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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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I was able to follow the scope and sequence as outlined in my syllabi for all my courses last year, with minor adjustments made due to actual class sizes and language proficiency levels of the students. (The possibilities for such adjustments had also been stated in the syllabi.) The grading criteria on the syllabi were also conveyed clearly in the classroom on Powerpoint as well as in Google Classroom, and they were followed faithfully.
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●２．（１）教育内容・方法の工夫
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Particularly in my Global Community English and Talking about Glocal Issues classes, I worked on supporting student English vocabulary-building through creating self-paced online learning material based on course content, classroom games and activities for review and use the words in communication, and focused on repeated recycling of words on quizzes to help ensure that more words were stored in students'long-term memory.
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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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Responses to the official University questionnaire were requested in all classes except for those involving international students. Although the number of responses varied by class, the large majority of those received were positive. However, since I was not able to get a clear enough understanding of some student comments, I am planning to give a more detailed survey tailored to some of my major classes this year.
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●５．公開授業の実施状況
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MCP（Popular MusicⅡ）_42を公開し、参観者は1人だった。My observer was a professor from the English Department who was creating her first International Co-learning style course for AY2025. She was welcomed to sit and participate with a pair of British and Japanese students through the class. It was valuable to hear her insights on each part of the lesson from that perspective, as what I had thought was the least engaging--but necessary--task in the lesson was actually triggering the most interesting discussion in that team.
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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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I have made it a consistent classroom rule for students to email me in advance (as much as possible) for their absences. About 50% of the students did in AY2024. While this percentage may have room for improvement, it has enabled me to discuss with students their reasons for (especially for repeated) absences and for students to expect these conversations with me. This has clearly led to further conversations with students dealing with lifestyle issues or problems in balancing their part-time job commitments with those of their university career.
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