Friday, March 29 2019
09:45 - 17:00
Building 18, 1st Floor Hall
Komaba Campus, The University of Tokyo
GFD Symposium 2019
Frontiers in Higher Education: Diversifying and Transforming Teaching
This one-day symposium focuses on innovative approaches to teaching and learning in a global higher education environment. The symposium features keynote speakers from the United States, South Africa, and Europe. They will present a diverse range of novel educational strategies and techniques, with a focus on active learning and student-oriented teaching across the humanities and social sciences through to the STEM disciplines. The symposium is an excellent opportunity to take stock of our role as educators, as well as to meet with colleagues from a range of institutions from across Japan and the world with a view to sharing best practice.
ーTeaching Multilingual and Multicultural Students:
Translanguaging as Innovative Pedagogyー
by Dr. Mbulugeni Madiba
(University of Cape Town)
[Time: 10:30 -- 11:30]
The last two decades have seen a dramatic increase in cultural and linguistic diversity in higher education institutions around the globe. Multilingualism has become a norm rather than an exception in most countries’ universities. However, the implementation of multilingualism in teaching and learning programmes raises questions of theoretical, methodological and practical nature. Accordingly, the presentation will explore some of these questions. A translanguaging approach is proposed as an innovative pedagogy for teaching multicultural and multilingual students. Translanguaging, a term coined by Cen Williams, a Welsh educator (Lewis, et.al, 2012) has recently gained currency and has recently been the focus of various studies on multilingual education (e.g. García, 2009; Creese and Blackledge 2010, 2011; Baker 2011; Canagarajah 2011; Hornberger and Link 2012) to the extent that we may now be experiencing a translanguaging‘turn’ (García and Wei 2014).
The focus of this presentation will be on the implementation oftranslanguaging pedagogy in South African universities with special reference to the University of Cape Town (UCT). With about 26 000 students from over 100 countries, speaking over 51 languages as their first languages, UCT constitutes a complex superdiverse multilingual environment that gives rise to a plethora of linguistic challenges in teaching and learning programmes. To illustrate the implementation of translanguaging pedagogy, examples will be drawn from multilingual education projects run by the Centre for Higher Education Project (CHED) at UCT.
Key words: higher education; multilingualism; translanguaging; translanguaging spaces; teacher-directed translanguaging; learner-directed translanguaging
―Efforts to Overcome Resistance to Active Learning―
by Dr. Murray Jensen
(University of Minnesota)
[Time: 11:30 -- 12:30]
For many years, data from discipline-based education research has shown that active learning teaching methods, such as Process Oriented Guided Inquiry Learning (POGIL), produce greater gains in student learning than traditional teaching methods, such as the commonly used lecture and PowerPoint. Despite the data, there exists much resistance from faculty to give-up lecture and PowerPoint; it remains the dominate mode of instruction at most major Universities in the United States, including the University of Minnesota. Change began to happen in 2015 when a new building was opened that featured large (64, 126, & 252 students per section) active learning classrooms containing round tables and no logical “front of the room.” This presentation will examine how the active learning classrooms have slowly changed the way entry-level STEM courses have been taught at the University of Minnesota.
ー Transparent Instruction and Its Impact on Learningー
by Dr. Mary-Ann Winkelmes
[Time: 14:00 -- 15:00]
Transparent teaching/learning practices make learning processes explicit while offering opportunities to foster students' metacognition, confidence, and their sense of belonging in college in an effort to promote student success equitably. A recent study by the Association of American Colleges & Universities identifies transparent assignment design as a replicable teaching intervention that significantly enhances students' success and persistence in an equitable way, with even greater gains for historically underserved students [Winkelmes et al, Peer Review, Spring 2016; Winkelmes et al, Stylus, 2019]. This session reviews the findings and examines some sample teaching materials and strategies for teaching transparently.
―A cross-continent, collaborative, interdisciplinary, case-based course on technology and sustainable development―
by Dr. Thomas T. Lennerfors
[Time: 15:20 -- 16:20]
This presentation is about a course which connects undergraduate PEAK students at UTokyo with master students of Industrial Management and Innovation at Uppsala University. Cross-disciplinary, cross-campus, teams together solve a number of cases about sustainability in global industrial companies, spanning from green chemistry to cruise tourism. The solutions are discussed in video-linked sessions, sometimes together with an industry representative or practitioner. The course also draws on faculty expertise from the two involved university to create deepened learning for both students and teachers about sustainability.