Temple University Logo

Global Temple Conference Schedule 2023

Global Temple Conference

Conference Home Page | Conference Schedule | Acknowledgments | REGISTER


Not registered yet? Register here!

Click on the links below to jump to session descriptions.

8:30am Registration Opens, Coffee and Continental Breakfast 

9:00am – 9:50am Concurrent Session I  

10:00am – 10:50am Concurrent Session II 

11:00am – 11:50am Concurrent Session III 

12:00pm – 1:00pm Global Fair and Reception 

1:00pm – 1:50pm Concurrent Session IV 

2:00pm – 3:15pm Poster Fair, Global Fair Continues, and Coffee Break  

3:30pm – 5:00pm Plenary: Philadelphia: A Global Education Hub


Session Descriptions

8:30am Registration Opens, Coffee and Continental Breakfast 

Check-in at the welcome desk just outside of HGSC Room 200C between 8:30 and 9am and enjoy a hot beverage or light breakfast before the first session. The welcome desk will be open throughout the conference.

Back to the top

9:00am – 9:50am Concurrent Session I  

Session 1. Role of Universities in Supporting Global Startups and International Collaboration
Room 220

Moderator: Blandine Chantepie-Kari, Manager, Temple University Small Business Development Center 

Participants: Jeffrey Conradi, Associate Director, Center for International Business Education, Fox School of Business and Management; J. Todd Abrams, Senior Director, New Ventures and Business Development, Vice President for Research, Office of Technology Transfer; Alexis Szelag, International Program Support, ENRICH in the USA 

Research Universities are natural hubs collaborating with local and international corporates, SMEs, and governmental stockholders and attracting talents from all over the world. We will give examples of how Temple University supports global startups (from Philadelphia and Europe), talent, and foreign investment attraction to Philadelphia with the support of the European Commission and other governmental funds. Examples include ENRICH in the USA Soft Landing Program, NGI Enrichers, International Business Bootcamp, CIBER, etc.

Session 2. Collaboration, Cultural Humility, and Global Information Systems in Public Health 
Room 217D

Moderator: Bryan McCormick, Professor, Health and Rehabilitation Sciences Department, College of Public Health 

Establishing Successful Global Collaborations and Fostering Diversity and Inclusion in International Education, Tulay Soylu, Assistant Professor of Instruction, Department of Health Services Administration and Policy, College of Public Health; Bari Dzomba, MS, PhD, Associate Professor of Instruction, Department of Health Services Administration and Policy, College of Public Health 

We are thrilled by the opportunity to participate in global education efforts for the first time. Our courses, HPM 3131 Global Health Systems and HIM 2031 Global Development of Health Information Systems, address "Establishing successful global collaborations" and "Fostering diversity and inclusion in international education." We want to highlight how these courses will add value to global education collaboration efforts. The first course allows students to develop intercultural communication, diversity, and inclusion skills by comparing global health systems. The second course enables students to experience how global information systems compare to the U.S., with timely and relevant real-world lessons learned from the COVID-19 pandemic.

Cultural Humility and Application in Peru, Brigitte Guariglia, Department of Health Policy Management 

Public Health Beyond Borders representatives traveled to Compone, Peru in July 2022. In our work we learned the importance of possessing cultural humility. The three tenets of cultural humility are lifelong learning, mitigation of power imbalances, and institutional accountability (Chavez, 2012). These components are vital in interventions in global communities. In rural Peru, many people are rooted in naturalistic and indigenous cultural practices. These practices in Compone impact the way elders view and teach health practices. As outsiders planning health promotion and educational interventions, it is our obligation to be sensitive and understanding of the culture we are entering.

Session 3. Temple Global Green 
Room 217C

Moderators/Co-Chairs: Suzanne Willever, PhD, Associate Director for Academics and Outreach, Education Abroad and Overseas Campuses; Sarah Short Hutyra, MA, Institutional Relations Manager, Education Abroad and Overseas Campuses 

Participants: Barbara Caen, PhD, Associate Director, Temple University Rome; Ali Abid, Fall 2022 Temple Rome Student, Global Green Grant Recipient, Swarthmore College ‘24; Cole Felton, Fall 2022 Temple Japan Student, Global Green Grant Recipient, Temple CLA ‘22 

In this panel, Education Abroad staff will provide a brief overview of Temple's Global Green initiative, a joint effort with the Office of Sustainability to achieve carbon neutrality and enhance student learning on this topic. The inaugural recipients of Temple's new Global Green Grant will discuss their work on Temple's campuses in Rome and Tokyo, and panelists will introduce the new Stay Local Abroad campaign, launching in Spring 2023 in collaboration with Temple Rome and our partners at Penn State University. Join this session to learn about this growing initiative and how you can participate.

Session 4. Connecting Beyond Borders through Virtual Education
Room 217B

Moderator: Katie Gerst, Associate Professor, Marketing Department, Fox School of Business and Management 

No Passport Required: Innovative Programming for a Virtual Experience, Phyllis Tutora, Senior Director, International and Executive Programs, Graduate and International Programs, Fox School of Business & Management 

How can programs effectively provide meaningful and robust global experiences to students in virtual space? This session will discuss innovative ways to enhance curricula through virtual immersion courses and programs that enrich business and cultural education. Discussions will incorporate everything from faculty solicitation and selection, marketing, design and implementation of a program, and best practices on how to successfully engage students (and alumni) within this virtual space to provide a meaningful experience.

Temple's US-Japan Library Collaboration: Supporting Global Education with Borderless Services, Olivia Given Castello, Head of Business, Social Sciences, and Education, Learning & Research Services, Temple University Libraries; Leslie Tirapelle, Associate Dean, Library & Learning Innovation, Temple Japan 

Temple University Libraries is building services to support the global student body and equip students to thrive in our interconnected world. Staff at Charles Library and Temple Japan Library have implemented several innovative collaborations to ensure 24/7 access to high-quality library resources and librarian support regardless of location. By working together and taking advantage of our 13-hour time difference, we provide more comprehensive services for Temple's worldwide students and faculty than either of our libraries can achieve alone. This paper will detail our collaboratively staffed services and describe how they foster equitable experiences for Temple's global community members.

Session 5. Fostering Intercultural Learning in the Media Classroom 
Room 217A

Moderator: Martyn J. Miller, Assistant Vice President, International Affairs, Office of Global Engagement 

Going Global in the Asynch GenEd Course MSP 0821:The Future of Your TV, Kristine Weatherston, Associate Professor of Instruction, Media Studies and Production Department, Klein College of Media and Communication 

In my online asynchronous course MSP 0821: The Future of Your TV, students interact with one another on a semester-long research project that moves them away from the online classroom, towards one another as a team, and on a trip to another country to study (virtually) the television and media systems of a non-English speaking nation. During this scholarly journey, students research various guided topics to build a cohesive presentation on their assigned nation, assessed via paper and multimedia project (like blog, video, or website), that highlights the past, present, and future of TV on a global scale.

Tales from Across the Border: Stories of Temple’s International Students, Tracey Weiss, Associate Professor of Instruction, Advertising and Public Relations Department, Klein College of Media and Communication 

I will discuss the production of a series of short videos featuring students who have come to study at Temple University, Klein College of Media and Communication from around the world. The students featured are from the Republic of the Congo, Palestine, China, Mexico and Brazil. Learn what these graduate and undergraduate students have to say about the culture of their home country, why they chose to come to Temple, and impressions of the U.S. Culture now. Issues they discuss include discrimination, multi-cultural identity and culture shock. 

Session 6.  Building International Community in Residence Halls, Marjorie Cook, Assistant Director of Academic Initiatives & Student Engagement, Residential Life

Room 223

The Global Living Learning Community, a collaborative effort between University Housing & Residential Life and International Student Engagement professionals serves as a platform for intentional relationships, connection, and engagement with a Global focus. Peer Mentors, undergraduate Student Leaders in Residential Life, lead the efforts to build global community. This session provides insights, best practices, and takeaways for building global community in campus Residential environments.


Back to the top

10:00am – 10:50am Concurrent Session II 

Session 7. Navigating the Global Marketplace 
Room 220

Moderator:  Sam Kelley, Office of Global Engagement

Restrictive Immigration Policies and Multinational Enterprise Innovation: Evidence from the United States, Deepak Nayak, Strategic Management, Management Department, Fox School of Business & Management 

Migrant inventors are crucial to their firms and host regions, serving both as sources of valuable human capital as well as bridging ties between their countries of origin and employment. However, nations impose immigration restrictions, mainly to induce multinational enterprises (MNEs) to hire local citizens instead of high-skill foreign workers. We study an exogenous restrictive change in U.S. immigration policy, the 2004 reduction of the H1B visa cap. We find that the MNEs increased the global dispersion of their R&D workforce after the shock leading to reduced the MNEs' innovation productivity as well as the novelty of their new inventions.

European Union and International Trade: Partner or Competitor? Barbara Martini, Professor in Political Economy, Economics Department, Temple Rome 

The paper's aim is to investigate if and how students can enhance their global view exploring the EU pillars, policies, and welfare policies. Differences between the EU and US are evident from several points of view. As a teacher of International Trade during my course I try to compare the EU/US approach to trade, growth and innovation. Furthermore, I try to highlight differences especially in terms of the welfare system. It is well known that in the US education and health are considered as private goods. The European approach is completely different. Which are the advantages and disadvantages of the two approaches? Moreover, the EU is a confederation while US is a federation. Which are the differences between federation and confederation? Which are the cost and the benefits? How does the EU work?

Session 8. Communicating Diversity, Equity, and Inclusion in Global Brand Messaging Strategies 
Room 217D
Moderator: Sherri Hope Culver, Associate Professor, Media Studies and Production Department, Klein College of Media and Communication 

Participants: Dana Saewitz, Associate Professor of Instruction, Advertising and Public Relations Department, Klein College of Media and Communication; David Brown, Associate Professor of Instruction, Diversity Advisor to the Dean, Klein College of Media and Communication 
How is diversity, equity and inclusion defined and communicated in various cultures across the world? How do these varying definitions affect how well (or how poorly) brands communicate in an increasingly diverse global society? This panel discussion will include an overview of how practices and policies are shaping how campaigns resonate (or are rejected) by consumers throughout the world. Which global brands do it well? Which brands miss the mark? How have consumers and other audiences responded to these campaigns? What role does higher education have in this work? Please join us for a lively panel discussion.

Session 9.  Brava, bravo o brav*? Strategies for Gender Non-Conforming Identities in the Italian Language Classroom (In the US and Abroad) 
Room 217C

Moderator:  Katie Gerst, Associate Professor, Marketing Department, Fox School of Business and Management

Participants: Cristina Gragnani, Associate Professor, French, German, Italian, and Slavic Department, College of Liberal Arts; Carmelo Galati, Associate Professor of Instruction, French, German, Italian, and Slavic Department, College of Liberal Arts 

In Italian, pronouns are not the only gendered grammar element when referring to people. Nouns, adjectives, articles, and past participles agree regarding gender and number. To help create a linguistic space that provides ways to include non-binary speakers, socio-linguist Vera Gheno has been promoting the use of the schwa sound É™ to replace the gendered endings of nouns, adjectives, and past participles. The proposal sparked controversy. This panel will introduce the current Italian debate on inclusive language and present some strategies and resources to promote an inclusive and rewarding language learning experience (in the US and Rome), with special attention to students who identify as non-binary and prefer the pronoun “they” in English.

Session 10. International Anthropology Work at Temple University 
Room 217B

Moderator: Kimberly Williams, Associate Professor & Department Chair, Anthropology Department, College of Liberal Arts 

Participants:  Representing the Department of Anthropology: Christopher Upton, Assistant Professor; Leslie Reeder-Myers, Assistant Professor; Charles Weitz, Professor; Michael Hesson, Associate Professor of Instruction and Director of Undergraduate Studies; Paul Farnsworth, Professor 

Anthropology as a discipline is diverse, exploring research questions ranging from deep prehistory to modern contexts. At Temple University, the Department of Anthropology boasts faculty researchers working internationally in Anguilla, the Arabian Gulf, France, Honduras, India, Morocco, and Taiwan. Still other coursework ostensibly takes students abroad by exploring Maya language and culture and current events in Russia. In this session, a selection of anthropology faculty will briefly introduce the audience to their research and then participate in a guided roundtable discussion about the challenges and the benefits of international fieldwork for both faculty and students.

Session 11. International Community-Building through On-Site learning in Sustainable Food Production and Consumption, Micah Magee, Adjunct Associate Professor, Film and Media Arts Department, School of Theater, Film, and Media Arts; Amelia Duffy-Tumasz, Assistant Professor of Instruction, Geography and Urban Studies Department, College of Liberal Arts 

Room 217A

Culture is held, shared and created by traditions of growing and preparing food. Due to resource scarcity, loss of biodiversity, and unsustainable eating patterns and waste management, our food systems are in a state of change. Dr. Amelia Duffy-Tumasz (Geography and Urban Studies, Temple University) and filmmaker Micah Magee (Theater, Film and Media Arts, Temple University) share practices from interdisciplinary on-site learning experiences in Philadelphia and on the "food island" of Bornholm, Denmark. These programs connect students to their host communities, histories and each other while providing meaningful (and tasty) opportunities for students to experience through practice how nature, food, and agriculture interact and how biodiversity and climate is affected by food production and consumption.


Back to the top

11:00am – 11:50am Concurrent Session III 

Session 12: There Could be a Fulbright in Your Future! 
Room 220

Moderator: Sherri Hope Culver, Associate Professor, Media Studies and Production Department, Klein College of Media and Communication 
Participants: Kimberly Williams, Associate Professor & Department Chair, Anthropology Department, College of Liberal Arts; Martyn J. Miller, Assistant Vice President, International Affairs, Office of Global Engagement

Have you thought about applying for a Fulbright? In this session you'll hear from three faculty who have received this prestigious award and their tips for submitting your own proposal. We will review how to develop a strong concept, how to prepare your materials, considerations for budgeting, coordinating with your department, etc. We will focus on Fulbrights for faculty and administrators.

Session 13.  Inclusive International Business Development in Greater Philadelphia and Beyond 
Room 217D

Moderator: Neha Mittal, Associate Professor of Instruction, Department of Statistics, Operations, and Data Science, Fox School of Business and Management  
Participants: Representing the Fox School of Business and Management: Jeffrey Conradi, Associate Director, Center for International Business Education, Fox School of Business and Management, Taliyah Bradford, International Business; Isabella Freer, International Business; Alanna Vaglica, International Business 

This panel discussion features 3 undergraduate international business majors from the Fox School of Business who completed semester-long internships at organizations driving work on inclusive international business development in our region and beyond. Students will share insights from each organization represented: US Commercial Service Philadelphia, the World Trade Center of Greater Philadelphia, and the Philadelphia Global Identity Partnership, along with stories of personal growth. The panel will be moderated by Jeffrey Conradi, Associate Director of International Programs/CIBER and adjunct faculty member for IB 3581, International Business Internship, the course associated with the internships.

Session 14. Globally-Focused Student Research 
Room 217C

Moderator: Abigail S. Gruber, PhD Candidate, Department of History, College of Liberal Arts 

Past and Present of the Lenape in Pennsylvania, Adam Waterbear DePaul, English Department, College of Liberal Arts 

The Lenape Native Americans are the Indigenous People of Eastern PA, Southern NY, NJ, and Northern DE. Due to the forced removal of many of their people and other factors, their history and continued presence in their homelands has been largely erased in the public consciousness. Adam Waterbear DePaul, Chief of Education and Tribal Storykeeper of the Lenape Nation of Pennsylvania, will discuss Lenape history and continued presence in the Lenape homelands, including collaborations with academia and ways in which students can get involved with the Nation.

From Colonization to Corruption in Contemporary Mexico, Janelle Vuong, Global Studies, College of Liberal Arts 

Postcolonial critique and analysis will be used to examine the history of conflict, instability, and corruption in Mexico’s history in the wake of colonialism and its contemporary social and political significance. Focusing on areas of imperialism, internal issues of political imbalance, and the influence of drug cartels upon Mexico’s government today, we will discuss how power remains withheld from the people.

Session 15. Temple University Press: The Expansion of Global Scholarly Publishing 
Room 217B

Moderator: Mary Rose Muccie, Director, Temple University Press 

Participants: Richard Joslyn, Professor Emeritus of Political Science, Former Dean of Temple University Japan; Fabienne Darling-Wolf, Professor of Journalism and Temple University Press Board of Review Member; Aaron Javsicas, Editor-in-Chief, Temple University Press 

Temple University Press has a history of publishing books on internationally focused topics. Its titles in disciplines such as comparative politics, cultural studies, and transnational American studies showcase research and support teaching and learning in a global context. In addition to its more scholarly titles, the forthcoming history of Temple Japan, authored by two former TUJ deans, details the establishment, challenges, and growth of TUJ into one of the most successful international campuses. Panelists will discuss the global make-up of the Press's publishing program and highlight ways in which it supports the development and awareness of Temple's global reach.

Session 16.  Reflections on Pedagogy for the International Classroom 
Room 217A

Moderator:  Meixia Ding, Associate Professor, Department of Teaching and Learning, College of Education and Human Development   

GlobalSense: Reflections from International Online Exchanges with Pre-service Teachers, Timothy Patterson, Assistant Professor, Department of Teaching and Learning, College of Education and Human Development; Joseph Eisman, Doctoral Research Assistant, Department of Teaching and Learning, College of Education and Human Development 

The primary goal of this study is to examine how an online interaction between pre-service teachers from various national settings influences their perceptions of teaching about and for global citizenship. Through an international consortium we are calling GlobalSense, a cross-national team of researchers developed and tested an intervention aimed at nurturing pre-service teachers’ efficacies regarding global citizenship through online interactions between pre-service teachers from the U.S. (here at Temple University), France, Germany, Belgium, and Israel. We specifically aim to analyze the impact of cross-national online discussions of a controversial global issue on pre-service teachers’ lesson planning and prioritization of content.

CAREER: Algebraic Knowledge for Teaching: A Cross-cultural Perspective, Meixia Ding, Associate Professor, Department of Teaching and Learning, College of Education and Human Development 

What content knowledge is needed for the teaching of mathematics? What practices are more effective for realizing student success? These questions have received considerable attention in the mathematics education community. The goal of this NSF CAREER project (2014-2020) is to identify, from a cross-cultural perspective, Algebraic Knowledge for Teaching (AKT) that will enable elementary teachers to better develop students' algebraic thinking. Focusing on two fundamental mathematical ideas emphasized by the Common Core State Standards - inverse relations and properties of operations - this study has explored AKT based on integrated insights of the U.S. and Chinese expert teachers' classroom performance.

Potential Impact of the TOEFL, IELTS, and Duolingo English Test on English Teaching and Learning, Elvis Wagner, Associate Professor, Department of Teaching and Learning, College of Education and Human Development; Catie Duffield, Doctoral Candidate, College of Education and Human Development; Sarah Rawls, Doctoral Student, College of Education and Human Development 

Standardized tests of English proficiency (i.e., TOEFL iBT, IELTS Academic, Duolingo English Test) are high-stakes not only for the test-takers, but also for the educational systems in many countries, and can have a huge impact on how English is taught and learned. Current test validation theory emphasizes that test developers should/must consider their test’s potential impact as part of the test validation process. In this paper, we examine how the test tasks used on these three tests can have a washback effect (both positive and negative) on English teaching and learning in many countries across the globe.


Back to the top

12:00pm – 1:00pm Global Fair and Reception 


Temple Rome, Education Abroad and Overseas Campuses 

Temple Japan, Education Abroad and Overseas Campuses 

Temple Spain, Education Abroad and Overseas Campuses 

Temple Faculty-led Summer Programs, Education Abroad and Overseas Campuses 

  • Prague Global Good Program 
  • French Language at the Cours de Civilisation Française de la Sorbonne 
  • Intensive German Language in Leipzig 
  • European Center of Culture, Politics, and History in Berlin 
  • Excavation of the Roman Villa in Artena 
  • Sicily Applied Biotechnology Program 
  • Siena Biomedical Research Program 
  • Fieldwork for Social Services for People with Disabilities in Serbia 
  • Temple Summer in Mexico Honors Program 
  • Mexico Global Good Program in Mérida 

Temple Exchange Programs, Education Abroad and Overseas Campuses 

  • Griffith University, Gold Coast, Australia 
  • Lancaster University, England 
  • University of East Anglia, England 
  • Sciences Po, Lyon, France 
  • University of Tübingen, Germany 
  • Hong Kong Baptist University, Hong Kong 
  • Ewha Womans University, South Korea 
  • Hankuk University of Foreign Studies, South Korea 
  • Hanyang University, South Korea 
  • Sogang University, South Korea 
  • Yonsei University, South Korea 
  • University of Oviedo, Spain 
  • National Taiwan University, Taiwan 

University Career Center, Temple University 

Fox International Programs, Fox School of Business and Management 

Klein Global Opportunities, Klein College of Media and Communication  

Department of Asian and Middle Eastern Languages and Studies, College of Liberal Arts 

Fulbright US Student Program, Office of Scholar Development and Fellowships Advising, Temple Undergraduate Studies


Back to the top

1:00pm – 1:50pm Concurrent Session IV 

Session 17:  Facilitating Student Experience Abroad
Room 220

Moderator: Cristina Gragnani, Associate Professor, French, German, Italian, and Slavic Department, College of Liberal Arts
Facilitating an Experience: Education Abroad in Three Chapters, Keith Gumery, Associate Professor of Teaching/Instruction, English Department, College of Liberal Arts, Program Director for Temple Summer in Berlin Program 

In this presentation I will talk about two key Temple experiences (TU Rome as a student, and Berlin as a program director), and use them to frame the lessons learned from working at DIS in Copenhagen for six years. Working for an overseas provider welcoming 1200 US students a semester to a new country and taking them on study tours around Europe taught me many practical lessons, while also highlighting how academic learning and deep personal experience can and should be integrated.

New Technologies in Study Abroad: Geolocated Audio Guides in Venice, Joseph Kopta, Assistant Professor of Instruction, Art History Department, Tyler School of Art and Architecture 

This paper evaluates a collaborative digital project that students in the course "Art History of Venice" participated in during the Summer 2022 session of Pratt in Venice. In the course, students designed and implemented a geo-located walking tour using the app STQRY, in which they researched works of art or architecture, wrote a dialogue, recorded themselves in front of the monument, and uploaded the recordings to the app, which became public at the end of the semester. The paper will outline the learning objectives, methods of execution, and results, and offer a new means for student engagement in study abroad settings.

Session 18: Caring for a Global Community: Health Access and Equity 
Room 217D

Moderator: Jingwei Wu, Associate Professor of Instruction, Department of Epidemiology and Biostatistics, College of Public Health

How to Advance Global Health Equity: Lead with Care, then Do More, Tina N. Tran, PharmD, Assistant Professor, Department of Pharmacy Practice, School of Pharmacy; Zoe Maher, MD, Associate Professor, Department of Surgery, Lewis Katz School of Medicine 

The Temple University Global Surgery Program", ABSTRACT: The Temple Global Surgery Program is a collaboration between Tamale Teaching Hospital (TTH) in Northern Ghana and Temple University Hospital (TUH) Surgical Residency. Founded in 2015, we match the education, research and clinical interests of faculty and trainees with clinicians and trainees at partner sites to improve global health equity and access to safe surgery. Our mission is to immediately and directly impact global health equity and access to safe surgery while educating the next generation of leaders in global surgery through a 6-week clinical elective at TTH, global surgery curriculum at TUH and collaborative virtual surgical conferences. Tina Tran, PharmD (Assistant Professor, Department of Pharmacy Practice, Temple University School of Pharmacy), "The Academic Model Providing Access to Healthcare", ABSTRACT: Since 2020, Temple University (TU) School of Pharmacy has engaged with the Academic Model Providing Access to Healthcare (AMPATH) through care and research initiatives in Kenya. AMPATH is a partnership between Moi University, Moi Teaching and Referral Hospital, and a consortium of North American universities. Recently, AMPATH has expanded to Mexico, Nepal, and Ghana. By working with communities, academic centers, and ministries of health, AMPATH leads with care to deliver healthcare services, strengthen human capacity, and advance research. As TU explores how global engagement aligns with new strategic priorities, the AMPATH program offers valuable insights for building equitable global partnerships.

National Survey of Periodontal Diseases in School Children in Morocco, Jasim Albandar, Professor, Department of Periodontology and Oral Implantology, Kornberg School of Dentistry 

In many developing countries, poor dental health of children is paramount. The aims of this study were to assess the prevalence and severity of periodontal diseases, and to generate population estimates of periodontal diseases among children attending public middle- and high schools in Morocco (target age: 12-18 years). We examined a total of 14,667 students in 87 schools and 520 classrooms, and these were included in this study. We estimate that two-thirds of these children have periodontal diseases, and 12% have periodontitis. Notably, a high percentage of the latter group have aggressive forms of periodontitis.

Session 19:  Perspectives on Global Music: Approaches and Careers 
Room 217C

Moderator: Abigail S. Gruber, PhD Candidate, Department of History, College of Liberal Arts

Transonic Collaboration: A Global Approach to Music Creation, Adam Vidiksis, Assistant Professor, Department of Music Studies, Boyer College of Music & Dance 

The rapid innovation of music technologies, communications, and artificial intelligence in the past two decades have led to an explosive array of musical approaches, styles, and subgenres, while at the same time bringing varied musical cultures and traditions together in a new global synthesis. These changes erode the typical notions of music ownership and authorship, composer/performer roles, and the nature of what constitutes the boundaries of a musical work. Internationally recognized composer, drummer, and music technologist, Dr. Adam Vidiksis will perform and present his own music compositions, technologies, and systems, demonstrating a model for global collaboration and post-human cooperation.

Challenges and Perspectives of a Career in the Field of Music between the United States and Europe in the Twenty-first Century, Alessandra Tiraterra, Adjunct Professor, Keyboard Department, Boyer College of Music & Dance 

This presentation focuses on the importance of international formations, global visions, and significant collaborations in the world to meet the challenges of the music field at a top level in the twenty-first century. Starting from the findings of David Cutler, one of the leading voices on arts leadership and entrepreneurship, a discussion on the role of the twenty-first century musician is offered, considering future perspectives and opportunities. This presentation ends with a performance of selected piano four-hands dances by Brahms and Dvorak, a collaboration-symbol of the victory of two different cultures, personalities, and formations that meet and triumph together.

Session 20:  Temple Update Special Report from London and Tokyo: The Death of Queen Elizabeth 
Room 217B

Moderator: Peter Jaroff, Assistant Professor of Practice, Media Studies and Production Department, Klein College of Media and Communication 

Participants: Porter Deacon, Temple Update Supervising Producer, Media Studies and Production; Olivia Benner, Temple Update Producer, Media Studies and Production; Gabe Lourido, Temple Update Producer, Media Studies and Production; Haya Qubbaj, Temple Update Anchor/Producer, Media Studies and Production; Chris Berger, Temple Update London Correspondent, Media Studies and Production 

After learning of the death of Queen Elizabeth in September, TUTV and Temple Update students worked on two special reports, live from London on September 9 and 12. Chris Berger, an MSP major studying abroad in Rome, flew to London for the live reports, and Yu Chen, a Journalism student studying at TUJ, contributed a piece on the reaction in Tokyo. The live reports were produced by Temple Update students Porter Deacon, Olivia Benner and Gabe Lourido and anchored by Temple Update's Haya Qubbaj. CNN provided the facilities for both live reports (TUTV is a CNN affiliate). It was a good lesson in the global reach of important events, and how to bring together students in three nations and three time zones to work on a story with a global impact.

Session 21: Boondoggle or not? Not! Running Short-Term Study Abroad Immersions for Undergraduate Students
Room 217A

Moderator: Thilo Kunkel, Associate Professor & Director, Sport Industry Research Center, School of Sport, Tourism, and Hospitality Management

Participants: Representing the Fox School of Business and Management: Katie Gerst, Associate Professor, Marketing Department, Fox School of Business and Management, Amy Kumpf, Senior Associate Director, International Programs; Sheri Lambert, Associate Professor, Marketing Department; Phyllis Tutora, Senior Director, International and Executive Programs 

This session will discuss global immersions that the Fox School offers. Global immersions are short study trips embedded in a 3-credit undergraduate elective course that provides students an opportunity to experience global business in person rather than simply learning about it in the classroom. This session will include insights and best practices from experienced faculty and administrators who lead these immersions. Discussions will incorporate everything from faculty solicitation and selection, marketing and recruitment of students, planning and preparation for the immersion, and best practices on how to successfully engage students inside the classroom and while in-country.

Session 22:  Globally-Focused Student Films 
Room 223

Moderator: Gabriel Kaprelian, Assistant Professor, Department of Architecture, Tyler School of Art and Architecture

The Visual Story of Puerto Rico’s Landscapes, Rebecca Sebring, Media Studies and Production Department, Klein College of Media and Communication 

This short three-video series visually illustrates three aspects of Puerto Rico's landscapes: natural landscapes, built landscapes, and where natural meets built landscapes. When thinking of Puerto Rico, many individuals think of the colorful buildings, but this project aims to show the diverse visual story of the island.

Film: Disrupting Caste Systems, Suzan Turkkahraman, Media Studies and Production Department, Klein College of Media and Communication 

After reading Isabel Wilkerson's book, Caste: The Origins of Our Discontents, and participating in class discussions around the book and its contents, I created an educational video in Washington D.C. Our class visited both the Holocaust Museum and the NMAAHC and I was deeply moved by the horrific stories brought to life in these museums. The idea of caste lives and thrives today and we must address it. 


Back to the top

2:00pm – 3:15pm Poster Fair, Global Fair Continues, and Coffee Break  

Room 200C

See above for Global Fair participants.

Poster 1:  The COVID-19 Global Pandemic and Its Impact on the Mental Health of Nurses: A Cross-Sectional Study from the U.S., Tulay G. Soylu, Assistant Professor of Instruction, Department of Health Services Administration and Policy, College of Public Health; Amira Roess, Department of Global and Community Health, College of Health and Human Services, George Mason University; Ali Boolani, Department of Physical Therapy, Lewis School of Health Sciences, Clarkson University; Alyssa N. Wilson, Department of Nutrition, College of Health and Human Services, George Mason University; Kathi C. Huddleston, Grace N. Lawrence, and Cheryl Oetjen, School of Nursing, College of Health and Human Services, George Mason University 

Nurses around the world have faced challenges during the COVID-19 pandemic. This cross-sectional survey data from eight-six nurses involved in patient care in the U.S. examined the association between depression and anxiety, energy and fatigue, and baseline health status and work characteristics. We assessed depression and anxiety using the Patient-Reported Outcomes Measurement Information System (PROMIS) and energy and fatigue with the Mental and Physical State and Trait Energy and Fatigue Scale (MPSTEFS). We found a significant association between depression and energy, loneliness, and increased alcohol use. The findings highlight the mental health burden among nurses who cared for COVID-19 patients.

Poster 2:  Infusing Social Studies Instructional Practices in Educational Travel Programs, Joseph Eisman, Doctoral Research Assistant, Department of Teaching and Learning, College of Education and Human Development 

Education travel programs are meaningful for students and teachers. Mimicking a social studies classroom, these programs marry site-specific history with material relevant to the participants. For example, an educator may facilitate a conversation about upstandership after touring Auschwitz with students. However, while many programs are historical and socially focused, most educators do not employ best practices from classroom-based pedagogies. Here, we offer tips for including history and social studies instructional practices (e.g., establish background knowledge, primary document analysis, whole-group discussion, develop compelling questions, orient to a discipline) to deepen students’ learning and support educational goals while touring international sites.

Poster 3:  Creating Sharable Teaching Materials: Chinese Expert Teachers Meet the US Textbook Lessons, Meixia Ding, Associate Professor, Department of Teaching and Learning, College of Education and Human Development; Xuejing Xu, Doctoral Candidate, Department of Educational Psychology, College of Education and Human Development; Rahma Goran, Doctoral Candidate, Department of School Psychology, College of Education and Human Development

This study aims to create sharable teaching materials to enhance student learning. The lack of high-quality mathematics teaching materials in the U.S. has resulted in large variation of learning outcomes. This study invited 16 Chinese expert teachers to develop and implement lesson plans using U.S. mathematics textbooks (grades 1-4). Using the ICAP cognitive framework (Passive < Active < Constructive < Interactive), we analyzed how and to what extent Chinese teachers enhanced the levels of cognitive engagement during their planning and teaching and identified unique features that contributed to the enhanced cognitive engagement. Implications and future research directions are discussed.

Poster 4: Classifying and Tracking Rehabilitation Interventions for Individuals with Stroke in Jamaica, Shivayogi Hiremath, Assistant Professor, Department of Health and Rehabilitation Sciences, College of Public Health 

Stroke is the leading cause of disability worldwide. It has been well-documented that rehabilitation (rehab) therapy can aid in regaining health and function for individuals with stroke. Yet, tracking in-home rehab continues to be a challenge because of a lack of resources and population-scale demands. To address this gap, we collaborated with Dr. Michelle Johnson from the University of Pennsylvania and her collaborators in Jamaica to conduct this pilot research study. We developed algorithms to classify rehab exercises performed by two individuals with stroke who were part of a week-long therapy camp in Jamaica, a low and middle-income country.

Poster 5:  Personal Reflections on Global Teaching, Giulio Pompei, Professor, Environmental Studies Department, Temple University Rome 

I'm presenting my teaching experience in international schools. In recent years I had the chance to be part of educational institutions in Italy, Germany, Costa Rica, USA, and Switzerland. This gave me the opportunity to work in a global education environment and meet students from almost every country on the planet. In this poster, I want to share the highlights of this experience and what I learned from the perspective of a teacher.

Poster 6:  Tapping into the Global Richness in Philadelphia Communities, Cate Almon, Assistant Professor – Instructional, English Department, Associate Director, First Year Writing Program, College of Liberal Arts 

This poster presentation will showcase a pilot project First Year Writing (FYW) has been working on to offer a free pre-college writing course in the summer for college-bound immigrants in the Philadelphia community and will welcome conversations about our roles in meeting their educational needs. The poster will highlight perspectives on going to college from students with varied immigration statuses. It will also share a syllabus design meant to engage multicultural students. Information will be distributed about the opportunity and on ways to get involved with some of the broader contextual goals relating to college access.

Poster 7:  Old and “New” Terrorism, Octavia Rolle 22’, Department of Global Studies, College of Liberal Arts 

The poster addresses the idea of “new” terrorism which is understood as the shift towards predominantly religious motivators during the late 20th and 21st centuries. Boko Haram is used as a case study to question this concept by examining its organization, tactics, and lethality. The poster demonstrates that a new classification for modern insurgents is unnecessary, acknowledges the factors that create a gap in capabilities, and recognizes the cyclical trends in terrorism. The source material is compiled from books and scholarly articles from experts in the field, which were gathered and accessed from the Temple University library online database.

Poster 8:  Community-Building in a Virtual ESL Classroom for Adult Refugees, Hannah Braid, Student Success Program Coordinator, Klein Global Opportunities, Klein College of Media and Communication 

This work explores the "why" and the "how" behind community building in the virtual, adult refugee ESL classroom. As the final work on a master’s program in TESOL, it is firmly centered in fieldwork and authentic learning moments from a virtual ESL class for refugees newly arrived to Philadelphia. The UN Refugee Agency notes the importance of a strong community for resettled refugees in their handbooks. They say, [s]ocial connections between resettled refugees and members of diaspora communities are particularly important in this regard [of integration]. Supporting refugees to reconnect with the cultural and religious institutions that are familiar to them can assist them in maintaining their cultural integrity while building a new identity in the receiving community (2002). Three key community-building ingredients quickly made themselves known as the semester progressed: trauma-informed pedagogical practices, a strong and firmly established rapport, and the welcoming of translingual communication. From these threads, a motivation for community building was teased out. Community serves our students as learners, as students, and as people. The class flows more smoothly, acquisition appears to move more quickly, and connections between students are solidified more firmly.

Poster 9: International Research and Activity Faculty Survey, Leanne Grundel, Research Analyst, Department of Assessment and Evaluation, Institutional Research and Assessment; Jancy Munguia, Research Analyst, Department of Assessment and Evaluation, Institutional Research and Assessment 

Temple University administered the International Research and Activity Faculty Survey in October 2022 to understand more about the global engagement of Temple’s faculty and their perceptions of support for international activities. The survey was administered to full-time and part-time faculty on domestic campuses, including those who routinely work in the international realm, and those who have not yet done so. The response rate was 23.1%. The survey was a collaborative initiative of Global Engagement and the Faculty Senate, with administration and analysis support provided by the Office of Institutional Research and Assessment. This poster discusses results of that survey.

Poster 10:  A Comparison of Separatist Conflicts in Chechnya, Russia, Elizabeth Claire Heidecker, Political Science Department, College of Liberal Arts  

The objective of the paper was to understand the differences and similarities in the Chechen v. Russia conflicts (1994-1996 and 1999-2007). I examined the factors contributing to the outbreak of these conflicts, the nature of human rights violations and violent attacks committed by the Russian government and the Chechen insurgents, and the ways in which these conflicts ended. I also examined the funding behind insurgents and the strength & ability of the Russian state. The rise of Islam (and Russian propaganda about Islam) changed the conflict from one focused on gaining independence for Chechnya to a religious conflict. Another important factor was the economic and military growth of Russia through the early 2000s. Understanding Russia’s recent military history and strategy is useful to understanding the state's behavior today in the Ukraine-Russian war. This paper comes from Research Prep: Political Violence and Terrorism with Prof. Stanton.

Poster 11:  How Can Students Partner with Communities to Develop Educational Activities and Participate in Research to Improve Global Health?, Graciela Jaschek, Epidemiology and Biostatistics Department, College of Public Health; Alanis Cabrera, College of Public Health; Brigitte Guariglia, Department of Health Policy Management, College of Public Health; Aurora Mills, Epidemiology and Biostatistics Department, College of Public Health; Julia Stengel, Epidemiology and Biostatistics Department, College of Public Health 

Our model for global engagement involves three elements: 1. Public Health Beyond Borders (PHBB): The student association leads yearly community needs assessments and public health activities under the supervision of graduate students, and mentorship of faculty members. PHBB students partner with local university students to create a PHBB local Chapter. 2. Local partners and communities: PHBB leverages combined strengths to create a greater and sustainable impact. 3. The PHBB Collaborative: Faculty conduct collaborative research with local universities and students to benefit the community. Research results are translated by PHBB students into educational materials and activities under faculty mentorship.

Poster 12:  Apply Knowledge; Building Global Connections, Aurora Mills, Epidemiology and Biostatistics Department, College of Public Health; Julia Stengel, Epidemiology and Biostatistics Department, College of Public Health; Graciela Jaschek, Epidemiology and Biostatistics Department, College of Public Health 

Temple’s Public Health Beyond Borders (PHBB) is a student led, faculty mentored organization that partners with global communities. Community engagement in public health intervention has been shown to increase the effectiveness of interventions. It aims to implement public health educational activities to improve global health. One PHBB team traveled to the Dominican Republic to connect with the community. The student team completed a community needs assessment this summer; student led interviews with neighborhood organizations groups, local schools, the hospital director, local religious leads, and a representative of a farmer’s association. Next steps are developing educational materials and activities. 

Poster 13: Global Movement Literacy: Educating International Publics, Jason Del Gandio, Communication and Social Influence Department, Klein College of Media and Communication 

Extending my previous work on “social movement literacy,” this presentation outlines ways in which we might help the general public understand social movements within a global context. I refer to this project as “global movement literacy.” In brief: How might we help international audiences understand the nature and function of social movements that are occurring in different countries and/or regions from around the world? It is challenging enough to understand movements happening in one’s own country (e.g., Black Lives Matter, Occupy Wall Street, #MeToo). It is even more challenging when we don’t share a common history, culture, or political experience.

Poster 14:  Collaborative international marine research in Costa Rica, Emily Jayne Cowell, Biology Department, College of Science and Technology  

Fostering collaboration is a vital aspect of conducting robust science as it enables the introduction of new and interesting perspectives into our work. Collaboration is especially important when conducting research overseas, to ensure that our research does not exclude local scientists, exploit countries with fewer scientific resources for our own gain, or chase research goals that do not take important local knowledge and expertise into account. Here we present a case study of marine ecological surveys conducted within the exclusive economic zone of Costa Rica and reflect on how we can ensure that our science serves both local and global needs.

Poster 15:  Studying Abroad as a Gilman Scholar, Andrea Brandt, Computer Science and Mathematics, College of Science and Technology 

Studying abroad can be a daunting undertaking, especially for students with financial need. Through the Gilman program, Pell Grant recipients can receive up to $5,000 in aid towards eligible study-abroad programs. My personal study abroad would not have been possible without this aid! Receiving a Gilman Scholarship makes you a Gilman Scholar for life, with access to the Gilman Alumni Network and non-competitive hiring status for federal jobs following your program for up to 12 months. The Gilman Scholarship can be the difference between staying home and having an adventure you'll never forget.


Back to the top

3:30pm – 5:00pm Plenary: Philadelphia: A Global Education Hub

Room 200AB

Philadelphia and the greater metro area is home to over 50 institutions of higher education that offer the full spectrum of education options in terms of fields and disciplines, formats, and price points. Educational leaders in these institutions are coming together to work with city and state officials, as well as a variety of local organizations to promote Philadelphia, both domestically and internationally, as a world-class education destination and a center for the generation of knowledge and the growth of talent. This panel will discuss this initiative and its impact on Philadelphia as a global education destination.

Featured Speakers:

Rogelio Minana, Vice Provost for Global Engagement, Drexel University

Pierre-Olivier Lugez, Senior Director, International Business & Global Strategy, City of Philadelphia Department of Commerce 

Lauren Swartz, President & CEO, World Affairs Council of Philadelphia

Emilia Zankina, Dean and Interim Vice Provost for Global Engagement, International Campuses,Temple University 

Back to the top