■ 改善への取り組み
|
前年度(2024年度分)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
|
|
My syllabi and course objectives closely aligned with the overall aims of my teaching policy and plans, as highlighted in theses seven classes: 1.) In both my Introduction to Public Speaking and Presentations and Public Speaking and Presentation Skills class, I adapted evaluation methods to suit the range of student abilities ensuring that they were fairly assessed and supported in building their confidence and delivery skills. 2.) My MCP Contemporary Issues course about Japan met its stated objectives, with both international and Shudo students engaging in collaborative tasks and meaningful cross-cultural dialogue. 3.) For GCE Community_06 English I, II, and III, students at the intermediate to high level achieved the planned gains in their speaking and listening accuracy as well as their note-taking abilities. 4.) The 英語圏留学入門_11 and _12 courses helped prepare prospective study abroad students by introducing key themes related to cultural adjustment, academic expectations, and life in North America. 5.) In 中⻑期スタディ‧アブロード(事後)_11 and _12, students accurately reflected on their study abroad experiences and future learning goals by way of pair and group work activities followed by a final presentation. 6.) In my 資格英語VI_11 class, students were able to understand the scope and depth of the four main sections of the IELTS exam. 7.) Finally, in 体験実践_02 at Hiroshima International School, students reflected meaningfully on their off-campus learning experiences and connected them to their broader global learning outcomes.
|
●２．（１）教育内容・方法の工夫
|
|
The quality and delivery of my classes were improved in four main ways: 1.) By attending both online and in-person professional development events at the local and international level, I continued to stay current with developments in second language acquisition, global education, and learner autonomy. In addition, as it relates to refining my classroom approach to IELTS, I consulted with experienced educators in this field whose advice on materials and instruction was very helpful. 2.) To better support student engagement by enabling a more flexible and personalized learning style, I integrated a range of digital tools, including Google Classroom, Zoom, ChatGPT, Quizlet, and DeepL, into my courses. 3.) Again, my IELTS class was observed by a colleague, whose constructive feedback offered valuable insights that allowed me to better align student needs and assessment expectations with the course objectives. 4.) Between April and December 2024, I continued my annual collaboration with colleagues on the design and review of the Shudo University early entrance English exams. Their perspectives, particularly from a Japanese educational context, helped me better understand the academic background of incoming students, and this in turn informed the way I approached my overall course planning and materials selection
|
●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
|
|
I looked at two sets of student evaluation data over the year. The first was from my 英語圏留学入門_11 and 英語圏留学入門_12 classes. In both courses, over 87% of students felt the class content matched the syllabus. Many also said the lessons were interesting and that I answered their questions well. For question #5, most students reported spending up to one hour preparing and reviewing homework, which I expected. However, I reminded the 英語圏留学入門_12 class not to rush through homework to avoid careless mistakes. Despite this reminder, there was little change in the second-semester results. This is a point I need to emphasize more in all future classes. The second set of data was from my Global Community English I_06 and II_06 (Terms 1 and 2) and Global Community English III_06 (Term 4). Like the 留学入門 courses, questions 1, 2, and 3 showed high satisfaction (80–90%) with the course matching the syllabus and my ability to respond to student questions. However, students in Term 4 appeared to be less engaged. I believe this was because I used a new textbook that was slower-paced than the one I used before. In the future, I plan to incorporate additional materials to make lessons more dynamic and keep students more motivated. As with the 留学入門 classes, most students in all three Global Community English courses reported spending about one hour on homework. I will continue to encourage students to utilize their online library for extra reading, allowing them to extend the amount of their homework engagement.
|
●５．公開授業の実施状況
|
|
Global Community English Ⅱ_06を公開し、参観者は0人だった。資格英語Ⅵ_11を公開し、参観者は1人だった。I thoroughly benefited from having a colleague observe my 資格英語Ⅵ_11 class. Although her comments were generally positive, she did offer some ideas on how I could better structure some parts of my current lessons to address individual student needs. For example, some students needed more help with their grammar and vocabulary, so I put a bit more emphasis on these areas in subsequent lesson plans. I believe this will improve the overall student motivation to continue their learning.
|
●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
|
|
There were numerous instances where I was able to provide meaningful guidance to students over this past year: 1.) For their 体験実践_02 classes, I again invited two former Shudo students to speak about their previous volunteer placements at Hiroshima International School. This session, held on July 8, provided practical insights to current students preparing for their placements. Additionally, I organized two Zoom meetings (on July 23 and September 4) where students met directly with their HIS placement supervisors to discuss expectations and preferences in advance of their volunteer work. 2.) In my MCP Contemporary Issues class, I continued the practice of bringing Shudo and international students together for structured discussions on their academic goals and job-hunting experiences. These exchange sessions, held on June 18 and 25, enabled students to compare their paths and offer one another encouragement about life after graduation. 3.) In my 中⻑期スタディ‧アブロード(事後)_11 class, students examined their long-term career goals in connection with the time they spent in their overseas study destinations. This exercise helped students visualize how this experience contributed to their personal and professional development. The final three classes were devoted to compiling and synthesizing information from multiple sources, including online research, the university library, and primary resources. This process encouraged students to take a more active role in shaping their academic and future career plans.
|
●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）
|
|
I did not participate in any extracurricular activities with the students.
|
|