| 授業名 | SEMINAR 5 |
|---|---|
| Course Title | SEMINAR 5 |
| 担当教員 Instructor Name | Stuart Warrington |
| コード Couse Code | NUC043_N24A |
| 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 | 共通専門教育科目300系 / Specialized Subject 300 |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2024 UG Nisshin Spring |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
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. 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.
授業の目的（意義） / Importance of this course
This seminar is a continuation of the important relationship between the teacher and the students in terms of overall guidance and personal self-development toward graduation and transition into the workplace. This course is designed to provide students with practical research and study skills. It is an interactive course where students are expected to participate and to contribute to the class both in and beyond it.
到達目標 / Achievement Goal
Students are also required to work well in teams and to share knowledge and ideas with each other.
Each student is also required to complete all assignments related to the development of their graduation thesis and other assignments at the discretion of the instructor.
Each student is also required to complete all assignments related to the development of their graduation thesis and other assignments at the discretion of the instructor.
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
LG7 International Perspectives (BA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
受講後得られる具体的スキルや知識 Learning Outcomes
By the end of this semester, students should:
1. be better able to search for and find relevant resources (both in print and Internet based) for their
research topic
2. understand the purpose of a Findings and a Discussion section
3. know how to write a Findings and a Discussion section
4. have successfully written drafts of their Findings & Discussion sections
5. have successfully written a tentative final version of their Findings and Discussion sections
Students must submit the next installment of their graduation essay (1500-2000 words) by the last class or a date set by their instructor in agreement with student needs.
Overall Aims of Seminar 5 are for:
• students to continue to develop their understanding of how to conduct basic research.
• students to continue to expand their study, communication and writing skills.
• students to explore and develop their strengths and weaknesses in relation to research and study
skills.
• students to further develop their graduation thesis.
• students to continue to develop and set organisational and research writing goals within the 14 week
period.
1. be better able to search for and find relevant resources (both in print and Internet based) for their
research topic
2. understand the purpose of a Findings and a Discussion section
3. know how to write a Findings and a Discussion section
4. have successfully written drafts of their Findings & Discussion sections
5. have successfully written a tentative final version of their Findings and Discussion sections
Students must submit the next installment of their graduation essay (1500-2000 words) by the last class or a date set by their instructor in agreement with student needs.
Overall Aims of Seminar 5 are for:
• students to continue to develop their understanding of how to conduct basic research.
• students to continue to expand their study, communication and writing skills.
• students to explore and develop their strengths and weaknesses in relation to research and study
skills.
• students to further develop their graduation thesis.
• students to continue to develop and set organisational and research writing goals within the 14 week
period.
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 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
Like previous Seminars, a learner-centred approach will once again be taken, making use of both individual and learner-centred group work designed to promote individual accountability and positive interdependence.
Feedback (formative and summative) will come in both verbal and written forms both inside and outside the class.
Feedback (formative and summative) will come in both verbal and written forms both inside and outside the class.
授業スケジュール Course Schedule
第1日（Day1）
Week 1: Introduction to Findings and Discussion Sections (Their Purpose, Function and Differences)第2日（Day2）
Week 2: Introduction to Findings and Discussion Sections (Their Purpose, Function and Differences)第3日（Day3）
Week 3: Introduction to Findings and Discussion Sections (Their Purpose, Function and Differences)第4日（Day4）
Week 4: Brainstorming, Focusing and diagramming of the main points for Findings and DiscussionSections
第5日（Day5）
Weeks 5: Brainstorming, Focusing and diagramming of the main points for Findings and DiscussionSections
第6日（Day6）
Week 6: Constructive Outline of Findings & Discussion Sections第7日（Day7）
Weeks 7- 8: Constructive Outline of Findings & Discussion SectionsWeeks 9 -11: Draft Submission of Findings and Discussion Sections
Weeks 12-13: Draft Editing
Week 14: Final Draft Submission of Findings and Discussion Sections (ideally 1000 words+ - for each
section x 2 = 2000 Words)
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。
Preparation Report = Results/Findings Section Drafts, Discussion Sections Drafts =20%
Completion of Findings & Discussion Sections (1000 words +- each = 2000 words) = 50%
*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 | 30 % |
| クラス貢献度合計 Class Contribution Total | 30 % |
| 予習レポート Preparation Report | 20 % |
| 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 | 50 % |
| 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
Class Contribution = Evidence of active effort and responsible communicative engagement in the thesis writing process both in and outside of class (e.g. individual meetings with instructor; e-mail correspondence) = 30%Preparation Report = Results/Findings Section Drafts, Discussion Sections Drafts =20%
Completion of Findings & Discussion Sections (1000 words +- each = 2000 words) = 50%
教科書 Textbook
- N/A「N/A」N/A（N/A）
参考文献・資料 Additional Readings and Resource
There is no required textbook for this course. All materials will be supplied by the instructor. Moreover, students will be directed to resources that will help them complete the methodology section of their thesis.
授業調査に対するコメント Comment on Course Evaluation
The evaluation of this course has been designed to ensure students recycle learning skills taught in Seminars 1, 2 , 3 and 4 so they have a better chance of completing the next stage of their graduate thesis.
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