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A Report on Long-Term Faculty Development Program for Nurturing Global
Education and Research Abilities in 2016
Eri Yoshida, Toyohashi University of Technology        The long-term faculty development programfor nurturing global education and researchabilities that started in 2014 with the aim ofreforming

theeducationalsystem

incorporation

withNagaoka

UniversityofTechnology and the National Institute ofTechnology, has reached the third stage thisyear.

A group photo on the first day of the QC training.
In the front of fountains in the QC campus

A total of seven faculty members

comprised of five from the national institutes oftechnology,

anassociate

professor

fromEnglish training during the later summer

Nagaoka University of Technology, and also ansemester.

associate professor from Toyohashi University

by the present stage are described in this report.

Details of the respective trainingsof Technology (TUT) have been participatingin the training of the program this year.

We      

finished a 3-month prior English training at

We were divided into classes with different

TUT from this April to June and started on Junelevels based on the results of a placement test

th26 a 6-month training at Queens College (QC),

given on the second day after our arrival in thethe City University of New York.

TheUS and took 4 subjects of listening, speaking,purpose of this training at QC is to learn

reading, and writing in English each twice ateaching methodology in English and to acquire

week and 3 hours per once throughout the later

improvementsofsummer semester.

educational

systems

teachingatmethods

thisandMy class was comprised of

educational

12 students including around 20-year-oldThe QC

Chinese and Korean who were proficient inprogram consists of 2 trainings; an English

English based on the fact that QC grants

training during the later summer semester (Junestudents who have completed this class a30 – Aug. 11) at English Language Institutequalification for admission.

(ELI) of QC for nonnative speakers andstruggled to keep up with the class with suchtrainings during the fall semester (Aug. 25 –students in the beginning of the summer

Dec. 21) for our individual specialties and forsemester.

an English supporting class and teaching in

homework given for all the subjects every day.

English class specially prepared for thisThe listening class focused on dictation andinstitution in the United States.

program.

Additional members of 5 young

Accordingly, II also spent time on finishing mydiscussion about contents of some videos

assistant professors of TUT, a stuff of theincluding

theadministration office, and a professor of a

educational

materials

national college of technology took part in the7TED

programinusedaddition

toforthetextbook specified by ELI.

of grammatical expression and composition.

The speaking classconversational

We were often required in the reading andexpression using metaphorical idioms and on

writing classes to explain the contents of public

oral presentation about specific themes.

I had

speeches made by the presidential candidates

fun guessing the meanings of the metaphorsand their supporters at the National Convention

relying on my intuition because most of themfor a presidential election to be held in thiswere not found in English dictionaries.

November.

focusedmainlyondaily

TheI had a struggle to understand thereading class laid stress on improving ability todifficult contents of the speeches, sitting in theread and comprehend with essays and articles

front of a television for a long time after

describing exposure of tricks at carnival, afinished my homework.

history of sushi, suits concerning drones, etc.

memory for me.

These topics attracted a lot of interest of themusical in Manhattan for an extracurricularstudents.

The writing class was comprised ofactivity of ELI and the following lunch with the2 parts; the first part of class where a teacher

teachers have also become pleasant memories

introduced 20 new words and explained

for me.

grammars and the latter part where the students

last day of the summer semester was enlivened

discussed some topics to write and submit aby the young TUT members.

composition on them.

English training with these happy memories.

The teacher set us aIt’s now a goodThe appreciation of a

A farewell party hosted by ELI on theI completed theweekly assignment that required to read anarticle of New York Times and write thesummary with the response.

  

She thoughtfully       and scrupulously corrected our compositions in

The fall semester began late in August.

class, resulting in improvement of our abilities

This semester is a new term in the US, so that
the QC campus has been in a fresh atmospherewith new students and full of bounce withstudents who came back from their summer
holidaysasareuniversities in April.

campusesofJapanese

Before the beginning of

this semester, I attended an orientation for new
graduate students at Graduate Center of theCity University of New York (CUNY) inA scene of the listening class(The right: Prof. Helen Markou)

Manhattan along with my supervisor, Prof.
Mirkin and his students.

The faculty members

gathered together for this orientation fromdepartments of science and technology in all
the campuses of CUNY to do a poster
presentation about their research in order toencourage new students to join their groups.
The students can improve their understandingof the research and obtain knowledge outside
their fields.

A scene of the reading class(The center: Prof. Roberta Chaco)

Our 7 members take courses of major
8subjects for a credit and observation during thisteachers of this class.

semester.

concepts of these fields to improvement of myIn addition to these classes, we

I expect to apply theattend a class of teaching methodology inteaching method.

Furthermore, a class ofEnglish once a week.

This course is useful to

English pronunciation for Japanese will start inlearn a teaching method from the viewpoints ofthis October, which should promote ourpedagogy and linguistics, the specialties oftraining at QC.

Start up the Program in New York City
Masayoshi Sekiguchi, National Institute of Technology, Kisarazu College
1. Overview of the program in NYC

we had eight sessions per week.

The program in NYC consists of English

Each session

was three-hours long and occupied AM or PM,

courses, science or technology classes withindividually, on Monday to Thursday.

credits, observing such classes, and various

contents were reading, composition, grammar,

academic activities which include a kind ofand conversation.

collaboration if possible.

in English.

The period is fromJune 26 (our arrival) to December 24.

TheTheOf course, all sessions wereWe needed to understand their

explanation and instructions.

Students andplace is Queens College (QC, for short) of thetheir teacher must exchange questions andCity University of New York (CUNY, for short).

answers.

QC is a college of CUNY located in Queens

All were our conversation exercise.

Textbooks depended on levels.

county, in New York City.

My class

used a grammar book: Top20 (ISBN-13:978-0-618-78967-2).

2. English Courses

As materials, we usedarticles from “Readers’ Digest,” and Internet

We take courses at English Language
Institute (ELI, for short) of QC.

Sites: “TED” and “ProCon” etc.

Our first

I would liketo introduce these sites because I like them.

course is a six-weeks long Summer II which

TED<www.ted.com> offers various talks byanyone can take, and actually many people takespecialists.

because of the reasonable tuition fees.

around 15 minutes, and contain some exciting

Many

They are usually monologue, takeof students are Chinese or Korean, aroundnew knowledge.

twenty years old, and hope to get a better job

English; in which we can take many options ofafter the entrance and graduation of QC.

subtitles in other languages.

Other students need to get a job just after theThe presentations are inEnjoy it.

ProCon<www.procon.org> offers pros andSummer II because they have already theircons on various topics.

green cards.

on topics “School Uniform” and “CollegeAnyway, I met many students

who live in NYC for a long time.

We enjoyed to debate

Education” by using pros and cons taken fromThe course began with a placement test two

this site.

I argued on the opposite side ofdays before the first session on June 30, andschool uniform and also on the opposite side offinished on August 11.

college education.

About 15 students

attended my class.

I really learned a lot

through this experience.

Four teachers had two sessions in a week, so

We will take other courses on Teaching in9English in Fall semester.

They are at the west end of Long Island.
QC is located almost at the midpoint of two

3. Academic Activity

airports: JFK and LGA, in a multicultural area

The program contains visiting departmentsand allocating mentors.

of Chinese, Jewish, etc. with a relatively highIn fact, we visitedaltitude.

four departments of Chemistry & Biochemistry,

We visited the Consulate General of Japan in

Earth & Environmental Science, Computer

NYC a few days after our arrival in order toScience, and Physics, for exchanging ourvote from abroad because it was just before theacademic information.

periodic election for the House of Councilors,

A faculty member will

be chosen as our mentor individually.

Japan.

Other academic activities depend on personalsituations.

of the lack of pre-formality in Japan.

For me, they begin with reviews ofan academic paper and a book.

But, they cannot add us on it because

On the same day, we visited the Ground ZeroThe former

which was the monument build after the twin

one is a series of unpublished referee comments

towers of the World Trading Center.

in English, and the latter one is a kind oflocations of the towers are indicated by two big

criticism which will be published in anrectangular falls where a lot of water falls inacademic journal.

toward the center.

Next, I hope to participate in seminars, andto give my lectures.

TheWe can find names ofvictims on the side of falls.

Because of ourI think some possibilities

late arrival the day, we were not able to enterto collaborate with someone, which is not so

the memorial center next to the falls, so wefrequent in my field.

looked at some wrecked parts of the iron frame

When I visited Department of Physics, I told
them on my hope as mentioned above.

beyond the glass wall.

On theother hand, I emailed to the organizer ofcolloquium of Department of Mathematics for
my request of giving my seminar and mylectures.

As a result, they promised myopportunity to give my seminar at theircolloquia.

But it seems difficult to give mylectures.
I will participate some seminars organized byHunter College, Graduate Center of CUNY, andMemorial Pool for 911 victims

Columbia University in the City of New YorkWe feel at rest when we walk in the campus

because a professor at Hunter College whom I
emailed recently recommended me.

of QC where are a lot of green and many cute

I amsquirrels.

looking forward to attending them.

There is a square at the center of thecampus with a flag pole and a monument
inscribed “WORLD WAR II MEMORIAL

4. Life in New York CityPLAZA” at the east end.

New York City is located at the mostThis place reminds

us students of QC died during the war. I amsouthern part of New York State. The central

ashamed not to know what I should say onpart is Manhattan. The northern side is Bronx.

December 8 when we will be still here.

There are Brooklyn and Queens on the east.
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old acquainted Russian researcher.

I sent an

English condolence to his family in which I
wrote we must progress based on his academic
accomplishments.
Profile of the writer: Professor of Mathematics
and a specialist of Celestial Mechanics who
likes cooking, muscle training, and AIKIDO.
Monument for WWII victims
In last May, I received a news of death of myToyohashi University of Technology
Institute for Global Network Innovation in Technology Education
Center for International Education
1-1, Hibarigaoka, Tempaku-cho, Toyohashi, Aichi, Japan
Tel: +81-532-81-5161
Mail: unireform@office.tut.ac.jp

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