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前年度(2024年度分)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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Underpinned by an experiential theory of learning by doing, my courses continue to focus on developing the knowledge, skills, and confident attitude (KSA) in the learners. While a quick class survey continues to reveal that the students are not being made aware of this focus on KSA or the Shudo Diploma Policy competencies of: 知識・技能 思考力 判断力 表現力 協創力,
Following a regular routine in classes allows the students to be aware of what to expect with some consistency. Having a set plan for weekly, monthly, unit, and term-long study tasks has been successful for achievement in most of the students regardless of how they have been passed on to the next level previously without having me the learning requirements.
And now they take 14-15-16 courses per week at Shudo where it is then mathematically impossible to complete the additional out of class study time we are "required" to put into the syllabus according to Monkasho guidelines, but no one is talking openly about the fallacy of this "kuchi dake" system where simply doing the paper exercise is good enough to satisfy future accreditation requirements. In any event, my lessons follow the plan as described and stay true to the policies outlined, no matter how much hypocrisy there must be built into a system where we are now being asked to teach "students" about ethics!
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●２．（１）教育内容・方法の工夫
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- As the new curriculum introduced a revision to the core courses to add "output" of Writing to the previous English Reading course, I used an introductory Freewriting session to set a baseline of learners' independent abilities to also control for AI or tech uses beyond the capacity. While it is not clearly evident in the Curriculum Mapping where the students are learning these skills in their first language; teaching, textbook models, and clear outlines were used to support students with paragraph level work on: description, opinion, problem solving, cause & effect, and expository writing.
- Self assessment and reflection in self-study tasks and projects in business communication email and letter writing was supported with the free Cambridge Write & Improve online tool, while also providing an understanding of learner ethics.
- E-books materials from the Shudo library were also introduced to broaden the range of out of class study activities in International Business Communication I and III.
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●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
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The "process" of the evaluation surveys for courses often reflect the "affective" attitude of the students so I always endeavor to support a positive mood and atmosphere for learning in the course. Students are expected to be active and involved in their own study, but some students are not ready to handle independent-study, or manage their time nor mature enough to be involved in a university learning setting where they are responsible to do the work ... and they may see that as worthy of a more negative / lower evaluation. Expecting and asking students to take a little pride in their work, to show up, and to do what is expected of them is the only ethically sound approach to really prepare them for life after university. I think many of my students appreciate and see those expectations, they also know that I provide them support and additional information about so many things going on campus from TOEIC, to foreign student visits, to career day events, to special guest speakers, and "coffee days!" Of course in small sized classes of 25-30 students, if 4-5 students find it is too much work or are not ready to be university students (or were allowed to pass their previous courses without doing much work or meet the required standard) then 13-25% of the evaluations can skew a result. Nevertheless the student comments (whether "officially" on the class surveys or not) about the class being fun or the instructor being interesting do provide some balance and motivate me to continue to do better the next semester.
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●５．公開授業の実施状況
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アクティブ・イングリッシュⅠ_71を公開し、参観者は0人だった。英語Ⅰ（リーディング・ライティング）_37を公開し、参観者は0人だった。国際ビジネスコミュニケーションⅠを公開し、参観者は0人だった。アクティブ・イングリッシュⅡ_08を公開し、参観者は0人だった。英語Ⅱ（リーディング・ライティング）_06を公開し、参観者は0人だった。国際ビジネスコミュニケーションⅡを公開し、参観者は0人だった。
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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 a Tutor of first year students, I completed counselling with students who had few credits.
I also provided TOEIC and study abroad support during my office hours to any students not only my own, and with senior students in elective courses always look to link learning objectives to tools and resources that they will be able to take with them into career decisions in the workplace.
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●９．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）
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I was not asked or assigned to be a club leader or advisor for any university club.
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