Newsletter: TERA (April-June 2023)
Updated: Jul 14
Dear TERA Members,
Greetings and sincere thanks for your patronage and support. TERA has now grown to 12662 followers and members from 65 countries.
Teaching and Education Research Association (TERA) is an international community of Researchers, Practitioners, Students and Educationists for the development and spread of ideas in the field of teaching and education.
TERA is promoted by Eurasia Research. TERA aims to bring together worldwide researchers and professionals, encourage intellectual development and create opportunities for networking and collaboration. These objectives are achieved through Academic Networking, Meetings, Conferences, Workshops, Projects, Research Publications, Academic Awards and Scholarships.
The driving force behind this association is its diverse members and advisory board, who provide inspiration, ideas, efforts and drive collaborations. Scholars, Researchers, Professionals are invited to become a member of TERA and join this ever-growing network, working for benefit of society and research with the spirit of sharing and mutual growth.
50,000 + and growing network of professionals
Professional and Experienced team
Conferences in Asia, Europe & Africa
Events at reputed institutes and grand venues
Strong Social Media Platform for networking
Young Researcher Scholarships
Research publication in international journals
Fellow Program in Education of ‘Teaching and Education Research Association’ (TERA).
The program offers an opportunity to learn the key concepts and latest trends in the teaching industry from the stalwarts in the industry. The applicant would be honoured with a certificate of ‘Fellowship’ by the Program Director of TERA.
The Fellows of TERA would receive International recognition and visibility amongst the global teaching fraternity.
This Fellow program is designed to help to teach professionals to acquire, develop and master the qualities of effective teaching, specifically relating to building human relationships, working with diverse learners and using instructional technology effectively.
The fellow program creates a global community of professional teachers who are nurtured by the best in the teaching industry from various institutions and countries, giving the program a global advantage.
This Fellow program is designed for teaching professionals seeking international recognition, visibility and training from the best in the industry.
TERA invites academicians, practitioners, professionals, students, and researchers to join as Life-Time members.
Individuals/ Institutions/ Corporates can become a member by submitting the membership fee and filling the Membership Form given below.
Key Highlights and Benefits:
TERA members enjoy benefits that are essential to career and academic success.
10,000+ Members from across the globe
Effective networking through social media platforms and International Conferences
Membership is the starting point to participate in TERA conferences and to join as a domain expert, reviewer and conference committee member
Member’s name and affiliation is announced on the Association’s website
Members can mention their membership on their Resume, Profiles and for other academic and professional purposes
Publication opportunity in our Best in class Journals and Magazines
Access to new research information and latest trends through our content and network
Leadership position opportunities in TERA
Life-Time Membership Fee: USD 55
We are glad to present you with our latest edition of the newsletter. The newsletter showcases the associations of current and upcoming endeavours.
Eurasia Research International Conference begins with opening remarks by the honourable Keynote speaker highlighting the main context on Teaching and Education.
Our worthy Keynote speakers open up the conference enlightening participants with their speeches. Here is the list of keynote speakers who participated in our conferences:
Expert on Digital Citizenship Education, Council of Europe, Lisbon, Portugal
Vitor Tomé is a Council of Europe and a European Commission expert (Digital Citizenship Education, Media Literacy, and disinformation), a lecturer (Autonomy University of Lisbon), an invited researcher (ISCTE-University Institute of Lisbon), a teacher trainer (Directorate-General of Education), and a freelance journalist (CP1524) who is involved in several international projects such as IBERIFIER – Iberian Media Research and Fact-checking and Digital Citizenship Education. He holds a Ph.D. in Media Education (University of Lisbon) and a post-doctorate in Communication Sciences (Algarve-Faro, CLEMI-Paris, and the Catholic University of Milan).
Assistant Professor, Bangkok University, Thailand
Patama Satawedin is currently an assistant professor and Director, the Master of Communication Arts in Digital Marketing Communications, the School of Communication Arts, Bangkok University, and Bangkok, Thailand. She received her doctoral and master’s degrees in media and communication from the University of Leicester, United Kingdom. Likewise, she obtained her bachelor’s degree in public relations (first-class honors) from the Faculty of Communication Arts, Chulalongkorn University, Bangkok, Thailand. She has teaching experience of over 10 years. Her research interests are health literacy, health communication, crisis communication, crisis management, marketing public relations, and communication studies.
Dr. Deepak L. Waikar Vice Chair, The IEEE Education Society, Singapore Chapter,
Adviser, Indo-Universal Centre for Engineering Education (IUCEE), India
Mentor for Teaching & Education Research Association (TERA) Fellowship Program
Former Managing Partner, EduEnergy Consultants LLP, Singapore
Former Associate Faculty for Overseas Universities in Singapore
Dr. Deepak L. Waikar has been involved in education, training, research, and management fields for more than three decades. He started his professional career as an Assistant Director at the National Power Engineers Training Institute in India after his post-graduation from the Institute of Technology, Banaras Hindu University in India. He has been associated with the premier institutions, polytechnics, colleges, and academies in India and Singapore as well as with British and Australian Universities offering courses in Singapore. He has authored/co-authored books, book chapters, research articles, and policy papers on power, energy, management, sustainable development, leadership, and education related topics. He has served on various committees in professional bodies such as Chair of the Institute of Electrical & Electronic Engineers (IEEE), Power & Energy Society (PES) Chapter, Singapore, and Chair of the IEEE Education Society Chapter Singapore. He is a recipient of the IEEE-PES Outstanding Power Engineers' Award 2003 and SP Green Buddy Award 2004. Dr. Waikar has been associated with Singapore Certified Energy Manager’s programme for more than a decade. He has also been an advisory committee member of the Indo-Universal Centre for Engineering Education (IUCEE). He has served as Editors and Reviewers for the conferences and journals. He has also been invited as an external examiner for assessing Master and Doctoral Thesis. He has delivered hundreds of invited keynotes, plenary, panel session presentations on power, sustainable and clean energy, education, management, sustainable development, and leadership related topics at the international conferences, seminars and forums in North & South America, Europe, Australia, New Zealand, and Asia. He has also been invited to give captivating & impactful inaugural, valedictory, and guest speeches for conferences, seminars, graduation ceremonies, and similar events of colleges, institutions, and universities. As a Managing Partner of EduEnergy, Singapore from January 2014 to May 2023 he was involved in providing a range of advisory, training, coaching, mentoring, and consultancy services for colleges, institutes, organisations, and individuals. Dr. Waikar has conducted hundreds of students, faculty, and management development programmes (Face-to-face, Online, & Hybrid Modes) on various topics such as Sustainable & Clean Energy, Synergising Problem & Project Based Learning & Design Thinking for Creativity, Innovation, and Entrepreneurship, Nurturing Resilient Researcher-pro Mindset in Self, Transition to Net Zero, Strategies for Infusing Blended Learning, Designing Smart Career Portfolio, Trainopreneurship, and Transforming Higher Education. Dr. Waikar has coached and mentored hundreds of students & faculty members on career profiling & planning. He has voluntarily conducted several guest lectures for rural schools and colleges.
Dr. Ana Verde Trabada
King Juan Carlos University, URJC · Faculty of Legal and Social Sciences, Doctor of Education, Spain
Ana Verde is a professor and researcher at the International University of La Rioja: UNIR and King Juan Carlos University. International Ph.D. "cum laude" in Education, Degree in Humanities, Degree in Pedagogy, and Degree in Music specializing in Guitar from the Royal Conservatory of Music of Madrid. Master in Cultural Communication. She collaborates with several National and International Universities. Her research interests are focused on active pedagogies, educational robotics, technology and resources in education, teaching innovation, and methodological bases in training.
Paulina Moya Santiagos
PhD (C) In Education Department of Culture, Communication and Media Institute of
Education, University College London, London
Paulina Moya Santiagos is a Doctoral Candidate in Education at the UCL Centre for Applied Linguistics at the UCL Institute of Education. She is an EL Teacher and she holds a TESOL MA from the UCL Institute of Education. In Chile, she was a public-school teacher for thirteen years. Also, she has been a university lecturer for fifteen years working at prestigious private and public universities in Chile and in the UK teaching EAP, educational policy, Hispanic languages culture, second language learning, methodology, and General Linguistics among others. Additionally, she is an associate postgraduate lecturer at Andres Bello University where she leads the Methodology and Creativity II module for the MA in TEFL. Currently, she works as a Postgraduate Teaching Assistant for the Culture, Communication and Media Department at UCL. She also works as a Spanish Tutor at the University of Warwick in the Hispanic Studies Department. Her doctoral research is a multimodal ethnographic informed study which aims to explore and elucidate what makes some Chilean public-school students highly politicized and so committed to social struggles and whether there is a link between this commitment and the pedagogy applied by their teachers.
The main aims of the conference are:
Advancement of Research and Innovative ideas through conferences, workshops, seminars, and publications
Fostering a global community based on research and knowledge
Fostering innovation and ideas through research-based activities
Global dissemination of ideas and research through the use of technology
Working towards world peace and community development
Chat Session with Eminent Participants
Chat Session with Eminent Participants
TERA is in the process of expanding its knowledge base, to bring together worldwide researchers and professionals, encourage intellectual development, and create opportunities for networking and collaboration. At each, Eurasia International Conference, articles, project synopsis, teaching notes, and observations are submitted by the international community of Researchers, Practitioners, Students, and Educationists for the development and spread of ideas. The Editorial Review is showcased on the association’s website, newsletter, social media, and upcoming endeavors.
BEST PAPER AWARD
In each, Eurasia International Conference, Best Paper Award is given to Best Researchers. In the TERA – Teaching & Education Research Association, the Best paper award is given to the participants with the best scholarly paper submitted and presented at the conference. Some of the Best Paper are as below:
Name & Affiliation: Todd Hull
English, Hankuk University of Foreign Studies, Seoul, South Korea
Title: Implementing Content and Language Integrated Learning (CLIL) in the University EFL Classroom
Abstract: Content and Language Integrated Learning (CLIL) is a way to combine acquisition of a foreign language with study of substantive academic subjects at the university level. It has thus become justifiably popular in the university EFL teaching context. There are two main types of CLIL. One focuses on academic knowledge with a secondary goal of improving language competency. A second type prioritizes acquiring a second language with attaining knowledge of academic subjects as a secondary goal. This presentation will focus on this second type where language acquisition is the primary goal. In this category of CLIL, students are provided with information about an academic topic in summary form using language that is tailored towards gaining skills in the target language. They then do classroom activities that promote language acquisition. Though language acquisition is the primary goal here, learners engage with and gain important knowledge about academic topics. This gives students both language practice and an expansion of their knowledge. This combination of language practice and academic knowledge also helps prepare learners for language assessment tests such as the TOEFL and IELTS.
Name & Affiliation: Manhong Lai
Department of Educational Administration and Policy, The Chinese University of Hong Kong, Hong Kong
Title: How Applied Projects affect Academics’ Research in Mainland China
Abstract: The Chinese government actively promote knowledge transfer from universities to the business world to facilitate economic development in recent years. Policies promulgate to strongly encourage academics’ participation in applied projects. This study employed a qualitative research method to interview 32 informants in one first-tier and one third-tier university in Mainland China. Our study observed first that academics faced a limited problem choice in applied projects. Second, enterprises exerted detailed control of the process of conducting a project. Third, academics spent a lot of effort to gain a funder’s trust through speaking business language and ensuring the least risk. Some tried to retain a certain amount of professional space to persuade the funder not to stick to an outdated approach.
Name & Affiliation: Janine Rose
Institute for the Study of University Pedagogy, University of Toronto, Mississauga, Canada
Title: Peer Support in Writing Classrooms: A Consideration of Experiences and Best Practices
Abstract: Peer support is well known in various educational contexts and is often advocated as an activity that is focused on facilitating the learning of individuals in a variety of age groups through practical support that is usually offered by individuals in the same age group as the individuals being helped by the peer supporters. Peer supporters, however, have slightly more expertise in the relevant subject matter than the students who are the recipient of the support being offered. This paper shares lessons learned from a peer support activity that was implemented in the form of a speaker series for a first-year writing composition course entitled Writing for University and Beyond where students were introduced to writing studies scholarship. Specifically, the paper emphasizes that peer support mechanisms can be successfully implemented if peer supporters are offered sufficient guidance on the nature of their role in the classroom. The paper also highlights that instructors can learn about strategies that may be useful in their own pedagogical practices from the guidance offered by peer supporters. This analysis will enhance understanding of how peer support works and can be used in a writing class room, best practices for using peer support and areas of further research that may prove to be fruitful in relation to this topic.
Title: The Value of Stories in Writing Pedagogy
Abstract: Stories can be used in an intentional way by instructors to make connections between difficult or important concepts in a specific subject and personal experiences or observations. The use of storytelling has been known to stimulate greater student engagement, enhance students’ ability to recall information and encourage a more welcoming atmosphere in a classroom. As such, this paper examines the value of stories or storying for strengthening writing pedagogy. Specifically, the paper considers how stories related to academic integrity, the complicated nature of the use of rhetorical appeals in a social media context and the distinct nature of boundaries in discourse communities that label themselves as secret societies help students to understand core concepts in a first year composition course. The paper ends with reflections on how the writer (and other instructors) can be more intentional with the use of stories in teaching practice.
Name & Affiliation: Hye Pae
School of Education, University of Cincinnati, Cincinnati, Ohio, U.S.A.
Title: The Effects of Literacy on The Mind: Writing System Effects on Cognition and Learning
Abstract: This talk unfolds a driving force behind the software of the mind as the consequences of literacy. At the crux is the writing system in which we read on paper and on screen everyday. To understand how reading in different writing systems yields different cognitive maps and how writing systems shape our cognition and learning, the talk discusses how language affects the ways in which we think and perceive the world, and then moves on to how reading changes our perception, preference, and brain circuitry. Psycholinguistic and neurolinguistic examples and evidence are provided. Given the significant impact of multimedia, hypermedia, and social media, the effects of reading in the digital era become even more important than ever before. The talk ends with ongoing discussion points related to the consequences of literacy in different writing systems.
Eurasia Research makes continuous efforts in transforming the lives of people around the world through education, the application of research & innovative ideas. To Promote Young Researchers, Eurasia Research International conferences provide a Young Research Scholarship in the form of a full Registration fee waiver to participate in such events. This gives immense encouragement to the researchers who have brilliant ideas to exhibit their research work on the International platform.
PUPIL: International Journal of Teaching, Education, and Learning, is open access, peer-reviewed, and refereed journal. The main objective of ‘Pupil’ is to provide an intellectual platform for international researchers. ‘Pupil’ aims to promote interdisciplinary studies in Teaching and Education and become the leading journal in humanities and social science in the world. This journal is dedicated to the miracle called ‘Society’ that powers all types of civilizations and is fueled by the spirit of survival and co-existence.
CrossCheck – iThenticate (Plagiarism Detection); Member Name: Eurasia Research
Referencing and DOI by CROSSREF, Membership Prefix (10.20319)
SCRIBD (Archiving) Portico (Archiving)
DRJI Indexing ROAD: Directory of Open Access Scholarly Resources