Faith Muirhead  (Speaker)    









Topic: Impact of the pandemic on US HS students’ Socio-emotional Skills, Meta-cognitive skills, and transformative education.



The Covid pandemic had consequences for students and teachers that have yet to be measured. I will share the perspectives and voices of US HS students’ reflections on learning, higher education plans, motivation, mental well-being, and attitudes towards education. I will also share some practices and opportunities to mitigate the damage of these pandemic impacts and support both students and teachers to re-engage in learning and build community around their shared experiences. 



Bio: Faith Muirhead, Ph.D. is the Senior Associate Director of the Professional Development Center for Educators and an Assistant Professor at the University of Delaware’s School of Education and Department of Mathematical Sciences. Dr. Muirhead earned her Ph.D., at Michigan State University in Curriculum, Instruction, Teaching, and Teacher Education. She has been teaching prospective teachers for nearly two decades and focuses her instruction on practice-based, rehearsal-based teacher education. She is currently a Co-PI on an NSF-funded DRK-12 grant studying problem-posing-based learning in middle school classrooms. Her research interests include the professional learning of prospective and practicing mathematics teachers, equity concerns in K-16 schools, building thinking classrooms, and classroom-based coaching. She is currently writing a book reflecting her work on coaching titled, Real Time Mathematics Coaching: A How-To Guide.


Jason Laker (Speaker) 








Title: Educating for the Future When the World is On Fire Today


In this talk, the presenter will speak about and invite naming the truth about this precarious and fragile time and its impacts on our personal and professional lives in service of collective and individual healing and the project of restoring—or perhaps finally achieving—a liberatory future for education and life in general.  Let us be in community as we take a sober look together at where we’ve been, where we are, where we hope to go, and what we need to do individually and collectively to restore our heads, hearts, hands, and spirits to a place of hopeful and determined possibility.  

Presenter Bio:

Dr. Jason Laker currently serves as Professor of Higher Education, Student Affairs, and Community Development and Chair of the Department of Counselor Education at San José State University (SJSU) in California, USA, where he previously served as Vice President for Student Affairs.  Prior to SJSU, Jason served as AVP/Dean of Student Affairs and Faculty of Gender Studies at Queen’s University (Canada), and before that as Dean of Campus Life and faculty of Gender Studies at Saint John’s University in Minnesota, one of the few men’s colleges in the U.S.  He holds a Ph.D. from the Center for the Study of Higher Education at the University of Arizona. His doctoral dissertation, Beyond Bad Dogs: Toward a Pedagogy of Engagement of Male Students won the Dissertation of the Year Award from the Association for Student Judicial Affairs. 

Prof. Dr. Irfan Ahmed Rind (Speaker)










Topic: Understanding STEM education from the perspective of epistemic beliefs and metacognitive awareness of teachers


Science as inquiry is an increasingly attractive model for science education, particularly for implementation of the STEM education; and this has heightened the calls for the use of inquiry-based teaching (IBT) in recent science-education policy documents all around the world. This trend has recently moved to South Asia, where IBT has been embedded in the national curricula of countries like India,  Pakistan, and Bangladesh. To promote IBT among the in-service teachers, the most common approach has been built upon short professional development training sessions. However, the follow-up research highlights the discomfort and discontent of the teachers while implementing IBT; most classroom science instructions remain teacher-centered, characterized by direct transmission of knowledge and an overemphasis on the rote memorization of content. It has been argued that the successful implementation of IBT requires teachers to be familiar with the nature of both scientific inquiry and inquiry-based learning, and yet many teachers struggle with IBT as it is merely an abstract idea for them. Most of them did not encounter it in their early education, nor did they experience it during their training to become science teachers. No doubt, shifting to IBT must be a daunting task for them. In this talk, the researcher attempts to problematize the concept of IBT and conceptualizes it in relation to the epistemic beliefs and metacognitive awareness of the teachers and teacher educators. The talk proposes some ways for effective implementation of IBT that eventually lead to effective implementation of STEM education.   

Presenter Bio:

Currently, Dr. Rind is working as a Professor (BPS-21) and Head of the Education Department at Sukkur IBA University. He is also associated with Teachers College Columbia University, USA, and the Center of International Education, University of Sussex, UK as an International Research Fellow. Dr. Rind has a Master’s degree in English Literature with a gold medal, a second Master’s degree in Applied Linguistics, and a Ph.D. in Education from the University of Sussex, UK. He has a post-doctorate from Harvard University and a second post-doctorate from Columbia University, USA.

Dr. Rind worked for the Center of International Education, University of Sussex, and UNESCO before joining Sukkur IBA  in 2013. He is the pioneering head of the Education Department and has been leading the department since then. Dr. Rind has got many national and international awards including the Best University Teacher Award from HEC in 2016. Dr. Rind is a seasoned researcher and published more than 40 research papers/reports. He has conceptualized many research and management projects and successfully got various national and international projects worth PKR 1,335 million in the last eight years. He has conducted several trainings sponsored by national and international organizations. Dr. Rind is also a member of various national and international committees and has been highly vocal about quality education in general and quality teacher education in specific.

Prof Dr Shahid Siddiqui








Topic: Reconceptualizing Education in 21st Century

A renowned educationist, linguist, teacher, researcher, academic administrator, and a prolific writer, Dr Siddiqui obtained his PhD in Applied Linguistics from University of Toronto, Canada, M. Ed TESOL from University of Manchester, UK, and Postdoc research in Oxford University. He has worked on academic and administrative positions in some prestigious universities such as AKU,LUMS, GIKI, and NUML to name a few. He was Vice Chancellor of AIOU from 2014 to 2018. He is currently working as Dean, Faculty of Social Sciences, Media Studies, Art and Design in Lahore School of Economics. His books include Rethinking Education in Pakistan Perception, Practices, and Possibilities; Education, Inequalities, and Freedom: A Sociopolitical Critique; Language, Gender, and Power: The Politics of Representation and Hegemony in South Asia; Education Policies in Pakistan: Politics, Projections, and Practices; Aadhay Adhooray Khwab (a novel) ;Zair-e-Aasmaan (Urdu); Mausam e Khush Rang(Urdu)  ;Potohar:Khitta-e-Dilruba (Urdu), Ad Pora Khawab (Sindhi), Neem Ghari Khaboona (Pashto).