Archive for category: Featured

Today, we are sharing an interview with alumnus Kazuya Takahashi. The interview was conducted by Kathryn Kao (ABJ ’13), content strategist for the College of Education. 

Kazuya Takahashi (MED ’07), an English teacher at Kogakuin University Junior and Senior High School in Tokyo, Japan and an alumnus of the University of Georgia’s College of Education, was selected as a top 10 finalist for the prestigious Varkey Foundation Global Teacher Prize for his innovative work in the classroom.

Takahashi was selected among 8,000 candidates around the world and is the first person from Japan to ever be nominated for the $1 million award. The Global Teacher Prize is the largest of its kind and is presented annually to an exceptional teacher who has made an outstanding contribution to the profession.

What was the biggest takeaway you gained from your studies at UGA’s College of Education? Are there any methods you’ve learned here that you currently apply to your everyday teaching? 

I owe a lot to the theory of instructional design. Although my degree is in instructional technology, I learned many useful things from friendly and knowledgeable teachers. They taught me cognitive science, instructional design, and cutting-edge technology in the academic world. They not only taught me the knowledge of subjects, but also how to use it in class. That’s why I could easily apply what I learned at UGA in my class when I came back to Japan.

Your Global Teacher Prize profile says you teach students using LEGO-based instruction. Can you give me a brief explanation of what this instruction focuses on and how it benefits students?

It’s based on the ideas of instructional design, Howard Gardner’s multiple intelligences theory, and constructionism. I think I learned this in Dr. Reeve’s class. With LEGO, I want to see different aspects of students’ intelligences. Schools usually focus on language intelligence. Teachers talk and students have to listen and answer back on a test. That’s why students who are good at speaking, listening, and writing are regarded as good students. However, students who are not good at language, but good at expressing themselves in other ways are not labeled as “good” or “exemplary” students. With LEGO, students can express themselves with things other than language and learn how to manage time. I can benefit a lot of things with LEGO instruction. Students can try to make their own products many times and easily get engaged in what they are doing.

 Why is it important for you to stress global citizenship in your teaching? How do students benefit from volunteer work?

My teaching style is based on learning science and constructionism. However, this kind of teaching philosophy is in vogue around the globe. There are a bunch of pedagogies and teaching curricula such as IB, Common Core, and national curricula. They compete with each other over which program is the most appropriate to educate the best and brightest kids and send them to prestigious colleges all over the world. I feel that this does not make any sense. Today, there are so many “smart” people with shining degrees, but the world has not gotten better. Wars are everywhere and the world economy is pretty messed up. I do believe we educators have to teach not only the subject, but also how students should take responsibility for their learning and contribute to others using what they learn.

So, I started a program in which students collaborate with a social entrepreneur in Indonesia and actually go work to solve social issues over there. In that sense, I think my teaching style is related to teaching global citizenship through daily classes. I want students to move around without paying attention to their borders.

The students who joined the Indonesia program said they learned a lot by doing something for others. They said they came to understand why they are learning and the importance of being responsible and serving others.

Can you tell me a bit about the space elevator competition you organized for your high school students? What has the response/results from this new initiative been like?

I only applied for the science promotion partnership fund and started the space elevator project. I got interested in this because I used LEGOs a lot in and outside of class, and I knew I could make a space elevator with LEGOs. I also wanted to introduce the students to college professors and some professionals at JAXA*. Results? I think students gained a more positive view on their learning and learned something real about space at JAXA.

*Note: JAXA, the Japan Aerospace Exploration Agency, is Japan’s national aerospace agency designed to support the Japanese government’s overall aerospace development and utilization. 

What are some things you want to change or improve upon in the Japanese schooling system?

In Japan, students just study to go to a so-called good college and work for a good company. To put it in a simple way, they only study for themselves. That’s why they are afraid of making a mistake and dropping out of a single-track career path. However, I believe from this time on I have to educate kids who are passionate about both business and helping others. So, what I want to do is challenge their fixed mindsets.

As a teacher, what are you most proud of achieving or accomplishing?

I have not achieved anything yet. I am still working on being like the great teachers in my life. However, just one thing I can be proud of is that I have put the quality of Japanese education on the map through this prize.

The University of Georgia sends its graduates to a number of major metropolitan cities, including Washington, D.C. Two recent graduates, Alex Laughlin (AB ’14) and Julia Carpenter (ABJ ’13, AB ’13), now work for the Washington Post, one of America’s premier newspapers. Digital Specialist Jamie Lewis (AB ’12, AB ’12) recently interviewed Alex and Julia to learn about their paths to D.C.

Tell me a bit about your positions at the Washington Post. 

Alex: I’m a social media producer. Half the day I run the main social accounts (Facebook and Twitter), and the other half of the day I spend working on emerging platforms for the Post like Instagram, Snapchat and List.

Julia: I’m an embedded social media editor. That means I work on the audience engagement team, but instead of focusing on the main accounts and the entire newsroom like Alex does, I’m narrowing my focus to two things: our features department, and our Tumblr presence. Our embed program (we’re still hiring for two gigs — in local and world — so tell your friends!) just launched this past fall. Before I started as an embed, I was a digital producer on the social media team. I worked on some wonderful projects, like our voicemails Tumblr This Year I Learned (y’all should call in!) and user-generated content and new platforms (just a year ago, that meant things like Snapchat, messaging apps and Tumblr — isn’t that weird?).

Alex Laughlin (AB ’14), social media producer at the Washington Post  

What pushed you to move to D.C. after graduation?

Alex: I had always been interested in moving to DC because it’s a major city, but not as massive as New York. I fell in love with it when I interned here in the summer of 2013, and then I moved here after graduation when I got a job at a small political magazine.

Julia: I was interviewing for two jobs at the same time — one was in D.C., and the other in New York. I’d interned in New York (twice!) and I’d lived there (twice!), so I decided to do the thing I hadn’t done before. I wanted to explore a new city, and I wanted to do journalism — the gig at The Post was the perfect opportunity to do both.

Julia Carpenter (ABJ ’13, AB ’13), embedded social media editor at the Washington Post 

How did your time at UGA prepare you for the professional world? Any particular professors, classes or organizations that affected you?

Alex: I was a women’s studies major, and the greatest preparation I got in the classroom for the “real” world was the ability to think critically about the systems around me and also know how to form an airtight argument and advocate for myself. The majority of my practical journalism experience came from my time at the Red & Black, where I was a reporter and then an editor (before our notorious walk-out in 2013!). I was also a member of a Panhellenic sorority, where I learned how to make small talk.

Julia: I was a total Red & Black junkie. I tried pretty much every job in that newsroom, and the friends I made there are now my strongest professional connections (and my dearest confidantes). I also can’t say enough how my double major — in magazine journalism and in English — and my Honors Program thesis work with Dr. Elizabeth Davis prepared me to think critically about new media storytelling. My thesis research was, seriously, just reading hundreds of characters worth of Twitter fiction — total dream, and something I bring up in work convos more often than is probably polite.

What advice would you give to a student interested in working on the digital side of journalism?

Alex: Make friends with the most ambitious people you know. Learn a lot about something that isn’t journalism. Always have a side project going — whether it’s an internship, a club leadership position, or a job. Trade them out each semester, and then take your last semester off. Don’t be scared to go to meetings for clubs you want to join — even if the people seem really cool and intimidating! They aren’t that cool, I promise.

Julia: Intern like a crazy person.

You’ve both got some pretty fun projects aside from your jobs at The Post – tell me about them!

Alex: I host and produce The Ladycast, which is a podcast where I interview cool women about their lives and their careers. I also have a YouTube series called “Side Hustle” with Femsplain.

Julia: I love side hustles! I have way too many open Google docs of projects yet to see the light. Otherwise, I run two newsletters: A Woman to Know and Drunk Poetry Circle. A Woman to Know is a daily missive about a woman from history, politics, art, science, you name it. I’ve written about Caresse Crosby, the inventor of the bra; Hazel Scott, a pioneering jazz musician; Tsuneko Sasamoto, a 90-year-old (still working!) photographer; the list goes on.

My friend (and fellow UGA alum!) Maura Friedman and I run Drunk Poetry Circle, a place for all happy hour poems to live (and also, sometimes, to die). We think everyone is capable of wonderful, moving, sad, hilarious poems — sometimes you just need a discount cocktail or two to stoke the creative flame. We ask people to submit the best of their work to us, and every week we send out a newsletter featuring the best (or funniest) verses.

Alex (left) and Julia (right) with Lindsey Rogers Cook (ABJ ’14), fellow Bulldog and Washington, D.C., resident 

What has been your biggest accomplishment since leaving UGA?

Alex: My biggest accomplishment is probably launching my podcast!

Julia: I’m proudest of This Year I Learned. I worked on it with one of my most favorite creative collaborators, Masuma Ahuja, and the whole thing — every message, the wave of responses — is just magic magic magic.

Best memory from your time at UGA?

Alex: Some of my favorite memories include walking from the SLC to North Campus in the fall, debating in my women’s studies classes, studying at Walker’s, and Take Back the Night with WSSO!

Julia: I have too many to pick one. Athens is one of those places I think about all the time — like whenever I have a bad day, or a good day, the first thing I think is “what’s happening in Athens right now?” Strolling up to Jackson Street Books after class in Park Hall. Ringing the Chapel Bell with my best friend on his graduation eve, after a night out at Blue Sky and Allgood. Studying at Walker’s with dirty chais. The thunder of “Touchdown, Georgia!” that echoed every Saturday. Walking down Bloomfield Street at night, surrounded by porches and twinkly lights. The apple and cheese sandwich at Marti’s. Staying late at The Red & Black and then walking home to my own (first!) apartment, where I lived next door to my bestest friends, where I could hear the crack of baseball bats practicing throughout September.

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In 2012, Shimat Joseph was given the position of Integrated Pest Management Adviser from the University of California. In this job, Shimat has dealt with the task of working with local growers to combat pests, specifically the cabbage maggot. In the last few years though, he has focused on finding alternative approaches for combatting these pests and restoring the future of agriculture for the state of California.

Shimat Joseph (MS ’06, PHD ’10)

Growing up in India, Shimat loved gardening, and chose to study agriculture in college. What began as a love for agriculture and gardening back home eventually led Shimat to study the field of entomology. In 2002, Shimat travelled halfway around the world to pursue a Master’s degree in entomology from the University of Georgia.

His past research areas have focused on turf control and pest management to deal with the hemlock woolly adelgid.

Congratulations on all of your success Shimat, and good luck with your future endeavors!

Read more about Shimat Joseph.