Joseph Heilman is an international educator with extensive experience leading English language programs in Japan. He has over 15 years of experience teaching English and administering programs at the university level. He is currently the director of the World Language Center at Soka University, where he focuses on curriculum development and integrating 21st century skills into language instruction.

1. 1
Joseph Heilman · TESOL Administrator/Educator
Resume
International Address (Current)
World Language Center
Soka University 1-236,
Tangi-machi, Hachioji-City,
Tokyo, Japan 192-8577
US Address
8110 Northpointe Blvd.
Pensacola, Florida 32514
heilman@soka.ac.jp
+81-90-2333-1359
SUMMARY
International director and instructor with extensive leadership experience. Vast academic network
throughout Asia. Driven to develop or enrich English language programs at the curriculum and
classroom levels.
EDUCATION
M.Ed. Graduate College of Education, Temple University, Tokyo, Japan 2003
B.A. International Studies, The Evergreen State College, Olympia, Washington 1998
PROFESSIONAL EXPERIENCE
2005-2015 Assistant Director of the English Program/Associate Professor, University of Digital
Content, Tokyo, Japan.
2002-2005 Program Coordinator for Study Abroad / EFL Instructor, Kanto International
Senior High School. Tokyo, Japan.
TEACHING EXPERIENCE
Soka University, Tokyo, Japan, Special Full-time Faculty (2015-Present)
English I/II (4 Skills in Department of Literature and Law)
Business English for Global Leaders (Business Communication)

2. 2
English III/IV (TOEIC Preparation)
English for Engineering (Writing for Engineering)
English for Study Abroad (Academic Skills for Studying Abroad)
Meiji University, Tokyo, Japan, Adjunct Lecturer (2010-Present)
TOEFL Preparation Courses (Study Abroad Preparation)
TOEIC Preparation Courses
Academic Reading and Writing (Study Abroad Preparation)
Academic Listening and Speaking (Study Abroad Preparation)
Computer Basics (Content Course)
University of Digital Content, Tokyo, Japan, Asst. Director/Associate Professor (2005-2015)
Advanced Level English (Academic Skills)
Fundamentals of Design (Content Course)
Business Communication
Communication I/II (Oral Communication)
Project-based Course (Make-up Course for Non-traditional Students)
PUBLICATIONS
2012 Student evaluations of teachers: issues surrounding frequency and timing. 明治大
学教養論集 通巻 476 号, 97-107.
2010 CALL: Internet Tools for Teaching ESL/EFL Academic Writing. TESOL Connections.
2010 Internet tools for teaching ESOL academic writing. SLW News, Volume 5, Issue. Retrievable
at http://secondlanguagewriting.com/slwis/newsletters/newsletters.html
2009 Empowering learners and instructors through online class evaluations. ERIC database.
Retrievable at http://www.eric.ed.gov/ERICWebPortal/detail?accno=ED507408.
2005 Putting Projects into Practice. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds.)
JALT 2004 Conference Proceedings. Tokyo: JALT.
2004 Stress and information focus in a video lesson. Temple University Japan Studies in Applied
Linguistics, 39, 171-177.

3. 3
CONFERENCE ACTIVITY
2016 Helping students meet the demands of the 21st century workplace. CamTESOL, Phnom
Penh, Cambodia.
2015 Curriculum design for the 21st century. Japanese Association of Language Teachers
Conference, Shizuoka, Japan.
2009 Addressing advanced-level learners’ needs through skill and content-based instruction.
Tokyo English Teachers in Japan Expo, Tokyo, Japan.
2009 Expanding student opportunity for language learning through VoiceThread. Japanese
Association of Language Teachers Conference CALL conference, Tokyo, Japan.
2009 Content-based instruction: the four skills and more. Poster presentation given at the Foreign
Language Conference, Tokyo, Japan.
2006 The classic literature and social issues today project. Peace as a Global Language Conference,
Tokyo, Japan.
2004 Putting projects into practice. JALT conference, Nara, Japan.
2004 Multiple aspects of project work. ETJ Kanto ELT Expo, Tokyo, Japan.
2003 Project work: how and why. Demonstration given at the December 7th meeting of the
Omiya Chapter of JALT, Saitama, Japan.
Campus Talks
2016 A big pad and the WLC drive, no textbook required, World Language Center, Soka
University, Tokyo, Japan.
2016 Integrating IT and collaboration skills into language and content classes, World Language
Center, Soka University, Tokyo, Japan.
2015 The development of 21st century skills for Japan and abroad, World Language Center, Soka
University, Tokyo, Japan.
LEADERSHIP
Supervised 17 full-time and part-time faculty, English as a Foreign Language Program at a
digital content university, Tokyo, Japan
 Standardized hiring and evaluative measures for faculty to ensure equality in employment
practices and criteria for rating instructor performance
 Ensured compliance with university regulations while fostering a collaborative environment
 Mediated problems concerning staff and/or students

4. 4
Curricula assessment and program enhancement for study abroad and English language
programs
 Conducted needs analyses with faculty and professionals and utilized results to ensure English
program outcomes reflected expected outcomes in students’ chosen fields
 Faculty development seminars to teach implementation of 21st
century skills
 Addressed effects of internationalization on the institution
 Assessment and Material development and digitization
 Implemented student activities: annual opening ceremony in the US, English summer camps,
speech and debate contests
PROFESSIONAL SERVICE
To Profession
Full Member, Editorial Advisory Board, Japanese Association of Language Teachers
Proceedings.
To Community
Volunteer, Second Harvest, Japan. Develop awareness through project work involving
students and the public.
Volunteer ESL Instructor, The Washington State Department of Immigration and
Naturalization.
PROFESSIONAL ASSOCIATIONS
Japanese Association of Language Teachers (JALT)
TESOL, U.S.A.
English Teachers in Japan (ETJ)
LANGUAGES
English: Native
Japanese: Advanced speaking/Intermediate reading and writing
Spanish: Basic speaking