One thing I've learned as a result of living in Asia for twenty years is the importance of learning about the social context one is in before professing specific goals there. Some ideas which work well in some institutions might not in others. So before saying too much about what I'd like to do at a particular school, I should acknowledge the ineed to learn more about that particular educational context first. With that proviso in mind, here are five ways I hope to contribute to my workplace in the future.
(1) Enhancing Basic Study Skills Among Students - I've come to see that student performance is closely related to study skills. It seems more and more students in Japan lack basic study skills. Study skills have been described by Van Blerkom (1997) as cluster of sub-skills which include goal setting, time management, note taking, strategic reading, summarizing, presenting, and test-taking strategies. Learning these skills can have a decisive impact on academic success. While teaching English, I also believe in teaching study skills. In the future, I hope to do further research on the relation between study skills and academic performance. According to a 1999 Japan Information Network report, the academic skills of most Japanese students have been declining recently. I believe it is necessary for more students to "learn how to learn". Too many students appear to suffer from information overload and find it difficult to critically evaluate the data they receive. To acquire what Kolb (1984) refers to as "deep learning" students need to learn more about study skills, critical thinking, and experiential learning.
(2) Cross-Cultural Education - With the experience of living in half-a-dozen countries for varied periods of time, I understand what it is like to be a foreign student and would like to help foreign students work more closely with other Japanese. When I taught at Shizuoka University I noticed how Chinese and Korean students often felt isolated from most Japanese. I was active in the Shizuoka International Association and Shimizu City International Association for nearly ten years, so I have good ideas about some ways to promote international exchanges. Since the number of Asian university students here is increasing, I'm interested in helping them adjust to Japanese life more smoothly and also doing some research on their experiences.
(3) Promoting Computer Skills - Lots of Japanese students appear to have computer phobia. One of my roles is helping demystify computers and encouraging others to gain confidence in using digital software. I believe have to set good examples and demonstrate the kinds of behaviors we want students to acquire. One way I promote computer literacy is described at www.tnewfields.info/Articles/comlit.htm.
(4) Testing - With a strong background in testing, I'd like to serve of the university's entrance exam committee when that chance comes up. I also plan to continue working on ways to make testing concepts more widely understood by language teachers. A lot of teachers feel reluctant to look at testing research closely because of the extensive jargon in that field. By continuing work on the JALT Testing & Evaluation SIG Newsletter and writing more articles in this discipline, I feel I'm narrowing the gap between teachers and testing experts.
(5) Community Outreach / Public Relations - I believe schools have a responsibility to work closely with community members of all ages. When I lived in Shizuoka prefecture, I spoke often to volunteer groups such as Rotary, Lions, and the local international center. Moreover, in Taiwan I enjoyed the change of pace by teaching adults once a week. As Japan's demographics continue to shift, I believe more and more universities will need to reach out to the adult community.
Conclusion
Reflecting on the past two decades years as an educator, many of my ideas have expanded and my focus continues to change. Though I enjoy teaching oral communication skills, at this point I also feel qualified to teach a wide range of course and am flexible in taking on new responsibilities. My research interests are broad and that may be an advantage in many ways. Recently I have begun to achieve something of a balance between academic breadth and depth. There is still much more I need to learn about my specific research fields, but I feel I have begun to achieve a modicum of depth in a few academic fields.
References
Japan Information Network. (1999 Nov. 11). Trends in Japan: Falling Standards? [Online]. http://web-japan.org/trends00/honbun/tj991101.html. [3 Sep 2002].
Kolb, D. (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs N.J.: Prentice-Hall.
Van Blerkom, D. L. (1997). College Study Skills: Becoming a Strategic Learner. (2nd Ed.) Belmont, CA: Wadsworth / International Thomson.
(revised 30 May 2009 / Ver. 1.3 )
