Exchange  of  Lectures  with  Oversea  Universities  –  Teaching  Trips  Abroad  Grant  

ACTIVITY  REPORT  

Name  of  the  Faculty  Member   Dr.  Mayumi  Terano  Status   Assistant  Professor  Dept.  Affiliation   Global  Studies  Program  Trip  Duration   From:    January  22,  2015   To:    February  8,  2015  Institutions  visited  /  Country   Institute  of  Education,  University  College  London  (UCL-­‐IoE),  United  

Kingdom  Activity  Summary:    The  activities  during  my  stay  can  be  largely  classified  into:  

1. Attendance  of  workshops  on  higher  education  teaching  enhancement  2. Consultations  and  discussions  with  experts  on  teaching  methods  and  contents  3. Class  observations  4. Teaching  activities  

Details:  1. During  the  stay,  I  attended  a  2-­‐days  workshop,  Designing  Courses  and  Curricula,  which  is  part  of  the  

higher  education  training  certificate  programs  accredited  by  the  Higher  Education  Academy†,  UK.  This   was   a   refresher   activity   from  my   formal   engagement   in   this   program   a   few   years   ago.   The  workshop   covered   curriculum   theories,   curriculum   designing   methods,   internationalization   of  curriculum,   evaluating   courses   and   curricula   and   an   exercise   of   developing   an   actual   curriculum.  For   this  exercise,  based  on   the  knowledge  acquired   in   this   course,   I   developed  a   curriculum  of  a  course   titled   ‘International   Education’,   which   was  aimed  at  providing  undergraduate   students  with   the  knowledge  of   key   concerns   in   education   in   changing  societies   world-­‐wide.   The   plans   and   materials  developed   will   be   useful   in   the   relevant   courses   I  teach  at  Akita  International  University.  

2. A   series   of   discussions   and   consultations   were   held  with   experts   relevant   to   my   research   area  (Comparative   Education,   Higher   Education,  International   Education).   The   experts   include   the  Emeritus  Professor  of  Education,  Prof.  Robert  Cowen,  and   a   professional   and   a   scholar   in   international  development   and   education,   Dr.   Karen   Edge.   The  discussions   included  course  contents  and  references,  pedagogy,   class   management,   a   problem-­‐based  approach,   effective   communication,   and   assessment  from  international  perspectives.  The  discussions  with  the  module  leader  and  tutors  of  the  ‘Global  Issues  in  Education’   course   focused   on   exploring   ways   to  effectively   link   lecture   organization   and   studies  through   referenced   materials.   We   also   exchanged  ideas   about   how   to   work   effectively   with   students  with   diverse   backgrounds,   as   the   course   participants   included   many   first   or   second   generation  migrants,   first   generation   higher   education   learners,   professional   students,   traditional   English  students,   and   international   students.   Examining   contents   and   characteristics   of   various   textbook  options,  as  well  as  additional  reading  materials,  were  also  quite  informative.  

3. The   observed   classes   included   the   ‘Global   Issues   in   Education’   course   (taught   by   Dr.   Rebcca  Schendel)   lectures   and   tutorial   sessions   (for   undergraduate   students),   and   ‘Education   for  International  Development’  (Taught  by  Dr.  Tristan  McCowan,  Master’s  program).  I  focused  on  the  

 Exercise  on  developing  a  curriculum  for  review  by  colleagues  

 contents   and   the  way   the   subject   was   introduced   considering   the   diverse   students’   background  with   regards   to   their   cultures,   academic   levels,   and   interests.   The  way   the   instructor   posed   and  engaged  questions  and  engage  students  in  discussion  was  an  important  aspect  of  this  experience  as  the   instructor,   Dr.   Rebcca,   specialized   in   higher   education   pedagogy   for   students   with   diverse  needs.   In   addition,   I   participated   in   a   workshop   /   presentation   on   ‘Inclusive   Education’   by   Prof.  Roger  Slee  which  covered  exclusion  issues  with  diverse  students.  

4. Teaching   activity   was   done   mainly   through   (co-­‐)hosting   a   number   of   sessions   of   ‘Global   Issues   in  Education’   course,   organized   for   undergraduate  students.   The   class   consisted   of   lectures,   group  discussions,  and  tutorial  sessions.   I  delivered  part  of  the   session   on   ‘Policy   Borrowing’   through   which   I  introduced   theories   and   frameworks   from   the  perspective  of  comparative  education.  I  also  assisted  students’   group   discussions   for   other   class   sessions  to   ensure   everyone   in   individual   groups   actively  contributed  to  the  discussion.    In  addition,  I  hosted  a  one-­‐off   workshop   for   post-­‐graduate   students  (especially   international   students)   on   international  career   development.   We   discussed   issues   such   as  how   to   choose   between   professional   and   academic  careers,   what   students   can   do   to   develop  professional   networks   in   academia   and   practice  during   their   post-­‐graduate   studies,   how   to   choose  research   topics   relevant   to   their   career   direction,  what   to   do   to   pursue   an   academic   career   in   the  home  and  host  countries.    

Note:   †   in   order   to   enhance   teaching   in   higher   education   in   England,   the   Higher   Education   Academy   (HEA)   manages   the   UK  Professional   Standards   Framework   (UKPSF),   which   recognises   teaching   quality   and   lays   the   foundation   of   their   professional  recognition   schemes.   Part   of   the   schemes   is   the  provision  of  HEA  Fellows   certification   schemes  which   can  be  obtained   through  completing  the  accredited  courses,   ‘Postgraduate  Certificates   in  Teaching  and  Learning   in  Higher  Education   (PCTLHE)’,  which  are  provided  by  a  number  of  higher  education  institutions  nationwide.  The  UCL-­‐IoE  is  one  of  the  providers  of  PCTLHE  courses.  What  I  have  learned  and  how  I  want  to  use  the  knowledge  /  skills  in  my  future  teaching  at  AIU:  I  would  like  to  categorize  broadly  the  learning  experiences  into  four  topics:    

1. Curriculum  development  2. Course  content  3. Course  management  4. Pedagogic  approach  for  students  with  varying  needs.  

Details:  1. Curriculum  development  

Through   the   curriculum   workshop,   I   had   the   opportunity   to   review   important   elements   of  curriculum  development.  Perceiving  a  course  syllabus  as  guiding  material  for  course  management  and   students’   learning   as   well   as   a   contract   between   the   instructor   and   the   student   was  informative.   The   meaning   and   importance   of   setting   appropriate   course   aims,   goals,   teaching  methods,   and   the   assessment   approaches   were   reviewed.   Relevant   curriculum   theories   and  learning  matrix  had  a  clear  practical  use  for  further  course  development.  The  idea  of  macro,  micro  and  hidden   curriculum  provided   the   context-­‐based   learning   and   political   aspects   of   the   teaching  environment,  which  are  often  overlooked  aspects  in  one’s  curriculum  development.  

2. Course  management  One   of   the   challenges   of   effective   course   management,   especially   in   the   teaching   style   that  emphasize   students’   engagement   and   reflection,   is   that   teachers’   potential   heavy   workload   for  guiding   and   responding   to   students’   inquiries.   In   the   ‘Global   Issues’   course,   these   tasks   were  

 Teaching  a  session  in  the  course:  Global  Issues  in  Education  

 distributed   among   the   tutors   (graduate   students)   and   the   instructor.   Learning   outside   the  classroom   was   also   supported   by   an   on-­‐line   learning   tool.   The   tool,   Moodle,   provided   course  materials,  a  platform  for  dialogue  among  students,  instructors  and  tutors,  as  well  as  the  means  to  submit   assignments   and   develop   portfolios.   There   are   questions   constantly   posed   and   students  engage   in  discussions,  and   these  activities  are  encouraged  and   supervised  by   the   instructors  and  tutors.  The  perspective  of  efficient  and  effective  course  management,  especially  use  of  technology  tools  is  something  I  will  consider  for  my  future  teaching  at  AIU.  

3. Course  content  There  was  much   to  be   learned   from   the  way   the   course   content  was  examined   in  preparing   the  course.   Scholars   often   tend   to   interpret   the   field   of   'Global   Issues'   differently,   which   makes   it  difficult   to   identify   the  most  effective  way  to   introduce  the   field   to  students.  Examining  different  textbooks   and   selecting   the  most   approachable   by   students   made  me   realize   it   is   important   to  conceptualize  the  field   in  my  own  terms  by  referring  to  a  particular  teaching  context.  The  unique  part  of   the   course  at   the   IoE  was   the   involvement  of  experts  on  various   topics   to   cover   relevant  sessions.  This  was  possible  due  to  the  particular  scholarly  environment  of  the  IoE,  but  the  idea  of  strengthening  the  instruction  by  means  of  a  broader  knowledge-­‐base  and  expertise  of  instructors  is  very   useful   to   improve   course   effectiveness   and   to   enrich   the   students’   experience.  Moreover,   I  found  that  lecturing  with  an  historical  perspective  of  the  field  and  issues  concerned  is  an  important  way  of  providing  the  necessary  context.  I  plan  to  reflect  these  perspectives  in  my  teaching.  

4. Pedagogy  for  diversity  a. A   challenge   of   dealing   with   a   diverse   student   body   concerns   with   setting   goals   and  

expectations,  and  then  identify  an  appropriate  pedagogic  approach.  Dr.  Rebecca  Schendel,  an   expert   in  managing   diverse   classrooms,   suggested   the   importance   of   active   dialogue,  written  and  oral  communications,  and  the  opportunity  to  reflect  on  their  own  perspectives.    

b. The   level   of   interest   in   specific   topics   might   vary   due   to   student   diversity.   Prof.   Robert  Cowen   suggested   the   importance  of   teachers  demonstrating   confidence   in  managing   the  classroom  and  sparks  students’  curiosity.  To  do  that,  it  is  important  to  first  reflect  on  what  I,  as  the  instructor,  consider  as  most  interesting  about  the  topic  and  introduce  the  idea  at  the  beginning  of  each  class.  He  suggested  a   ‘story-­‐telling’  about   the  subject  as  a  possible  approach.  

c. In   order   to   guide   students   with   differing   comprehension   levels   (especially   in   graded  assignments),  Dr.  Karen  Edge  shared  some  effective  methods.  She  believes  that  formative  assessment,  done  through  individual  guidance  and  reviews  in  the  process  of  writing  papers,  is   effective   in   identifying   students’   struggles   at   an   early   stage   and   communicate   the  expectations  clearly.  This  was  a  very  useful  suggestion   in  a  way   I  could  employ   formative  and  summative  evaluation  in  courses.  

d. Reflection  activity  -­‐  ensuring  the  opportunity  to  write  down  their  own  learning  after  each  class   session   or   periodically   -­‐   helps   students   embed   the   knowledge   gained   and   actively  engage   in   their   own   learning.   The   seminar   sessions   for   the   ‘Global   Issues’   course,  which  was   led   by   tutors,   were   effective   in   helping   students   link   the   reading  materials   and   the  lectures;   hence   nurturing   the   skills   needed   to   synthesize   ideas.   This   is   partly   due   to   the  constant   challenges   that   what   are   considered   to   be   effective   activities   might   not  correspond   to   the   textbook   content,   so   the   seminar   sessions   were   organized   to  compensate  this  by  focusing  on  learning  from  the  reading  materials  and  linking  them  with  lectures.   This   approach   was   found   useful   to   encourage   students’   active   engagement   by  seeking  practical  relevance  of  the  course  to  their  individual  interests,  and  I  intend  to  apply  the  method  in  the  courses  I  teach  at  AIU.