Lakeland University seal

The Ninth Annual Conference on Global Higher Education at Lakeland University Japan

Presentation Summary

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Evaluating the Teaching ‘Fitness’ of Ghanian Teachers with Disabilities to Instruct Online in a Pandemic Era
2D  •  11:45 ~ 1:10  •  Kaigai: Beyond Japan
The phenomenological study was to identify the gaps in disability research with regards to teachers with disabilities (TWDs) and how they can be aided to effectively teach online. Eight TWDs from two special schools in Ghana were interviewed. A thematic analysis of the field data yielded 13 themes categorized into pedagogical fitness and psychological fitness. Specifically, it could be construed from the teachers’ responses that they were fairly fit to teach online mainly as a result of situational challenges, less support and the emotional drain from the pandemic. The teachers agreed that the experimental technology-driven online instruction was a stress reliever which could more effective if properly implemented. The teachers emphasized that technology-driven professional and training for parents to assist in home education would make virtually-mediated instruction more effective. Findings recommend that policymakers in Ghana need to consider new approaches to integrate digital technologies effectively in special schools in Ghana.
Dr. Michael Agyemang Adarkwah & Allan Muganga
Dr. Michael Agyemang Adarkwah & Allan Muganga, Smart Learning Institute of Beijing Normal University, China
Michael Agyemang Adarkwah Agyemang is a Postdoctoral Researcher at Smart Learning Institute, Beijing Normal University. He obtained his PhD in Education Leadership and Management from Southwest University. He has a Bachelor's degree in nursing and has worked as a Registered Nurse (RGN) in Ghana. His research interests are; teaching and learning, motivation, assessment, digitalization, computers and education, special education, linguistics, diversity in healthcare, and nursing practitioners. Michael is an international expert peer reviewer. He is part of the editorial board of the Journal of Educational Studies and Multidisciplinary Approaches (JESMA) and International Journal of Modern Education Studies (IJONMES), and Social Education Research (SER). He is an Associate Editor for SN Social Sciences.

Evaluating Contemporary Environmental Education Initiatives Through a Transrational Peacebuilding Lens
4A  •  4:15 ~ 5:40  •  The Environment and Education
In this presentation I will discuss the framework of Transrational peace environmental education drawing from the principles of transrational peace education and holistic environmental education. It will emphasise the importance of transcending the limitations of traditional rational thinking and embracing an inclusive approach. Additionally, I will evaluate different environmental education initiatives through the above framework to see if they align with the principles of transrational peace environmental education, and to what extent they promote this perspective.
Macson Almeida
Soka University


Using Project-Based Learning for Community Building in the Post-Pandemic EFL Classroom
3C  •  2:40 ~ 4:05  •  New Strategies for Teaching
Informed by the presenter’s own pre-pandemic experience and observations with an approach such as Project-Based Learning (PBL), Bergeron believes that PBL’s communicative and interactive nature may hold the key to returning a sense of community, creativity, and collaboration in our post-pandemic EFL classrooms.

This presentation will be of interest to college or university-level EFL instructors who may be considering to integrate a PBL-based approach and methodology within their own teaching context.
Sylvain Bergeron
Gunma University
Sylvain Bergeron has been living and teaching in Japan since 1993. He holds and MEd TESOL from the University of Wollongong, and he is currently a member of Gunma University’s University Education Center. His research interests include Student-Centered Learning, Bilingualism, and the use of metaphoric language in everyday speech.

Bernard Stiegler and Language Learning in Japan
3C  •  2:40 ~ 4:05  •  New Strategies for Teaching
I shall discuss the late Bernard Stiegler (1952-2020) and contextualize this important philosopher’s work with respect to the concrete, everyday pedagogical issue of language learning.
Joff P. N Bradley
Joff P. N Bradley, Teikyo University, Tokyo
Joff P.N. Bradley is Professor of English and Philosophy in the Faculty and Graduate School of Foreign Languages at Teikyo University, Tokyo, Japan. Joff has been a visiting professor at Jamia Millia Islamia University in New Delhi, India; Universidad Nacional de San Martin, Buenos Aires, Argentina; Durham University, England, and is a visiting research fellow at Kyung Hee University in Seoul, South Korea. Joff is the author of a dozen books, the most recent of which is entitled Bernard Stiegler and the Philosophy of Education.

The Effect of English-medium Education on Students’ Post-graduation Career Prospects in Japan: Indications from Career Support Professionals
3B  •  2:40 ~ 4:05  •  CLIL and EMI
English-medium instruction programs in Japan have developed and matured as they have grown over the past 15 years. In areas like student support, faculty development, curriculum planning, language policy, and admission standards, programs have evolved away from their ad hoc roots and embraced a more well thought-out and structured approach. However, in the area of career support for graduating students, EMI programs still have some maturing to do. This study draws on survey results, interview data, and observations from career support professionals working with EMI students to support their job hunting and career planning. Results indicate that the situation is very similar to what EMI itself looked like in the early stages of implementation: a group of dedicated individuals is working provide students what they need while at the same time crafting an overall strategy and a shared sense of direction.
Howard Brown
University of Niigata Prefecture
Howard Brown is a professor and Chair of the Department of International Studies and Regional Development at the University of Niigata Prefecture. His research interests focus on English-medium instruction programs and the internationalization of higher education.

Losing Steam: The demise of the “Japanese Dream” among Prospective International Students
3D  •  2:40 ~ 4:05  •  International Students and Faculty
While taking into account the contextual factors which have influenced Japan's demise as an attractive location study or seek employment, this presentation looks at the receent rhetoric in MEXT’s ambitious plan to somehow reverse this trend by bolstering further internationalization, attracting highly-skilled foreign talent, and essentially saving a sinking ship.
Dr. Antonija Cavcic
Toyo University


Computer-assisted instruction: an activity-based course design for the improvement of EFL college students’ English proficiency
4C  •  4:15 ~ 5:40  •  Issues of Technology
This study was a part of 2022 MOE Higher Education Sprout Project, in which a computer-assisted course was developed for the improvement of EFL college students’ English proficiency. This project was conducted in one of the required general English courses taught by the researcher at an offshore university of Taiwan.
Chiung-chiuen Chen
National Penghu University of Science and Technology
Dr. Chiung-chiuen Chen is currently an assistant professor from General Competency Center of National Penghu University of Science and Technology of Taiwan. Her main research includes ESP, CALL, and language learning strategies.

Making the Most of International School Partnerships and Boosting Student Mobility through Online Cooperation
1A  •  10:10 ~ 11:35  •  Cross-Institutional Partnerships
Typically, universities work to make partnerships with universities in other countries for the purpose and ease of sending students abroad and attracting students from overseas. Under even normal circumstances, it can be the case that student mobility is curtailed by financial, time, credit, or other limitations. Thus, students are unable to take advantage of university partnerships—resulting in a loss for all stakeholders. This situation was both exacerbated by travel restrictions and relieved through online exchange which was cultivated by many schools during the pandemic. When short-term visitors were prohibited entrance to Japan, our university’s International Exchange Center wanted to create an English medium opportunity for our students to interact and learn along with their peers at our partner universities. This presentation will attempt to outline the fruits of those efforts. It will discuss the handling of an EMI online seminar and offer advice for running similar seminars, including specific IT strategies for fostering groupwork, ways to incorporate international comparison, recruitment of EMI lecturers, and ideas for the overarching theme, lecture topics, and presentations. Finally, it will briefly look at some outcomes of the seminar from the perspective of administration, staff, faculty, and students. It is hoped that the information in the presentation will be useful for other EMI-focused programs to boost student mobility and more robust use of university partnerships.
Julia Christmas
Julia Christmas, University of Niigata Prefecture
Julia Christmas has been teaching in Japan for over 30 years. She holds a Master’s degree from Temple University and has worked for many years in both public and private (primary and secondary) school systems in Japan. Her main research interests are: pedagogy for CLIL environments, pedagogy and assessment for pronunciation, team teaching, and communicative-based professional development for in-service teachers.

Beyond Hegemonic Internationalization: Searching for Alternatives to Neoliberalism through Examples from Japan
3D  •  2:40 ~ 4:05  •  International Students and Faculty
This presentation reviews the historical trajectory of internationalized higher learning in Japan and draws connections to current higher education internationalization trends. We describe multiple ways that current debates and practices of higher education internationalization in Japan can be seen as extensions of dentures old debates and practices related to knowledge seeking and cross-border interactions. We also describe several examples of internationalization in Japan that do not fit within global, neoliberal, trends, with the hope of expanding the boundaries of what we imagine as higher education internationalization.
Sachi Edwards, Lauren Nakasato
Sachi Edwards, Soka University; Lauren Nakasato, Waseda University


What Brings Students to the Writing Center? A Study of Tutors as Writers at the Waseda Writing Center.
2B  •  11:45 ~ 1:10  •  Focus on Student Writing
Writing Centers can sometimes struggle with publicity and with convincing students to visit.

Investigating the usage of a Writing Center among academic writing tutors, who best know its value and workings, can shed light on what helps or hinders students in coming to a Writing Center to receive help with their writing.
Diletta Fabiani
Waseda University


Building Beyond the Degree: Establishing Internationalised Student Support and Community Structures at a Japanese University
4B  •  4:15 ~ 5:40  •  The Japanese University
This paper, delivered by the current and former heads of the Ritsumeikan - American University Joint Degree Program (JDP), examines the structures and community-based initiatives necessary to support an environment where students studying in English can have a university experience equivalent to their Japanese medium degree peers. The paper examines initiatives undertaken by various actors at the Kinugasa campus of Ritsumeikan University over the last decade in support of the English language medium based students based there (Global Studies and JDP major students and large numbers of exchange students). The initiatives examined include the creation of: library services in English, an English medium college writing tutorial system (the first in a Japanese university), English based internship classes, and student community led support programs. The initiatives of various actors in this regard are examined and range from centrally initiated programs from the core of the university, individual college level activities, and student group/association projects. The process and efficacy of both such top-down and bottom-up initiatives is examined, as is the necessity of such structures in providing essential out-of-classroom support for international and English medium students. The decade long journey to full provision of these services and the transition of many from centrally administered projects to community based ‘self-propagating’ associations is an interesting case study in institutional and student community adaption to the provision of services to a new and growing section of the student community in Japan: English language medium students.
Thomas French, Scott Koga-Browes
Thomas French, College of International Relations Ritsumeikan University; Scott Koga-Browes, College of International Relations Ritsumeikan University
Thomas French is the current Vice Dean of the Ritsumeikan - American University Joint Degree Program, and a long-standing member of the team which negotiated and created it. He is an Associate Professor of Modern Japanese History in the College of International Relations, Ritsumeikan University. He is a specialist on the Occupation of Japan, and peacetime military interactions between Japan and the West. He is the author of National Police Reserve: The Origin of Japan’s Self Defense Forces (Global Oriental, 2014) and editor of The Economic and Business History of Occupied Japan: New Perspectives (Routledge, 2018). From 2018 to 2022 he led the JSPS funded project “Old Friends, New Partners: A History of Anglo-Japanese Peacetime Military Relations: 1864-Present”.

Scott Koga-Browes was Vice Dean of the Ritsumeikan - American University Joint Degree Program from 2019 – 2022. He is an Associate Professor in the College of International Relations teaching courses in mass media, journalism and communication. His research looks at the visual semiotics of Japanese television, and systems of production, recently he has also written on inter-war public radio listening in Japan.

The Effectiveness of Text Reconstruction Exercises in Teaching Metadiscourse Markers
2B  •  11:45 ~ 1:10  •  Focus on Student Writing
This presentation will examine pedagogical merits of online text reconstruction exercises (OTREs) and examines their efficacy in teaching argumentative writing (AW) and students’ experience of learning through them. It looks at a specific type of OTRE called WebSequiturs and that application’s unique pedagogical affordances.
David Gann
David Gann, Tokyo University of Science
David Gann has been teaching at the university level in Japan since 2001. He co-founded the JALT Critical Thinking SIG in 2010, serving first as Program Chair and later as Coordinator. He earned his second M.A. in Educational Technology and TESOL from University of Manchester in 2013 and his Doctorate of Education from Open University (U.K.) in 2023. He is an Associate Professor at Tokyo University of Science.

Exploring Two Very Different Teaching Paths to Intercultural Competence
3B  •  2:40 ~ 4:05  •  CLIL and EMI
This presentation will share classroom materials adapted under different circumstances that can be of use to other educators working with limited flexibility, materials, or guidance who still wish to produce meaningful instances of intercultural competence in their classrooms.
Kevin Garvey; Dr. Ana Sofia Hofmeyr
Kevin Garvey, Rikkyo University; Dr. Ana Sofia Hofmeyr, Kansai University


Journaling as a Practice of Reflection and Engagement: Students as Change Agents
2B  •  11:45 ~ 1:10  •  Focus on Student Writing
Journaling can connect to successful outcomes in students’ practice of social change. This case study examined how journaling allowed students to find one’s voice, reexamine identity, and create a deeper understanding of self and agency. Connecting to bell hooks’ feminist pedagogy, this learning-teaching space examined the intersecting topics of gender, culture, and leadership by unlearning, learning, and relearning one’s understanding and experience of these three identities. Student writing reflected resistance, dissent, and authorized them as agents in reclaiming their power. The reflective practice of journaling revealed students’ reconceptualization of leadership, imbued with love, hope and belonging.
Dr. Maria Guajardo
Soka University
Maria Guajardo is a Professor of Leadership Studies at Soka University, Tokyo, where she previously served as Dean and Vice-President. Her research is at the intersection of women, leadership, critical pedagogy, and globalization in higher education. Recent publications: Global Citizenship Education and Humanism: A Process of Becoming and Knowing (2021) and Engaged Pedagogy and Journaling: A Pathway to Self-Transformation (2023). She is currently co-editing: Value Creating Education: Teacher’s Perceptions and Practices (in press).

Partnering Across Institutions: Sharing Expertise to Bring Global Education To Your Students
1A  •  10:10 ~ 11:35  •  Cross-Institutional Partnerships
reparing future teachers to become global educators who will support their students in becoming global citizens requires cognitive and global thinking skills. These are critical to better understand the world, to embrace socio-emotional values, and to embody attitudes to promote collaboration by integrating real-world examples and strategies to engage in meaningful conversations, investigations, and enact an explorer mindset (UNESCO, 2022; National Geographic, 2022). Educators have a wealth of knowledge and experiences to share with their students and two educators, at two different institutions, wanted to bring each other’s knowledge to their classrooms. Principled Innovation “advances innovation in education by creating a positive change that will impact humanity” through moral, intellectual, civic, and performance considerations (ASU, 2022). These include engaging in multiple and diverse perspectives and reflecting critically. In a higher education classroom, we have many perspectives through the instructor and students involved in the conversations however, by bringing in additional experts in the field, we can ensure we move beyond a ‘single story’ and provide ‘many stories’ through different voices, lived experiences, and the cultural wealth they bring to the conversation (Adichie, 2016; Yosso, 2005). Through post-Covid technologies and thinking about the Principled Innovation distributed expertise model, students are able to engage with a more diverse body of knowledge by learning from more than one educator to build a unique skill set they can bring to their future students. This session will share research, experiences, and conduct a round table discussion to further explore the application to conference participants’ courses.
Karen Guerrero
Karen Guerrero: Arizona State University
Karen Guerrero is an educator with 20 years of K-12 classroom experience, 16 years of teaching future educators at local colleges and universities, and 20 years of conducting teacher professional development. She has worked with a variety of students from inner-city children to urban adults. Her research focus is teaching STEM content to diverse learners. She is a National Geographic explorer with research on STEMSS teaching and learning and continually looks for opportunities to collaborate globally.

How experts view English Medium Interaction’s development: a podcast-related research narrative
2C  •  11:45 ~ 1:10  •  Faculty and Professional Development
We will present a narrative from experts in English as a Medium of Instruction (EMI) and how the differences in opinion led to fruitful and engaging discussions that would have been impossible during COVID lockdowns. Over several months, the contents of interviews inspired the invitation of other experts in the field to share their opinions more efficiently than could have occurred through other academic publications alone. We will demonstrate the opportunities for qualitative analysis of long-form academic interviews to bring state-of-the-art academic conversations to a broad audience.
Jonathan Shachter
Christopher G. Haswell, Kyushu University; Jonathan Shachter, Kyushu Sangyo University
Christopher G. Haswell is an associate professor at Kyushu University in Fukuoka, Japan. His current research interests are the reporting of Asian sociolinguistics in academic journals and a project to produce online materials for the teaching of Global Englishes.

Jonathan Shachter is a full-time lecturer at Kyushu Sangyo University in Fukuoka, Japan. He is currently a Ph.D. Candidate in the Faculty of Education at Monash University. He is a firm believer that the skills developed in studying the language of music can be applied to language acquisition.

The SCOPE of Challenges for University Education in Japan and a Powerful Antidote: LESD
4A  •  4:15 ~ 5:40  •  The Environment and Education
The public (including our students) have become numb to the hype and inaction around important global issues, like climate change. This poses several major challenges to the Japanese education system and Language Education for Sustainable Development (LESD) can act as a powerful countermeasure. The presenter will discuss these challenges and offer attendees an overview of LESD. This presentation will be of special interest to educators and language teachers using the Sustainable Development Goals (SDGs).
Dr. Joshua Jodoin
Kwansei Gakuin University
Dr. Joshua John Jodoin is a graduate of the doctoral program at Kyoto University’s Graduate School of Global Environmental Studies (GSGES) and an instructor at Kwansei Gakuin University. He has previously worked at Konan University, the University of Nottingham Ningbo China (UNNC), and Bilkent University in Ankara, Turkey. Joshua’s research interests are in the areas of Language Education for Sustainable Development (LESD) and English as a Foreign Language (EFL).

Burmese Students in Japan: The Coup and Their Dilemmas
3D  •  2:40 ~ 4:05  •  International Students and Faculty
The project depicts the detailed accounts of five Burmese women studying in Japanese universities and addresses the difficulties they faced in deciding whether to stay in Japan or return to Myanmar amid military rule. Related events that followed the coup will be discussed in terms of the personal experience of each respondent. The project also highlights the impacts of the military coup on the population across the Burmese diaspora and underlines the traumatizing experiences faced by the overseas Burmese, during a time when they are forced to decide whether to stay in a foreign country that they do not think they belong to or to return to a country in despair.
Kyi Min Khant
Kyi Min Khant, Sophia University
Kyi Min Khant is a first year Master’s student studying Education and International Development at Sophia University. As an international student coming from Myanmar, he is interested in learning about the comparative studies of education systems around the world to eventually conduct research that will contribute to Myanmar’s education policies. He plans on becoming an academic researcher one day to promote knowledge sharing as well as provide insightful perspectives to the process of making education policies in the context of international development.

The International Aspirations of Japanese University Students in a Post-Covid19 World
4B  •  4:15 ~ 5:40  •  The Japanese University
The international and intercultural education of students is essential for navigating an increasingly interconnected and globalized world. Historically, student mobility has been utilized as a primary means of learning about foreign countries—including cultural and linguistic knowledge. However, the recent COVID-19 pandemic, currency and economic hardships, and world geopolitical struggles, among other factors have made it more and more difficult for many students to go abroad for study. Japanese students are no exception. As a result of these changes, schools and universities must be prepared to provide students with global education that emphasizes international and intercultural learning, in addition to foreign language instruction. Certainly, innovations in online learning technologies have attempted to fill the gap in providing students with international learning experiences, although the results of online learning methods such as COIL have yet to be clarified or validated to a sufficient degree. This study investigates the basic international inclinations and ambitions of average Japanese university students, with the intention of gaining some insight into how universities are making efforts to provide their students with quality international education opportunities.
James Lassegard
Hosei University
James P. Lassegard is a Professor at Hosei University. He holds a Masters degree from the University of Minnesota in Educational Policy and Administration, and a Ph.D. from Nagoya University in Educational Sociology. His academic interests include the internationalization of higher education, particularly examining the educational impact of academic exchanges of students and scholars. His current research investigates the international and intercultural education of university students.

Student Reactions to a Virtual Study Abroad ESP Program for AI Engineers
4C  •  4:15 ~ 5:40  •  Issues of Technology
I will introduce the virtual study abroad ESP program, then discuss results from participant interviews, pre-/post tests, and questionnaires.
Richard Lee
Kurume Institute of Technology
Richard Lee, M.A. (Applied Linguistics), is an associate professor in the General Education division at the Kurume Institute of Technology. When he is not teaching classes or coordinating study abroad programs, he enjoys cooking in his pizza oven.

Contemplative Education for the Future We Want to See: Transforming Higher Education Toward Love and Respect for People and Nature
4A  •  4:15 ~ 5:40  •  The Environment and Education
We are facing devastating crises in our world. Wars and conflicts, climate change and species extinction, the unquenchable capitalist desire for wealth and moral corruptions are ripping our world apart. These crises are, in fact, manifestations of our inner crises, as the world we live in comes from our inner perception of who we are. We are called to understand ourselves as interconnected beings who have profound inner wisdom for world peace and Earth stewardship.

Higher education has, however, with its materialistic, positivist, anthropocentric, and individualistic focus, has largely failed to help learners to cultivate love for all beings and things, and to know that we are inextricably linked in destiny and that Mother Nature is alive and intelligent. How do we cultivate this Love? I argue that contemplative learning such as meditation, mindfulness, yoga, qigong, arts, and nature-centered rituals, holds the promise of opening the inner doors for the young generations to touch their inner higher self and reach the life force and spirit behind everything (Lin & Khoo, 2022). When students experientially know we are One, compassion grows, and knowing becomes love (Zajonc, 2009). It is from this deep, embodied knowing that we become unwilling and unable to harm each other and Mother Earth. In my paper, I argue that higher education needs to touch the heart and soul of students, and take the body as important vehicle for knowing, enabling them to expand their awareness and grow a sense of interbeing and we-togetherness. Ultimately, with love, humility, gratitude, care, and empathy as central abilities higher education aims to cultivate in learners, we will have peace among ourselves and with Mother Earth. This is the new mission of higher education. Examples will be shared on how in my graduate courses I have employed contemplative pedagogies to transform students to grow love and compassion for the world and for nature, and to become agents of change.
Dr. Jing Lin
University of Maryland, College Park
Dr. Jing Lin is Professor of International Education Policy at University of Maryland, College Park. She has done extensive research on education in East Asia and Africa, and on peace and environmental education, contemplative and holistic education, and wisdom traditions and education. She has published 16 books, including Love, Peace and Wisdom in Education; Educators as Peace Makers; Spirituality, Religion, and Peace Education; and Transformative Eco-Education for Human and Planetary Survival.

Developing Mental Health Literacy and Erasing Stigma Through Dialogue and Empathy
3A  •  2:40 ~ 4:05  •  Student Wellness and Specific Needs
This research strives to understand the current level of mental health literacy (MHL) of university students from different countries, and what their perspectives on school’s involvement in mental health education and importance of such. I will present the results of an online survey of international students, inquiring about their understanding of different aspects of mental health and school experience with mental health education.

Furthermore, this research will investigate if peer-based dialogue and empathy can help in developing MHL, reducing stereotypes, prejudice and stigma related to mental health issues; and will explore ways of implementing MHL in curriculum and developing life-long habits for good mental health.
Ivanova Mariia

2nd year student of the Graduate School of International Peace Studies at the Soka University, Japan

Cyber Security in Higher Education: Lesson Learned from Recent Cyber Attacks in Indonesia
4C  •  4:15 ~ 5:40  •  Issues of Technology
The presentation aims to discuss the recent cyber-attacks on higher education institutions in Indonesia and equip the participants with the knowledge on how to prepare their institutions against cyber security threats based on what the researchers have learned from these recent cyber-attacks.
Jonathan Nahum Marpaung, PhD. Marcia Sun, MA.
Jonathan Marpaung - University of Indonesia. Marcia Sun - Oklahoma State University.
Jonathan Nahum Marpaung is a faculty member in the department of Management, Faculty of Economics and Business, at University of Indonesia. He received his doctoral in educational leadership and policy studies from Oklahoma State University in 2021. Prior to being a full-time faculty member at University of Indonesia, he worked as an application developer and system analyst for more than 11 years at Oklahoma State University IT department.

Marcia Sun is a doctoral student in the Educational Leadership and Policy Studies in Higher Education at OSU. Prior to joining the program, she served as the Coordinator of Asian-American Affairs in the Office of Multicultural Affairs. During that time, she worked closely and served as a liaison between the Office of Multicultural Affairs, Faculty and Staff Association, and other campus units and external organizations to provide services and programs.

Teacher Preparedness in the Classroom to Provide an Inclusive Learning Environment that Caters to Mature-Aged Students Who Are Neurodivergent.
3A  •  2:40 ~ 4:05  •  Student Wellness and Specific Needs
This presentation will give a general overview on what neurodivergence is and the current language around disability. It will share current accommodations that are being offered to students and provide some further teaching strategies, reasonable adjustments, and insights that can be utilized in the classroom for better teaching practices and a more inclusive learning environment.
Jessica McDonald
Lakeland University Japan
Masters of Education: Special Needs; Disability Accommodation Committee

The Global Rise of Ethno-Religious Nationalism: What Role and Responsibility Does Higher Education Have?
2D  •  11:45 ~ 1:10  •  Kaigai: Beyond Japan
Our presentation will aim to better understand concepts such as ethno-religious nationalism and global citizenship education. Most of our understanding is based on our research in India and the United States. We would also like to focus on processes for building students' capacities to engage in the difficult work of reflecting on their own identities, privileges etc; and in the process equip themselves with the necessary skills to build a future free from violent ethno-religious nationalism. In this context, we will discuss the role and responsibility of higher education, in terms of what is currently being done and not; and moreover, we will share the story of our own collaborative learning on this topic.
Dr. Sachi Edwards (she/her) Tulika Mehra (she/her)
Sachi Edwards, Soka University; Tulika Mehra, Soka University
Sachi Edwards (she/her) is a faculty member in the Graduate School of International Peace Studies at Soka University. Her areas of research include the phenomenon of internationalization in educational contexts, religious diversity and interfaith/intercultural issues in education, religious oppression and Christian privilege/supremacy, decolonizing and spiritually sustaining pedagogies and methods of inquiry, and solidarity with indigenous communities. She teaches classes about peace and social justice education, interfaith dialogue, qualitative research design and methods, and academic writing.

Tulika Mehra (she/her) has over twenty years of experience in the social sector in India. Her areas of work include working with children and youth with multiple disabilities, skill development facilitation and counseling of underprivileged youth, and capacity-building and leadership development facilitation of senior managers of the social sector. She has graduated from the Tata Institute of Social Sciences, Mumbai, India, and the Soka University of Japan, with a Master's in Social Work, and Master's in International Peace Studies, respectively. She has a Diploma in Special Education.

Why are Japan’s Universities Lagging So Far Behind Their International Peers?
1C  •  10:10 ~ 11:35  •  Asking Big Questions
There is now a frequently asked question why even some top universities in Japan perform quite poorly or have their too low ratings in the world university rankings. It is true that Prime Minister Shinzo Abe was planning to see 10 Japanese universities in the topmost 100 worldwide within 10 years, but rankings have steadily slipped since 2013. As the concerned experts opine, the substandard performance of these universities despite such reform initiatives of the nation’s university education system among the priorities in his economic growth strategy is generally the result of a lack of English-language innovation, university funding and internationalization policies. in comparison, Japanese universities are situated at a great distance internationally from the highly acclaimed United States (US) and British colleges in global university rankings. So, there is a specific question how Japan as a non-English-speaking nation would differentiate itself from other English-speaking countries in the competition for talented students and faculties? In particular, since the citation frequency of papers written by Japanese university professors, researchers and lecturers is extremely small, it is most unlikely to upgrade the score in this category. Besides, the number of Japanese students enrolled at American graduate schools has drastically diminished in recent years. With this global decline of Japanese universities, they lose their advantages in a contest in the most contemporary rankings of universities even in Asia. Frankly, some universities in Japan are ranked inferior compared to the best globally well-known universities in Asia especially Singapore, Hong Kong, China and South Korea. It is therefore horrid doubt that the global rankings of Japanese universities will start going up in the near future for a number of reasons. Even so, the picture does not seem completely gloomy. This individual research optimistically propounds that Japan would definitely promote its educational institutions on the basis of their original research, capitalizing on the unrivaled reputation or unmatched achievement that some universities can speak with pride in their fields.
Dr. Monir Hossain Moni
Dr. Monir Hossain Moni, Bangladesh Asia Institute for Global Studies (BAIGS)
A double masters and doctorate degree holder, Monir Hossain Moni is currently a Research Professor at the Bangladesh Asia Institute for Global Studies (BAIGS) in Dhaka. Dr. Moni’s broadly diversified academic expertise area encompasses global multi-disciplinary, cross-comparative and area-specific studies with his concentration on Northeast Asia shedding light on Japan Pursuant to his prolonged research interests, this prolific and enthusiastic as well as extensively worldwide traveled scholar has invaluably contributed imaginative and authoritative pieces to the leading journals produced not only by all the higher education world’s most prominent publishers but also by many emerging presses around Asia and beyond in the most recent years. He can be contacted via his email at .

Formative Assessment in Practice
2C  •  11:45 ~ 1:10  •  Faculty and Professional Development
Use of the bioecology theory to use formative assessment practices in class.
Francisco Naranjo
Lakeland University Japan
Chilean teacher of English and Spanish with an interest in Eikaiwa and formative assessment.

What’s So Special About Japanese Higher Education?
4B  •  4:15 ~ 5:40  •  The Japanese University
In an age of globalization, what features of Japanese higher education can be considered relatively unique in comparison with other countries’ systems? In this presentation, we will first consider how similar/different Japanese higher education is to that of other countries. Next, we will analyze in greater detail what exactly could be classified as different about Japanese higher education. Finally, we will consider which of these unique characteristics might be labelled as strengths of the system.
John Nevara
Atomi University
John Nevara is a Professor at Atomi University, a women's university located in the Kanto region. He has an abiding interest in issues related to Japanese higher education.

Pursuit of capitals? Motivation of international students in double degree programs at a Chinese university
2D  •  11:45 ~ 1:10  •  Kaigai: Beyond Japan
Responding to the forces of globalization, universities worldwide are increasingly engaging in international education partnerships to complement resources, while expanding teaching, research and outreach capacity. The last two decades have since witnessed tremendous growth in the development of transnational higher education programs between partnering universities. This study focuses on one of such advanced programs, specifically double degree programs. Due to the relatively short history of double degrees compared to other forms of collaborative programs, this area of study remains under-researched. Using Bourdieu’s forms of capital, this study explores the motivation of 15 international students in double degree programs at a Chinese university. The findings adds to the body of literature on international student motivation, particularly in transnational double degree programs.
Oluwasegun Oladipo
Peking University


Strategies for Developing International Collaborations: Strengthening Teaching, Research, and Service Through Cross-Cultural Communication
1A  •  10:10 ~ 11:35  •  Cross-Institutional Partnerships
International collaborations provide a unique opportunity to develop, implement, and evaluate new perspectives and strategies for teaching, research, and service. Effective international collaborations requires that all stakeholders understand and respect the nuances of cross-cultural communication. Effective cross-cultural communication is sensitive to cultural differences, dynamics, and systems. Cross-cultural communication also requires that stakeholders develop competence and knowledge of their international partners. This presentation will provide effective cross-cultural communication strategies for developing and maintaining international collaborations.
Dr. Zachary Pietrantoni & Dr. Szu-Yu Chen
Dr. Zachary Pietrantoni, Florida International University; Dr. Szu-Yu Chen, Palo Alto University
Zachary Pietrantoni is an Assistant Professor of Counselor Education at Florida International University, USA. Zachary is committed to ensuring equitable and inclusive educational practices. He is an active scholar focused on counselor training and interdisciplinary collaboration. He has published 16 articles and presented in 7 different countries. Zachary began his career as an elementary school counselor, where he worked collaboratively to implement multi-tiered systems of support to ensure equitable and inclusive education for all students.

Szu-Yu Chen is an Associate Professor and Associate Chair in the Counseling Department at Palo Alto University, USA. She is a bilingual licensed counselor, national certified counselor , and registered play therapist. She has worked with diverse populations in a variety of settings, including private practice, community agencies, and schools. Her research and presentations focus on play therapy, play-based teacher intervention, multicultural and social justice issues, immigrants’ mental health issues, and distance counselor education.

Integrating COIL into a CLIL course
3B  •  2:40 ~ 4:05  •  CLIL and EMI
The presentation will describe a content-driven CLIL course entitled ""Internationalization of Higher Education (IoHE)"". By presenting student reflective reports and survey data gathered at the end of the course, this presentation explores the aims of CLIL and COIL and explains the experience of using them in practice.
Dr. Mahboubeh Rakhshandehroo
Kwansei Gakuin University
Mahboubeh Rakhshandehroo received her PhD in Human Sciences (Critical Studies in Transformative Education) from Osaka University. She is currently an Associate Lecturer of English at Kwansei Gakuin University. She is also the ICLHE East Asia leadership team coordinator. Her research interests include English-Medium Instruction (EMI) support, native speakerism, multiculturalism, and COIL.

Improving Teacher Knowledge, Abilities, and Confidence to Implement Garden-Based, Project-Based Learning
3C  •  2:40 ~ 4:05  •  New Strategies for Teaching
Colleges of education prepare teachers for K-12 classrooms and play key roles in inservice teacher education. An additional responsibility is to produce instructional materials for teachers to use. This paper describes a seven-week, 10-hour, professional-development program to enable teachers to implement garden-based learning through a project-based approach. The “Our Plot of Sunshine” grades 3 to 6 curriculum and teacher workshop components are described. Four teacher workshops were held with a range of participants from 12 to 20. Analyzed data on the implementation, including posttest and retrospective before-and-after items, are presented and discussed. For the anonymous Likert-items, with 5 being strongly agree and 1 being strongly disagree, the majority of teacher participants strongly agreed that because of their participation in the program, they improved their pedagogical abilities (x̄= 4.77, SD=0.43), increased their science content knowledge (4.77, 0.43), gained a better understanding of project-based learning (4.59, 0.59), increased their understanding of using quantitative data (4.41, SD=0.73), and have a greater appreciation for the importance of qualitative data (4.50, 0.74). The majority strongly agreed that the curriculum would be engaging for their students (4.95, 0.21), is a good way to learn science (4.95, 0.21), presents opportunities for mathematics integration (4.86, 0.35), and is a good way to implement project-based learning (4.86, 0.35). Retrospective items were also used to reduce response-shift bias. The paired t-tests analysis suggests significant (all < 0.0001) gains in confidence in using garden-based learning, teaching about soil, and teaching others about using food gardens for instruction.
Peter Rillero
Arizona State University
Peter Rillero, Ph.D. is an associate professor of science education at Arizona State University and science educator for over thirty years. His scholarship interests focus around science education and include deep-conceptual learning, problem-based learning, inquiry, teacher education, program evaluation, modeling, graphing, international education, and the history of science education.

Global Competence Development in Japan: A Delphi Study
2A  •  11:45 ~ 1:10  •  Internationalization and Global Citizenship
“Global” buzzwords have become ubiquitous in Japan, but global competence is often ill-defined in education policy and programs. Frameworks for global competence are prolific, but most hail from the Global North and are underpinned by Western cultural norms. This presentation reports the results of an exploratory mixed methods study that aimed to address the lack of a Japan-specific framework for global competence. The research integrated Q-methodology into a modified Delphi study to collect, refine and analyze stakeholder and expert opinions, and determine (a) what global competence in Japan constitutes, (b) the primary challenges of global competence development for students, and (c) the role of FL education in global competence development in Japan. The researcher proposes a framework for global competence in Japan based on her findings and suggests implications for FL education in Japan.
Fern Sakamoto
Nagoya University of Foreign Studies
Fern Sakamoto works at Nagoya University of Foreign Studies, where she teaches intercultural communication and writing courses. Her research interests include global and intercultural competence education and FL pedagogy.

Does Mission Matter in Senior University Leadership Effectivity – A Study of Religious and Secular University Presidents
1C  •  10:10 ~ 11:35  •  Asking Big Questions
A discussion of my research on ways to measure and analyze the senior leadership practices at private/secular and private/religious affiliated colleges and universities to identify differences in leadership practices as they relate to the personal and institutional demographics of the respondents to improve organizational effectiveness.
Dr. Richard Savior
State University of New York
Richard Savior is an Associate Professor and Department Chair of Management at the State University of New York. An accomplished global scholar, he has taught in ten countries including residencies in Albania, Cyprus, the Czech Republic, the Dominican Republic, and Lebanon, and had the privilege of serving as a Stevens Initiative Fellow at the American University of Technology in Beirut, Lebanon and as a Fulbright Scholar at Princess Sumaya University for Technology in Amman Jordan.

A Critical Look
1C  •  10:10 ~ 11:35  •  Asking Big Questions
This will be an exchange of views on the multifarious uses of the word “critical” and how they are all important for shaping our view of the future, and dealing with it when it comes. The future is critical for our survival, and we must make a critical analysis of the critical state in which we find the present. Many things are critically wrong with the way the world is going and we must approach them critically, using whatever intellectual skills we have to make critically necessary improvements. If there is time, we may proceed to other words which are often casually used and need more care, such as “impact”, “share”, “discrimination”.
Dr. Paul Snowden
Lakeland University Japan
Born in England 1946, Cambridge BA, MA; Berlitz Schools Japan 1969-72, then teaching at universities in Japan 1977-2020, including 30 years at Waseda; Professor Emeritus of Waseda, Lakeland University Hon. Doc. Humane Letters; writer and editor of dictionaries, textbooks, reference works.

EFL Instructors at Japanese HEIs… Who are they?
2C  •  11:45 ~ 1:10  •  Faculty and Professional Development
In this session, the presenter looks into the professional lives of such instructors. How the instructors entered or ended up in English language teaching at Japanese HEIs, how they teach their classes and the challenges that they have faced. Data for this study are stories shared by the participants’ stories in semi-structured interviews. The discussion will extend to how the difficulty could have been mitigated.
Mizuka Tsukamoto



Peace Education as Key to Reflect on the Past and Build towards the Future
2A  •  11:45 ~ 1:10  •  Internationalization and Global Citizenship
Our presentation will try to answer this question: How can we empower students to be proactive and believers in creating a positive impact on the world, while applying peace and global citizenship education to reality?

During the presentation we will use Art to illustrate the process of Learn, Reflect, Empower. We will use our experience in the Hiroshima ICAN Academy and as students of higher education to show in concrete terms how peace education can be a practice for young people. Art: A poem broken down in three parts connected to Learn, Reflect, Empower
Flore Ghetti; Asia Rebecca Tundo
Flore Ghetti, Soka University Japan; Asia Rebecca Tundo, Soka University Japan
Asia: I am from Italy and in the fourth and last year in the Faculty of Law at Soka University of Japan. Specifically, studying in the Peace and Human Rights program as a special English Track course that focuses on human security, human rights protection, and conflict resolution while providing an understanding of the major global issues. I have also been studying global citizenship and I am striving to apply its principles to the main studies.

Flore: I am from France, and I am currently a student in the Graduate School of International Peace Studies at Soka University, Japan. I studied Translation and Intercultural Communication in my country and developed an expertise in environmental education by working in a small regional organization in Paris as a communication officer and project manager. I am specializing in leadership development identity and strongly believe in the power of art to raise awareness around social issues.

Classrooms and Sustainability: A Student Perspective on Digital vs. Paper Class Materials
1B  •  10:10 ~ 11:35  •  Curriculum and Pedagogy
This presentation discusses the use of digital vs. paper class materials in search for sustainability in the classroom. The goal is to seek a balance between environmentally-friendly materials and a reasonable workload for all agents, while safeguarding student learning. In the pre-Covid-19 era, the presenter was not an avid user of LMSs or other digital platforms. When classes had to be conducted online and students were not allowed on campus, all materials were provided digitally. Classes are currently held in-person, but materials are still online and it is the students’ choice to print them or not. This led to a substantial drop in paper waste. A comparison (2019 till 2022) regarding the number of copies will be provided. However, without hearing the student voices, we cannot affirm digital materials can replace their paper predecessors. Survey data regarding the way students use digital materials, and how they feel about them will be discussed. The data was obtained from three class groups through an anonymous survey during the Fall term of 2022. In terms of materials, questions focused on in-class materials, assignments and tests. In terms of feelings, questions centered on ease of use and retention. Preliminary results indicate that reactions differ regarding content classes vs. language classes. This is part of a larger ongoing project, with the other component, not addressed here, being a focus on the instructor and the perceived difference in workload in terms of preparing paper copies, checking assignments on paper vs. digitally, and managing digital platforms.
Ruth Vanbaelen
Ruth Vanbaelen, University of Tsukuba
Ruth Vanbaelen is an Associate Professor at the University of Tsukuba. After teaching English at university level for a decade, she currently specializes in Japanese language education for international students, Japanese language pedagogy and sociolinguistics. She tries to scaffold learning, so her students become able to study and work autonomously. She is also interested how the availability, accessibility and format of class materials will influence learner autonomy and retention.

Praxis of Transformative Conflict Learning in Intercultural Contexts
3A  •  2:40 ~ 4:05  •  Student Wellness and Specific Needs
Conflict—disagreements between individuals based on differences in thought, values, and attitudes—has, does, and will inevitably arise in our day-to-day lives. With the recent coverage of extreme division and societal polarization worldwide, education that imparts the skills necessary to de-escalate conflict becomes integral in creating the foundation for peaceful coexistence between social groups. In this presentation, we will explore the role that higher-educational institutions play in preparing students to deal conflict in their immediate environment.

This presentation will focus on Transformative Conflict Learning (TCL), a conflict resolution approach that seeks to find solutions mutually beneficial to and takes into account the interests of all parties involved. We will explore how TCL can be integrated across university curricula to promote and impart the cognitive, socio-emotional, and behavioral skills required in dealing with conflict. A thematic analysis of the praxis of TCL at Soka University will provide a grounded framework for this research.
Mayumi Watabe
Soka University
Mayumi Watabe is a Master's student in the Department of International Peace Studies at Soka University, Japan. Her research focuses on the praxis of drama as a means for conflict transformation amongst teenagers. Driven to become a catalyst for social change through education, she aims to become an educator capable of fostering young peacebuilders through helping them discover their highest potential.

A Learning Sciences Approach for Teaching and Lifelong Learning: Integration, Continuity, and Engagement
1B  •  10:10 ~ 11:35  •  Curriculum and Pedagogy
Japanese English language and literature faculties regularly require a comprehensive 4-skill capstone English course for graduation. This presentation shows the development and practical application of an Advanced Seminar course grounded within a Learning Sciences approach. This approach integrates several fields together within the theoretical and practical frameworks.

In addition to language skills, the course mentors lifelong learning (LL) (Longworth, 2003) focused on through an experiential learning process (Jarvis, 2003) of self-development. In order to maximize learner skillsets, a systematic pedagogical approach grounded in an integrated curricular approach (Fogarty, 1991), including robust integrated assessments is required. Framing and scaffolding an integrated 4-skill EFL course is a multi-factorial process. First, this course is set within three philosophical mindsets. These lenses are self-development, lifelong learning, and self-directed learning (Knowles, 1975). They are nested within the four curricular models of immersion, threaded, social-networking, and process identity learning. Second, the instructor must create a Learning Community (LC) that incorporates Social Emotional Learning (SEL) that is operationalized through (a) Integration, (b) Continuity, and (c) Engagement (ICE). Last, learners must be mentored in managing the parallel dual demands of personal development and course content learning (Cornford, 2002). This presentation uses participant reflective essays to illustrate the effectiveness of this integrated curricular approach over a 15-week semester The qualitative hermeneutic focus of this project studies the lived experiences of both student ESL language development while also showing student holistic learning development.
Mr. Kevin Watson (Learning Specialist)
Kevin Watson: University of Virginia: School of Medicine
Kevin holds an MSc. in Applied Professional Studies in Lifelong Learning and an MSc. in the Psychology and Neuroscience for Mental Health. He holds bachelor’s degrees in Education (ESL, English Literature, Drama) and Kinesiology from the University of British Columbia (UBC) in Canada. Further, he holds a Graduate Certificate in Systemic Functional Linguistics. He is Teacher Regulation Board (TRB) certified in Canada and holds a TESOL accreditation. For the past six years, Kevin has been working as learning specialist and advisor in medical education. He is currently the learning specialist at the University of Virginia School of Medicine. Previously Kevin has taught cultural studies and language courses in Japan.

Kevin was most recently the course director for Essentials of Lifelong Learning Courses for remediating medical students and the coordinator of the mindsets for medicine workshops and cognitive skills workshops.

Fostering Autonomous Learning Through Faculty's Transformational Leadership Practices in Higher Education
1B  •  10:10 ~ 11:35  •  Curriculum and Pedagogy
This presentation focuses on exploring the connection between faculty’s transformational leadership practices and students’ autonomous learning in higher education. Faculty can use transformational leadership style to inspire changes in students for autonomous learning by heightening their awareness and allowing them to transcend their self-interest (Bass, 2005). Autonomous learning starts with acknowledging one’s purpose in life and this purpose drives individuals to make choices intentionally and learn from every circumstances in their daily lives. With such practices, students discover the importance of utilizing their knowledge as a means to contribute to the greater good. Students become self-motivated and proactively make meaning of their learning experiences.
Lye Ke Yeng
Lye Ke Yeng , Soka University of Japan
I am a Malaysian and currently pursuing my master degree in the Graduate School of International Peace Studies at Soka University. Majoring in leadership studies during my undergraduate program allows me to analyse various issues from a leadership perspective and perceive myself as a leader to inspire changes. With my interest in the field of education, I would like to use the lens of leadership to raise solutions for the current issues.