This panel examines diverse educational paradigms, from historical controversies in mission schools and early Chinese student journeys to innovative teaching practices in study-abroad programs and the impact of AI on academic information literacy.
Chit Shing So
Graduate School of Global Studies, Doshisha University, Ph.D Candidate
Title:
There Is No Necessity Constraining Us to Teach English to Those Native Youth: The ABCFM and the Controversy of English Education in the 1840s China's Mission School
Abstract:
Before the establishment of Tongwen Guan by the Qing government in 1862, which symbolized that China officially recognized the study of European languages as essential to the country, missionaries were one of the significant groups that taught the Chinese study of European languages. As early as 1839, since Samul R. Brown (1810-1880), an American missionary, took charge of the school of the Morrison Education Society, English had become an important part of missionaries to teach Chinese students. After that, the teaching of English was adopted by American missionaries and became one of the common lessons of the American Mission Schools in China. Nevertheless, not all the missionaries and home boards agreed that teaching English in the Mission schools was appropriate. In the former research, however, some theories, such as J. K. Fairbank's "Impact-response" and Paul A. Cohen's "Self-reflection," tried to focus on the Chinese side and discussed how the Chinese adopted and rejected Western knowledge. There was insufficient attention to the attitude of the Westerners, especially how and why some of the Westerners were against the Chinese studying Western knowledge, which also affected the Chinese, besides the factors of the Chinese side. This article is going to elucidate the controversy of English education in the 1840s China's Mission School, by using the manuscript from the archives of the ABCFM. It indicates how the study of foreign languages, especially English, in China was disturbed by the Westerner side, and reconsiders the outer influence towards the modernization (or Westernization) of China. (Refer to the speaker's profile page for full abstract)
Veronica Fu
University of Virginia, East Asian Collections Librarian
Title:
Reclaiming the Past: Uncovering the Educational Journey of Pu-Kao Chen, a Century-Earlier Chinese Student
Abstract:
Existing research on Boxer Indemnity Scholars often focuses on collective experiences or prominent individuals. This study departs from this trend by examining the educational journey of Pu-Kao Chen, a less prominent figure. Through in-depth archival analysis of personal writings, university records, and contemporary accounts, this research reconstructs Chen's academic path, highlighting his challenges and successes as a pioneering Chinese international student. By focusing on Chen's experiences, this study contributes to a more nuanced understanding of the diverse trajectories of early Chinese students in the United States, shedding light on a frequently overlooked segment of this population.
Hua Dong
Northeastern University, Coordinator of Chinese Language Program
Lauren Collins
University of Colorado Boulder, Assistant Teaching Professor
Title:
Collaborative Course Design: Engaging Students in Place-Based Learning in Faculty-Led Study-Abroad Programs
Abstract:
This paper examines the impact of engaging students as active participants in their own learning through faculty-led study abroad programs in Taiwan, highlighting how this approach deepens student learning and fosters stronger connections with the local community. Using two case studies from summer 2023 and 2024—a three-week program focused on “Memory and the Politics of Heritage” and a five-week program on “Taiwan: Language, Culture, and Society”— the presenters demonstrate how experiential learning projects that require students to plan and lead activities in the host country cultivate critical thinking, cultural empathy, creativity, group care, and flexibility.
This session will present practical strategies for implementing collaborative course design and field-based learning, addressing the challenges and successes encountered in these programs. By sharing rubrics, instructions, and student evaluations, we aim to offer insights into the transformative potential of experiential learning in study abroad settings and to inspire the integration of similar projects into other curricula. (Refer to the speaker's profile page for full abstract)
Shuqi Ye
University of Minnesota, East Asian Collections Librarian
Title:
Artificial Intelligence and Information Literacy in the Era of Academic Database-Enhanced Generative AI: Emerging Challenges, Novel Approaches, and Future Directions
Abstract:
In library science, information literacy refers to the ability to effectively use and evaluate information for research, problem-solving, decision-making, and communication. Key strategies for information literacy include evaluating information sources, employing effective search techniques, verifying accuracy, and understanding ethical considerations in information use. Librarians often work with educators to provide workshops and instruction to help students become familiar with these strategies and to develop critical thinking and reading skills. These existing information literacy strategies are increasingly challenged by the rapid development of Generative Artificial Intelligence (GenAI). The evolving landscape makes it more difficult to evaluate and verify information sources, and prompt engineering is beginning to replace traditional search strategies. Additionally, there is an urgent need to develop strategies for the ethical use of GenAI-generated information. The introduction of generative AI tools supported by academic databases brings both challenges and opportunities to academia and academic research. This paper presents a pioneering analysis of these new tools, focusing on the China National Knowledge Infrastructure (CNKI) database, a leading platform for academic search in China and among overseas users in Chinese Studies. In March 2024, CNKI launched CNKI SMART, a generative AI tool that is designed to perform tasks including analyzing materials, generating reports, summaries, and literature reviews, drafting research outlines, and copyediting. The advent of CNKI SMART and other academic database-anchored GenAI tools are transforming researchers’ and students’ search strategies and information behaviors. (Refer to the speaker's profile page for full abstract)
