---
title: WKU Faculty Activity Day 2026 | Schedule and Abstracts
description: Explore the WKU Faculty Activity Day 2026 schedule, speakers and full session abstracts. Expand each abstract to read more and find the registration link.
---

![Wenzhou-Kean University](https://ctl.wku.edu.cn/hubfs/%E5%BD%A9%E8%89%B2.jpg)

[Schedule](https://ctl.wku.edu.cn/en-us/2026-fad#schedule)[Registration](https://ctl.wku.edu.cn/en-us/2026-fad#registration)[About](https://ctl.wku.edu.cn/en-us/2026-fad#about)

Wenzhou-Kean University

# WKU Faculty Activity Day 2026

November 10, 2026

[Register](https://ecnlno5t1qg6.feishu.cn/share/base/form/shrcnb1Q7ycOzowRdDI5iD0sYad)[View schedule](https://ctl.wku.edu.cn/en-us/2026-fad#schedule)

Wenzhou-Kean University

# WKU Faculty Activity Day 2026

November 10, 2026

## Event schedule

| Time | Agenda | Location |
| --- | --- | --- |
| 8:45 a.m. | Welcome | SLAC B103 |
| 9:00–10:00 a.m. | **Portfolio Development & Faculty Connections** Eric Yang & Aloy Wong |  |

## Parallel sessions

| Time | CBPM A301 | CBPM A302 |
| --- | --- | --- |
| 2:30–3:20 p.m. | Beyond Publishing More: Strategies for Securing High-Impact Publications and Global Research Visibility Adebayo Saheed Adewale View abstract In an increasingly competitive higher education environment, academic success is measured not merely by the number of publications produced but also by their quality, scholarly impact, visibility, and contribution to knowledge and societal development. Despite growing pressure on academics to publish, many researchers face challenges in identifying appropriate journals, developing compelling manuscripts, navigating the peer-review process, and ensuring that their research reaches relevant global audiences. This workshop aims to equip academic staff with practical strategies to enhance publication quality, secure placements in reputable international journals, and strengthen their global research visibility. Specifically, the workshop will explore approaches to identifying significant research gaps, developing theoretically grounded and methodologically rigorous studies, aligning manuscripts with journal aims and scopes, and selecting appropriate publication outlets indexed in internationally recognized databases. It will also examine effective manuscript preparation, academic writing, constructive responses to reviewers, and strategies for overcoming common reasons for manuscript rejection. Beyond publication, the workshop will highlight strategies to increase research discoverability and scholarly influence through researcher profiles, persistent digital identifiers, academic networking platforms, conference participation, strategic collaboration, and responsible dissemination of research. Participants will also consider the ethical dimensions of scholarly publishing, including predatory journals, publication misconduct, authorship practices, and responsible use of artificial intelligence in academic writing. By integrating practical guidance with sustainable research development strategies, the workshop seeks to foster a research culture that prioritizes excellence, integrity, innovation, and international collaboration. Ultimately, participants will be better positioned to transform their research efforts into high-quality scholarly outputs that attract citations, inform policy and practice, strengthen institutional research performance, and enhance both individual academic careers and their universities’ global reputation. | Graded Readers: Supporting Student Engagement and Language Learning Lana Vikhnevich View abstract This interactive workshop explores the pedagogical benefits of graded readers and their potential to support student engagement, reading fluency, vocabulary development, and independent learning. Drawing on research on extensive reading and my classroom experience teaching ESL 0305 at WKU, I will share preliminary findings from 212 recorded student responses about their experiences reading graded readers, including their perceptions of reading interest, difficulty, and engagement with the texts. Participants will have an opportunity to participate in a short, graded reading activity, examine selected findings and student reflections, and discuss practical ways to incorporate accessible reading materials into their own teaching. The workshop will also invite colleagues to consider how learner choice, appropriately leveled materials, and meaningful reflection can support student-centered learning across different teaching contexts. |
| 3:30–4:20 p.m. | Assessment Susan Ahern & Neva Lozada View abstract Kean University's transition to Watermark Course Evaluations & Surveys reflects a collaborative effort among the Division of Strategic Analytics and Data Illumination (SADI), the Office of Accreditation and Assessment (OAA), Academic Affairs, and faculty. Through a shared decision-making process, these stakeholders selected a platform designed to enhance the course evaluation experience, increase student participation, and provide meaningful data to support continuous improvement. This presentation will highlight the collaborative selection process, key features of the new platform, its integration with Canvas, and how Watermark supports faculty engagement, informed decision-making, and the University's ongoing commitment to academic excellence and student success. | From Prompt to Practice: A Hands-On Workshop on AI for Teaching, Assignment Design, and Academic Integrity Ali Bahadur View abstract Generative AI tools are now part of how students study, write, and solve problems. The question for faculty is no longer whether to engage with AI, but how to do so in ways that improve learning and protect academic integrity. This hands-on workshop gives colleagues from all disciplines a practical, low-pressure space to try AI tools on their own teaching materials. The session begins with a short overview of how AI can support teaching. Examples include drafting lesson plans and rubrics, generating practice questions and worked examples, giving formative feedback, and building scenario-based activities. I will draw on examples from my own chemistry lecture and laboratory courses. Participants will then work in small, cross-disciplinary groups on three activities: 1. Using structured prompts to create a teaching resource for one of their own courses. 2. Testing an existing assignment against AI and redesigning it so that it emphasizes process, reflection, and authentic application. 3. Discussing short case scenarios on responsible AI use, disclosure, and academic integrity. The session closes with a group discussion where colleagues share strategies, concerns, and course AI policies that have worked for them. Each participant leaves with a practical resource they created during the session and a sample AI use policy statement they can adapt for their syllabus. Participants are encouraged to bring a laptop and one assignment or lesson they would like to work on. No prior AI experience is needed. |
| 4:30–5:20 p.m. | Difference as Dynamism: Leveraging Personality Differences for High-Powered Collaboration Chris Friend & Melissa Libbey View abstract This interactive session invites faculty to see personality differences as a source of strength in collaborative work. Using the Myers-Briggs Type Indicator (MBTI) as a framework, participants will complete a quick self-assessment and reflect on how their own strengths and needs show up in group settings. We will share anecdotes highlighting how our two-year collaboration has earned us an on-campus reputation as a dynamic duo, responsible for more production and coordination than many believe possible. Participants will then brainstorm the skills they bring to group projects and the tasks they find challenging, leaving with practical ideas for building more complementary, high-functioning teams. | AI Disclosure in Business Journal Submissions Li Bo View abstract Share observations of top business journal AI policies, and audience can understand restrictions, disclosures, and practical considerations of using AI in their journal manuscripts. |

## Evening program

| Time | Agenda | Location |
| --- | --- | --- |
| 5:30–6:30 p.m. | Dinner & keynote Jing Wang · Xi'an Jiaotong-Liverpool University View abstract Drawing on the digital transformation practices of Xi’an Jiaotong-Liverpool University (XJTLU), this sharing explores how the rapid advancement of artificial intelligence is reshaping education, driving a fundamental shift from the traditional teacher–student dyadic interaction towards a teacher–student–AI triadic model. It will also share thoughts of how students, educators, and educational institutions can navigate digital and AI-driven transformation to prepare for the future of education. | SLAC B103 |
| 6:30–7:30 p.m. | Research Fund Management and Social Service at WKU Jiajun Bao & Yi Zhan | SLAC B103 |

## Event schedule

| Time | Agenda | Location |
| --- | --- | --- |
| 8:45 a.m. | Welcome | SLAC B103 |
| 9:00–10:00 a.m. | **Portfolio Development & Faculty Connections** Eric Yang & Aloy Wong |  |

## Parallel sessions

| Time | CBPM A301 | CBPM A302 |
| --- | --- | --- |
| 2:30–3:20 p.m. | **Beyond Publishing More: Strategies for Securing High-Impact Publications and Global Research Visibility** Adebayo Saheed Adewale | **Graded Readers: Supporting Student Engagement and Language Learning** Lana Vikhnevich |
| 3:30–4:20 p.m. | **Assessment** Susan Ahern & Neva Lozada | **From Prompt to Practice: A Hands-On Workshop on AI for Teaching, Assignment Design, and Academic Integrity** Ali Bahadur |
| 4:30–5:20 p.m. | **Difference as Dynamism: Leveraging Personality Differences for High-Powered Collaboration** Chris Friend & Melissa Libbey | **AI Disclosure in Business Journal Submissions** Li Bo |

## Evening program

| Time | Agenda | Location |
| --- | --- | --- |
| 5:30–6:30 p.m. | **Dinner & keynote** Jing Wang · Xi'an Jiaotong-Liverpool University | SLAC B103 |
| 6:30–7:30 p.m. | **Research Fund Management and Social Service at WKU** Jiajun Bao & Yi Zhan |  |

## Session abstracts

Select a session below to read its full abstract. Select it again to close.

2:30–3:20 p.m. · CBPM A301 · Adebayo Saheed Adewale

### Beyond Publishing More: Strategies for Securing High-Impact Publications and Global Research Visibility

In an increasingly competitive higher education environment, academic success is measured not merely by the number of publications produced but also by their quality, scholarly impact, visibility, and contribution to knowledge and societal development. Despite growing pressure on academics to publish, many researchers face challenges in identifying appropriate journals, developing compelling manuscripts, navigating the peer-review process, and ensuring that their research reaches relevant global audiences.

This workshop aims to equip academic staff with practical strategies to enhance publication quality, secure placements in reputable international journals, and strengthen their global research visibility. Specifically, the workshop will explore approaches to identifying significant research gaps, developing theoretically grounded and methodologically rigorous studies, aligning manuscripts with journal aims and scopes, and selecting appropriate publication outlets indexed in internationally recognized databases. It will also examine effective manuscript preparation, academic writing, constructive responses to reviewers, and strategies for overcoming common reasons for manuscript rejection.

Beyond publication, the workshop will highlight strategies to increase research discoverability and scholarly influence through researcher profiles, persistent digital identifiers, academic networking platforms, conference participation, strategic collaboration, and responsible dissemination of research. Participants will also consider the ethical dimensions of scholarly publishing, including predatory journals, publication misconduct, authorship practices, and responsible use of artificial intelligence in academic writing.

By integrating practical guidance with sustainable research development strategies, the workshop seeks to foster a research culture that prioritizes excellence, integrity, innovation, and international collaboration. Ultimately, participants will be better positioned to transform their research efforts into high-quality scholarly outputs that attract citations, inform policy and practice, strengthen institutional research performance, and enhance both individual academic careers and their universities’ global reputation.

2:30–3:20 p.m. · CBPM A302 · Lana Vikhnevich

### Graded Readers: Supporting Student Engagement and Language Learning

This interactive workshop explores the pedagogical benefits of graded readers and their potential to support student engagement, reading fluency, vocabulary development, and independent learning. Drawing on research on extensive reading and my classroom experience teaching ESL 0305 at WKU, I will share preliminary findings from 212 recorded student responses about their experiences reading graded readers, including their perceptions of reading interest, difficulty, and engagement with the texts.

Participants will have an opportunity to participate in a short, graded reading activity, examine selected findings and student reflections, and discuss practical ways to incorporate accessible reading materials into their own teaching. The workshop will also invite colleagues to consider how learner choice, appropriately leveled materials, and meaningful reflection can support student-centered learning across different teaching contexts.

3:30–4:20 p.m. · CBPM A301 · Susan Ahern & Neva Lozada

### Assessment

Kean University's transition to Watermark Course Evaluations & Surveys reflects a collaborative effort among the Division of Strategic Analytics and Data Illumination (SADI), the Office of Accreditation and Assessment (OAA), Academic Affairs, and faculty. Through a shared decision-making process, these stakeholders selected a platform designed to enhance the course evaluation experience, increase student participation, and provide meaningful data to support continuous improvement.

This presentation will highlight the collaborative selection process, key features of the new platform, its integration with Canvas, and how Watermark supports faculty engagement, informed decision-making, and the University's ongoing commitment to academic excellence and student success.

3:30–4:20 p.m. · CBPM A302 · Ali Bahadur

### From Prompt to Practice: A Hands-On Workshop on AI for Teaching, Assignment Design, and Academic Integrity

Generative AI tools are now part of how students study, write, and solve problems. The question for faculty is no longer whether to engage with AI, but how to do so in ways that improve learning and protect academic integrity. This hands-on workshop gives colleagues from all disciplines a practical, low-pressure space to try AI tools on their own teaching materials.

The session begins with a short overview of how AI can support teaching. Examples include drafting lesson plans and rubrics, generating practice questions and worked examples, giving formative feedback, and building scenario-based activities. I will draw on examples from my own chemistry lecture and laboratory courses. Participants will then work in small, cross-disciplinary groups on three activities:

1. Using structured prompts to create a teaching resource for one of their own courses.
2. Testing an existing assignment against AI and redesigning it so that it emphasizes process, reflection, and authentic application.
3. Discussing short case scenarios on responsible AI use, disclosure, and academic integrity.

The session closes with a group discussion where colleagues share strategies, concerns, and course AI policies that have worked for them. Each participant leaves with a practical resource they created during the session and a sample AI use policy statement they can adapt for their syllabus. Participants are encouraged to bring a laptop and one assignment or lesson they would like to work on. No prior AI experience is needed.

4:30–5:20 p.m. · CBPM A301 · Chris Friend & Melissa Libbey

### Difference as Dynamism: Leveraging Personality Differences for High-Powered Collaboration

This interactive session invites faculty to see personality differences as a source of strength in collaborative work. Using the Myers-Briggs Type Indicator (MBTI) as a framework, participants will complete a quick self-assessment and reflect on how their own strengths and needs show up in group settings. We will share anecdotes highlighting how our two-year collaboration has earned us an on-campus reputation as a dynamic duo, responsible for more production and coordination than many believe possible.

Participants will then brainstorm the skills they bring to group projects and the tasks they find challenging, leaving with practical ideas for building more complementary, high-functioning teams.

4:30–5:20 p.m. · CBPM A302 · Li Bo

### AI Disclosure in Business Journal Submissions

Share observations of top business journal AI policies, and audience can understand restrictions, disclosures, and practical considerations of using AI in their journal manuscripts.

5:30–6:30 p.m. · SLAC B103 · Keynote: Jing Wang

### Dinner & keynote

Jing Wang · Xi'an Jiaotong-Liverpool University

Drawing on the digital transformation practices of Xi’an Jiaotong-Liverpool University (XJTLU), this sharing explores how the rapid advancement of artificial intelligence is reshaping education, driving a fundamental shift from the traditional teacher–student dyadic interaction towards a teacher–student–AI triadic model.

It will also share thoughts of how students, educators, and educational institutions can navigate digital and AI-driven transformation to prepare for the future of education.

Please complete the registration form to register for WKU Faculty Activity Day 2026.

[Register](https://ecnlno5t1qg6.feishu.cn/share/base/form/shrcnb1Q7ycOzowRdDI5iD0sYad)

## About Faculty Activity Day

As the WKU faculty community grows, Faculty Activity Day (FAD) creates opportunities for colleagues to connect, exchange experiences, and learn from one another across disciplines.

Complementing existing PDD activities, FAD helps new colleagues feel welcome and supported, strengthens connections across the faculty community, and encourages collaborations that continue beyond the event.

Wenzhou-Kean University · Center for Teaching and Learning