Faculty Development Lecture Series

In 2019, Tufts University Professor Justin Hollander received a grant from the U.S. State Department to conduct a lecture series at Kanazawa University. The grant was funded by the U.S. Consulate General Osaka-Kobe and supported the instructional activities of Dr. Hollander (of the Department of Urban and Environmental Policy and Planning) and International Programs and Partnerships instructors who taught as part of the Super Global University Program series.

Lectures focused on English language development and innovative pedagogical approaches in the classroom. Sessions included:

English Language Development in Faculty Education (October 17, 2019)

As universities around the world continue to grapple with the globalization of learning and research, English plays an increasingly important role in higher education. In order to meet this challenge, and to adjust to increasing numbers of international students, many Japanese universities are currently developing innovative strategies. Faculty are being asked to use more and more English in their classrooms, in their research or at conferences. But, what is the best way to use English in your classroom? How can you communicate effectively in English, to present your material and create new collaborations? This lecture provides practical tools to help faculty members that are interested in learning more about English language usage in an academic setting.

Lecture objectives:

  • Demonstrate the power and efficacy of active language learning.
  • Provide a practical framework for promoting language acquisition in faculty members.
  • Convey the added benefits of this kind of faculty development, such as networking and the formation of new collaborations, ideas.

Active Learning in an English-speaking Japanese classroom (November 15, 2019)

The top universities around the world are currently using active learning in their classrooms. With new technological developments such as AI, cutting-edge learning techniques are more important than ever. Although it isn't new, active learning is very modern, and “is based on two assumptions: (1) that learning is by nature an active endeavor and (2) that different people learn in different ways” (Meyers and Jones, 1993). This lecture series will introduce you to various techniques of active learning, with practical exercises, group projects and direct feedback. Both Kanazawa faculty members and Tufts instructors will lead this session and draw upon their experiences of using this progressive methodology in their teaching and curriculum development.

Lecture objectives:

  • Communicate on the urgent need to modernize education, in order to adapt to a 21st century student audience.
  • Provide the most cutting-edge, research-validated active learning techniques.
  • Give participants a direct experience employing these techniques within their own academic disciplines.

Assessment and Questioning in an English-speaking Japanese class (December 12, 2019)

In an effort to continually give the best of themselves in class, teachers regularly assess the learning of their students and the effectiveness of their instruction. This lecture covers different forms of evaluation that meet your needs, particularly in an English language classroom. Participants will self-examine ways they use assessment in their classroom and discuss how to improve curriculum and course design. Emphasis will be put on the practice and development of plans to implement higher-level questioning, which significantly boosts student learning.

Lecture objectives:

  • Examine the ways in which we utilize assessment with our classes and devise a plan to improve our use of assessment to drive decision-making.
  • Discuss the role of questioning and its application and implication in a classroom or lecture setting.
  • Examine the ways in which we utilize questioning with our classes and students and devise a plan to improve our use of higher-level questioning and improve students’ critical thinking skills.

Interdisciplinary Approaches to an English-speaking Japanese Classroom (January 10, 2020)

Drawing upon the experience of Dr. Justin Hollander, a Professor of the interdisciplinary Department at Tufts called Urban and Environmental Policy and Planning (UEP), and Kanazawa University faculty members, participants will discuss the importance of interdisciplinary approaches to research and teaching. In the 21st century, such approaches are being adopted by internationally focused universities that want to provide enhanced learning opportunities for their students. Faculty also adopt such approaches to enhance their research and to make it more impactful and accessible to broader audiences.

Lecture objectives:

  • Convey the importance of interdisciplinary approaches as a key strategy for more efficient and interesting learning experiences, and a source of innovation in teaching and research.
  • Provide participants with a simple and actionable framework to incorporate interdisciplinary approaches in their own teaching.
  • Give participants a first direct experience applying the material to their own discipline, receiving detailed feedback afterward.

Interdisciplinary Approaches to an English-speaking Japanese Classroom (January 10, 2020)

With the mounting demands placed on university faculty in the 21st century, especially at international campuses, it is essential for teachers to continuously reflect on their approach. Learners' needs vary greatly from one class to another, and their interaction with international students presents opportunities and challenges. This can only be negotiated through deep reflection and continuous learning. In this lecture, participants will be introduced to actionable tools and resources to promote reflection on their approach, that encourage the refinement of their lessons and lectures, to improve student outcomes.

Lecture objectives:

  • Introduce the Architecture of Accomplished Teaching and discuss its use as a tool to improve instruction.
  • Introduce/ review with participants the importance of reflection as a tool for continual improvement.
  • Introduce and discuss growth versus fixed mindset and its interrelatedness to reflective practice.
  • Model and discuss effective methods for reflective practice.

Additional Information

There will be two sessions to each lecture. The morning session that will take place from 10 a.m. – 12 p.m., it will be informative and focused on conveying useful practices and resources to each faculty member. The afternoon session will take place from 2 p.m. – 4 p.m., it will allow each participant time to put into practice what they learned in the morning session with a focus on individual participant needs.

For more information please write kevin.paquette@tufts.edu