Faculty Development 2014
Session schedule

Date:Presenter

Topic

April 17

Iain Stanley

Moodle: Basics

May 29Peter Verbeek

Research on humansubjects

June 26

Julia Christmas

Curricular changes inJapanese primary andsecondary schools

June 27

October 23

Lloyd Walker

Course Registration

Iain Stanley

Moodle: Advanced

Content
This session will introduce basic concepts ofMIC’s LMS: Moodle so all instructors can makeuse of it.
After this session we hope instructors will:(1) Understand how Moodle works and themain functions offered by it(2) Find new ways to use Moodle toimprove their classes
Find new ways to assess students’ knowledge
Every year MIC has many senior thesis
applications that deal with human subjects andsenior thesis advisors need to know how to deal
with it timely.
This session will focus on:(1) Raising awareness of TRAC and its
function in the institution
Show the importance of the informed consent
form and how to make one(1) Raise awareness regarding curricularchanges in primary and secondary
schools which will affect students
coming to MIC and(2) Help MIC teachers understand how
they can assist primary and secondary
level teacher during professional
development workshops taught at MIC.
This session is not only important for teachers
assisting primary and secondary teacher levels,
but also to all MIC instructors to understand thebackground of our students.
Every semester, advisors assist students withcourse registration for the following semester.
This session will explain what the requirements
are for different programs.
This session will be covering advanced featuresthat can be used by instructors to improve theirclasses.
In this session instructors will see:
(1) Advanced Moodle features that extend
the classroom activities outside class(2) Different evaluation modes

Verbeek, Peters,
Thompson
December 11

Best practices for upper
level classes

Using glossaries to assist student learning andalso as a tool to promote self-study
This session will consist of a round table on bestpractices/tips & tricks for upper Level classes.
All faculty are invited to:(1) Share good and bad experiences(2) Share materials and activities thatworked well in upper level classes
Consult with peers about any concerns
regarding upper level class instruction

Session Feedback Form

1. The objectives of the session were clearly defined
2. Participation and interaction were encouraged.
3. The topics covered were relevant to me.
4. The content was organized and easy to follow.
5. The materials distributed were helpful.
6. This session experience will be useful in my work.
7. The presenter was knowledgeable about the training topics.
8. The session length and pace were appropriate.
9. The session room and facilities were adequate.
10. What aspects of this session could be improved?
11. How do you plan to apply the contents of this session to your work?
12. Additional comments.

Moodle: Basics (Iain Stanley)
Date: 17 April, 2014
Session start/end time: 16:00 ~ 17:30

Summary:
Just to let you all know, today will be an introduction to Moodle. It is mostly aimed at those people who see
that
Moodle exists, but can't quite work out what this thing with the strange name actually is. And where it fits inthe teaching landscape.
There will be some hands-on action (between your hands and the computer), and you will learn the very
basics of setting up a course, uploading files, organising things, and understanding the basic interface ofMoodle.
Hopefully, at the end of the session, you will have a clearer idea of what Moodle is, and how it might be able
to suit any plans or ideas you have for your classes.
If you've never used Moodle before, or don't have much experience using Learner Management Systems(LMS/CMS), then I strongly encourage you to come along.
For those of you with experience using Moodle, there will be a second FD seminar later in the year that looks
more in depth at specific ideas and specific modules of Moodle.
Hope to see you this afternoon.
Cheers,Iain

Participants:Eric Sandberg
Monica Hamciuc
Gregory Dunne
Jason Adachi
Anderson Passos
Jeon-Pyo Hong
Debra Occhi
Edward Rummel

Moodle: Basics (Iain Stanley) - Session Feedback

Q1Q2

Q3

Q4Q5Q6Q7Q8Q9Q10Q11Q12555415535

It was difficult to follow theexplanation sometimes because
there was no handout.
perhaps assistance to work one on
one with participants as needed
while the presenter guided theprocess

I hope I can use Moodle more
effectively after attending thissession. Also, I am looking forward
to the advanced one.
I set up a moodle for class to archive
materials for absentees and allow
participation remotely, e.g., by job
hunting students.

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Well done! Thanks are
owed the presenter andorganizer. Looking forward
to the next one.

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5

I'm looking forward to furthersessions.

I plan to add Moodle materials to myclasses.

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I've started moodle courses for bothof my upper level classes.

The Role of TRAC in the Ethics Review of Faculty and Student Research on HumanSubjects (Peter Verbeek)
Date: 29 May, 2014
Session start/end time: 16:00 ~ 17:20

Summary:
Doing research on human subjects comes with the responsibility to obtain informed consent, ensure
confidentiality, and minimize the risks and optimize the benefits of participating in research. At universities
worldwide peer-review through institutional review boards and research ethics committees plays animportant role in protecting the rights of human subjects in research. Since the inception of the college, theTesting, Research, and Assessment Committee (TRAC) has served as the peer-review board for research onmembers of the MIC community, in particular on MIC students. In this FD presentation I will talk about thespecific responsibilities of TRAC and describe the review process of research proposals. I will also talk about
TRAC’s recently added responsibilities concerning the review of senior thesis research on human subjects. As
the latter concerns a significant number of senior thesis tutors and second readers I look forward to thisopportunity to answers questions about the review of student research and to ask for support to help fulfill
TRAC’s new responsibilities in this area.

Participants:
Futoshi Kobayashi
Jason Adachi
Johanna Sandberg
Yuko Yamamoto
Monica Hamciuc
Anne Howard
Jeong-Pyo HongAnderson Passos
Adam Murray
Jonathan Parker
Phillip Bennett
Gregory Dunne
Benjamin Peters
Eric Sandberg
Debra Occhi

The Role of TRAC in the Ethics Review of Faculty and Student Research on Human Subjects (Peter Verbeek) – Session
Feedback
Q152Q2
54Q352Q434Q552Q642Q755Q844Q955Q10553454555A list of abbreviations & their
meaning might be helpful.

554

554555It seemed like several people werecurious to know about previous
student work that could
have/should have been addressedby TRAC. One or two examples
were mentioned anecdotally, but
it might have been nice to hearmore about work that seemed tobe a violation of research ethics
and what TRAC would have done
to address the violation.

5545

55

545

While I appreciate the attempt tokeep the training sessioninteractive, I felt the initial activity
regarding the Milgram experiment
was more appropriate for in-classuse than as part of a training
session. I'd rather get the
information I need, and then moveon to my own work.

Q11Senior thesis advising.
If any of my advisees plan on
doing human subject research, I
will send them to TRAC.

I believe it will help both mystudents and me, for my own
research projects.
It's good to be aware of theinformation presented in working
with my thesis students.

Through work with senior thesisstudents.

Q12
In my opinion, faculty training
sessions should not be used toadvance the trainer's personal
agenda regarding the college'sorganisation (here, making a casefor the institution of an IRB). While
I have nothing against such aproposal, I thought this was an
inappropriate time and place for it
to be raised, especially given thepotentially/historically divisive
nature of the idea. The training
should focus on existing college
structures and how they impact on
our work.

Q1

Q2

Q3

Q4

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Q6Q7Q8Q9555555555544444545355559585545555545Q10

It was uncomfortable beingpressured to volunteer on thespot; faculty who did not attend
may still have interest and should
also have been encouraged to doso.

Q11

I will share the information about
TRAC with students asappropriate.

Knowing how to proceed whenstudents are researching on
human subjects is something thatevery MIC instructor should befamiliar with. I am glad I had thechance to listen to this FD session
because now I feel more preparedin case future advisees' work fall
into this category.

Q12Interesting presentation and welldelivered. I felt I learned somethingof immediate value from thepresentation.
Well done Peter and othermembers of TRAC whocontributed! Also thanks toJohanna (and anyone else whofacilitated this).

Curricular Changes in Japanese Primary and Secondary Schools: Raising AwarenessRegarding Curricular Changes Affecting Incoming MIC Students(Julia Christmas)
Date: 26 June, 2014
Session start/end time: 16:00 ~ 17:30

Summary:
From 2011, elementary school teachers in Japan have become responsible for “Foreign Language Activities”(FLA) (in Japanese--Gaikokugo Katsudo) in their 5th and 6th grade classes. News sources indicate that inseveral years these activities will be introduced from the 3rd grade. In addition to this, teachers of all primary
grades are also typically expected to team teach with an assistant language teacher who is often a native
English speaker. Many ESTs lack confidence in their ability to use English effectively in the classroom, areunsure of communicative learning techniques and unpracticed in communicative competence instruction.
This situation has arisen due to limits in their past training and present professional development programs.
So, why is this a part of our Faculty Development? Firstly, although neither SILA language nor content faculty
have typically specialized in teaching English or communicative competence to young learners, it is useful for
us to know where our students are coming from--e.g. the situation in local schools which help to feed thestudent population of MIC. Moreover, knowledge of how language is currently being taught (or how it isfocused on in FLA) and the problems that teachers face in primary schools is very valuable for SILA faculty inlight of the fact that students from the new department of education will be expected to teach FLA. This isparticularly relevant as research shows that teacher training faculty in Japan typically lack knowledge
necessary to help foster the ability to teach communicative language competence.
Another reason for including this topic in FD is the arrangement between the MIC and local Boards ofEducation means that faculty at MIC faculty are often asked to do activities that involve interactivity withyoung learners directly or teaching workshops to help their in-service teachers develop their own English skills
and/or knowledge about ways to help students become more skilled in language communication. This faculty
development session is intended to offer a brief overview of these issues as well as some practical ways thathave been developed in order to deal with them.

Participants:
Eric Sandberg
Monica Hamciuc
Gregory Dunne
Jason Adachi
Debra Occhi
Benajmin Peters
Futoshi Kobayashi
Jonathan Parker

Masazumi Otake
Jeniece Lusk
George Knapman
Anne Howard
Johanna Sandberg

Curricular Changes in Japanese Primary and Secondary Schools: Raising Awareness Regarding Curricular Changes
Affecting Incoming MIC Students I (Julia Christmas) — Session Feedback
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10545555533455526941043354588710710323535554545554545554555Not news to Julia, buttranslations/printouts of someof the Japanese docs would
have been useful. Considering
how much time she had toprep them, her explanation
was very clear and helpful.

Q11Q12Thinking of doing somethingwith a teaching partner (it wasDebra's idea) to explain themeta reasoning behind ourlessons for the benefit ofteachers who aren't used todoing that kind of thing.

It's always good to see thingsfrom a different perspective.
We really should be looking at
our role in our students'
education within the context
of their K-12+ backgrounds.
Their lives as students do not
begin when they enter MIC, so
it would be useful to have amuch much much better
understanding of what came
before.
As always, THANK YOU, JULIA!

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I will consider documenting
more explicitly about thelanguage goals of specificactivities.

I learned something of value
from the presentation.

Advising Students on Course Registration(Lloyd Walker)
Date: 26 July, 2014
Session start/end time: 11:00 ~ 12:00

Summary:
All student and academic advisers are required to assist their advisees with course registration and approvetheir choice of courses. Different programs have different requirements. For those of you who are not familiar
with the system, or feel a reminder would be beneficial, Lloyd will give a FD talk on the topic tomorrow
between 11:00-12:00 in CCR1.

Participants:
Jeniece Lusk
Eric Sandberg
Jonathan Parker
Jason Adachi
Jeong-Pyo HongPhil Bennet
Tim Stoeckel
Johanna Sandberg

Advising Students on Course Registration (Lloyd Walker) — Session Feedback
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q1055445555545445545545544445545
545
5

455Q11
The content of the session was
directly related to my work in
the capacity of academic
adviser for students, and it isnecessary in helping students
choose appropriate courses tofulfill graduation requirements.

All the exceptions and special
Advising for student
rules within the program
registration!
requirements makeunderstanding what can gowhere and when pretty
complicated, but thepresentation itself was fine andthe presenter did a good job
making the tangle a little lessso.
.

Q12

Thanks, Lloyd!

Moodle Advanced (Iain Stanley)
Date: 23 October, 2014
Session start/end time: 16:00 ~ 17:30

Summary:This is the second FD workshop on Moodle and covers more advanced features that can be used byinstructors to improve their classes.

Participants:
Jason Adachi
Anderson Passos
Jeong-Pyo Hong
Debra Occhi
Jeniece Lusk
Jonathan Parker
Satoko Shibao
Julia Christmas
Seiko Hara
Brendan Rodda
Ikuko Katano
Haruko Aito
Yuko Matsumoto
Johanna Sandberg
Naoki Miyamoto

Moodle Advanced (Iain Stanley) — Session Feedback
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10Q11555

355555

I will use it to improve myMoodle course pages.

3553555555553351455155555554445
25455454455455452455455455455455435454335455545453

Q12There were no materials andsometimes it was difficult tofollow.

A handout with a brief
explanation of the main points
would be helpful.

It was good to learn aboutsome new functions and goover others that I didn't knowmuch about. Another session
on quizzes in Moodle would
be helpful.

I tried to follow both the large I will use Moodle more bothgroup instruction in English
for my team-taught and soloand the small group support in taught classes.
Japanese, which divided myattention and made it a little
difficult to follow. If I weretold that I could follow either
one because both groups
were covering the samematerial, I might have felt
easier to just focus on one.

I feel more comfortable using
Moodle now. Thank you!

Best Practices for Upper Level Classes (B. Peters, M. Thompson & P. Verbeek)
Date: 11 December, 2014
Session start/end time: 16:00 ~ 17:30

Summary:
In this hands-on faculty development workshop content faculty members of the School of International
Liberal Arts will share and discuss successful and less successful teaching and active learning practices forupper level classes. The workshop will be jointly chaired by Benjamin Peters, Micheal Thompson and PeterVerbeek.
This workshop features curriculum development approaches suitable for upper division undergraduate
students, and the presenters will focus on lesson and unit development that builds student competencies incritical thinking through active learning. Workshop attendees will see examples of model activities andassignments, and presenters will explain best practices for successful implementation. The workshop will also
provide participants with an opportunity to share their own successes in curriculum development and to help
each other hone activities and lessons to optimize students' learning outcomes.

Participants:
Jeon-Pyo Hong
Jonathan Parker
Satoko Shibao
Anne Howard
Monica Hamciuc
Yuko Matsumoto
Johanna Sandberg

Best Practices for Upper Level Classes (B. Peters, M. Thompson & P. Verbeek) — Session Feedback
Q1
5541Q24541Q33541Q44531Q55441Q63541Q75541Q8454133445454

Q9 Q105541
It became morepractical and usefulthan before.
5Q11Q12

They will give some useful
insights for revising and planning
my courses.

Every faculty needs to participate
the activities with his/herexperience.