To further implement the student-centered educational philosophy and enhance faculty capabilities in classroom management and instructional design, the International College organized a thematic teaching seminar on “Classroom Management and Instructional Design” on the afternoon of May 13 in Room 107 of the Lixue Building. The event brought together all teaching staff, including Zhou Jing, Director of the Language Center; Associate Professor Tang Meiling; instructors Jiang Pengming and Zhang Di; and international faculty members Jeanine, Nicholas, and Karel. Participants engaged in in-depth discussions on pain points in teaching practices, analyzing challenges, and sharing experiences to explore effective strategies for improving classroom teaching quality and further strengthening the faculty’s professional and international educational competencies.
The seminar was chaired by Zhou Jing, Director of the Language Center. She opened the session by emphasizing the critical role of classroom management and instructional design in enhancing talent cultivation, particularly in addressing common challenges such as insufficient student motivation and low classroom engagement within the context of the college’s international education mission. Following this, faculty members took turns sharing case studies and improvement strategies from their teaching experiences.
To tackle the issue of low student motivation, Instructor Jiang Pengming proposed enhancing classroom appeal through contextualized instructional designs, such as thematic case studies and engaging discussion topics. On managing smartphone use in class, international faculty member Jeanine suggested implementing a “classroom contract” to establish clear usage rules. Nicholas shared methods for fostering active learning through group collaborative projects. At the same time, Karel, drawing on cross-cultural teaching experience, recommended dynamic group activities and real-time feedback mechanisms to boost student participation.
The faculty unanimously agreed that teaching practices must adhere to the student-centered philosophy, promoting scientific instructional design, refined classroom management, and emotionally supportive teacher-student interactions. On one hand, Outcome-Based Education (OBE) principles should be integrated, with clear objectives for knowledge, skills, and competencies in each session, supported by ongoing analysis of student engagement. On the other hand, individual differences among students must be acknowledged, replacing one-way lecturing with patient encouragement to create a “supportive” classroom environment. Faculty should anchor their work in professional expertise, drive innovation in teaching methods, and provide comprehensive support in instructional design, classroom management, and teacher-student interactions. Additionally, the International College faculty should leverage the institution’s distinctive features, strengthen Sino-foreign collaboration, and enhance cross-cultural teaching capabilities to cultivate high-caliber talent with global perspectives and innovative abilities.
This seminar provided a platform for exchange between Chinese and international faculty, facilitating in-depth discussions on practical issues such as motivating students, managing smartphone use, designing assignments, and increasing classroom participation. A series of targeted and innovative solutions was developed. Moving forward, the teaching team will uphold internationalized and professional educational principles, continuously advancing grassroots teaching initiatives to provide solid support for nurturing globally competent, interdisciplinary talent.
(Text by Zhang Di, International College / Photos by Chen Wanting, International College)
