Guest lecturer sessions as springboards for creativity

Eucharia Donnery, Yoko Nakano, Hans Peter Liederbach, Mathew Sanders, & Seiji Fukui

Guest lecturer sessions are typically construed as passive and non-creative for learners. In this study, however, three guest lecturers from divergent immigrant backgrounds were invited to share their experiences with Japanese university students (n=22). These sessions aimed to build the students’ confidence during the question and answer (Q&A) section of the lectures by moving from prepared questions to more spontaneous ones. These guest lecturer sessions were part of a bigger process drama project which centered on issues of emigration and homelessness. It was hoped the guest lecturer sessions would provide a forum to lead students to better understand of the experts’ specialized knowledge. This paper also incorporates the impressions of the guest lecturers themselves regarding student interest in their presentations.

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