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前年度の点検・評価項目
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●１．授業の方針や授業計画と実際の授業の内容及び授業目標の達成度
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I was able to follow the scope and sequence as had been stated in my syllabi for all my courses taught last year, with minor adjustments made for actual class sizes and language proficiencies of the students. (The possibilities for such adjustments had also been communicated on the syllabi.) The grading criteria on the syllabi were repeatedly communicated to students over the duration of the courses and were followed faithfully.
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●２．（１）教育内容・方法の工夫
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A collaborative web platform called "Padlet"in which students can upload, organize, and share content to virtual bulletin boards was used for the first time in my courses that involved students co-creating recorded presentations in teams. Such courses included those run in collaboration with, or with the participation of student volunteers from, ASU (such as Taiken Jissen - EcoTalk Project and Cross-cultural Communication) as well as the international co-learning course Multicultural Project. This was done for the following reasons:
To provide a safe, online "space" where all teams, including virtual-exchange teams, are able to
1) work on, introduce, display or demonstrate their final product (e.g. recorded presentations) for a period of time;
2) ask and answer questions or exchange comments between teams throughout the process of creating and showing their work;
3) view and reflect on their own presentations carefully (and repeatedly if necessary) for future improvements;
4) appreciate--and learn in their spare time from--the work done by all teams instead of just their own.
Although this platform was tried for the first time in AY2022, it was obvious that every team worked mindfully and enthusiastically on creating the best possible presentation that they can show and share at the current stage of their respective learning. This will be built upon in AY2023.
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●４．学生による本学の授業評価アンケート（独自のものでも可）の実施、分析、結果の活用状況
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Although rather small in number (even with repeated reminders to complete the course evaluations by students in AY2022), the responses received were largely positive, especially in terms of students expressing their satisfaction or enjoyment in the course activities. I was also relieved to find that no students in AY2022 commented on the relative "easiness" of any course as some had in AY2021.I plan to continue to diversifying the materials and types of tasks and activities included in each course so that each student with their different strengths and weaknesses could possibly find at least one way in which they feel they can learn with comfort and interest.
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●５．公開授業の実施状況
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I opened my "Japan Studies" class for observation in Term 3 of AY2022; however, unfortunately, I received no visitors.
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●７．学生からの勉学（単位僅少学生への対応など）、生活、進路・就職などの相談への対応
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As in AY2021, I continued to reach out casually (either in-person or via Google Classroom / gmail) to students who seemed be hesitant about asking for support or advice on their own. (Most of my students in the Faculty of Global and Community are first-year students.) I also required students to email me (even if very briefly) if they were going to miss a class and ensured that I responded in a non-threatening way to each of these messages. Through these exchanges, more students appeared to have gained the courage or willingness to open up to me either about their difficulties in learning or what lifestyle issues they were facing. Although there are no easy solutions to any of these issues, I was glad that several "comfortable" communication lines were opened with my youngest students, and that they are largely staying open to this day.
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