(最終更新日:2017-02-27 14:55:06)
  ホイ キース チャールズ   HOY, Keith C.
  HOY, Keith C.
   所属   広島修道大学  国際コミュニティ学部
   職種   教授
■ 現在の専門分野
●専門分野
●キーワード
Global Education / Multicultural Education / Intercultural Communications 
●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  Constructivism and Idealism: The Forces that Shaped Japanese Whaling (単著) 2022/02
2. 論文  Using Visual Prompts to Activate Student Learning in the Study of Contemporary Issues in Japanese Society (単著) 2020/06
3. 論文  When Idealism meets Reality: The Forces that shaped Japan's Technical Internship Training Program, 1992-2017 (単著) 2019/02
4. 論文  Exploring the Power Dynamics within an EMI Content Based Course in Japan: A Case Study (単著) 2017/12
5. 論文  Navigating the Power Dynamics: A Community of Practice in Action (単著) 2016/12
■ 学会発表
1. 2021/11/14 Conceptual Lenses, Shedding Light on Global Issues(JALT 47th Annual International Conference, GILE SIG)
■ 授業科目
1. Introduction to Public Speaking
2. Introduction to Public Speaking
3. Multicultural Project (Contemporary Issues)
4. グローバル特講Ⅱ
5. グローバル特講Ⅲ
全件表示(16件)
■ 社会における活動
1. 2021/10~2021/10 Reflections on Japanese Education: A Springboard for Engagement and Dialogue
■ 教育に関する発表
1. 2017/11
“Finding Common Purpose in a Community or Practice”
JALT national convention
43rd International JALT convention
単著・共著の別:共同
Keith Hoy, Jana Townsend and Daniel James
2. 2017/11
“Finding Common Purpose in a Community or Practice”
Hiroshima-JALT chapter
Hiroshima JALT preview session
単著・共著の別:共同
Keith Hoy, Jana Townsend and Daniel James
3. 2017/08
Combining CLIL and ELF in Multicultural Project courses for Mixed L1 Students: Current Practice and Student Perceptions
JACET
JACET 44th summer seminar 2017
単著・共著の別:共同
Mitsuko Takei, Jana Townsend, Daniel James and Keith Hoy
4. 2017/06
The Challenges surrounding classroom diversity at Japanese universities: Finding common ground through a Community of Practice
Infonomics Society
Canada International Conference on Education (CICE-2017)
単著・共著の別:単独
Keith Hoy
5. 2017/06
"Navigating the Power Dynamics: Finding Common Ground through a Community of Practice"
Lakeland University-Japan
The 4th Annual Conference on Global Higher Education, Lakeland University
単著・共著の別:単独
Keith Hoy
全件表示(8件)
■ 開発した教材、教科書、参考書
1. 2018/04
tgg
単著・共著の別:単著
2. 2019/06
Revised Lecture notes for MCP (Contemporary Issues in Japanese Society)
MCP (Contemporary Issues in Japanese Society)
単著・共著の別:単著
3. 2020/06
Revised Lecture notes for MCP class (Contemporary Issues in Japanese Society) and 英語圏留学入門_13 class
MCP (Contemporary Issues in Japanese Society)_44 and 英語圏留学入門_13 class
単著・共著の別:単著
4. 2021/04
Revised lecture notes for all my classes to better suit an online format.
(1.) Introduction to Public Speaking_01 and_02 (2.) MCP Contemporary Issues_44 (3.) 英語 Reading V and VI_45 (4.) 英語Listening V and VI_46 (5.) 英語圏留 学入門_11, _13 and _14 (6.) Global 特講 III (7.)体験実践 A and B.
単著・共著の別:単著
5. 2022/04
Revised lecture notes for all my classes to better suit an online format.
1.) Introduction to Public Speaking_01 and_02 (2.) MCP Contemporary Issues_44 (3.) 英語 Reading V and VI_45 (4.) 英語Listening V and VI_46 (5.) 英語圏留 学入門_11, _13 and _14 (6.) Global 特講II and III (7.)体験実践A and B.
単著・共著の別:単著
■ 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
My syllabi criteria relating to the teaching policy, plan, and evaluation generally matched what I did in the following courses: 1.) My student’s ability to deliver basic English presentations was effectively developed in my Introduction to Public Speaking_01 and_02 class; 2.) Although the interactions with the international students in my MCP Contemporary Issues_44 class was limited to one specific online class, the intermediate-high level Shudo students greatly benefited from learning the principles of how to engage in a discussion; 3.) The basic academic reading skills for high beginner-low intermediate level students were successfully addressed in my 英語リーディング V and VI_45 class; 4.) The objective of developing listening skills for intermediate-high level students in my 英語リスニング V and VI_46 course were met; 5.) As far as content related to travel and study in North America, those students taking 英語圏留学入門_11, _13 and _14 benefited from taking this course; 6.) The content in myグローバル特講 II class was met in that students received a better understanding of their overseas destination and in my グローバル特講 III class, the students got further refinement in their intercultural communication skills; 7.) In my 体験実践A and B classes, the students managed to effectively reflect upon their volunteer experiences whether it was at the International School or the online sessions offered by Melbourne.
●2.(1)教育内容・方法の工夫
There were 4 ways that I improved the instructional quality of my classes: 1.) To keep updated on the latest issues, approaches, and techniques in global education, learning empowerment and second language teaching, I attended online local, national, and international conferences. 2.) I continued to refine my techniques related to online teaching through further use and practice of Google Classroom and Zoom. In addition, I attended campus-based workshops (February 18 and March 8, 2022) focusing on the possible implementation of Hybrid-Hyflex classes which integrates more technology assisted devises into the classroom. 3.) I set up a workshop on February 16, 2022, in which I invited the founder of an online reading site to take questions and offer the latest online features so that the English reading teachers in our Faculty of Global and Community Studies could make further use of and benefit from this platform. Overall, it was a very productive workshop in that we looked at how to interpret data to achieve the best outcomes. These outcomes were measured in terms of motivating our students to keep up with their extensive reading. 4.) From April-December 2021, I was part of a team responsible for creating the annual English exams at Shudo. As in the past, it was a great opportunity to look at my expectations of the vocabulary and reading levels of prospective students entering Shudo with those of my Japanese colleagues.
●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 analyzed 2 sets of class evaluations during semesters 1 and 2. The first set involved Eigo Listening V 46 Term 1, in which the overall scores were generally good. I got positive comments about my English instruction stating that my explanations were clear and easy to understand. When I compared these results to the ratings for Eigo Listening VI 46 in Term 2, the scores were identical considering that some lessons went briefly online. However, there was one student who wanted me to change student groupings when it came to discussions. My stance though was to avoid this due to COVID concerns. When I looked back at this comment, I did change student groupings when I did similar speaking activities in other classes, but only at the beginning of the class. Of course, I also told students, that if they did not feel comfortable being moved around in a classroom because of COVID, I would also respect that. As for the second set of classes, the comments and ratings the students gave me for 英語圏留学入門_11 were favorable. Even though I had a concern that I might be giving them too much homework compared to other 8-week term courses, when I looked at the data for 英語圏留学入門_13 and 英語圏留学入門_14, this was not the case.
●5.公開授業の実施状況
I increased the number of classes for observation (specifically: グローバル特講Ⅲ_11, 英語リスニングⅥ_46, Intro. to Public Speaking_02 and 英語圏留学入門_14) but unfortunately individual observer preferences and timetabling issues resulted in no peer evaluations.
●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
Despite the on and off again nature of COVID, there were 3 main occasions that I managed to offer substantial guidance to Shudo students: 1.) My グローバル特講 II and III classes allowed me to offer students a comprehensive guide in terms of destinations that they would like to study at, as well as the number of credits they would earn and their future career plans. I accomplished this by involving some 4th-year students who did study overseas and had them come in for scheduled “Sempai sessions”. These sessions were extremely helpful as many of these 1st and 2nd-year students received useful advice from their Sempais -especially as it relates to grades and future careers. 2.) On July 29 and September 21, 2021, I was involved in the pre and post-sessions for students studying in the Portland State University online program. In the pre-session, I offered them general online study guidance and in the post sessions, I listened to their final reflections about their experiences. While they generally enjoyed studying online, this experience gave them more motivation to travel overseas one day and take part in face-to-face classes. 3.) On March 10, 2022, I took part in the day-long Hiroshima tour guide program at Miyajima. This program not only gave me further opportunity to help Shudo students deliver a guided tour in English but also allowed me to counsel them on what they want to do in their future careers whether it involves the use of English or not.
●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)
Due to COVID concerns,there were few opportunities to give formal assistance to students relating to club activities