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1. What prompted you decide to participate in the “JSPS Science Dialogue” program?
Since Science Communication is one of my research interests and activities, I already decided to participate at the JSPS orientation program in December 2004.
2. To what did you give greatest attention in preparing and giving the lecture?
To understanding and layout of the presentation.
3. Did you find it difficult to give a lecture in English to Japanese students? Could you give some advice to future lecturers on how to facilitate communication with Japanese students?
I did not find it difficult and also the students were surprisingly not afraid of asking me questions after the lecture. In my preparation sheet I provided a Japanese translation of the most important terms of my lecture.
4. Could you give your impression with regard to participating in this program?
The program and its objectives are important. It is well organized, although it took a long time to participate in it. I would have liked to give more lectures in different high schools. It is worthwhile to continue the program.
5. Was it meaningful in terms of your fellowship activities?
It was meaningful in both fellowship and personal terms. I am highly interested in science communication and gave three seminars on this topic at my host department. From a personal point of view, it was interesting to visit a high school in Japan and talk to both staff and students.
6. In what ways do you think the students benefited from the program?
I think that it is important for students to gain some "international" experience with foreign lectures in a foreign language. In practical terms, the lecture's topic (i.e., global change) is of high scientific and national relevance.
7. Could you give some overall advice or comments to future participants in the program?
Potential fellows should contact the teacher in advance to clarify the students' level of knowledge and language skills. I found it helpful that I provided information in advance (preparation sheet, handout of the presentation, web information) and thus, both teacher and students could prepare the lecture which facilitated understanding.
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