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1. What prompted you decide to participate in the "JSPS Science Dialogue" program?
In the United States, I also have had the opportunity in to teach classes to senior high school students. I really enjoyed teaching to students of that age group, since they are old enough to understand complex topics and can ask good questions. I think that students should be exposed to science in a different manner than just learning from a textbook. Guest lecturers, such as in the JSPS Science Dialogue Program, can present science in new and exciting ways that may inspire students to get more involved in studying science.
2. To what did you give greatest attention in preparing and giving the lecture?
I gave the greatest attention to using simpler English words so that the students would understand most of what I was saying, and I also used Japanese words in the slides often, especially for complicated words, like "central nervous system" (中枢神経系統) or "cell membrane proteins" (細胞膜のタンパク質). In addition, I used analogies to cultural and everyday things so that they can more easily understand, such as comparing neurons to electrical lines (電線), since both send electric signals. Finally, I think that, most of the time, images and movies are much more effective at explaining a concept than words on a slide.
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 found that some things are difficult in English, such as explaining complex scientific ideas. However, the more pictures you use, the easier it is to be successful. Also, comparing scientific ideas to everyday items can make things simpler. I used the analogy of protein compartments in a cell to the different parts of the candy "Pocky", for example. I think, however, that Japanese high school students are extremely shy about speaking in English, so I think that having a Japanese colleague to translate and take questions is essential for having a successful lecture.
4. Could you give your impression with regard to participating in this program?
I thoroughly enjoyed my experience, as did my Japanese colleague. I think that high school students are curious and energetic and can benefit from this program. I think it was a good experience, and the high school officials and teachers were very kind and welcoming.
5. Was it meaningful in terms of your fellowship activities?
I think that teaching your subject to those outside of your field (such as high school students, for example) makes you think and present your ideas in a different way. I believe that interacting with the community is also important and the cultural exchange is also very valuable for both the speaker and students.
6. In what ways do you think the students benefited from the program?
I think that they enjoyed learning about what science is like outside of a textbook, and that science can be fun and exciting. Also, they can get some ideas about what research is like and how people all over the world are involved in science. Hopefully, the new things they experience in the Science Dialogue Program will get them more interested in a career in science.
7. Could you give some overall advice or comments to future participants in the program?
I highly recommend this program. I think that the time commitment is minimal (only one day), but it is very rewarding. I think that many high schools would be interested in hosting lectures. My advice is to keep it simple and to make it interactive; asking questions, playing games, or doing simple experiments keeps the students attentive and makes them feel involved. Having fun is also important, because this unique kind of lecture is very rare for the students, so making it enjoyable for them will make it a success for you.
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