Student Profile

Nicholas O. Jungheim, M.Ed., Ed.D.
Professor, Waseda University
School of Letters, Arts and Sciences

January 1989 Master of Education
May 1995 Doctor of Education

Doors. That's what TUJ is all about. The doors may be different sizes, shapes, and colors, depending on your interests, your goals, or the academic program you enter, but combined with your own effort, doors will open. That's what TUJ did for me.

When Temple University first opened its doors in Japan, I had been teaching English at a small Japanese university for three years, and the ad in the English newspaper didn't stand out so much. Three weary years later, I needed my batteries recharged, and TUJ was there to do it. I entered the M.Ed. program in TESOL and discovered a world that would change the course of my life in Japan. The classes were enriching with the extra incentive of the Distinguished Lecturer Series. My fellow students provided stimulating interaction that also broadened my perspective on teaching in general. This encouraged me to join organizations such as TESOL and JALT to round out my professional life.

It seemed like no time at all before my Master's studies were over, but they turned out to be only a beginning thanks to the introduction of the Doctoral program at TUJ. After a year-long break, I entered that program. Taught by world-renowned experts in the fields of TESOL and SLA and surrounded by the talented members of my cohort, I succeeded in getting that degree. Only at TUJ could I have continued working and supporting a family and still work for an advanced degree in such a cutting edge program.

TUJ opened doors to new jobs that I could never have imagined qualifying for back when I first saw that ad in the newspaper. I owe it to you TUJ. You changed my life.

Atsuko Takase, M.Ed., Ed.D.
Lecturer, Kansai University
Lecturer, Baika High School

August 1997 Master of Education
May 2003 Doctor of Education

My teaching career began at a high school in Kochi in 1987. As the school was newly established, the English department tried various methods to improve the students' overall English proficiency by not only preparing students for entrance examinations, but also trying to improve their communicative skills. To help implement that program, I looked for a TESOL course where I could study the theory and methodology of English teaching and improve my own teaching skills without going abroad.

It was after I moved to Osaka in 1995 that I found Temple University, where a TESOL course for working people was offered in the evenings. It was the very course that I had been looking for. During the two years of the Master's program, I began my study of TESOL, beginning with the very basics. In addition to core courses, various elective classes were offered so that we could choose ones that met our interests and schedules. The faculty members at Temple were willing to give individual care to each student.

After I finished the Master's course, I continued my studies in the doctorate course. The doctorate course operates on a cohort model and meets on weekends. The course offers balanced classes that are helpful for both quantitative and qualitative research, which was particularly useful when I worked on my dissertation using both of these analyses. This course has been invaluable to me in helping to shape my philosophy of teaching as well as giving me practical ideas in teaching. It will certainly enable anyone in the English teaching profession to sharpen the theoretical and practical aspects of their English teaching.