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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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- Teaching policies and plans were followed as per the online syllabus for elective courses and in the course outline that was created for each section of my compulsory courses. Classes were partially flipped （フリップト・アプローチ）with self-study done outside of the lesson time for homework and the class time divided among (a) task-based active learning production/output in pairs/groups and (b) feedback and instructions and troubleshooting on self-study toward fulfillment of the course objectives in terms of knowledge, skills, and improved confidence and self-awareness.
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●２．（１）教育内容・方法の工夫
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Drawing on vocabulary measures captured with free online tools for all incoming freshmen from prior years, online vocabulary flashcards and interactive games from Quizlet were introduced that were aligned with the textbook at the vocabulary levels to measure the learning needs identified previously. MReader online quizzes were used to confirm and reward comprehension in the weekly tadoku reading project. Students accessed learner level-appropriate reading materials from the library. Reading circle activities and separate individual role worksheets were introduced and added to the アクティブイングリッシュEnglish course for more focus in pair/group work discussions among 3-4 people who had read the same book. A new business simulation game was introduced to challenge students in managing budgets and developing product positioning plans and marketing strategies.
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●３．（１）国際学会、研究会等における発表など
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As a member of the Conference Planning Committee for the 6th Extensive Reading World Congress (ERWC), I was responsible for the scholarships offered to support international scholars to attend the conference in person. I managed the website contents, digital data, email communication around submissions, and with a sub-committee vetted, screened, and selected the scholarship recipients.
https://erfoundation.org/erwc6/scholarships/
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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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Student evaluations were conducted in class via the “Shudo system.” For students in both 30-person and in smaller class sizes, more information on class schedules and homework was archived for students access to access online through Google Classroom. This offered opportunities to simplify task instructions by making L1 language support available and provided online access for greater comfort and engagement for a better completion rate of homework & self-study assignments.
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●５．公開授業の実施状況
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I continued to make several lesson dates available each semester on at least 3 different types of courses that I teach, but in 2023 no observers attended any of my lessons.
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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, I met with a student who achieved lower than the minimum target number of credits.
- The value for job hunting of the practical tasks being learned was reinforced to seniors and elective course students for their “life after Shudo” while also sharing reminders of Career Center seminars on campus and the support programs and workshops offered by the Gakushien Center.
- Listening and Reading skills were focused on to link more concretely to better performance on TOEIC by avoiding tricky distractors and half of all those students who progressed out of Level 1 in the Spring to be eligible for Level 2 or 3 elective courses were from my courses.
- Volunteered to co-facilitate a discussion among 8 visiting students from the National University of Singapore and Shudo students, including one of my more proficient learners who I invited to participate.
- Always announcing Career Center info on visiting companies, Gakushien Center workshops, and on/off campus certificates.
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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 assigned to assist formally with any club/circle activities.
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