Toyohashi University of Technology,
Institute for Global Network Innovation inTechnology Education

News from QC（Vol. 11 2015/9/14）

Reports

Outline of Long-Term Faculty Development Program for nurturing global education andresearch abilities
Tomoya Matsui, Toyohashi University of Technology
1. Outline of training course

TUT

Tomoyoshi Akiba,

Long-Term Faculty Development Program

Assoc. Prof.

for nurturing global education and research

TUT

Tomoya Matsui,

abilities (Global FD) advance to second term

Assoc. Prof.

this year. This program aims to improve
language skills that will be required forTraining course plan in this term is showneducation in English and expand anin the following. As mentioned previously,

understanding of different culture andthe training is provided in three placesacquire teaching method in English.

where are Toyohashi Univ. Tech, Queens

This program provides three months ofCollege

prior training of English in Toyohashi
UniversityofTechnology,andPenang,z Phase 1: Training in Toyohashi Univ. Tech.
April 1~June 16

English in Queens College CUNY. After
training

TUT-USMthento learn seriously teaching technique inPracticalandMalaysia.

provides six months of training of Englishthat,CUNY(lecture● English class by ALC: 74classes×90min

in- Creative Speaking

English) is planned in Malaysia.

- Effective Writing

Eight National Institute of Technology- Teaching in English

professors and two Toyohashi University- Academic Writingof Technology professors attend to this- Presentation and Teaching Simulation

Global FD program.

- Showcase Wrap-Up (25 min simulatedlecture)Member of Global FD in academic yearetc.
● Online English conversation：25min/day

2015
NIT, Hakodate

Kenji Moriya, Assoc. Prof.

NIT, Tokyo

Yuko Ichikawa, Prof.

NIT, Numazu

Takumi Ohnuma,● ALC Net Academy for Technical English(online materials): self-study● TSST: ALC Telephone Standard Speaking

Assoc. Prof.

Test: before and after the course

NIT, Maizuru

Tomoki Takezawa, Prof.

● Taking TOEIC

NIT, Tokuyama

Hideaki Yanagisawa,●Associate Professor
NIT, Ube

Relationship with QC students byQueens College Exchange Program● Showcase Wrap-Up

Hideaki Misawa,
Assistant Professor

NIT, Ohshima

Jongdoc Park, Assoc. Prof.

NIT, Anan

Mio Kobayashi, Lecturerz Phase2: Training in Queens College CUNY
June 28~December 246

without intonation, etc. I further understood● English class by English Language Institute(ELI)：144hr (6hr/day), June 30 ~August 13

importance above in New York.

(Mon. ~ Thu.)

We learned about skills of presentation,● Attend classes in fall semester, August 27 ~communication, teaching and writing from

December 23

teachers who are native speaker of English in- Subject for credit, 1 credit

regular class.

- Subject for auditing

OnlineEnglishconversation

wasintroduced as one of new training from● Special English Class, September 4~- Teaching in English

this year. We had a conversation with- Academic Language Support Course

Philippine teacher for 25 minutes a day.
We can study also by using learning● Showcase Wrap-Upmaterial. I was used to talking withnative speakers.

z Phase 3: Training in Malaysia
early January ~ early March

In addition, an individual consultation● Implementation lecture

by English learning adviser and English

University of Science-Malaysia

teachers in Toyohashi Univ. Tech. wasPenang Skill Development Centeravailable.
Finally, we demonstrated trial lecture
as Showcase Wrap up, and the trainings in2．Training in Toyohashi Univ. Tech.
In this chapter, I’d like to introduce about

Toyohashi Univ. Tech. was closed.

English training in Toyohashi Univ. Tech.
English class were basically provided in two
groups. Obviously, English skill of members
differs from one person to another, sorequired learning content differ from one
person to another. English classes in thisyear get half smaller than that in last
year

in

consideration

offeedback.

Consequently, we could take time for own
learning.

Global FD initiation

I learned about what is necessary to
improve our English skill in intensiveclass,

inotherwords,

reasonthatJapanese are not skillful at English as
the following: word order is different, wecan’t follow to speaking speed since wegrasp the meaning after translating
English to Japanese, I can’t listen towords if I can’t pronounce it correctly,
pronunciation changes due to linking
sound of words, it is difficult for nativespeakers to listen to Japanese English

Effective Writing class7

3. Afterword

prepare for training in fall semester. We will
striveThis report was written in late August. Wetoimprove

Englishskillscontinuously.

finished English class provided ELI, and we

We started the Global FD program at QC in NY
Kenji Moriya, National Institute of Technology, Hakodate College
1. The Project Outline
ThisFDproject,to have active attitude and communication
Long-term

Facultyskills including English skills. Thus, we got theDevelopment Program for nurturing global

information about actual NY and QC life; theyeducation and research abilities (GFD), aims 1)

gave us a lot of useful advice. Let’s go ahead!

to improve our English skills in order to teachNow, time travels to our arrival at NY.

engineering education in English and 2) toWhen we arrived at NY, they welcomed us atdevelop intercultural communication skills. The

the JFK airport. Additionally, they assisted ourprogram consists of three stages: training basic

first preparations for the NY life. If they hadn't

English skills (@Toyohashi University ofhelped us, we would have had some troubles. I

Technology: TUT), learning practical teaching

really appreciate their hospitality.

skills in English and various educational styles

By the way, I was disappointed with my(@Queens College: QC), and actual teaching in

English skills by New Yorkers' very quick

EnglishMalaysia:

speaking speed and various pronunciations due

TUT-USM). We are ten project members, whoto their home countries on the first night.

are two TUT professors and eight KOSEN

Probably, most non-English speakers will haveprofessors.

same experience.

(@UniversitiSains

I'd like to report on an introduction of NY
life and the QC training program.

3. Beginning of the ELIThe English Language Institute (ELI),

2. Beginning of the daily life in NY

whose period is for six weeks, began after theHere, time goes back to the TUT training

placement exam. Students come from mainly

phase. I'd like to tell you relationship between

East Asian area during a long vacation, andthe GFD members and some QC students. Fivethere are various age students. The youngest

QC students learned Japanese culture for twostudent was 15 years old that is same as aweeks in Jun at TUT. We, the GFD members,KOSEN freshman. Three TUT professors andparticipated in a course which was designed for

one KOSEN professor, who are involved in

the QC students, and we introduced Japaneseother projects, also had the ELI lessons.

culture and had various discussions with them;

We had learned the four English skills at thewe have had good relationship. Because they

ELI. What do you think "four English skills"?

had strong and logical opinions, we could haveThose may be "reading, writing, speaking andactive discussion. I thought again "Silence islistening." However, an ELI professor said thatNOT golden" in the world aside from Japan; Ispeaking and listening is the same skills; shestrongly believe we, especially students, havetold us four skills are R, W, S/L, and grammar.
8In addition, because each English skill connects

English lesson but the daily life in the USA. We

to other skills, we have to learn all skills

can learn from this story that we have toevenly.

consider the students’ ages and/or their

I could also learn QC professor's education

comprehension levels. Additionally, I believe

styles at ELI, that is, both of traditional andmotivation or activity of students is reallyinteractive

important for learning.

teachingstyles.

Althoughtheyoungest student told me "Kenji, this class is

In the next my report, I’m going to reportboring, isn't it?", I liked that class because

on taking credits and my cooperative research.

professor's speaking was useful for not only

One of the ELI lessons. Students divided
into groups; and, each group was preparing
With the GFD members (including one

about debate theme. Rule of this debate:

KOSEN professor attending at othereach group gets or loses points depending onproject). I hope everything goes well as

students' actions, and the group which has

such cloudless blue sky! (However, it

the highest score is the winner. Our groupsometimes rain very heavily in NY. Howseriously discussed for winning the debate;

about the project...?)of course, our group won!

Toyohashi 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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