literature. The study uses qualitative methodology, in-depth ethnographic interviews, participant observation and documentary analysis. Data from 16 cases comprising 32 participants (secondary school final-year students and their same sex 5-6 years older siblings) revealed that the languages in education, within the current language policy transformed into symbolic capital. This through mutual cognition and intersubjectivity set off processes which constrict the social capital of the government school participants, creating social stratification, affecting collective agency and restricting opportunities for advancement for the disadvantaged despite their education. The paper argues that the question of language in education must be conceptualized with reference to the national language policy and seen in terms of its implications for development and poverty reduction. First Author: Tan, Penny Co-Author: Dawn Wu Title: An Approach to Music Education for Singapore Early Childhood Educators in the 21st Century ABSTRACT: In recent years, there has been a growing awareness of the importance of children’s early years exposure to music education. While research has focused on the role that music plays in the developmental processes of children, there are few studies in the 21st century which explore music training for early childhood educators in Singapore. This paper traces the development of a music curriculum for preschoolers in a non-profit neighbourhood childcare center as well as a comprehensive training programme for teachers. It also focuses on teachers’ perception of music education. A combination of teaching and training sessions, observations, interviews and analysis of relevant documents ensure that the topic was understood from various points of views and ways of knowing. Both the Ministry of Education and the National Arts Council are committed to ensure all preschoolers “have access to quality arts education” (NAC, 2014, para. 3). The music curriculum and teacher training programme were developed with this aim and takes into account the childcare center’s unique culture and educational philosophy. It focuses on equipping teachers with fundamental musical skills, demonstrating and guiding teachers to plan, source for resources, and conduct music lessons over a 30-week period. This approach also places particular focus on knowledge application, creativity, innovation, risk-taking and lifelong learning to meet the needs of the Knowledge-Based Economy in the 21st century. Several implications for policy and practice arise and will be studied in relation to existing theoretical perspectives as well as empirical literature on early childhood music education. Key Words:Teacher Training, Early Childhood Education, Music Education, Preschool Education Reference: NAC. (2014). Pre-school. Retrieved 12 December 2014, from http://www.nac.gov.sg/education/arts-education- in-singapore/pre-school. First Author: Tejedor, Andrea Title: Cultivating Pedagogical Innovation Through Emerging Leaders ABSTRACT: The success of any key initiative lies in the capacity of those who are implementing it and the leaders, both teachers and administrators, marking the path for others to follow. Learn how members of a technology leadership team worked together to

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explore emerging technologies, examine pedagogy, and evaluate outcomes based on the goal of tinkering towards utopia by leveraging educational technologies. A spiral model for change was adopted to build a culture of pedagogical innovation, and cultivate emerging leaders by working with a committed group of shift shapers who asked how they could make a difference and share their learning. Through a process of ongoing inquiry the team was able to capitalize on technologies across platforms, encouraging teachers and students to produce, publish and present what they know using multimedia tools and to define a strategic shift in the pathways for students to learn. In this session participants will learn about how the Highland Falls–Fort Montgomery CSD developed a district wide school improvement program. This session will outline strategies, pitfalls, and design considerations. First Author: Thota, Satyanarayana Co-Author: Katyayani Sangam Title: Empowerment English: Towards a Pedagogy of Non-Native Englishes ABSTRACT:This paper attempts to examine the misconceptions of Standard English or monoglossia as opposed to the ‘non-standard’ Englishes or heteroglossia. The so-called Standard English is itself a dialect used by a miniscule percentage of speakers. By virtue of its contact with the local languages all over the world, English has been localized giving way to a number of dialects, creoles, varieties, and sub-varieties, sociolects and idiolects. The attempts of standardization, is a disguised form of disempowerment: the speakers of the deviant forms of the language have been excluded from the high culture and the power structures. It is worth noting in this context that the speakers of the deviant varieties of English are associated with such notions as illiteracy, rusticity, and perpetrators of crime, lethargy, parochialism, fundamentalism and other qualities that the West attributes to the people of the Third World countries. English cannot be taught in the same way as it is taught as the first language and the foreign language. The curriculum designing, the content development, the methods, the materials and other components of language teaching need to be nativised. The nativisation of English language teaching entails the pedagogic aspects of the heritage, the ethnicity, the culture, and the cognitive experience of the learners. The pedagogy of English needs to reflect local situations, identities, and diversity of the learners. This paper presents the theoretical formulations of replacing the existing curriculum by such content that the learner is familiar with: the language, the culture, the myth and the other ethos. First Author: Tinkan, Ploypailin Title: Trade Openness and Spatial Inequality: An Evidence from ASEAN9 ABSTRACT: Income inequality had been focused by economists for a long time, but due to the shortage of within-country income data, there still has been limited studies on spatial inequality which leaves this relationship inconclusive. This paper used satellite images of light density at night as a proxy for spatial inequality and put forward whether changes in trade openness matter for the evolution of spatial disparities in ASEAN countries from 1992 to 2010. Two different measures of inequality are employed: Gini, and Theil indices. Using static and dynamic panel data analysis to separate short- and long term results, the findings indicate that an increase of international trade can lead to higher spatial inequality in short run, but trade openness has no association with spatial inequality in the long-run. It can be interpreted that short-run spatial inequalities resulting from changes in trade openness are persistent in the long-run. This conclusive remark may reinforce preexisting inequality in each ASEAN country. First Author: Tock, Jamie Title: A Critical Reanalysis of the Metacognitive Self- Regulation Subscale From the MSLQ ABSTRACT: A reanalysis of the Metacognitive-Self-Regulation scale (MSR) from the Motivated Strategies for Learning Questionnaire (MSLQ) was performed based on evidence that the existing factor structure for the MSR may be a suboptimal representation of the item relationships. A split sample Exploratory and Confirmatory Factor Analysis was performed to determine the basic structure of the scale and confirm the established structure. Results indicated a three-factor structure described by LFMSR (Latent Factor Metacognitive Self-Regulation), Self-Questioning (SQ), and Performance Assessment (PA) produced the best model of the sample data, while the original MSR one-factor model provided a very poor fit of the sample data. Finally, Time and Study Environment, total study, and cumulative GPA (cGPA) were added in a Structural Equation Model. The factor reflecting the intended measurement of the MSR scale (LFMSR) was unrelated to GPA. Implications for revisions of the MSR scale and its use in future studies are discussed.

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First Author: Turk, Marko Title: Academic Profession in Europe: Changes and Challenges ABSTRACT: In the past two decades, discussion about higher education issues, triggered by the changes in the higher education systems, have intensified in the wider public, as well as in scientific, professional and political circles. Issues of special focus are the increase of the number of students, strong internationalisation, examination of social and economic roles, strong pressure from the sector of industry, increased competition, changes in leadership and the influence of new technologies (Altbach, 2000, Deem, 2001, Kelly and Murphy, 2007). Mentioned changes have a strong influence on the transformation of members of the academic profession, their everyday tasks and activities. Boyer, Altbach and Whitelaw (1994) stress out that academic profession is developing into “profession under pressure”. Henkel (2007, 196) warns that the age we live in is “...the age of high insecurity of the academic profession”.This paper will illustrate the results of qualitative research that aimed to establish how academic employees in Europe perceive changes in their work environment and analyse their connection with the redistribution of existing and the emergence of new tasks. The research was conducted in 8 European countries – Austria, Finland, Croatia, Ireland, Germany, Poland, Romania and Switzerland. The study included 497 participants. Research results point to changes in the tasks of academic employees, as well as to the emergence of new tasks in the context of their everyday professional duties. This paper will analyse the challenges of these new tasks that members of the academic community in Europe are facing. First Author: Tutunis, Birsen Title: Teacher/ Learner Training for Autonomy in English Language Classes ABSTRACT: There is a mismatch between the learner’s and the teacher’s agendas and as a result: while the teacher is busily teaching something, the learner is very often focusing on something else. (Nunan, 1999) This is just because the knowledge is transferred unidirectionally. Teachers have dual duty; transfering the knowledge and training the learners on how to access and make use of that knowledge. It is highly essential that teacher training encourages their learners how to take control of their own learning to produce autonomous learners. Autonomy refers to the learner’s broad approach to the learning process, rather than a particular mode of teaching. How can English teachers train their learners to learn English then? Feurstein’s (1980) MEDIATION THEORY tells us that it is the role of the teacher to help learners to find ways of moving into their next level of understanding. Teachers need to take on the roles as ADVISORS, facilitators, CONSULTANTS, PARTNERS and joint problem-solvers.They need to raise awareness on the different approaches to learning and help learners to acquire the knowledge, skills and strategies they will need in order to progress. However, teachers are in need to be trained to take on such roles. This paper will give the theoretical background of teacher/learner training for autonomy in English Language classes. Then, the teacher training activities for the roles of a foreign language teacher will be given with examples. Finally, learner training for autonomous learning activities will be displayed. First Author: Udomrat, Thak Title: Training Migrant Teachers along Thailand-Myanmar Border: A Public-Private Partnership between World Education at Mae Sot and the Faculty of Education of Naresuan University ABSTRACT: Migrants from Myanmar are in Thailand in large numbers, and nearly 400,000 are children with illegal status. Many children are admitted in Thai schools, but several thousands are educated in Migrant Learning Centers (MLCs) run by volunteers and community based organizations. These MLCs are not accredited, monitored or supported by any formal education authority. Many migrant teachers have minimal formal education or have received little training. Since 2012, World Education at Mae Sot has started to work with a public university nearby to train migrant teachers. This research is based on qualitative methods to reflect the process and results of migrant teacher trainings in June 2012 and January 2015. The findings revealed that the first training on “education and community development” was highly satisfied by trainees. The second was based on the expanded contents, and was highly satisfied, too.

First Author: Umar, Faiza Title: Professional Development in the 21st Century: The Emerging Need to Develop a Collaborative and Connected Learning Community

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ABSTRACT: This presentation will share research that examines the nature of Professional Development (PD) in the 21st century and the role that it plays in the formation of an individual’s Professional Learning Network (PLN). It also investigates this role within the perspective of a Community of Inquiry (CoI) and raises the question as to how such practices can be made more sustainable in order for educators to remain ‘connected’. The idea for this project came about as a result of a need to encourage lecturers to share their experiences and best practices, especially with regards to the use of e-learning tools. The pre-intervention stage of data collection focused towards identifying those lecturers who were in a position to share best practices. This information subsequently helped in designing an intervention in the form of an interactive ‘Speedy PD’ session that was delivered university-wide and enabled lecturers to gather information and practical tips on how to use these e-learning tools to enhance their PLNs and their teaching practice. The post-intervention findings, using quantitative and qualitative data analysis, suggest that the nature of PD needs to be reexamined. Furthermore, co-relations to secondary research indicate that, in order to create ‘connected’ educators who can contribute meaningfully towards a fully functional CoI, teachers need to be exposed to a more inclusive, personalised and localised PD experience. Finally, the efficacy of the format used for the PD workshop also highlights the importance of peer collaboration and the benefit of using case studies as a valuable way of sharing information. First Author: Unachukwu, Glad Co-Author: Adaora Odumodu Title: Management Support Practices for Teachers’ Supportive Supervision in Secondary Schools in Anambra State, Nigeria ABSTRACT:The purpose of this study is to ascertain the extent of principals’ management support practices for teachers’ supportive supervision in secondary schools in Anambra State, Nigeria. The descriptive survey research design was adopted for the study. One research question and one hypothesis guided the study. The population of the study was comprised of 252 principals and 5,761 teachers in all the government owned secondary schools in Anambra State. A sample of 1,803 respondents made up of 75 principals and 1,728 teachers comprising 30% of the entire population was studied. The proportionate stratified sampling and simple random sampling techniques were used in selecting the sample. Two instruments were used for data collection. The Cronbach Alpha was used for the reliability test, which yielded reliability indices of 0.80 and 0.81 for each of the instruments respectively. The reliability indices were considered high enough making the instruments adequate for the study. Mean scores were used to answer the research questions while the z-test was used to test the hypothesis at 0.05 level of significance. It was found that principals, to a very low extent, organize in-school seminars and workshops for their teachers to help them grow professionally. It was also found that principals neither organize group supervision, peer supervision nor clinical supervision for their teachers. Based on the findings, recommendations were made and this included that principals should use in-school seminars and workshops and adequate supervision to enhance teachers’ performance in their schools. Conclusions were made and implications of findings drawn.

First Author: Virani, Farida Title: Teacher Performance Evaluation: An Indian Perspective ABSTRACT: Education is of value in itself (intrinsic value) and is valued for what it can do (instrumental value). Teachers are the backbone of any education system. ‘Value drives customer satisfaction’ and the value of educational services is directly proportional to the quality of human resources providing the services - the front line managers, namely the teachers. Even though teaching is considered a noble profession, it has to be effective too. Teachers are also professionals as any other. They must be assessed and judged by their performance and utility, in the fast changing context of knowledge frontiers. The Danielson Model (1996) for Performance Evaluation (PE) was selected as a base because it has a strong formative purpose. Using factor analysis, a study involving a 360 degree feedback from all the relevant stakeholders (Principals/ Teachers / Parents and Students) helped determine the inclusion/exclusion of variables applicable to schools in the Indian context. The emerging PE framework had some additional variables specifically from the needs of the Indian context along with the variables in Danielson Model. Through interviews and discussions with the relevant stakeholders (principals, supervisors and teachers) there emerged a demand for a comprehensive evaluation process. Hence pre and the post processes are also included in the PE model.

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First Author: Whang, Nai-ying Title: School Ethics: Personal Reflections on Moral Philosophy ABSTRACT:The focus of this study is to explore the school ethics phenomena.The journey starts from personal reflections on moral philosophy, including ethical idealism, relativism, egoism, altruism, justicism, deontology, and utilitarianism.Through the process of personal reflections on moral philosophy, the ethical beliefs can be aroused, leading to the fulfillment of moral obligations and the improvement of schools.The issues of school ethics should be emphasized since they are easily being neglected.The promotion of school ethics could inform the ideas of school management and revive the movements of school improvement. To achieve the goal of this study, qualitative case study is adopted as the research method, and a private high school in Taipei, Taiwan is chosen to be the study field. Individual interview is used for data collection, and the interviewees are school administrators, teachers, and parents (sixteen interviewees in total). The conclusions and implications are derived from the emphasis of personal reflections on moral philosophy, the expansion of stakeholders’ participation, the accumulation of moral assets, the description of critical status, and the effect of ethical beliefs. Principles and modes in the practice of school ethics are brought up to enhance ethical decision-making abilities of school stakeholders. First Author: Whitney, Richard Title: Porn’s Educational Imperative: Some Transactional Insights from Louise Rosenblatt ABSTRACT: For too long the subject of porn has been taboo, and the old questions usually lead us nowhere: “Is it bad for us?” “Doesn’t it erect unrealistic fantasies?” “Doesn’t it turn models into sex workers?” Recently, however, the academy has begun to take porn a bit more seriously. As the new journal, ‘Porn Studies’, is testament to. But the danger is that the academy remains aloof from questions relating to the way young people engage with porn, especially on the internet, and whether there can be any aesthetic or social gain from this. My paper argues unequivocally that depictions of erotic experience absolutely must enter mainstream education in new and compassionate ways – specifically through encouraging aesthetic transactions between individuals and a variety of erotic material. I begin by explaining why the American educationalist Louise Rosenblatt came to advocate the transactional approach to aesthetic education more generally, and that this would have important knock-on effects for producers of art. I then describe the approach in brief, before showing how this would benefit young people in educational settings as well as the creative industries that produce erotic material. Importantly, my stance is grass-roots. As a model myself, I am solicitous for our status in society as artistic performers, and my contact with photographers has convinced me of the need for an educational overhaul. In terms of illustrations, my material has a gay theme, and I explore language and discourse as well as imagery. First Author: Wood, Derris Title: Australian Experiences with Education and Technology ABSTRACT: The impact of the technological advances over the last twenty years, including our use of Google, not only impinges on our teaching and learning abilities, but also on our individual lives. Have these technological changes been a panacea for our educational systems? The focus for this paper will be on Australian research (with some comparisons from overseas countries).The discussion begins with an overview and evaluation of twenty years of the use of technology in Australia in education and continues with an analysis of the relationship between adolescents and mobile phones and lap tops. Details about face to face compared to online educational courses and the sharing of distance learning between University campuses, provide significant implications for the future use of technology, whilst the outline of the deployment of a wider range of technologies such as podcasts and blogs provides an innovative resource for English teachers.These research experiences will provide insights into the female use of mobile phones, the values and limitations of lap tops, the difficulties of online courses and the continual need for innovation to combine teaching and learning with technology. First Author: Yee, Kevin Title: tl;dr - How Faculty Can Teach Effectively When Students Don’t Normally Read ABSTRACT: One finds “tl;dr” on various online message boards, which is short for “too long; didn’t read”—an indication of impatience with any post which is text-based (rather than visually-based) or longer than some unspoken guideline. List-oriented posts are usually welcome, even when driven by text rather than images, suggested that today’s online citizen reads less and less. Summaries no longer provide support as a learning aid to be employed after a reading; they now supplant and replace the reading completely. Knowledge is increasingly viewed as “outside” the learner, something ready to be accessed when needed but otherwise not important to internalize. 21st Century Academic Forum Conference at Harvard University

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The presence of Google and other online/cloud/mobile tools further encourage today’s digital citizen to not bother learning facts and other information. It is thus no surprise that some students are unwilling to memorize information or read long texts. Such behavior presents unique problems for faculty, whose teaching methods often depend on students doing the reading before class. We will discuss a variety of solutions, such as altering course design to add quizzes for rewarding reading, adjusting tests to include material only available via the readings, tailoring the content of lectures to link (rather than repeat) the reading content, and otherwise instill practices and applications in class that enforce student thinking, rather than student listening. To remember something requires effort, and students must be convinced by both words and actions that an attitude to “tl;dr” will not yield success in the college classroom. First Author: Yeo, Michelle (Mei Ling) Title: An Evaluation of Good Practices in E-Learning in the 21st Century - Students’ and Lecturers’ Perspectives of Learning and Teaching in a blended E-Learning Context in SIM University, Singapore ABSTRACT: Today, information and communication technologies infiltrate classrooms around the world at an exceedingly rapid pace. In the wake of this influx, what are some of the good practices and issues in using technology with a blended learning context to enhance students’ learning experiences? E-learning with a blended context is usually viewed as a combination of face-to-face and online delivery methods, with the aim of each complementing the other. Such an approach should, therefore, influence lecturers and higher education students’ perceptions of the learning environment and, subsequently, students’ study approach and learning outcomes. The data was collected through semi-structured interviews with lecturers from a University in Singapore where E-learning was widely used as pedagogy. The interview questions were divided into four sections: knowledge and experience, design and use, resources needed, and the evaluation of the use of blended E-learning. The interviewed lecturers were also requested to send an online questionnaire to their students to collect the students’ views on blended E-learning. The benefits of using blended E-learning for enhancing students’ learning experiences, success factors and students’ perceptions and attitudes have also been identified. The similarities and differences between the lecturers’ and students’ views on E-learning blended context have been discussed. These discussions form the basis of recommendations for the development of learning and teaching practices that will potentially enhance students’ learning experiences in meeting the needs of the 21st century workforce. First Author: Zachopoulou, Evridiki Co-Authors: Athanasios Gregoriadis, Vasilis Grammatikopoulos, Nikolaos Tsigilis Title: Evaluating Children’s Motor Creativity in the Greek Early Childhood Education System ABSTRACT: Motor creativity is defined as the merge of two interrelated developmental procedures, namely creative and motor development. Motor creativity can be described as children’s effort to produce movements that provide solutions to motor problems. Through motor creativity children in early childhood education have the ability to express their feelings, thoughts and to act using their body. The importance of motor creativity in early years is further supported by the fact that movement activities provide children with the opportunity to exercise and develop their inventiveness, creativity and spirit of adventure. The goal of the current study was to explore the level of motor creativity of young children in the Greek early childhood education settings. Children’s motor creativity was measured with the Torrance test of motor creativity. The TTMC was administered to 402 boys and girls from 52 early childhood classrooms in Greece. This study was part of a larger study regarding the evaluation of the quality of Greek early childhood education environments, partially funded by the European Union and national resources. Results indicated that the level of motor creativity of the participating children was moderate to low. Such findings highlight the need for educational policies and practices that will enhance children’s motor creativity and expression in the Greek ECE system. Future studies should reevaluate the level of motor creativity of Greek children by addressing representative samples and incorporating a wider range of age groups.

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MARTIN CONFERENCE CENTER HARVARD UNIVERSITY BOSTON, MA USA