(最終更新日:2017-03-03 18:21:46)
  タウンゼント ジャナ マリ   Jana Mari Townsend
  Jana Mari Townsend
   所属   広島修道大学  法学部
   職種   教授
■ 現在の専門分野
●専門分野
●キーワード
●主な研究テーマ
●共同研究・研究相談が可能な内容
■ 著書・論文歴
1. 論文  The Changing Roles of the "Native Speakers" at Suzugamine Women's College (共著) 2015/12
2. 論文  Assessing changes in student attitudes, beliefs and motivation towards English and language learning: A case study of students in 1st year General English classes at Suzugamine Women’s College (共著) 2014/12
3. 論文  The ACE Program (2003-2014) in Review (単著) 2014/12
4. 論文  Assessing student attitudes, beliefs and motivation towards English and language learning: A case study of students in 1st year General English classes at Suzugamine Women’s College (共著) 2013/12
■ 授業科目
1. Multicultural Project (Hospitality and Service)
2. Multicultural Project (Popular MusicⅠ)
3. Multicultural Project (Popular MusicⅡ)
4. Speaking Ⅲ
5. Speaking Ⅲ
全件表示(11件)
■ 改善への取り組み
前年度の点検・評価項目
●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
I was able to follow my general scope and sequence as stated in my syllabi for all of my courses last year. It must be mentioned however, that minor adjustments were necessary to suit the actual numbers of students in my classes as well as student language proficiency levels, and in some cases, their cultural backgrounds as well.
●②A 教育内容・方法の工夫
At SWC, in order to help my Japanese culture 卒業ゼミ students develop further self-initiative, learner autonomy and cooperation while also ensuring them my ongoing support even during my time away from campus (and at HSU) each week, I introduced a new approach which consisted of: ①a “story board” of each of their final project outline set up in a seminar room which could be viewed and discussed by ゼミmembers over each semester and rearranged at any time by its creator;②bi-weekly updates of their projects to be shared via a shared Dropbox with feedback by myself and any ゼミ member plus an option to communicate with me and/or other members through our LINE group; ③all-day working sessions + informal lunch in the seminar room on selected Saturdays and during holiday periods, often followed by a form of group recreation. This approach clearly seemed effective, not only in keeping students on their timelines, but also in getting them keenly interested in one another’s project and developing a strong sense of team spirit which motivated them to help one another through difficulties (or in their respective weaker areas) and deliver the best presentations and reports within, or beyond, their capabilities. In spite of the fact that I provided the least "one-on-one" instruction to members of this group, they developed as students and people to become one of the highest-achieving and most career-ready ゼミ groups that I have ever had the pleasure of working with.
●④学生による本学の授業評価アンケートの実施、分析、結果の活用状況
At Hiroshima Shudo University, I conducted student course evaluations for: 1. Advanced English: Popular Music in Modern Japanese Society I 2. Advanced English: Popular Music in Modern Japanese Society II 3. Advanced English: Japanese Culture in Hospitality and Service. I have thoroughly read and analyzed student feedback. While students seemed to be satisfied or very satisfied with the content of the courses, there were some requests (in Japanese, most likely by Japanese students) as to the speed and volume of my speech in the delivery of my "mini lectures" in English. I have since been paying close attention to this point and asking students frequently if they are comfortable with my speaking speed and volume. In addition, I have since been adding and varying methods of content delivery in these courses so that students who may find understanding "mini lectures", taking notes and engaging in group discussions too big of a challenge at this point could find some other methods of learning that are less daunting for them.
●⑤授業公開の実施及び授業公開の参観状況
At Suzugamine Women's College, all of my classes were opened for observations. However, there were no requests for class visitations.
●⑥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
Especially due to the nature of キャリア創造学科 at SWC, individualized student attention and on-going support (whether by one instructor, a small team or as a whole) were considered top priorities in our responsibilities as instructors. While taking care not to divulge personal or private information unnecessarily, the department met frequently to share and discuss individual student issues, identify strategies for dealing with them, and work out a detailed plan of action if it had not already been developed by the instructor(s) most closely involved with the student(s). These key instructor(s) then reported back to the department and we continued to work on every “case” until it was resolved to the best of our—and the students’—abilities. I feel I have fully contributed to this work both at the levels of departmental discussions and of working with individual students. In the latter, I approached every student in need as delicately as I could, listened to them without imposing a time limit when the student needed to talk (directly, through LINE/e-mail or on the phone), worked to build trust (even with the more “difficult” or non-communicative students) and ensured continuity in our conversations until the student(s) were able to reach a resolution to the problem(s) they had.
●⑧学生の課外活動に対する支援(本学のサークルの部長・顧問としての活動)
As faculty advisor of the 映画研究会 at Suzugamine Women's College, I discussed viewing choices and joined post-viewing discussions with the members on a weekly basis. In addition, I worked on helping them improve the quality of their movie-viewing environment and equipment over the year.