シラバス Syllabus

授業名 SEMINAR 1
Course Title SEMINAR 1
担当教員 Instructor Name Stuart Warrington
コード Couse Code NUC014_N22A
授業形態 Class Type 演習 Practicum
授業形式 Class Format On Campus
単位 Credits 2
言語 Language EN
科目区分 Course Category 専門教育科目300系 / Specialized Subject 300
学位 Degree BSc
開講情報 Terms / Location 2022 UG Nisshin Spring

授業の概要 Course Overview


In line with NUCB's mission statement, this English language course aims to educate and inspire students to become innovative and ethical leaders through the medium of English for study abroad. In so doing, it is hoped they can grasp and take on the ideal of ʻFrontier Spiritʼ and the ability to create knowledge in English for the advancement of business and society.
The course marks the beginning of an important relationship between teacher and students in terms of overall guidance and personal self-development toward study abroad and eventual graduation from university and transition into the working world.

It is designed to help students begin the process of learning how to learn by providing them with practical and essential English language, learning and technology skills that will serve them well in their future study abroad experience and their experiences at and beyond NUCB.


This is an interactive course where students are expected to demonstrate their achievement with respect to the following goals:

*participate actively and contribute to class in English
*strive to work well in groups and teams and share knowledge and ideas with each other in English
*meet individually and communicate regularly with their instructor for advice, counselling and assistance
related to seminar and their progress in it
*complete all assignments related to the initial preparation of an undergraduate thesis, a portfolio folder and other work assigned

本授業の該当ラーニングゴール Learning Goals

*本学の教育ミッションを具現化する形で設定されています。

LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication

受講後得られる具体的スキルや知識 Learning Outcomes


By the end of Seminar 1, it is hoped that students:

*will have a good understanding of why they want to study abroad and understand the benefits of it for their future

*will be more confident and skilled at speaking, writing, reading and listening to English as a result of weekly English language input and required student output

*will become familiar with technology useful for mind-mapping and other future endeavours requiring technical/digital practices

*will be able to identify and demonstrate their ability to habitually brainstorm ideas

*will be more comfortable with reflecting on and being reflexive about their own past experiences and
accomplishments

*will have a better understanding of their personal values and subsequently be able to apply these practically to assignments and communicate them effectively via intra-, inter- and group communication with others

*will be able to effectively plan and carry out small writing assignments in preparation for the larger undergraduate thesis

*will develop the habit of tracking their own progress in terms of self-development and progress as a future NUCB graduate

*will be able to create a vision/mission for themselves and find the motivation (i.e. the pathway and agency) to undertake the 4000 word research project journey which starts with the selection of a personally interesting, relevant and practical research topic and the subsequent construction of a good focus (research) question in Seminar 1


The Teacher aims of this course are to:

*develop students' self-reflective, reflexive and communication skills and abilities

*help student adapt their study skills to include varying and new learning styles

*introduce valuable English Language Vocabulary -The New General Service List- to enhance student
language abilities

*help students explore and develop their strengths and weaknesses in relation to learning and working skills

*expand students' writing and initial research skills

*guide and assist students to develop their time management and organisational skills

*develop students' self-management and goal setting skills

*provide advice, guidance and counselling to ensure students stay motivated and feel supported

SDGsとの関連性 Relevance to Sustainable Development Goals

Goal 4 質の高い教育をみんなに(Quality Education)

教育手法 Teaching Method

教育手法 Teaching Method % of Course Time
インプット型 Traditional 80 %
参加者中心型 Participant-Centered Learning ケースメソッド Case Method 20 %
フィールドメソッド Field Method 0 %
合計 Total 100 %

学習方法、レポート、課題に対するフィードバック方法 Course Approach, Report, Feedback methods

The course takes the approach that student immersion in an all English language context in combination with the triple learning and acquisition of new English language, learning and technology skills through set and interrelated tasks will well prepare them for:

1. study abroad
2. writing an undergraduate thesis connected to study abroad
3. setting and accomplishing their future goals post-graduation which make use of their study abroad skills and knowledge.

Consequently, students enrolled in this course are expected to make every effort to communicate, write, and question in English as a means to learn, develop and enhance themselves and are expected to sustain such effort over 14 weeks through not only work in class but that outside as well (individual meetings and regular e-mail correspondence with the instructor along with self-access).

授業スケジュール Course Schedule

第1日(Day1)

Class 1:

*What is seminar? What is study abroad? What is the relationship between them? What are students responsible for? What are the teacher's expectations? How are students evaluated?

*Introduction to 3 core seminar skills - English language, learning and technology




























第2日(Day2)

Class 2:

Exploring & Understanding the Self 1:

*Finding the Gaps in Your Learning: Exploring student language, learning and technology needs
*Who am I? How did I get here? Where do I plan to go? What are my strengths and weaknesses?

第3日(Day3)

Class 3:

Exploring & Understanding the Self 2:

*Introduction to Mind-mapping - purpose and function
*Introduction to Visual Understanding Environment (VUE) -software to be used for Mind-mapping
*Introductory Mind-Map Assignment

第4日(Day4)

Class 4

*Introductory Mind-Map Assignment Due*

Milestones as Motivation 1:

*Looking at Past Successes as Motivation for Writing a Undergraduate Thesis
*Exploring Values & Transferable Skills
*Introduction to Pathway & Agency Thinking

第5日(Day5)

Class 5:

Milestones as Motivation 2:

*Looking at Past Successes as Motivation for Writing a Undergraduate Thesis
*Exploring Values & Transferable Skills
*Implementing Pathway & Agency Thinking

第6日(Day6)

Class 6:

Milestones as Motivation 3:

*Looking at Past Successes as Motivation for Writing a Undergraduate Thesis
*Exploring Values & Transferable Skills
*Implementing Pathway & Agency Thinking
*Milestones as Motivation Assignment



第7日(Day7)

Class 7:

*Milestones as Motivation Assignment Due*

Writing Skills for Thesis Advising 1

*Process writing
*Revision and editing

Class 8:

Writing Skills for Thesis Advising 2

*Process writing
*Revision and editing

Class 9:

Writing Skills for Thesis Advising 3
*Process writing
*Revision and editing
*Thesis Advising Essay Assignment

Class 10:

*Thesis Advising Assignment Due*

The Vision /Mission Statement
*Stage 1 - What is it? Why is it important? How do I write it?
*Stage 2 - The Process of Writing the Vision/Mission Statement

Class 11:

The Vision /Mission Statement
*Stage 3 - The Writing of the Vision/Mission Statement

Class 12:

*Vision/Mission Statement Assignment Due*

Choosing a Thesis Topic: Reflecting back-Reflexing Forward

Class 13:

Writing your Focus (Research) Question for Your Undergraduate Thesis:

*What is a good focus (research) question vs. a bad focus (research) question?
*How to write a good focus (research) question? The 5 Questions
*Preparation Work for the Summer and Second Semester

Class 14:

* Portfolio Due*

Writing your Focus (Research) Question For Your Undergraduate Thesis:

*What is a good focus (research) question vs. a bad focus (research question)?
*How to write a good focus (research) question? The 5 Questions
*Preparation Work for the Summer and Second Semester

成績評価方法 Evaluation Criteria

*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
講師用内規準拠 Method of Assessment Weights
コールドコール Cold Call 0 %
授業内での挙手発言 Class Contribution 25 %
クラス貢献度合計 Class Contribution Total 25 %
予習レポート Preparation Report 50 %
小テスト Quizzes / Tests 0 %
シミュレーション成績 Simulation 0 %
ケース試験 Case Exam 0 %
最終レポート Final Report 25 %
期末試験 Final Exam 0 %
参加者による相互評価 Peer Assessment 0 %
合計 Total 100 %

評価の留意事項 Notes on Evaluation Criteria

Preparation Report = 3-4 Written Assignments

Final Report = Digital Portfolio (Keeping a digital record of all your Seminar work)

Class Contribution = always trying to speak English, cooperating and collaborating with others, working hard in class and on assignments, acting interested and demonstrating you are motivated about what you are learning.


使用ケース一覧 List of Cases

    ケースは使用しません。

教科書 Textbook

  • -「There is no required textbook for this course. All seminar related materials will be provided by the instructor. 」-(-)-

参考文献・資料 Additional Readings and Resource

All additional material will be provided by the teacher.

授業調査に対するコメント Comment on Course Evaluation

All assignments have been especially designed to pinpoint upon evaluation whether students have indeed the acquired requisite language, learning and technology skills to progress to and comfortably commence Seminar 2 with confidence.

担当教員のプロフィール About the Instructor 


Stuart Warrington, Ed.D., has over 20 years of experience teaching EFL, ESL, EAP, ESP and EIL/ELF to mostly university students. He has been at NUCB since 2014 and previously taught in Japanese universities in Tokyo and Niigata-ken and, before that, in English language institutes in Seoul, South Korea and Calgary, Canada. His research interests and areas of expertise lie in professionalism, professionalisation and continuing professional development in English language teaching, critical and public pedagogy in English language teaching, and self-access and self-directed learning and advising. Stuart holds a B.A. in Psychology (University of Manitoba), a Certificate in TESOL (Canadian Global TESOL Training Institute), a Master of Education in TESL (University of Calgary), a TESL Professional Certificate - Standard 3 (TESL Canada Federation) and a Doctorate of Education in TESOL (University of Exeter, UK). He regularly publishes peer-reviewed papers in the field, presents at conferences and occasionally edits and reviews articles for a few peer-reviewed journals.

Refereed Articles

  • (2022) Exploring Student Perceptions of Self-Access Learning for Active Learning: A Case Study. SiSAL Journal (Studies in Self-Access Learning Journal) 13(1): 2185-3762
  • (2020) Looking in, Looking out: Autoethnographically Applying a Model for Learning Advisor Autonomy. JASAL Journal 1(1): 2435-3884
  • (2020) Have a Look Around: The Effect of a ‘Push’ Activity on Future SAS Use. Studies in Self-Access Learning Journal 11(1): 2185-3762
  • (2018) Push, Don't Pull: One Self-Access Centre's Struggle for an Identity. Studies in Self-Access Learning Journal 9(2): ISSN 2185-3762
  • (2015) Exploring the Construal of Membership in English Language Teachers' Associations: A Window into Professional Identity through Japanese Voices. Open Research Exeter






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