原子科學院 老師
College of Nuclear Science
Professor

My teaching pedagogies have clearly shifted this semester toward more interactive, media-supported, and student-centered approaches compared with my earlier teaching style. In the past, my instruction relied more heavily on a traditional, instructor-led format, where I primarily delivered content and students followed along. While this approach can be efficient for covering material, I found that it does not always provide sufficient support for students, especially in an EMI setting,
to actively process, question, and internalize mathematically rigorous concepts. 

In contrast, my current approach places greater emphasis on continuous interaction and learning scaffolds. I now design class sessions with more built-in opportunities for students to respond, reflect, and check their understanding in real time. Media elements, such as step-by-step animated derivations, carefully designed visual aids, and interactive response tools, are used not simply to make slides "more attractive," but to guide students through complex reasoning in manageable steps and to lower barriers to participation.

Regarding the teaching community, our members come from disciplines with academic training that is quite different from mine. Because of this diversity, 
our group activities, such as teaching-sharing sessions, peer discussions, and reflective exchanges, naturally required me to explain ideas in ways that could be understood beyond my own field.

Through these interactions, I found that my cross-disciplinary communication skills have improved. I became more intentional about clarifying assumptions, 
defining terminology, and presenting the motivation and key takeaways before moving into technical details. I also learned to listen more carefully to how colleagues interpret a teaching challenge and to respond in a way that connects with their perspectives and experiences. Overall, the teaching community provided a practical setting in which I could repeatedly practice and refine how I communicate teaching ideas across disciplines, which is also directly relevant to improving my effectiveness in EMI instruction.

From my experience in this program, starting with participation in the companion teaching community, moving through individual material development, and ultimately applying these efforts to my own EMI course implementation, I found that the strongest value of the program lies in its "continuous support" structure. The community provides a stable environment for sharing practices, discussing common classroom challenges, and reducing the sense of isolation that EMI instructors can easily feel when they try to redesign teaching on their own. At the same time, the process of developing my own teaching materials helped me translate those discussions into concrete actions in the classroom. Overall, the program effectively connects peer support with real instructional improvement.