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Anaheim University will hold a virtual 2020 TESOL Residential Session from Thursday, August 27th to Saturday, August 29th, 2020. Anaheim University’s M.A. and Ed.D. in TESOL students from around the world will join sessions related to “Adaptability in TESOL“. Certain sessions will be made open to the public. There is no charge to attend open sessions. However, registration is required. To register for the Open TESOL Seminars, click here. The sessions will be led by Anaheim University’s distinguished TESOL faculty and guest speakers, including: Dr. David Nunan, David Nunan TESOL Institute Director, founding Dean of the Anaheim University Graduate School of Education & former President of TESOL International Association Dr. Rod Ellis, Anaheim University Senior TESOL Professor & Founding Department Chair Dr. Luke Plonsky, Anaheim University Graduate TESOL Director Dr. Hayo Reinders, Anaheim University Graduate School of Education Chair of Research Dr. Kathleen Bailey, former President of TESOL Dr. Brian Tomlinson, Anaheim University TESOL Prof & Materials specialist Dr. Andy Curtis, Anaheim University TESOL Prof & former President of TESOL Dr. Ken Beatty, Anaheim University TESOL Prof Dr. Jo Mynard, Anaheim University TESOL Prof Dr. Masatoshi Sato, Anaheim University Associate TESOL Prof Dr. Shartriya Collier, Nevada State College School of Education Associate Dean Dr. Sandra McKay, Anaheim University TESOL Prof Dr. Julie Choi, Anaheim University Alumnus & University of Melbourne Senior Lecturer in Education (Additional Languages) Dr. Tamara Myatt, Anaheim University Akio Morita School of Business Prof Dr. Raphael Raphael, Anaheim University Akira Kurosawa School of Film Professor Dr. Vivian Bussinguer-Khavari, Anaheim University Assistant TESOL Prof These workshops are part of Anaheim University’s online graduate degree programs in TESOL: Online Master of Arts in Teaching English to Speakers of Other Languages (MA in TESOL) Online Doctor of Education in Teaching English to Speakers of Other Languages (Ed.D. in TESOL) To register for the Open TESOL Seminars, click here. Tentative 3-Day Schedule (Subject to change) All times are Pacific Daylight Time (PDT). Click here for a World Time Converter.  * Session Numbers 3, 4, 7, 8, 12, 13 & 14 in red are open to the public Abstracts Then Came COVID: Adapting TESOL for a Post-Pandemic World Andy Curtis, Ph.D.: Click here for Bio Before embarking on a career in applied linguistics and language education, I worked for some years in hospitals in England, as a Medical Science Officer, primarily in the areas of obstetrics, gynaecology and pediatrics. As part of my training, we had to read Charles Darwin’s 1859 book, On the Origin of Species, in which he discusses the importance of Biological Adaptability. Because of my life sciences background, I start by approaching the notion of Adaptability from a Darwinian perspective. Combining my life science professional origins with my later-in-life career in language education, I noticed that one of the mis-used phrases from Darwin was “survival of the fittest”. In Nazi Germany, that phrase was taken to mean that the strongest would survive, while the weakest would die. However, what Darwin meant was that those plants and animals that are the most adaptable to changes in their environment will thrive. Fast forward around 160 years, and we are now all living through the experience of a global pandemic, the first for more than a century, which has led to renewed interest in Darwin’s work. In this workshop, we will, then, consider what we mean by Adaptability, in relation to TESOL, today and in the years to come. Adaptability of Research to the Classroom Masatoshi Sato, Ph.D. Click here for Bio Adaptability of L2 research to the classroom has been an issue since the 1990s. Despite researchers’ hope, practitioners rarely see the way in which empirical findings are effectively used in their classes. The central question is: “Is research really useful for teaching?” In this talk, I first discuss the current issues related to the research-pedagogy link. I will then focus on studies designed to make L2 theories more relevant to classroom teaching. Specifically, I will tap into learner psychology (e.g., L2 motivation, willingness to communicate, and metacognition) and how this research can be meaningfully used in the classroom. The talk includes some activities of adapting research findings to pedagogical technique. Supporting Language Learners Beyond the Classroom: Theory and Practice Jo Mynard, Ph.D. Click here for Bio Classroom instruction for language education is only one part of the language learning experience, and in this talk I would like to move away from the classroom and focus specifically on ways in which we can support learners outside the classroom. This kind of support, often known as self-access language learning (SALL), can take several forms, for example: providing materials, spaces, and facilities for learning; ensuring access to communities of TL speakers; offering language support and practice opportunities; and providing targeted support for individual learners through advising. SALL spans five decades and has seen many changes as we have learned more about how people learn languages and have drawn on different theoretical trends. This talk will touch briefly on how the field is shifting, and look at examples of SALL in practice. As we will see, it is important to ensure that we are supporting language development and also the development of language learner autonomy. Theory, Research and Practice in Language Teaching and Learning David Nunan, Ph.D. Click here for Bio This presentation will cover: What do we mean by ‘theory’ and ‘research’?; research paradigms: positivist and naturalistic research; research procedures; three traditions in language learning theory, research and practice: behaviourism, innatist/cognitivist approaches, socio-constructivism; and pedagogical applications of socio-constructivism: a closer look Social Identity and Language Development in Study Abroad Rod Ellis, Ph.D. Click here for Bio Study abroad constitutes an ideal context for investigating the relationship between second language learners’ social identities and their language development. Two broad but not distinct phases in study abroad research can be distinguished corresponding to before and after the advent of the social turn in second language acquisition studies. The earlier phase was predominantly concerned with documenting the L2 development and whether and in what ways L2 development in study abroad learners differed from stay-at-home classroom learners. The later phase

Clayton Mwaka, ME, CPA-U Director Clayton & Company 1) Why did you choose Anaheim University? I must say that I came across Anaheim University much later during my search, after spending several weeks considering options and even writing to some Universities, before making a decision. I had been considering doing a Master in Entrepreneurship for about two years before but had not gotten around to making a decision. The focused search commenced after I made a decision to proceed with the program. Principally, I found Anaheim fees affordable in light of several issues, and the online approach also could enable me to study from whichever part of the world I was in. The profiles of the faculty also greatly impressed me. 2) Can you tell us briefly about your career? I have been working in various roles for the last 27 years, since 1992, when I concluded my Bachelor of Commerce degree (specializing in accounting), at Makerere University in Kampala. I later studied ACCA (which I did entirely with home study without a single lecture) and became a Fellow of the Association of Chartered Certified Accountants (FCCA), and also a Certified Public Accountant of Uganda (CPA-U). The Anaheim ME program followed my M.Sc in Professional Accounting with University of London. I began my career as an accountant, and later worked in positions such as Group Accountant, Principal Internal Auditor, Financial Controller, Managing Partner (in external audit and consulting), and Finance Director/Chief Financial Officer. My work history has covered industries such as chemicals and pharmaceuticals, food (FMCG) and animal feeds, building and construction (steel industry), external audit and consulting, and commodities (coffee). I worked in several Groups of companies in Uganda, and also did expatriate assignments in Nigeria and Tanzania. Beyond my core accountancy profession, I’m also a Certified Business Mentor under ACCA, Youth Business International (YBI) and Enterprise Uganda partnership, and in that I mentored a few young entrepreneurs. I have also written and published two books so far. I enjoy tapping from great minds of other people through reading books. I enjoy doing several things beyond core accounting, since I like developing capacity in people and organizations. I thrive in challenging and multi-tasking environments that provide solutions and change, so in reality my career and activities go way beyond professional accounting. I sometimes find pure accounting boring, but I’m not a boring accountant. 3) Why did you choose to earn a ME? I have always believed that entrepreneurship can provide various solutions to the challenges of humanity; hence my keen interest in it. That partly resulted into the book entitled ‘The Wise Entrepreneur’ which I published several years back (available on Amazon), and also blogging on various entrepreneurship issues. I have also been involved in several start-ups and mentoring young entrepreneurs as mentioned earlier. The Anaheim ME to me was like sharpening my skills further: to be able to add more value to entrepreneurship globally, whilst also positively impacting other enterprises and entrepreneurs generally towards creating value as well as having better societies and providing solutions to some of the challenges of humanity. 4) What do you like best about the program? The ease of accessing various professors running the courses was a big plus for me. Other things I liked included interfacing with globally renowned experts and leaders (non-academic) arranged occasionally by the University for the Real-time Meetings, the very engaging and continuous online discussions amongst students and professors with various perspectives, and the global diversity amongst students attending the program. 5) What was your favorite course from the program? I particularly enjoyed Entrepreneurial Innovation (ENT 500), in which we formed teams for a simulation exercise we did for several weeks, managing a carbon bike business globally. Due to the small class, our team comprised only two of us, Junie Djamen (an origin of West Africa who migrated to the US) and me, based in Uganda. This online exercise involved making real business decisions spanning the entire business, such as business strategy, product design and manufacturing, selling and distribution, financing, human capital etc. I found this very useful because it enables students to understand and appreciate practical and real world business issues. We made use of logical decision making, feedback from the market, and synchronization of our decisions to dominate the market for three weeks (equivalent to 3 years) out of the six weeks, but also learnt very hard lessons by underestimating our competitors’ potential to adapt and fight back, which made us lose significant market share during the last (sixth) week. We did not have the opportunity to make a powerful comeback as the exercise ended (to my disappointment). Another very interesting thing in this program was the study of Hybrid organizations such as Grameen Danone Foods Ltd. (a Social Business), Sanergy: Tackling Sanitation in Kenyan Slums, among others. Some of these social enterprises are a notch higher in addressing social problems, compared to the common CSR phrases and activities we see around. 6) How do you balance the time required to study while working full-time? This is not an easy thing, and I’m sure everyone faces some challenges. Oftentimes I could study in the middle of the night during working days, and also for many hours over weekends, to catch up with the pace of study and also doing weekly assignments on time. I did not see any easier way to handle this other than sacrificing more time. I also got used to working and doing academic reading while travelling by road and air. Oftentimes transit time at airports was very useful time to catch up with some assignments. 7) Do you feel you were part of a learning community? Absolutely! The online academic community was quite engaging and I loved the online discussions on various topics. The professors were also actively participating in these online activities and I found this very valuable. Moreover, having at least two online meetings with our professors, each lasting at least an hour, sometimes with very distinguished guests from

Amit Pattnaik Senior Business Development Officer Informit RMIT (Royal Melbourne Institute of Technology) University 1) Why did you choose Anaheim University? Anaheim University was an obvious choice for me as they were the only one who were in the sweet spot of affordability, flexibility (being completely online) and most importantly offering a MBA in Sustainable Management. I didn’t want to do just another generic business degree as I already had a master’s degree in international business and was aware of the traditional business concepts. I was looking to learn more about how the social and environmental aspects work together with business and hence I chose the Green MBA from Anaheim University. 2) Can you tell us briefly about your career? I have worked in the knowledge industry since 2010 and have been in various managerial positions in both for-profit and not-for-profit organisations. I currently work at informit – a business unit of the prestigious RMIT University in Melbourne, where I look after the digital library resources. These resources span from journals and databases to training assets used in teaching and learning throughout Australian universities, colleges, and government institutions. I have always been passionate about teaching and learning, and I believe that if we can change how we teach today, we can change how we will be treated tomorrow. 3) Why did you choose to earn a Green MBA? I opted for a Green MBA because I believe that it is tomorrow’s MBA, which prepares you as a business professional for the next generation. While a traditional MBA degree provides you with a thorough understanding on business concepts like finance, accounting, marketing and management, it fails to touch on the real soul of business, which is to create value on three fronts of profit, people and the planet. This sustainable approach towards business is what attracted me towards the Green MBA, where all the traditional concepts were examined and debated from a social and environmental lens. 4) What do you like best about the program? There are many things which I loved. Firstly, the content which was delivered mostly faultlessly through the Learning Management System (LMS). Secondly, the educators, most of whom had several years of experience in both the industry and in academia. Thirdly, my peers who were working professionals like me from all over the world. Finally, and perhaps the best feature for me – the flexibility which allowed me to complete my course while working full time. 5) What was your favorite course from the program? I had a few that I enjoyed learning about, but my pick of the lot will have to be “BUS 535 Triple Bottom Line Accountability and Management”, with “Social Entrepreneurship Strategy” coming in a close second. The thing about Triple Bottom Line Accountability is that it talks about the balance of profit, people, and planet. We have long been taught that profit is good as it alone is the answer to improving all other issues in our communities and the environment. Therefore we should pursue it at all and any cost, and this is where understanding the correlation between the 3-Ps is so crucial for all future business leaders. 6) How is the experience studying online? It was my first time doing a fully online course and I enjoyed the online studying experience. The learning management system was clean and very easy to understand and navigate with weekly tasks laid out at the start of every unit. It helped me immensely in juggling study and work by allowing me to study from anywhere and at any time. 7) How do you balance the time required to study while working full-time? This was truly challenging, but then nothing substantial in life comes easy. Thinking about it in hindsight, I wouldn’t have had it any other way as the satisfaction that followed upon completion was unparalleled. One thing that helped immensely was that I had the best study partner in Stephen Mason, and we both shared the planning responsibilities. Stephen prepared a thorough study guide in the first couple of days of the course being live and we followed it throughout the length of the course. We knew exactly when a paper was due, when readings were due and when to setup team meetings for group assignments. This kept me organised through my entire MBA journey. I used to stipulate at least an hour every day after work to do some reading and research and did most of the heavy lifting of writing assignments and projects on weekends. One of the areas that was affected the most was my social interactions, but I can say now that it was all worth it in the end. 8) Do you feel you were part of a learning community? Yes, very much so. I always made the effort to know my class mates from all around the world and had discussions on various concepts throughout the course. I also loved the online guest lectures (one of the highlights) conducted by reputed industry professionals and thought leaders. 9) What was the most unusual location you joined an online class or discussion forum from so far? It was from an airport lounge in Singapore while I was on my way to attend our annual sales conference in Bangkok in January 2018. I remember finding a quiet corner in the lounge and using the airport Wi-Fi to login to our online class. I had to carry my laptop in my hand all the way to the boarding gate to maximize my participation. Although not ideal it sure was memorable. Apart from this, I have written assignments and attended online classes from hotel rooms after client meetings and while I was traveling in Europe in April 2018. My most beautiful location was overlooking the snow-covered mountains at the Hallstatt lake in Austria. 10) What would you say to someone who is hesitant about studying online? Studying online is fun! It’s not always easy as there will be technical difficulties if

Anaheim University Ferrotec Akira Yamamura Scholarship 2 students can earn a full scholarship towards an Anaheim University online Master of Business Administration (MBA) degree program Applicants can apply the scholarship to 1 of these 3 online degree programs: Online International MBA Online MBA in Global Sustainable Management Online Master of Entrepreneurship Applicants must meet Anaheim University’s MBA entrance requirements. Applicants must express an interest in being considered for future employment by Ferrotec. However, being awarded a scholarship does not guarantee that an offer of employment will be made to the scholarship recipient. Applicants with Heat Transfer, Physics, Chemical Engineering, Mechanical Engineering, International Business / bilingual (English + 1 other language) language skills/experience will be given preferential consideration. Scholarships will be awarded on a merit basis based on the applicant’s qualifications. Applicants must maintain standards set forth by the Scholarship Committee and/or the University’s administration in order to remain in good standing and continue to receive the scholarship funding throughout the remainder of their program. Scholarship recipients are expected to maintain a minimum of a B average at all times and complete each course with a minimum of a 3.0 grade. Scholarship recipients must also remain continuously enrolled from the commencement of their program through graduation. Skipped terms are only allowed with special permission from the University’s Dean. Scholarship Application Requirements Scholarship Applicants must submit: – standard application materials required for an Anaheim University online MBA or Master of Entrepreneurship program. Click here for a list of program entrance requirements. – a 1,000 word essay outlining: How you feel the Anaheim University degree will benefit you Why you would like to be considered for possible employment by Ferrotec upon graduation Your area of academic and professional specialization To Apply: Click here to complete the online application form. E-mail 1,000-word scholarship application essay to ausupport @ anaheim.edu Application Deadline March 20, 2020 Scholarship Recipients Announced April 17, 2020: Applications are being reviewed and will be announced within 10 business days MBA Program Start Date May 11, 2019 About Ferrotec Founded in 1980, Ferrotec is headquartered in Tokyo, Japan with locations in Japan, U.S.A., China, South Korea, Taiwan, Malaysia, Singapore, Germany, Spain, France, Italy, and Russia. Ferrotec is a diversified technology company with a worldwide presence in a broad array of end products, manufacturing systems, and industries. Ferrotec provides its customers with advanced material, component, and assembly solutions that make their products work better, more precisely, and more reliably. Founded on a technology core of Ferrofluid magnetic liquid and Ferrofluidic® sealing products, the company and its product portfolio have grown to meet the evolving needs of its customers. Ferrotec is now a global enterprise characterized by substantial intercompany cooperation in research, manufacturing and marketing of products. The Ferrotec Group contributes to society as a manufacturer, and a company whose progress brings joy to its customers, shareholders, employees, business partners, the community, and all of its stakeholders. Ferrotec has grown to what it is today through the pioneering and innovative spirit of its President and Representative Director Dr. Akira Yamamura About Dr. Akira Yamamura Dr. Akira Yamamura, who is an Executive Advisory Board member of Anaheim University, established Ferrotec with two people in 1980. At the time, he was president of the Japanese subsidiary of Ferrofluidics Corporation, after joining the company as an engineer. In 1987, he led a management buy-out of the company and then in 1999 acquired the former parent company. Dr. Yamamura has grown Ferrotec to become one of the most important companies in the electronics industry, with annual revenue growing to approximately US$680 million, 27 subsidiaries and more than 5,400 employees in Japan, the US, Europe and Asia. The original business of the company was distributing Vacuum Feedthrough, which applies Ferrofluid, magnetic field. Vacuum Feed-through is a key component to shield the vacuum environment, and utilized in semiconductor equipment, single crystal silicon ingot grower, FPD equipment, and thin film equipment for photovoltaic application. In 2012, Dr. Akira Yamamura was ranked #24 in Ernst & Young’s “World Entrepreneur of the Year” awards.

Stephen Mason Executive Officer The Duke of Edinburgh Victoria 1) Why did you choose Anaheim University? The program through the Kisho Kurokawa Green Institute offered a program unlike any I’d seen in Australia, and the program delivery of sequential learning (rather than concurrent) allowed for a deep immersion in the material whilst balancing other work and impact priorities. 2) Can you tell us briefly about your career? I spent the majority of my 20 year career developing businesses, in finance, retail, manufacturing and education. I run a medium sized not-for-profit and am two years into an impact growth phase. My other roles include strategic development, formation and value proposition design with 5-8 co-ops and social enterprises with a focus on people and the environment, and lecturing and advisory work for several Australian Universities. I feel immensely privileged to be able to spend all of my time in impact areas that I’m passionate about. 3) Why did you choose to earn a Green MBA? Alternative MBAs do not blend socio-environmental dimensions into their programs in a meaningful way. I feel I have some ability to comment on this, due to my prior role running Australia’s largest provider of information services within Academia. Our sector suffers from ‘old ways’ of thinking, silo mentalities, and a lack of an ability to articulate the value it creates. I was hoping the Green MBA would provide me with additional skills in this area, and wasn’t disappointed. 4) What do you like best about the program? The experience and point of views shared by other students was a highlight, as was the majority of our lecturers, the content was amazing – but the best thing was the program design. It allowed for deep digestion of the content, enabled critical thinking to flourish (rather than rote regurgitation), and thankfully allowed the freedom to relate the material to real world problems and interests that were close to my heart. 5) What was your favorite course from the program? Based on course content, and the lecturer it was an equal tie. Corporate Social Responsibility and Ethics, and Triple Bottom Line Accountability and Management which were both delivered by Prof. Mayberry were highly useful, challenging and enjoyable. 6) How is the experience studying online? This was one of the key areas I evaluated Anaheim on prior to applying, and my expectations were exceeded. Student support services were fast, friendly and accurate; the course structure and delivery were very good; and Anaheim was successful in bringing a diverse and dispersed group together. 7) How do you balance the time required to study while working full-time? I write a guide for every subject that tells me what I am doing when, and the value of each component. This allowed me to identify timing issues in advance, and understand what I could lower my focus on if need be. I ensured that my board, team, and family understood how I was managing my time, and completed all my studies from a consistent place that I’m used to being productive in. I would meditate when I needed to shift brain states in order to work effectively and efficiently. 8) Do you feel you were part of a learning community? I did. The program design creates the opportunity for students to participate in a meaningful way, and there were enough highly engaged students and lecturers to enable frequent guided and non-guided discussion. 9) What was the most unusual location you joined an online class or discussion forum from so far? I had to do an online class in the middle of a 2,500km solo motorcycle ride. I was in Scotia NSW, a desolate spot in the middle of the Australian Outback during summer. I managed to identify a cell-tower a few hundred kilometres from my intended route which had enough bandwidth to use video conferencing. It was 46 Celsius (115F), and I recall the facilitator ended up turning off my camera, presumably because my face was covered in flies and distracting my fellow students. 10) What would you say to someone who is hesitant about studying online? My experience was that the majority of our cohort made a bigger effort to connect and support each other than what I typically see through on-campus study. Create a consistent place and time to undertake your studies and be present in your interactions. 11) Do you feel the Green MBA will help to develop your career? It already has, and I expect it will continue to do so. The unique mix of commercial and impact development skills is a huge advantage and has allowed me to take on new consultancy roles in sectors I did not have a sufficient skillset previously. 12) What is your career plan after completing the Green MBA ? Design and deliver a new strategic phase within non-formal youth education, allowing Australia to better support the development of tomorrows leaders. Introduce our recently developed Mutual Value Measurement framework to the co-operative and mutual enterprise (CME) sector in Australia. Work with Australian CME industry to bring fair trade principles on-shore, by paying their domestic staff a living wage. 13) What advice would you offer to the Anaheim University incoming students? Create a study plan that is realistic and takes into account the economy of effort. Be present. Study to understand not for a grade – it’s pointless getting an A if you can’t use what you’ve learned.

Anaheim, CA — Anaheim University will host a special information session in Tokyo for its onlne MBA and Doctor of Business Administration programs at the Wesley Center in the Minami Aoyama area of Minato-Ku, Tokyo. Anaheim University is currently offering a new tuition relief program for a $5,000 accredited online MBA, and a $10,000 accredited online DBA to 100 incoming students, making these online programs the most affordable MBA and DBA on today’s market, and allowing students to graduate debt-free.  Each of the 6-week business courses that comprise the MBA and DBA programs also include live, real-time online seminars led by business and industry experts, offering students an interactive international experience without having to travel beyond their home or work, thus keeping the focus on quality as well as affordability. Anaheim University’s Online MBA / DBA Orientation in Tokyo Date: Saturday, April 15th, 2017 Time: 10:00 am to 11:30 am Location: Wesley Center: Mosaic Room 201 6-10-11 Minami Aoyama Minato-ku, Tokyo, 107-0062 Japan Access information: http://wesley.or.jp/english/access/index.html To RSVP, please contact Anaheim University’s Admissions Office (support@anaheim.edu). The MBA in International Business, MBA in Sustainable Management, and Master of Entrepreneurship each take an average of 18 months to complete and are designed to allow students to work full time while earning their degrees.  The DBA programs, with concentrations in International Business, Sustainable Management, Entrepreneurship, and Management, take an average of 2.5 years to complete and are also designed for professionals who work full-time. This tuition relief program reduces the cost of the entire MBA degree program to $4,975, which includes $4,500 for tuition ($375 per course x 12 courses) plus application, registration, and graduation fees.  The entire DBA degree program is $10,975, which includes $10,500 for tuition ($525 per course x 20 courses) plus application, registration, and graduation fees.  Students can either pay for the entire program up front, pay for each 6-week course as they take it, or pay on a monthly basis, which would be $250 x 18 months for the MBA or $365 x 30 months for the DBA. About Anaheim University Anaheim University is a nationally accredited online institution of higher learning headquartered in Anaheim, California.  The school is accredited by the Distance Education Accrediting Commission (DEAC), an accrediting commission based in Washington D.C. and established in 1926.  The DEAC is a recognized member of the Council for Higher Education Accreditation (CHEA). For more information about Anaheim University and our programs, please visit our website at www.anaheim.edu. ###

Anaheim University Ferrotec Akira Yamamura Scholarship 2 students can earn a full scholarship towards an Anaheim University online Master of Business Administration (MBA) degree program Applicants can apply the scholarship to 1 of these 3 online degree programs: Online International MBA Online MBA in Global Sustainable Management Online Master of Entrepreneurship Applicants must meet Anaheim University’s MBA entrance requirements. Applicants must express an interest in being considered for future employment by Ferrotec. However, being awarded a scholarship does not guarantee that an offer of employment will be made to the scholarship recipient. Applicants with Heat Transfer, Physics, Chemical Engineering, Mechanical Engineering, International Business / bilingual (English + 1 other language) language skills/experience will be given preferential consideration. Scholarships will be awarded on a merit basis based on the applicant’s qualifications. Applicants must maintain standards set forth by the Scholarship Committee and/or the University’s administration in order to remain in good standing and continue to receive the scholarship funding throughout the remainder of their program. Scholarship recipients are expected to maintain a minimum of a B average at all times and complete each course with a minimum of a 3.0 grade. Scholarship recipients must also remain continuously enrolled from the commencement of their program through graduation. Skipped term fees are not included in the scholarship and skipped terms are only allowed with special permission from the University’s Dean. Scholarship Application Requirements Scholarship Applicants must submit: – standard application materials required for an Anaheim University online MBA or Master of Entrepreneurship program. Click here for a list of program entrance requirements. – a 1,000 word essay outlining: How you feel the Anaheim University degree will benefit you Why you would like to be considered for possible employment by Ferrotec upon graduation Your area of academic and professional specialization To Apply: Click here to complete the online application form. E-mail 1,000-word scholarship application essay to ausupport @ anaheim.edu Application Deadline March 20, 2019 Scholarship Recipients Announced April 19, 2019: Applications are being reviewed and will be announced within 10 business days MBA Program Start Date May 20, 2019 About Ferrotec Founded in 1980, Ferrotec is headquartered in Tokyo, Japan with locations in Japan, U.S.A., China, South Korea, Taiwan, Malaysia, Singapore, Germany, Spain, France, Italy, and Russia. Ferrotec is a diversified technology company with a worldwide presence in a broad array of end products, manufacturing systems, and industries. Ferrotec provides its customers with advanced material, component, and assembly solutions that make their products work better, more precisely, and more reliably. Founded on a technology core of Ferrofluid magnetic liquid and Ferrofluidic® sealing products, the company and its product portfolio have grown to meet the evolving needs of its customers. Ferrotec is now a global enterprise characterized by substantial intercompany cooperation in research, manufacturing and marketing of products. The Ferrotec Group contributes to society as a manufacturer, and a company whose progress brings joy to its customers, shareholders, employees, business partners, the community, and all of its stakeholders. Ferrotec has grown to what it is today through the pioneering and innovative spirit of its President and Representative Director Dr. Akira Yamamura About Dr. Akira Yamamura Dr. Akira Yamamura, who is an Executive Advisory Board member of Anaheim University, established Ferrotec with two people in 1980. At the time, he was president of the Japanese subsidiary of Ferrofluidics Corporation, after joining the company as an engineer. In 1987, he led a management buy-out of the company and then in 1999 acquired the former parent company. Dr. Yamamura has grown Ferrotec to become one of the most important companies in the electronics industry, with annual revenue growing to approximately US$680 million, 27 subsidiaries and more than 5,400 employees in Japan, the US, Europe and Asia. The original business of the company was distributing Vacuum Feedthrough, which applies Ferrofluid, magnetic field. Vacuum Feed-through is a key component to shield the vacuum environment, and utilized in semiconductor equipment, single crystal silicon ingot grower, FPD equipment, and thin film equipment for photovoltaic application. In 2012, Dr. Akira Yamamura was ranked #24 in Ernst & Young’s “World Entrepreneur of the Year” awards.

Lecture & Panel Discussion Re-Imagining Kurosawa Organized by Japan Foundation Los Angeles Supported by Japan House Los Angeles Presented by the Anaheim University Akira Kurosawa School of Film Date & Time: Monday, November 26, 2018 @ 7:00 pm Venue:  JAPAN HOUSE Los Angeles, Hollywood and Highland, Level 5 (6801 Hollywood Blvd.,Los Angeles, CA 90028) *Please take an elevator to level 5. JAPAN HOUSE is located at the southeast corner of Hollywood and Highland on the 5th floor. Admission: FREE (Registration Required) Click Here to Register Re-Imagining Kurosawa: Academy Award winning Filmmaker, Film Producer and Screenwriter Akira Kurosawa (March 23, 1910 – Sept 6, 1998) was one of the greatest filmmakers of our time, who inspired many of the world’s greatest filmmakers such as George Lucas, Steven Spielberg, Martin Scorsese and Francis Ford Coppola. Kurosawa’s ground-breaking masterpieces inspired such classic movies as Star Wars, The Magnificent Seven, and A Fistful of Dollars, to name just a few. In this lecture, Dr. David Desser will help you “Re-Imagine Akira Kurosawa” as he provides you unique insight into Kurosawa and his classic film, High and Low(1963), which was adapted from Ed McBain’s detective novel King’s Ransom. Panel discussion/Q&A session follows the lecture. About the Lecturer: David Desser, Ph.D. (Dean, Anaheim University Akira Kurosawa School of Film) Dr. Desser has taught at the University of Southern California (USC), University of California Los Angeles (UCLA), University of Pennsylvania, University of Michigan, Kansai University in Japan, Hong Kong Baptist University and the University of Illinois where he is Professor Emeritus of Cinema Studies. He received his Ph.D. from USC in the Cinema program with a minor in Japanese. As Dean of the Anaheim University Akira Kurosawa School of Film, he oversees the Anaheim University Akira Kurosawa School of Film online Master of Fine Arts (MFA) in Digital Filmmaking program. Special Guest Panelists: Moderator: John Rocha (Collider Network Producer, Writer & Host) John Rocha is responsible for producing content, hosting and being a pundit on numerous shows on Collider Network. He also hosts 2 podcasts on Film: The Top 10, drawing a large number of international and domestic downloads weekly and The Cine-Files, consistently ranking in the Top 3 podcasts for Film & TV on Po George Takei (Actor) With an acting career spanning six decades, George Takei is known around the world for his founding role in the acclaimed television series Star Trek. From a childhood spent with his family wrongfully imprisoned in Japanese American internment camps during World War II, to becoming one of the country’s leading figures in the fight for social justice, LGBTQ rights, and marriage equality, Takei remains a powerful voice on issues ranging from politics to pop culture. Mashable.com named Takei the #1 most-influential person on Facebook, currently with 10.4 million likes and 2.8 million followers on Twitter. The openly gay Takei has long been a passionate advocate for social justice, outspoken supporter of human right issues and a community activist. Takei lives in Los Angeles with his husband Brad Take John Powers (Film Critic) John Powers is a long-time contributing editor at Vogue and Vogue.com, for which he writes about film, television and politics, and is Critic at Large for NPR’s Fresh Air with Terry Gross.  His articles have appeared in many publications, including The New York Times, The Washington Post, Departures, Gourmet, Harper’s and The Nation. After getting his Ph.D. from Stanford University in “Modern Thought and Literature,” Powers taught at Georgetown University.  In 1985, he moved to Los Angeles, becoming film critic (until 1993) at L.A. Weekly, for which he would later write a weekly column on politics and the media.  He is the author of the book Sore Winners (and the Rest of Us) in George Bush’s America, a study of American culture during the Bush years and co-author with Wong Kar Wai of WKW: The Cinema of Wong Kar Wai published in April, 2016 David Ehrenstein (Film Critic) David Ehrenstein is a film critic, film researcher and historian, whose career in writing has spanned five decades since his first interview in 1965 with Andy Warhol. He has written for such publications as the Los Angeles Herald-Examiner, San Francisco Examiner, Rolling Stone, the Village Voice, Film Comment, Film Quarterly, Cahiers du Cinema, Arts, The Los Angeles Reader, and Daily Variety. He is author of “The Scorsese Picture: The Art and Life of Martin Scorsese,” “Rock on Film” and “Open Secret: Gay Hollywood 1928-1998.” He has lectured nationally and his television appearances on E! include specials on Anthony Perkins, Rock Hudson, Sonny Bono, Bob Guccione, Gay Hollywood, The Hollywood Fashion Machine, and Studio Style Wars. This event is co-presented by Anaheim University Akira Kurosawa School of Film Supported by JAPAN HOUSE LOS ANGELES

Motomi Mizushima 1) Why did you choose Anaheim University?  There are three main reasons; tuition, quality of the courses, and diversity of the class. After doing some research about business schools, I realized that what needs to be considered in starting an MBA is finding the balance between tuition, quality of the coursework, and diversity among students. Paying very expensive tuition that the typical American business school requires was definitely not affordable to me without full-time work. Also, there are only two application timings after putting enormous effort and money to prepare for admission. Thus I focused on an online MBA that I can afford and start the course once I get the acceptance. Although some people say that online learning is inferior in quality, Anaheim University has a proven track record as an online university in their well-structured curriculum, prominent professors, and excellent student careers. On top of that, I started thinking that doing an MBA while working full-time is an effective way to reflect on what I’ve learned in my courses to bring to my work in practice.  I also thought that the learning in this way brings synergy effect in terms of reproducibility. Moreover, students [in the same courses] working in different countries give us a variety of perspectives that you have never had before. 2) Can you briefly tell us about your career? For about seven and a half years since I graduated from college in Japan, I worked in accounting at Dole Japan, the largest importer and seller of bananas and pineapples in Japanese market. I currently work as a senior analyst of Financial Planning and Analysis at Ralph Lauren Japan in Tokyo. 3) Why did you choose to pursue an MBA? As I got involved in budgeting and forecasting business performance from my fifth year at Dole, I started getting interested in business management. Since the best part of FP&A is that you can influence decision-making processes to make business more profitable, I believed it would be a good idea to have a viewpoint from the management side in order to analyze the company situations and support business operations. For this reason, I thought that it is necessary to have the related knowledge in various fields such as HR and marketing from the financial perspective. 4) What do you like about this program the most? Interactions with classmates is the best part of this program. There was a time when I was struggling to manage the time balancing my new work at Ralph Lauren and my MBA courses and I almost dropped out. However, one of my classmates, who was in the same group for a team project, is a working mother with two little children.  She encouraged me saying, “stay the course you set.”  They were very simple words, but I always remember them whenever I was about to give up. I also had the opportunity to meet with a classmate from Germany in Tokyo, and it was great to meet face to face. 5) What has been your favorite course thus far? International Management. For the internet research and final individual assignment, I chose a topic about current trends in management strategy in the fashion industry. I wanted to take advantage of my experience working in this field and wanted to expand my view from an academic standpoint. I did a lot of research on the difference between strategies in Ralph Lauren and other fast fashion brands, and realized that we are sticking to an old-fashioned way even though we have a long history as a prominent fashion brand. I talked about my thoughts with my coworkers and discussed what kind of management is required and what kind of managers we need to be in order to accelerate globalization and digitization. It was a good opportunity to take a moment to stop and think about our company strategy and organizational structure by comparing competitors with a financial viewpoint. 6) How do you study online? I make use of small pockets of time as much as possible. For example, I downloaded e-textbooks to my iPhone so that I can read it at any time. Also for group work, teams exchange ideas through apps such as WhatsApp and Skype in order to reach out immediately from different time zones. 7) How have you managed to balance your studies with work? I studied during lunch breaks, commuting time to work, and free time on weekends. Reading e-textbooks online during commuting, doing the written assignment during lunch breaks, then making an outline of a research paper at a cafe, and finishing it up at home: this is the most efficient way for me to keep myself focused and motivated.  However, to be honest, I struggle to balance the time when I am busy with my work and especially when feeling tired. I am still working to discipline myself to manage the time more efficiently. The one thing that works for me is to do something fun to get energy and refresh my mind. As the time goes by, I gradually realized that switching my mind so as not to get unproductive is one of the essential skills that anyone could have, especially for people doing an MBA with full-time work. 8) Do you feel that you are part of a learning community? Yes. Students at the Anaheim University have various backgrounds and high ambitions for education and their careers. For example, I had many classmates who are doing DBAs, as well as running a company or executives of global companies. They are very inspiring, and the environment being surrounded by such people makes me realize first-hand through this experience that there is no end to learning for everyone in business. I feel that I am participating in a wonderful community where I can always discover new perspectives. 9) What is the most unusual place you have taken part in a live online class from?  It was the riverbank outside the public library (Ballona Creek Bike

Why did you choose Anaheim University’s MA in TESOL program? I chose this program because of the quality of the professors and the online setup allowed me to keep a flexible schedule.  Also, Anaheim does not have a practicum, which is great.  Anaheim recognizes that its students are already working in TESOL situations, so we can use the settings that we are currently in to aid us in our studies. Can you tell us about your career to date?  Currently, I am working in Japan as an Assistant Language Teacher (ALT) with the JET Program.  I work at one junior high school and two elementary schools. How do you expect your Masters to further your career?  Having a Masters qualifies you for better teaching positions and helps your employer to have more confidence in your abilities.  I now know a great deal more about my field than I did when I started in the program. Can you share a favorite memory from Anaheim University?  The residential sessions really stick out.  It was great to meet people and the professors face to face. Did you have a favorite class at Anaheim University?  Honestly, it is hard to pick just one.  With many of the classes, I looked forward to the next lesson because the professors were so interesting.  Even though the classes were all online, the professors created an engaging community environment that I enjoyed logging in to every week. How did you enjoy the online experience?  This was my first fully online classroom experience and I truly enjoyed it.  It was so convenient. Who would you recommend Anaheim University’s MA in TESOL program?  Anyone interested in TESOL. What were the challenges in your program?  Starting the program was a challenge for me.  I was worried about how I would do because it had been years since my last classroom experience, I had never had a fully online class, and I just became a father.  The professors and office staff were very helpful, which put me at ease.  The user interface was easy to navigate and the internet connections were great.  Because of the time difference between Anaheim and Japan, I always had classes on Saturday mornings, which was great because my son was either still asleep or just waking up.  The class timing worked out great.  Because everyone was so helpful and supportive, any challenge that came up was very manageable. In your opinion, how does learning TESOL improve careers for ESL teachers?  Learning TESOL gives ESL teachers more tools to use in their “teaching toolbox.”  Learning new methods helps you to become more analytic when tracking your students’ progress. Could you please tell us about your Research Portfolio?   I enjoyed my portfolio experience mainly because of the weekly readings and journaling format.  The readings helped me to understand complex topics and the journals allowed me to wrestle with these ideas and come to my own understanding. Which residential sessions did you attend and what did you like best about them?  I attended both sessions in Tokyo (in August 2016 and August 2018).  Meeting people and making connections was a great part. How did you feel connected to your learning community?  I thought that it would be hard to feel connected because the classes were online, but I felt a real connection with my community.  Professors were quick about emailing back.  The weekly forums helped us all to stay connected throughout the week. What advice can you give to new students entering the MA in TESOL program?   If you have any questions about anything, do not hesitate to ask.  The professors and staff are more than willing to help.  Do not be intimidated by the professors.  I was surprised at how down to earth and easy to talk to they were.  If you are having problems with anything, let people know.  They want you to succeed. Other comments  I am happy to graduate, but a little sad that it is over.

Bradford Lee 1. Why did you choose Anaheim University’s Ed.D. in TESOL program? – I chose Anaheim University’s Ed.D. TESOL program to have the opportunity to work with some of the biggest and most influential researchers and practitioners in the field. 2. Can you tell us about your career to date? – I have been living and working in Japan since 1999 and have taught students of all ages and levels from 6 months to 90 years old. I have worked in Eikaiwa, public elementary and junior high schools, and 2-year colleges. I’m currently a Lecturer with tenure at a private university. 3. How do you expect your Ed.D. to further your career? – I believe the obtainment of a Ed.D. allows me to be competitive for promotion to higher levels (Associate or Full Professor) at my institution, and adds gravitas and a sense of trust when I apply for grants and federal funding which are important for my career development. 4. Can you share a favorite memory from Anaheim University? – My favorite memory from Anaheim University was during the Residential Sessions, where we had the chance to meet with our professors and classmates face-to-face. 5. Did you have a favorite class at Anaheim University? – My favorite class was probably Instructed Second Language Acquisition (EDU 700) with Dr. Rod Ellis. This class was a thorough review of theories and methodologies that form the basis of our entire field and being able to discuss them with Dr. Ellis was an amazing opportunity. 6. How did you enjoy the online experience? – I thought the online experience was great, and very convenient. Luckily the time zone difference between CA and Japan was such so that classes were always held Saturday morning for me, so attendance was mostly possible. On the times when I’d be traveling or working, I was able to use the app on my mobile with Bluetooth earbuds! 7. Who would you recommend Anaheim University Ed.D. program? – I think that anyone could benefit greatly from Anaheim’s Ed.D. program. 8. What were the challenges in your program? – For me, the biggest challenge was keeping up with the weekly discussion forum (DF) assignments, which required heavy reading and thought in order to answer in a meaningful manner. However, as difficult and inconvenient as they were, there’s no doubt that they FORCED me to do my reading in a timely manner, which translated into an increased experience at the end of the week at the real-time sessions with the professor. 9. In your opinion, how does learning TESOL improve careers for ESL teachers? – I think that learning theory and current practices helps ESL teachers in the classroom because it addresses many issues that ESL may be having and gives suggestions to the root cause and possible solutions. In the case where the solutions don’t work quite exactly right, it becomes possible for the teacher to engage in action research and become part of the discussion, rather than feeling frustrated or despair on their own. 10. Please tell us about your experience in the Oral Defense.  Were you nervous beforehand? – Of course I was nervous! I was not really sure what to expect, and therefore I think I over-prepared with my PowerPoint slides, etc. Many of the questions I was asked were hard-hitting, make-or-break style questions and even though I had been working on my project for almost a full year, there were many aspects that I realized I had overlooked. Fortunately, I was able to justify most of my decisions in the project.  Those aspects that were lacking, I was able to address in revisions. 11. What was your dissertation topic and why did you select it? – My dissertation was on Pronunciation Instruction, namely, what is the best way to teach it. This had always been an interesting topic for me, as it was my experience that many of my students would speak grammatically correct sentences but would still not be understood by native speakers due to their accents. The students would think that they were using the wrong vocabulary or grammar and try to rephrase or go into a panic, when really the issue was a simple one of intonation, etc. Seeing this scene played out hundreds of times, especially when I would bring groups of students to the U.S. for study abroad, made me interested in developing the most effective system of instruction. 12. Which residential sessions did you attend and what did you like best about them? – I went to both Residentials held in Tokyo (2016, 2018). The best part of the sessions were not only the lectures themselves, but also being able to go out for a meal and a drink with our classmates and professors. 13. How did you feel connected to your learning community? – Attending the Residentials, which have open seminars on the 3rd day, helped me feel a sense of connection with my A.U. classmates and also the field of TESOL on the whole. 14. What are your future plans now that you have completed the Ed.D.? – Now that I’ve completed the Ed.D. I have been finishing up some projects that I had left open while I pushed for the finish line, while also starting new projects that I can focus on now that my workload had considerably lightened. I’m currently working on projects involving: • TESOL teacher motivation • pronunciation • task-based instruction • curriculum design • dyslexia 15. What advice can you give to new students entering the Ed.D. program? – My advice for new students entering the Ed.D. program: just do it! I think the thing that kills a lot of projects, dreams, and sometimes careers, is wasting time. Wasting time debating whether to do a thing or not or procrastinating. I tried to just grab a can of Monster, sit down at my computer, and START. That’s the only one you’re ever going to FINISH! (^-^)

Dr. Masatoshi Sato Anaheim University welcomes new faculty member, Dr. Masatoshi Sato.  Dr. Sato earned his Ph.D. in Educational Studies: Language Acquisition and a Master of Arts in Second Language Education from McGill University, as well as a Graduate Certificate in TESOL from the University of New Mexico and a Bachelor of Arts in International and Intercultural Communication from Kobe University. Dr. Sato is currently an Associate Professor in TESOL at Anaheim University. He has also published various international journals and recently co-edited books from John Benjamins. We recently interviewed Dr. Sato to discuss online education and his thoughts on the field of TESOL. Q. What are your specialties? – I’m generally interested in how SLA research could help teachers teach second language, no matter what the second language is. I have done research on peer interactions and professional development in teacher education. My primary area of research is peer instruction and how this facilitate second language learning. This research is relevant to the overall category, which is called instructed second language acquisition. Q. What do you enjoy most about teaching at Anaheim University so far? – I enjoyed the diversity of students, who come from different backgrounds, have different teachings, and professional experiences. The interaction I had with this diverse group of students was incredibly interesting. Q. What do you think are the strengths of the online Ed.D. in TESOL program at Anaheim University? – Anaheim University recruits students from anywhere in the world and this puts the online program ahead.  This is because of the diverse selection of students, in terms of their backgrounds, which does not happen in traditional TESOL programs, where students are often from similar backgrounds. Q. What are the benefits of online education? – The flexibility that online education offers is astounding. The online education program at Anaheim University is able to be divided into two parts, synchronous and asynchronous. For the asynchronous part, students have flexibility in terms of completing assignments, participating in their respective classes and being up-to-date on viewing recorded lectures. With the synchronous aspect, students are able to have access to their resources for the course anywhere. Q. What are the benefits of learning TESOL for English teachers? – One issue a lot of English teachers tend to have is not having theoretical underpinnings or research backup for their pedagogical decisions when they choose certain teaching methods. In order for teachers to make more important pedagogical decisions, it is necessary to know or learn SLA theories and research findings to transfer to second language education. Q. In your opinion, what does the future of online education look like? – Online education has been around for a long time, but it is getting more popular. I do think as online education becomes more common, there will be some backlash that comes with it. Q. Who would you recommend the Ed.D. program at Anaheim University to? – I would recommend the program for students who have some knowledge of second language learning and teaching. It appears to me that students do not have a deep understanding of theoretical or research issues to become a doctorate student, but in general, I would definitely recommend the program for those who have teaching experience with a certain amount of knowledge related to second language learning and teaching. Q. What advice would you give to someone who is aiming to be a scholar in the field? – If someone were to become a scholar, that individual should have the mentality to contribute to society. They should learn how to solve real-world issues instead of answering theoretical questions only. Another important note to keep in mind is that, in the current research world, publication is everything. So, in order for someone to become a successful scholar, they should be able to conduct solid research and write well. Q. What do you think are the challenges that English teachers in Japan are facing? – It really depends on what “English teachers” means in this question. The struggle is that a lot of English teachers in Japan teach English in their native language. Nowadays, the Government is asking English to be taught in English, not in their native language, which perceives to be an issue for some teachers to make fundamental changes. But I do think this is a good change.  I believe that English should be taught in English. I also want to bring attention to the issue of English teachers invited to Japan to teach English but are not qualified. Their academic content knowledge of second language teaching is not asked for. Therefore, a challenge for the future is the training of those teachers so they become more capable teachers in Japan. Q. What advice would you give to new language teachers? – Try to finish the necessary research in a limited amount of time, be creative, keep in mind why you decided to use certain teaching methods or activities, and make adjustments all the time. Always know the student’s individual differences and create a non-threatening collaborative classroom environment. Promote the student’s language production, let the students be aware that making errors in second language is a good thing. Lastly, always let students express their opinions, which are definitely interesting.