Knowledge Management

 

Theodore Maria School of Arts

 

 

Knowledge Management Report 2016

 

1. Teaching and Learning

 

  • KM for Special talk on ‘Soft skills: Don’t have to be so hard’

 

A fascinating talk by Professor S Armstrong was held on Tuesday 4th April 2017 from 13:30-15:00 at BangNa campus, Assumption University.

 

Professor S Armstrong, Head of the Department of English from University of Madras, India gave a comparable talk on hard skills and soft skills. Hard skills are examples of language proficiency and grade point average on academic transcript. Whereas soft skills is focused more on communication skills, and teamwork management. He emphasizes that both of these skills are not inherited but it is something which we have to gain through our own practices and experiences. The six concepts in soft skills that he focused on was the PADMAN Plan.

 

P- Presentation

 

A- Ability

 

D- Dependability

 

M- Motivation

 

A- Attitude

 

N- Networking

 

Professor S Armstrong believed that if students fully understood what soft skills are then it will ameliorate their communication skills when they apply for jobs in the near future.

 

After attending this special talk, I have decided to include his concept into my lesson in the ‘Conducting an Interview’. Originally my topic was about wearing the right clothes for jobs interviews, different types of interviews and interview structures and now including the concept of hard skills and soft skills.

 

A majority of my students now realized that they have been focusing too much on their hard skills and need to switch their attention to their soft skills. I told my students that ‘You don’t have to be the smartest student or excel in everything that you do but what you need to have is good teamwork and communicationskills.’ These factor matters more when you go out to face the challenges in the real world.

 

  • Digital Tools on Teaching and Learning

 

Digital and technology contribute to teaching and learning for undergraduate students at Assumption University more significantly than traditional style of teaching and learning. Digital and technology in teaching and learning attracts students’ attention by providing contents, exercises, handout, assessment and educational games in digital form.

 

As international university, the global perception is one of many factors that AU concern to transform themselves into a modern university therefore the way teaching materials and activities passed to all students should help to build innovation on teaching and learning for the university. Digitals and technologies in teaching and learning play an extraordinary role in educating and empowering teachers and students to become more knowledgeable, and awareness of current issues in crossing border.

 

The University always supports digital systems and tools which help to form digital culture in both teachers and students. As digitals play important role in many functions all over the world such as digital market, network, research, etc. digital culture need to be put into students to them for the future.

 

The aim of knowledge management on digital tools in teaching and learning is to promote relationship between GE lecturers, to share perspectives, ideas, experience, information, and discover knowledge and method in using digital and technology in teaching and learning GE courses. The details are as follows:

 

$11.      Digital and technology could be used in teaching.

 

All lecturers from Department of General Education (GE) use PowerPoint and excel program for their teaching. They always use PowerPoint to present content because they found that the presentation can appeal to a number of different learning styles and be made more stimulating since audio and visual can be added into the lessons. Moreover, PowerPoint comes with a free viewer programme that students can study and review the lesson anytime. It is not required students to have PowerPoint on their personal system. Many lecturers upload their PowerPoint file on LMS for students to review the lesson. To use PowerPoint for effective presentation, lecturers can consider:

 

$1-          The presentation structure should not longer than five main topics.

 

$1-          The content on each slide should be the main structural headings and subheading not all textual and reading out all to students

 

$1-          The slide theme can be created with PowerPoint function so it is unnecessary to always use the common theme that provided by the PowerPoint program.

 

$1-          The time duration to present each slide should be appropriate and not to deliver it too fast.

 

$1-          The file on PowerPoint program can be adjust anytime conveniently because of the “Key functions” of the program such as CTRL+D, CTRL+A, CTRL+G, etc.

 

$1-          The numbers of slide are approximately 20-30 slides per 90 minutes

 

$12.      How “LMS Moodle” be used effectively in classroom.

 

There are 12 GE courses open on LMS Moodle for students to learn in digital form. They are GE 1101 Thai Civilization, GE 1201 Information and literacy skills, GE 1203 Society, Politics and Economics, GE 1301 Environmental Science, GE 1401 Language and Communication Skills, GE 1403 Communication in Thai, GE 1404 Thai Culture and Traditions, GE 2101 World Civilization, GE 2130 Art of reasoning, GE 2202 Ethics, GS 2206 Personality Development, and TH 1500 Introduction to Thai. LMS also change the traditional classroom to the modern classroom that serves the modern world learners. AU students can assess LMS Moodle by sign in with au passcode

 

The benefits of using LMS Website:

 Using LMS Website to create different types of quiz:  

 

$1-          Using LMS Website to create multiple choice Questions. LMS allows the teacher to design and set quiz tests, which may be automatically marked and feedback and/or to correct answers shown. Moodle quizzes have two major components: the quiz body and the question pools. Think of the quiz bodies as containers for various types of questions from the question pools. The body is what students see when they take the assessment. It also defines how the students interact with the quiz. Creating a new quiz is a two-step process. In the first step, you create the quiz activity and set its options which specify the rules for interacting with the quiz. In the second step you add questions to the quiz. The questions in a quiz body can be of any type, chosen manually or at random, and displayed in a set or random order. The question pools can contain questions arranged in a manner that makes sense to you.

 

$1-          Using LMS Website to create Matching Questions. The answer to each of a number of sub-question must be selected from a list of possibilities. Matching questions ask students to match multiple question items to multiple possible answers. They are useful for testing students’ understanding of vocabulary and their ability to match examples to concepts. Matching questions have a content area and a list of names or statements which must be correctly matched against another list of names or statements.

 

$1-          Using LMS Website to create True/False Question. In a true/false question a student is given only two choices for an answer. The question content can include an image or html code. When feedback is enabled, the appropriate feedback message is shown to the student after the answer.

 

$1-          Using LMS Website to create Short answer. Short Answer allows a response of one or a few words that is graded by comparing against various model answers, which may contain wildcards. The answer could be a word or a phrase, but it must match one of your acceptable answers exactly. It's a good idea to keep the required answer as short as possible to avoid missing a correct answer that's phrased differently. You may find it helpful to prototype your short-answer questions to catch common acceptable answers you hadn‘t thought of. To do this, start by creating a few acceptable answers and include the question in a quiz for no points. Be sure to tell students you are testing a new question. Once the quiz is over, review student‘s answers and add their acceptable answers to the list.

 

$1-          Using LMS Website to retrieve grades from pre-post tests

 

(See also appendix)

 

$13.      How smart phone be used as a learning tools in classroom.

 

Smartphones provide the ability to get answers quickly.

 

$1-          Kahoot is a game based classroom response system played by the whole class in real time. Multiple-choice questions are projected on the screen. Students answer the questions with their smartphone.

 

$1-          LINE application is used as additional tool for language learners to practice listening and speaking skills as frequency as they can. LINE is a new communication app that allows students to make high quality free voice calls, and send free messages that keep students close to lecturers and practice their pronunciation with peers unlimited.

 2. Research

 

  • Asst. Prof. Dr. Sureepong's knowledge sharing for research and academic paper publication

 

In the academic year 2016, Theodore Maria School of Arts started conducting a KM research session every Wednesday from 14.00-15.00 hrs at CL1103. All the sessions were moderated by Dr. Sureepong Phothongsunan. Overall, the KM session received positive feedback from Arts faculty members as evidenced by a number of Arts lecturers from different departments who participated and actively involved in the sessions. A few lecturers who had class during the sessions also contacted Dr. Sureepong to discuss their keen research interests and topics at their convenient time. The concept of the KM research session is that every Arts faculty member is welcome to join and no appointment is needed. The session is very casual in nature and is for sharing, discussing, and learning from each other on any research related topics (e.g. writing proposals, writing and publishing papers, presenting papers, including getting inspired to write). From organizing these sessions, Theodore Maria School of Arts has got more AU research grant and some of the grant applications are now in the approval process from the AU Research Support Committee.  Also, it is expected that more academic publication will be out especially from the program faculty members in which case KM research sessions have played a part in driving the lecturers’ interest and supporting them in doing research and academic work.

 

  • Research workshop

 

                As a tradition, Theodore Maria School of Arts organized research training on the topic,   ‘Researching Teaching and Learning’ on Mon 15 May 2017 at John XXIII Conference      Center, Suvarnabhumi Campus from 9.00- 16.00 hrs. Its aim was to support and      enhance lecturers to conduct research and publish more academic works. This research          training was required for all Arts lecturers.  The guest speaker invited to impart and share knowledge was Assoc. Prof. Dr. Pornapit Darasawang from King Mongkut's             University of Technology Thonburi.

 

            On the whole, the training was well-received as Arts lecturers reported gaining practical            ideas on new research methods that can be used in the field of language teaching,        including inspiration to do research in the classroom. The guest speaker having long, worthwhile experience in conducting many forms of research clearly demonstrated how          research methods could be applied to fit certain classroom situations. Several Arts           lecturers got a chance to propose their research topics and they received useful comments and constructive feedback from the guest speaker. The atmosphere was         dynamic and collaborative.  Theodore Maria School of Arts will continue to organize this                      kind of research training as it indeed serves as a useful forum for Arts lecturers to strengthen their research skills.           

                 

3. Services

 

  • Standardized Exam Preparation (IELTS)

 

For the IELTS course we split the three sessions as follows

 

Session1: Reading

 

Session 2: Writing

 

Session 3: Listening/Speaking

 

Overall the students improved all four skills. However, many of them wanted a four or five session classes as they felt that meeting up just three times was not enough for them to prepare for the actual exam. Another problem was that as it was a mixed ability classroom and students who were stronger in speaking skills felt held back, other weaker students felt pressured to keep up with the class pace.

 

The knowledge learned from this project is that when students are aware of the benefits of the course, they usually have high motivation in learning.

 

 

 KNOWLEDGE MANAGEMENT 2015

 

 KM for research on ‘Writing for Publication’

 

A friendly, informal knowledge management (KM) research session was set up and mediated by Asst. Prof. Dr. Sureepong and A. Rusma from the Business English Department on Friday 29 April 2016 from 13:30-15.00 at CL 1103.The main objectives were to share among faculty members tips and strategies to publish academic papers in national and international journals and to exchange tacit knowledge in terms of paper publication.

 

 

KM for teaching and learning on ‘Learning Objectives Writing Using Bloom’s Taxonomy’

 

Knowledge management for graduate production was conducted on May 16, 2016. The session was conducted by Asst. Prof. Dr. Richard Lynch form Graduate School of Human Sciences. It was conducted for Business English lecturers. The objective of this session was to share the expert’s view about ‘Learning Objectives Writing Using Bloom’s Taxonomy’ for curriculum modification. After the sharing of learning objective writing, the participants wrote new learning objectives for their responsible courses. The new learning objectives would be implemented in the academic year 2017.

 

 

The United Board Christian Foundation for Higher Education in Asia

 

Fellows Program: 2014-2017

 

The United Board Fellows Program is designed to answer the needs of leadership development for mid-career faculty and administrators from Asian colleges and universities. Through this program, the United Board develops dynamic leaders who will advance whole person education within their home institutions.

 

Dr. Chutamas Sundrarajun, Deputy Chairperson of the Department of Business English, Faculty of Arts has been selected to participate in the United Board Fellows program for the 2014-2016 cohort. The experience features a pre-placement seminar, a semester-long placement in an Asian college/ university and in a college/university in the United States of America and a post-placement leadership seminar. For the first placement, Dr, Chutamas Sundrarajun was placed at the University of Yonsei, South Korea and the second placement was at the Valparaiso University, Indiana. For both placements, Dr. Chutamas Sundrarajun had the opportunities to learn about:

 ·         styles of leadership, organizational structure, and educational management;

 ·         alternative pedagogical styles to enrich teaching;

 ·         development in the academic fields by sitting in classes, meeting with the mentors and colleagues.

 

 Whole Person Education

 

The United Board is also committed to education that develops the whole person – intellectually, spiritually, and ethically. United Board sets a framework that grounds teaching and learning in academic rigor, social concerns, and moral inquiry. In the classroom, whole person education fosters critical thinking and challenges students to draw their own conclusions. It guides curricula toward exploration of ethics and service as well as knowledge. It replaces an institution’s blind pursuit of prestige and rankings with a commitment to developing sound citizens. It directs students’ attention beyond the classroom to the needs of the surrounding community.

 Whole person education also embraces the intellectual breadth and values of liberal arts education, while accommodating challenges, opportunities, and traditions distinctive to the cultures, societies, and institutions where it takes root.

 During both placements, Dr. Chutamas Sundrarajun was under the care of the mentors at the Department of English. She had the opportunities to observe the classes and interviewed management level faculty and staff from various units. 

 Yonsei University, South Korea

 Dr. Chutamas Sundrarajun had the opportunity to learn about the Residential College at Yonsei University and how it promotes whole person education. Residential College goals and objectives are to build on the core of Yonsei University’s world-renown faculty, stable financial support and exceptional quality of students, the RC offers a well-rounded higher education aimed at achieving the 5C’s namely convergence, communication, cultural diversity, creativity and Christian leadership.

 

By converging learning with living, the RC encourages active communication among students and faculty members from diverse cultural and linguistic backgrounds. In the process, students learn to take creative initiatives in their daily learning and living situations, from bridging the gap between cultures in their day-to-day interactions to planning and executing large-scale academic, cultural and athletic RC programmes. Students also practice interdisciplinary between education and its application by implementing information from the lecture halls into various RC programmes. Lastly, the RC instructs the spirit of service, Christian Leadership, in all of its students so students may better cooperate with other and learn the value of responsibility, compassion and service.

 

Valparaiso University, Indiana USA

 

The Valparaiso International Center (VIC) serves as a forum to learn about different cultures through interactive events, festival and discussion groups. It also provides services that help international residents and visitors to feel welcome and to fully enjoy American culture. The Valparaiso International Center is a project inspired by the diversity of the city of Valparaiso and the need for increased communication and interaction between all of its residents. The VIC seeks to enhance the Valparaiso community by creating positive mutual understanding, connecting people of all cultures, and creating a global network of support. The VIC consists of board of directors who are volunteers and some of whom are current/former Valparaiso University professors.

 

The VIC organises a number of cultural activities for the community such as the World Cultural Festival and Fourth Friday. The World Cultural Festival is an annual celebration of cultures from around the world. There are cultural performances, shops selling handicrafts from different countries as well as different types of food from different nations. I volunteered to sell the tickets for the event.

 

As for the Fourth Friday, the VIC hosts presentations and discussions about different cultures on every fourth Friday of each month. I volunteered to give a talk on Thailand covering topics about the King, Thai customs, festivals, food and attractions. There were about 50 people at my talk and we had a great discussion. They were engaged and asked a lot of questions about Thailand. They also asked me what I like about western culture so it was surely a fruitful discussion.

 

I am glad that I had the opportunity to contribute to the community and was really amazed by the level of interests that the people of Valparaiso had, in learning about different cultures. I really enjoyed myself. I hope that I would have a chance to introduce something like the ‘Fourth Friday’ to my Dean so we can organize something similar with the community around Assumption University campus. My idea is that international students studying at Assumption University could share their cultures with some of the local schools.

photo3

 Dr. Hathaichanok Komintarachat, an Assistant to the Dean for student activities, was invited by the Office of Higher Education Commission to prepare and present Thailand’s country report in ‘The 15th APSSA International Conference 2016’ which was organized by the Office of Higher Education Commission, Chaing Mai University, and the Asia Pacific Student Services Association (APSSA) which is an international organization with a distinctive focus on the Asia Pacific region. APSSA is a network of student affairs professionals who are passionate about strengthening their role in tertiary education by providing positive student experiences that enhance student learning.  APSSA provides a platform for global collaboration in the field of student affairs through organizing international conferences, training programs, staff attachment programs and professionalstudyvisits through the Institute of Student Affairs (ISA). The Conference was organized from June 26th, 2016 to June 29th, 2016 at Chaing Mai University, 

 

photo002

 

 

Dr. Hathaichanok Komintarachat, an Assistant to the Dean for student activities, has participated in an ‘Student Affairs Senior Executive Development Program of Thailand Higher Education Institutions’ which was organized by the Office of Higher Education Commission. The Program was organized from December 14th, 2015 to December 17th, 2015 and December 24th, 2015 to December 26th, 2015 at Avani Atrium Bangkok, Thailand; and a study visit to The Hong Kong University of Science and Technology (HKUST) and The Chinese University of Hong Kong, Hong Kong SAR from December 20th, 2015 to December 23th, 2015.

 She has successfully fulfilled all requirements for the program and awarded a certificate and an honorable pin for her achievement from the Office of Higher Education Commission. 

 

 Boundless Benefits from United Board Fellows Program

 

A. Mika Tanasarnsanee, Department of Business Japanese, Faculty of Arts

 I experienced the two semester-long placements as a 2014-2016 fellow. My first placement was at Tunghai University, Taiwan and the second one at Gonzaga University, Spokane, Washington. During the both placements, I had many opportunities how whole person education was applied effectively in teaching foreign languages.

 The 1st placement at Tunghai University, Taiwan

 March-June 2015

 I was placed in Japanese Language and Culture Department at Tunghai University. The department aims to educate students as the citizens with competence in analytical judgment and negotiation in multi-lingual contexts with multi-cultural adjustment. I had opportunities to observe variety of learning activities which bridge students from classrooms to community. 

 

 

 

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                                                       3    4

 

 

The 2nd placement at Gonzaga University, Spokane, Washington

 September-December 2016

 Gonzaga University has a strong focus on serving community through academic works. They seek to serve others across the world. I was placed in English Language Center at Gonzaga University and able to observe how teachers helped students seek to serve others across the world with critical thinking, problem solving skills, ethical heart, and respects of culture and tradition. 

 

1   3

 2

 

 

 

 

Executive Summary

 

Program: Student Affairs Senior Executive Development Program of Thailand Higher Education Institutions

 

Date:      December 14th, 2015 to December 26th, 2015

 

Venue:   Avani Atrium Bangkok, Thailand

 

Study Visit:    The Hong Kong University of Science and Technology (HKUST) and the Chinese University of Hong Kong, Hong Kong SAR (December 20th, 2015 to December 23th, 2015)

 

Organizer:      Office of Higher Education Commission

 

Objectives:     To support, promote, and develop participants’ ideas, knowledge, understanding, and ability about student affairs management in order to produce graduates with desirable characteristics

 

Curriculum:   The program consisted of 5 modules as followed

 

1.      21st Century Student Affairs Management

 

-          Students characteristics for 21st century

 

-          Student Development for Global Citizenship

 

2.      Vision on Student Affairs Management

 

-          Ideas for Student Affairs Management

 

-          KM for Student Affairs Management

 

-          Student Life management

 

-          Management perspectives

 

-          Experience from Hong Kong Universities

 

3.      Skills for Student Affairs Management

 

-          Quality Assurance

 

-          Communication for Change

 -          Conflict Management

 

4.      Student Affairs Pro-active Thinking and Strategic Thinking

 

-          Management perspectives

 -          Case Study

 

-          Strategic Planning

 

5.      Application of the New Knowledge

 

-          Presentation

 

Learning Strategies:  1. Lectures

 

                                    2. Action Learning Workshop

 

                                    3. Study Visit

 

                                    4. Networking

 

                       

 

Learning outcome:    The vision of new graduates is as follows

 

T =       T                                                                   C =      Creativity

 

H =      Hospitality                                                      H =      Happiness and Holistic Outlook

 

A =      Adaptability                                                    A =      Appreciation of Life

 

I =       Innovation                                                       N =      Networking

 

L =      (Healthy) Lifestyle                                           G =      Glocalization                          

 

A =      Allegiance                                                       E =      Entrepreneurship

 

N =      Newness

 

D =      Diversity

 

A world populated by responsible adults who thrive an interdependence and community. Overhauling the educational paradigm means replacing the metaphor – the concept of the world and its inhabitants as machine-like entities – that has shaped the education system, as well as many aspects of culture. It is essential to view learning as a total community responsibility.

 

 

KNOWLEDGE MANAGEMENT 2014

 

Language for the Community: The Promotion of Local Tourism in Sukhanthawas Community

 

The project has been undertaken consecutively for its second year under the General Education course named GE1404 Thai Culture and Traditions by A. Jaruwan Puangmalee. The objective of the project “Language for Sukhanthawas Community” is to render services in terms of the promotion of local tourism and to apply knowledge and experience from academic services to the teaching, learning and research.

 

The project was beneficial for all participants since students, lecturers and local community were connected directly through the Community Based learning approach that helped students to gain a rich experience from combining hands-on work in the community with academic framework provided by course work across the curriculum.

 

Overall, the survey has found a generally positive result for “Language for Community: the promotion of Local Tourism in Sukhanthawas Community with good satisfaction of the users. Besides, the finding is integrated in GE1404 Thai culture and Traditions curriculum for semester 2/2014.

 

Language Project for the Community: English Training at Pakkongchudyai School

 

The Teacher Training for Pakklongchuadyai School was a continuous project from last year’s. This time, under the supervision of Business English lecturers, GL1101 Elements for Spoken Language students were asked to help teach English pronunciation to school pupils from grades 1-6. Teaching materials and stationery were given to the School as teaching and learning tools. School teachers had a chance to make class observation as well. The project shows that the Faculty of Arts, its faculty members and students can help improve the quality of teaching and learning at the School for sustainable development. The level of service users’ satisfaction is 4.50. A continuous and long-term project is needed to help Pakkongchudyai School teachers and students in language skill development.

 

St. Louis School’s Oral English Assessment

 

From November 10-12, 2014, Dr. Sureepong, Arts lecturers and students were requested to administer the oral English proficiency test for St. Louis School Chacheongsao students. This is the second assessment. All St. Louis School students were assessed on their oral English proficiency. The results show that the students somewhat improve their English communication skills (grammar, interaction, and subject knowledge) from the first assessment.  The School administrator was satisfied with the service provided. For the evaluation feedback from the service recipients, the average score of 4.31 out of 5.00 was given. The school is interested in continuing this project for the next academic year, but this depends on the budget and time availability. A research project is under way as a result of conducting this oral English assessment.

 

Research Training on Writing Research Projects

 

The training emphasizes how to write research and academic papers for publication. Positive feedback was given from the participants as they could see writing moves in doing so and present the topics and gaps or arguments in their areas of interest. This resulted in the extract of the participants’ knowledge from the training to producing potential research proposal topics. For the evaluation feedback from the participants, the average score of 4.40 out of 5.00 was given. Continuous training is recommended to monitor progress of the participants in the areas being trained.

 

 

 

 

KNOWLEDGE MANAGEMENT 2013 

Language for the Community: The Promotion of Local Tourism in Sukhanthawas Community

The project has been conducted under General Education course name GE1404 Thai Culture and Traditions responsible by A. Jaruwan Puangmalee. The objective of the project “Language for Sukhanthawas Community” is to render services in terms of the promotion of local tourism and to apply knowledge and experience from academic services to the teaching, learning and research.

The project was beneficial for all participants since students, lecturers and local community were connected directly through Community Based learning approach that helped students to gain a rich experience from combining hands-on work in the community with academic framework provided by course work across the curriculum.

The satisfaction survey was conducted during May 2014. The Likert scale of 1 to 5 was used in all rating questions, where 1 was the lowest satisfaction and 5 the highest satisfaction. The scale allowed for a mid range position for those who had a neutral opinion. Participants were asked to rate their satisfaction with the students’ products.

Overall, the survey has found a generally positive result for “Language for Community: the promotion of Local Tourism in Sukhanthawas Community with 4.21 rated as being of “moderate” to “high” satisfaction. Besides, the finding is integrated in GE1404 Thai culture and Traditions curriculum for semester 1/2014.

Language Project for the Community: English Training at Pakkongchudyai School

On 24 July 2014, the Faculty of Arts visited Pakkongchudyai School, discussed with the School Director and observed the teaching of an English class. The purpose of the visit was to conduct the needs survey on the needs of the School in terms of langauge skill improvement for both teachers and students. For the evaluation feedback from the School Director, the average score of 4.23 out of 5.00 was given, showing the School Director’s with the training program.

The Project has reflected on an important role of the Faculty of Arts, its faculty members and students to help improve the quality of teaching and learning at the School in the vicinity. It is found that a continuous and long-term project would definitely help Pakkongchudyai School for sustainable development. Also, more budget or funding should be considered.

Teaching English for Factory Workers

From Jan 6-Apr.22, 2014, the Faculty of Arts offered an English training course to over 15 factory workers and staff at Thai Urethane Plastic Company. The course focused on English communication skills necessary for effective use of English for work. For the evaluation feedback from the trainees, the average score of 4.08 out of 5.00 was given, showing the students’ fair level of satisfaction with the course. This course has provided the opportunity for Arts lecturers to provide academic service to society. It is learned that teaching lower intermediate students require lots of interesting activities and games to create the students’ interest in learning. Also, the focus on form should be avoided as some students find that impractical for their language use for communication

Teaching English for Doctors

From Jan 28-Apr.3, 2014, the Faculty of Arts offered an English training course to over 25 doctors and nurses at Vejthani Hospital. The program focused on English writing and communication skills for doctors. For the evaluation feedback from the trainees, the average score of 4.36 out of 5.00 was given, showing the trainees’ high level of satisfaction with the training program. This training has provided the opportunity for Arts lecturers to provide academic service to society. It is learned that to effectively teach students, teachers need to have well-structured lesson plans to meet the needs of the students. Also, using a variety of teaching and learning activities has been found to be stimulating and encouraging for the students.

Report of Project Development (Teaching English for Doctors)

From the teaching of doctors as academic service to society, the following are plans for development:

1. Doctors have problems with some English sounds (th, ch, sh, s, and z) so these sounds must be focused on specifically.

2. Doctors should be asked to work in small groups often to promote collaborative learning.

3. Doctors need to avoid using technical terms with patients.

4. They should use more simple and clear expressions in their communication.

5. There should be a clear plan on finishing homework as many of them could not finish take home assignments.

St. Louis School Oral English Proficiency Test

In December 2013 and February 2014, the Faculty of Arts (its lecturers and students) were requested to administer the oral English proficiency test for St. Louis School Chacheongsao students. All St. Louis School students were assessed on their oral English proficiency. The results show that the students on the whole need to improve their English communication skills (grammar, interaction, and subject knowledge). The School administrator was quite satisfied with the service provided. For the evaluation feedback from the service recipients, the average score of 4.02 out of 5.00 was given. It is proposed that this project be conducted on a yearly basis.

Special talk by Faculty of Arts to promote research interests by Prof. Phan Le Ha

Arts Last Orientation 08 February  2013 featuring a presentation on “ How to get the right job” by Ar. Akarin Areepong

 

KNOWLEDGE MANAGEMENT 2012 

Novice Training Project for St. Gabriel’s

The Faculty of Arts offered a special English training program for 6 novices from the Saint Gabriel’s Foundation from 11 June to 11 September 2012. The program focused on English skills, understanding cultural differences, communication theories and practices, and civilization studies. For the evaluation feedback from the trainees, the average score of 4.40 out of 5.00 was given, showing the trainees’ high level of satisfaction with the training program.

This training has provided the opportunity for over 15 lecturers to serve as trainers of these novice trainees. It is learned that to effectively teach students, trainers need to conduct needs assessment and have well-developed lesson plans to meet the needs of the students. Also, using a variety of teaching and learning activities has been found to be stimulating and encouraging for the trainees. Experiences from teaching the novice trainees are worthwhile in terms of lesson planning and teaching learners from different background and can be effectively applied to teaching and learning at Assumption University.

Business Chinese Seminar on the topic of “Teaching Chinese to Foreign Students” to  exchange useful ideas between Business Chinese and Chinese for Economy and Trade lecture.

  1. Powerpoint by Dr. Li shadin
  2. Powerpoint by Dr. Xu Ping
  3. Powerpoint by Dr. Wu chunbo

Research Training workshop on September 18, 2012 to motivate Arts Lectures to conduct research works.

research training

Research training attachments

Associate Professor Pornsiri Singhapreecha (PhD)

Asst. Prof. Dr. Kittitouch Soontornwipast

Knowledge Management (2)

 

 

KNOWLEDGE MANAGEMENT 2013 

Language for the Community: The Promotion of Local Tourism in Sukhanthawas Community

The project has been conducted under General Education course name GE1404 Thai Culture and Traditions responsible by A. Jaruwan Puangmalee. The objective of the project “Language for Sukhanthawas Community” is to render services in terms of the promotion of local tourism and to apply knowledge and experience from academic services to the teaching, learning and research.

The project was beneficial for all participants since students, lecturers and local community were connected directly through Community Based learning approach that helped students to gain a rich experience from combining hands-on work in the community with academic framework provided by course work across the curriculum.

The satisfaction survey was conducted during May 2014. The Likert scale of 1 to 5 was used in all rating questions, where 1 was the lowest satisfaction and 5 the highest satisfaction. The scale allowed for a mid range position for those who had a neutral opinion. Participants were asked to rate their satisfaction with the students’ products.

Overall, the survey has found a generally positive result for “Language for Community: the promotion of Local Tourism in Sukhanthawas Community with 4.21 rated as being of “moderate” to “high” satisfaction. Besides, the finding is integrated in GE1404 Thai culture and Traditions curriculum for semester 1/2014.

Language Project for the Community: English Training at Pakkongchudyai School

On 24 July 2014, the Faculty of Arts visited Pakkongchudyai School, discussed with the School Director and observed the teaching of an English class. The purpose of the visit was to conduct the needs survey on the needs of the School in terms of langauge skill improvement for both teachers and students. For the evaluation feedback from the School Director, the average score of 4.23 out of 5.00 was given, showing the School Director’s with the training program.

The Project has reflected on an important role of the Faculty of Arts, its faculty members and students to help improve the quality of teaching and learning at the School in the vicinity. It is found that a continuous and long-term project would definitely help Pakkongchudyai School for sustainable development. Also, more budget or funding should be considered.

Teaching English for Factory Workers

From Jan 6-Apr.22, 2014, the Faculty of Arts offered an English training course to over 15 factory workers and staff at Thai Urethane Plastic Company. The course focused on English communication skills necessary for effective use of English for work. For the evaluation feedback from the trainees, the average score of 4.08 out of 5.00 was given, showing the students’ fair level of satisfaction with the course. This course has provided the opportunity for Arts lecturers to provide academic service to society. It is learned that teaching lower intermediate students require lots of interesting activities and games to create the students’ interest in learning. Also, the focus on form should be avoided as some students find that impractical for their language use for communication

Teaching English for Doctors

From Jan 28-Apr.3, 2014, the Faculty of Arts offered an English training course to over 25 doctors and nurses at Vejthani Hospital. The program focused on English writing and communication skills for doctors. For the evaluation feedback from the trainees, the average score of 4.36 out of 5.00 was given, showing the trainees’ high level of satisfaction with the training program. This training has provided the opportunity for Arts lecturers to provide academic service to society. It is learned that to effectively teach students, teachers need to have well-structured lesson plans to meet the needs of the students. Also, using a variety of teaching and learning activities has been found to be stimulating and encouraging for the students.

Report of Project Development (Teaching English for Doctors)

From the teaching of doctors as academic service to society, the following are plans for development:

1. Doctors have problems with some English sounds (th, ch, sh, s, and z) so these sounds must be focused on specifically.

2. Doctors should be asked to work in small groups often to promote collaborative learning.

3. Doctors need to avoid using technical terms with patients.

4. They should use more simple and clear expressions in their communication.

5. There should be a clear plan on finishing homework as many of them could not finish take home assignments.

St. Louis School Oral English Proficiency Test

In December 2013 and February 2014, the Faculty of Arts (its lecturers and students) were requested to administer the oral English proficiency test for St. Louis School Chacheongsao students. All St. Louis School students were assessed on their oral English proficiency. The results show that the students on the whole need to improve their English communication skills (grammar, interaction, and subject knowledge). The School administrator was quite satisfied with the service provided. For the evaluation feedback from the service recipients, the average score of 4.02 out of 5.00 was given. It is proposed that this project be conducted on a yearly basis.

Special talk by Faculty of Arts to promote research interests by Prof. Phan Le Ha

Arts Last Orientation 08 February  2013 featuring a presentation on “ How to get the right job” by Ar. Akarin Areepong

 

KNOWLEDGE MANAGEMENT 2012 

Novice Training Project for St. Gabriel’s

The Faculty of Arts offered a special English training program for 6 novices from the Saint Gabriel’s Foundation from 11 June to 11 September 2012. The program focused on English skills, understanding cultural differences, communication theories and practices, and civilization studies. For the evaluation feedback from the trainees, the average score of 4.40 out of 5.00 was given, showing the trainees’ high level of satisfaction with the training program.

This training has provided the opportunity for over 15 lecturers to serve as trainers of these novice trainees. It is learned that to effectively teach students, trainers need to conduct needs assessment and have well-developed lesson plans to meet the needs of the students. Also, using a variety of teaching and learning activities has been found to be stimulating and encouraging for the trainees. Experiences from teaching the novice trainees are worthwhile in terms of lesson planning and teaching learners from different background and can be effectively applied to teaching and learning at Assumption University.

Business Chinese Seminar on the topic of “Teaching Chinese to Foreign Students” to  exchange useful ideas between Business Chinese and Chinese for Economy and Trade lecture.

  1. Powerpoint by Dr. Li shadin
  2. Powerpoint by Dr. Xu Ping
  3. Powerpoint by Dr. Wu chunbo

Research Training workshop on September 18, 2012 to motivate Arts Lectures to conduct research works.

research training

Research training attachments

Associate Professor Pornsiri Singhapreecha (PhD)

Asst. Prof. Dr. Kittitouch Soontornwipast