(1) 教員個人調書 (CV)

(1)
教
員
フリガナ
ブライアン　ジェイ　イングリッシュ
氏
名
(Name)
Brian J. English
学
個
人
歴
年月
(YYMM)
2002 May
1999 May
1998 May
1983 May
事
調
書
(Academic
項
(CV)
Record)
(Descriptions)
University of Southern California, Ph.D. in
International/Intercultural Education. Course work included a focus on
environmental studies, a review of issues related to program development
, and specific training in qualitative and quantitative research methods
for evaluating and analyzing educational settings. The emphasis of my
research has been on social learning, organizational learning and
empowerment in community-based education programs.
University of Southern California, M.S., Teaching English as a Second
Language Completed course work includes: Course Design for ESL;
Cultural Transmission in Education; Sociology of Education; Technology
in Education.
University of Southern California, M.S., International Education.
Graduated as a member of the Phi Kappa Phi Honors Society. Completed
course work includes: The Role of Language in International Education;
Administration of Higher Education; Education in Asia; TESOL Methods.
University of Michigan Dearborn, B.A. with a double major in English
and Psychology
職
歴
年月 (YYMM) 事
(Career
項
Record)
(Descriptions)
Tama University-- School of Global Studies- Professor/ Co-Director of
the Academic English Program 教授(英語教育)/ Duties include designing
and implementing curriculum for the Academic English Program, writing
2014 年4月~
exams and participating in committee projects. From 2012 to the
present, duties also include scheduling, planning and various
administrative tasks as a Co-Director of the AEP program.
Tama University-- School of Global Studies- Associate Professor 准教授
(英語教育)/ Duties include designing and implementing curriculum for the
Academic
English Program, writing exams and participating in committee
2011 年4月~
projects.
From 2012 to the present, duties also include scheduling,
2014 年3月
planning and various administrative tasks as a Co-Director of the AEP
program.
2006年3月~
2011 年2月
Konkuk University 准教授(英語教育)Assistant Professor, Department of
English Language and Literature, Chung Ju, Korea, March 2006 – Feb.
2011. Graduate Courses Taught: Theory of Second Language Acquisition,
ESL/EFL Teaching Methods, Practical Application of Teaching Methods and
Course Design. Undergraduate Courses Taught: Academic Writing Courses,
English Speech and Professional Communication, Pronunciation and
Listening.
2004年8月 Woosong University 准教授(英語教育プログラム開発) Director of Woosong
～2006年2月 Language Institute/Assistant Professor, Woosong University MA TESOL
program, Woosong Educational Foundation, Daejeon Korea, Supervised fifty
foreign instructors, designed and implemented teacher training programs,
scheduled courses, chaired graduate theses, liaison for Korean faculty
and administration.
2003年1月 University of Southern California アシスタントダイレクター Assistant
～2004年6月 Director of Professional Development, International Public Policy and
Management Program, Duties include academic monitoring of this graduate
program's students, managing teaching assistants, developing curriculum
and web-based supplemental instruction, teaching professional
presentation skills and professional writing skills.
2002年8月 University of Southern California TESOL(准教授) Adjunct Associate
～2003年5月 Professor, Rossier School of Education, University of Southern
California. The duties of this position were to design and teach
graduate level courses for students enrolled in the M.S. TESOL program.
2002年8月 Los Angeles City College　英語教育方法開発 Adjunct Faculty, Los Angeles
～2003年6月 City College. Responsibilities were to develop curriculum and teach ESL
classes.
1998年8月 USC American Language Institute Los Angeles　英語アシスタント講師
～2002年12月 Assistant Lecturer, USC American Language Institute, Los Angeles, CA.
Teaching English for Academic Purposes, graduate and undergraduate level
writing classes, curriculum revision. During the Fall 2000 semester, I
was given special duties as a supervisor’s assistant.
1998年7月 USC Language Academy, Los Angeles　英語講師 ESL Teacher. I taught
～2002年12月 various levels of oral skills, writing and grammar courses in this
English for Academic Purposes program and contributed to the development
of course curriculum. Most notably is a course I designed entitled,
“Learning English through Current Events”.
2000年7・8月 USC Language Academy　教員トレーナー Teacher Trainer. Developed
curriculum and taught classes in methodology and language acquisition
for visiting teachers from Taiwan and Japan.
1997年9月 Volunteer Teacher, USC Office of International Students and Scholars (ボ
～1998年4月ランティア)
1996年7月カリフォルニア　イングリッシュアカデミー、サンフランシスコ/NKS Japanの
～1997年6月ジョイントベンチャー　英語講師、通訳/Teacher/Interpreter, California
English Academy/NKS Japan, San Francisco, CA, July 1996-June 1997.
Jointly employed by two companies as a cultural liaison for Japanese
golf school students.
1992年4月横浜　明倫高等学校　英語講師/ High School Teacher, Meirin High School,
～1996年3月 Yokohama
1993年4月東京　プライムアカデミー　ビジネス英語講師/ Business English Teacher,
～1996年3月 Prime Academy, Tokyo
1990年9月藤沢市　B.E.A　英語講師/ English Conversation Teacher, B.E.A., Fujisawa
～1992年3月
1989年4月サンフランシスコ　英語アカデミー　英語講師(外国人学生) / ESL Teacher,
～1990年3月 San Francisco Academy of English. Teaching and designing college prep
ESL classes for foreign students.
1986年1月横浜市朝日コミュニティーセンター　英語講師、新任教員トレーナー /
～1988年1月 Teacher and Assistant Supervisor, ASA Community Salon, Yokohama, 1986–
1988. Developing curriculum, teaching ESL, evaluating students' progress
and training new teachers.
1981年4月ボランティアで高等学校統一テスト不合格者への教育とカウンセリングを担当/
～1983年3月 Volunteer Educator, Project Start, Detroit, MI—1981-1983. Teaching and
counseling ex-offenders for a high school equivalency test.
1980年4月 University of Michigan Dearborn, ライティングチューター / Writing Tutor
～1983年3月 at the campus writing center
学会及び社会における活動等
(Activities at Conference and Society)
JALT - Japanese Association for Language Teachers (JALT) Also
member of 3 Special Interest Groups 1. Global Issues for Language
現在所属している学会 Teachers, 2. Materials Developers and 3. Teacher Development.
(Academic Society KOTESOL - Korean Teachers of English to Speakers of other
Languages
Membership)
ALAK- Applied Linguistics Association of Korea
KAMALL- Korean Association of Media Assisted Language Learning
賞
年月(YYMM)
罰
事
(Rewards
項
* 賞罰(Rewards and Punishments):
rewards: international level
and
Punishments)*
(Descriptions)
punishment: criminal records
（２＋３）教育研究業績書
(Teaching and Research Record)
研究分野
(Field
Research)
of
研究内容のキーワード
(Keywords of Research)
Academic Writing in EFL/ESL
morpheme acquisition, error correction, inductive
learning, computer-based instruction, collocation
Global issues in language education
critical thinking, social change, debate, sustainable
development, global citizenship
Cultural Adjustment of International
Students
study abroad, cultural adjustment, social integration,
academic support systems, supplemental instruction
（２）教育上の能力に関する事項
事項
(Items)
1 教育方法の実践例（Examples of Actual
Teaching Experiences）
(Teaching Records)
年月日
(YYMMDD)
概
要
(Descriptions)
2001年～
Experiential Learning 「私に言ったら、私は忘れるだ
(現在に至る) ろう。私に教えたら、私は覚えているかもしれない。私を
巻き込んだら、私は学ぶだろう。」(“Tell me and I
will forget. Teach me and I may remember. Involve
me and I will learn.”) これらはベンジャミン・フラン
クリンの言葉であり、私の教育哲学の基礎である。私は、
教員が学習における学生の興味を育てることにより、個々
の独立した学習者となるよう動機付けることができると信
じている。学習のプロセスの中に学生を巻き込んでいくこ
とは、学習者の自立性確立への道を進む上での一つのス
テップである。もし語学学習者が流暢さにおいて高いレベ
ルに到達しようとするならば、この学生に自信を持たせる
プロセスは必要不可欠である。従って、言語習得のプロセ
スを成功させるためには、語学教員は、プロセスの中で学
生の興味を高めることを通して本来学生に備わっているモ
チベーションを育てるような教室環境を作り出さなければ
ならない。 “Tell me and I will forget. Teach me
and I may remember. Involve me and I will learn.”
These words from Benjamin Franklin are the
foundation of my teaching philosophy. I believe
that by nurturing students’ interest in learning, a
teacher is able to inspire students to become
individual learners. Involving students in the
learning process is a fundamental step on the path
to building learner autonomy. This empowering
process is essential if language learners are to
obtain high levels of fluency. Therefore, if the
language acquisition process is to be successful,
language teachers need to create classroom
environments that foster intrinsic motivation
through enhancing student interest in the process.
1986年～
言語習得へのコミュニカティブ・アプローチ
(現在に至る) (Communicative approaches to language
acquisition) 作業を基本としたエクササイズを完了
させる目的で学生をペアあるいは小グループに分けて学習
させることで、学生の対象言語による意思疎通の機会を最
大化することが可能である。加えて、グループワークとペ
アワークは学生のストレス度を低減し、教室内で対象言語
を使用する上での心理的な抵抗を軽くすることができる。
しかしながら、学生の新しい語彙や文法的構造の習得に好
ましい効果を及ぼすために採用する、このような教室内で
の学生中心のアプローチのためには、教員はほぼ同時に
ファシリテーター、マネージャー、ダイレクターとなれる
ことが求められる。おそらく、より重要なことは、教員は
学生の手助けとなる必要があるという点である。これによ
り教員は、いかにして教室内での課題を越えて、授業外で
も対象言語を練習することができるのかを学生に指導する
ことができる。Having students work in pairs or small
groups to complete task-based exercises can maximize
opportunities for student interaction in the target
language. Additionally, group work and pair work
also reduce stress levels of students so they feel
less inhibited to use the target language in class.
However, for such student-centered approaches in the
classroom to have a positive effect on students’
acquisition of new vocabulary and grammatical
structures, teachers need to be able to be
facilitators, managers and directors almost
simultaneously. It is necessary to monitor groups
and keep students on task while managing the
classroom time effectively. Perhaps more
importantly, teachers need to be resources so they
can guide students on how to go beyond the classroom
tasks and practice the target language outside of
class.
2003年～
インターネットを使用した補完的指導
(現在に至る) (Web-based supplemental instruction) 大学生の興
味を引く教材を用いることで学生のモチベーションのレベ
ルを上げることが可能である。インターネットは教員に
とって貴重な財産となった。それは、教員が適切で有意義
な教材を考案するために使用可能な信頼のおける英文テキ
ストを掲載した大量のウェブサイトが存在するからであ
る。さらに、マルチメディア資料と作業を基本とした課題
とのコンビネーションは、学生のモチベーションのレベル
を上げ、居心地が良く、英語によるコミュニケーションの
練習を促す上で好都合である。教室内で学生をさらに巻き
込み、言語習得プロセス上で教室外でもより積極的になる
よう働きかけることを通して、教員は学生に、より成功し
た語学学習者となる自信を与えることができる。Using
materials that interest university students can
raise motivation levels. The internet has become a
valuable resource for teachers because there are a
plethora of websites with authentic English texts
that teachers can use to design appropriate and
meaningful lesson material. Furthermore, the
combination of multi-media material with task-based
assignments can be advantageous to raising
motivational levels and creating a classroom
environment that is comfortable and conducive to
practicing English communication. Through involving
students more in the classroom and encouraging them
to take a more active role in the language
acquisition process outside the classroom, teachers
can empower students to be more successful language
learners.
Bridging Structures -- An academic writing
2 作成した教科書、教材（Materials and
Text books made for teaching）
3 教育上の能力に関する自己評価（Self
evaluation of own teaching competency）
4 実務の経験を有するものの特記事項
（Special remarks for those who have
experiences of non-academic careers）
text book for C-level students in the AEP.
Bridging Views -- An academic writing text
book for A and B-level students in the AEP.
Web-based Supplemental Instruction -- A
website with extensive materials available for
all AEP teachers and students:
http://sgsaep.weebly.com/
Although there are some specific challenges to teaching
students with low English proficiency, I approach those
challenges with realistic goals, optimism, encouragement and
patience. Based on the work that students have produced in my
writing classes, I believe there have been significant
improvements in their academic writing. The writing classes are
“high maintenance” for both the students and the teachers.
However, the use of scaffolding helps students gradually
understand concepts and language structures through practice
before moving on to more difficult concepts and structures. For
these writing classes, much of the teaching comes in the form of
written feedback on assignments and during the one-to-one
conferencing sessions. For a writing teacher to make a
difference, it is important to be available for conferencing when
students need the extra help with idea-generation, organizing and
revising their essays. In my self-evaluation, I think that I
have been successful in helping the students in my classes
develop their critical thinking abilities to organize, write and
revise academic essays.
Since the listening and reading classes focus on receptive
skills rather than productive skills, my approach is different.
Although my goal is to increase students’ intrinsic motivation
by introducing interesting material into the class, I feel I have
not been completely successful in this regard. Therefore, this
is a point on which I continually reflect and try to improve.
Perhaps my strong point in teaching reading and listening to the
B-level and C-level students is encouraging them to become
individual learners by reading books and practicing listening
outside of class. I try to continually raise students’
awareness of easily available materials that they can use to
improve their reading and listening comprehension. Based on
interaction I have had with students, I believe there have been
some successes; however, realistically the students that take
advantage of these supplemental materials are probably not the
majority.
5 その他（Others）
（３）研究業績等に関する事項
著書，学術論文等の名単著・
称 (Title of Books 共著の
and Papers)
別
(single
or coauthor)
(Research
Records)
発行又は
発表の年月
(Date of
Issues)
発行所，発表雑誌概要
等
又は発表学会等の
名称
(Publisher/Journa
ls/Conference
Presentation)
(Descriptions)
2-Oct-12
Publisher:
CreateSpace
385 pages
ISBN-10:
1477631682
ISBN-13: 9781477631683
This is an environmental novel about a
Peace Corps volunteer in the Philippines.
The novel also maintains an eco-feminist
perspective as it implies that the
environmental problems in the Philippines
are a product of capitalist patriarchy.
The story illuminates the connections
between environmental degradation and
capitalist greed while emphasizing that
it is the poor, especially women and
children, who suffer the most when
resources become scarce. The story draws
parallels between class domination and
environmental degradation.
2014年3月
Tama
University
School of Global
Studies Bulletin,
Issue 6, 2013
This paper intends to offer rationale for
combining the teaching of L2
reading and L2 writing as well as offer
suggestions on how to design courses that
bridge connections between reading
material and writing assignments. The
bifurcation of L2 reading and L2 writing
courses can lead to incongruent
pedagogical approaches and goals. An
examination of the inherent relationship
between reading and writing provides
rationale for a reading-for-writing
approach in EFL programs.
This paper argues that the emergence of
new junior universities in Japan deems a
rethinking of the approach to faculty
development initiatives so that they
encompasses a greater focus on
organizational development and
accountability while still maintaining a
reasonable degree of teacher autonomy.
（著書） (Books)
Tides Ebb as Islands single
Dream
（学術論文） (Papers)
"You Write What You
Read: A Case for
Combining Reading
and Writing in EFL
Programs"
single
"Faculty Development single
in the Balance:
Autonomy vs.
Accountability"
2013年3月
"Using Environmental single
Themes In the
Classroom"
2012年10
月
Tama
University
School of
Global
Studies
Bulletin,
Issue 5,
2012
KOTESOL
International
Conference
Proceedins
pp. 315-319
This paper discusses how a didactic
approach of combining green themes with
linguistic skill building can help
students form an environmental ethic and
develop critical thinking skills while
acquiring relevant vocabulary and
grammatical structures.
"Preparing Japanese
University Students
for Study Abroad"
single
2012年3月 SGS Bulletin #4
“The W’s of
Computer-Assisted
Language Learning”
single
“Coral Reefs Face
Many Natural and
Human Threats”
single 2005
author/
one
chapter
pp. 11-27
This paper discusses the inherent
challenges for Japanese international
students and then explains how predeparture orientation programs can
minimize the negative aspects of a
prolonged cultural-adjustment period.
2010年6月 The English
Reviews the theoretical rationale for
Connection a
using CALL approaches and then describes
KOTESOL
practical approaches for designing webpublication
based language-learning materials.
Volume 14 Issue 2
In Are the
World’s Coral
Reefs
Threatened?
A book chapter that explains the various
threats to the world's coral reefs.
Greenhaven Press,
2005. ISBN:
0737726970
“Integrated Coastal single
Resource Management:
A Prescription for
Sustainable
Development”
2003年12
月
Electronic Green This paper discusses how international
Journal.
aid agencies and NGOs interact with
Also appears as a national policy makers and local
chapter in
communities in integrated coastal
Global
management programs to promote
Environment:
sustainable development.
Problems and
Policies, vol 1.
2007 ISBN: 81“The Need for
Environmental
Education in
Schools”
single
2003年4月 Teacher Focus
Monthly
Provides explanation of how the foci of
environmental education are changing a
new paradigm in education should include
environmental education as an approach to
curriculum design.
“Ecofeminist Theory single
in Sustainable
Development: Moving
Toward a New
Environmental
Paradigm”
2002年12
月
Academic
Exchange
Ecofeminism emerges as an alternative
theory for framing the issues and answers
of sustainable development. An
ecofeminist perspective more fully
describes the connections between
environmental degradation and the social
inequalities that plague the povertystricken victims of pollution,
urbanization, deforestation, and other
by-products of over-development.
“Environmental
Education in
Community-Based
Coastal Resource
Management: A Case
Study of Olango,
Philippines.”
single
2002年
University of
Southern
California
Doctoral dissertation that describes the
education process of developing a
community-wide environmental ethic for
coastal resource management.
“Guidebook for
International
Teaching
Assistants”
contrib 2000年
uting
author
Center for
Excellence in
Teaching, USC
As a contributing writing for the manual,
I wrote Module 10, a section on support
systems for International Teaching
Assistants that also provided exercises
in classroom management.
“Cultural
Adjustment of
Japanese
International
Students”
single
1998年
University of
Southern
California
Master’s thesis describing variables
that influence the success of Japanese
international students in the American
Higher Education system. The discussion
provides suggestions for English language
programs that prepare students for
tertiary education in the United States.
“Social Integration single
and International
Students.”
1999年
unpublished
This is an unpublished paper that
describes how supplemental instruction
can increase social interaction between
domestic and international students
resulting in higher levels of language
acquisition and core content learning.
2012年11月
This presentation emphasized the
importance of looking deeper into the
Joint Faculty
cause and effect relationships of social
Development
issues when discussing controversial
Workshop, Tama
topics in the classroom. Opinions may
University -arise from what people see on the surface
School of Global of an issue. This narrow perspective can
Studies and
hinder critically considering all aspects
Lakeland College of a political situation, health
Japan
challenge, environmental concern or
ethnic conflict.
（その他） (Others)
Conference
Presentations
"Controversial
single
Issues in the
Classroom: What's
Under the Rock"
"Using E-Texts to
Foster Independent
Learning"
single
2011年11月 JALT Conference, This presentation describes how EFL
Tokyo Japan,
instructors can build E-texts and Eportfolios that promote learner autonomy
through raising students’ interest in
English language websites.
“Integrating Online single
Materials to
Facilitate the
Writing Process”
2011年10月 KOTESOL
International
Conference,
Seoul, Korea,
This presentation offers advice for
university EFL writing instructors that
want to design web-based writing courses
that promote critical thinking and
provide students with useful models that
raise awareness of vocabulary use and
syntax.
“Paint it Green”
single
2011年10月 KOTESOL
International
Conference,
Seoul, Korea,
Environmental awareness and language
courses -- The major goals of introducing
“green” topics into language lessons
are to raise consciousness about
environmental conditions and to promote
environmentally appropriate behavior.
“Global
Perspectives:
International
Volunteering as
Leadership
Training”
single
2007年10月 Konkuk University Encouraging students to volunteer
Future Leaders
internationally as a way of learning
Association
social responsibility and developing
leadership skills.
“English as a
Global Language”
single
2007年5月
Konkuk University Provides examples of how learning English
Future Leaders
can facilitate attaining leadership roles
Association
as global citizens. Also provided advice
for becoming an individual learner of
English.
"Methodological
Guidelines for
Teaching Writing to
ESL Students"
single
2006年10月 KOTESOL, Seoul,
Korea
Describes approaches and methods for
teaching the writing process using
portfolios. Offers advice for providing
feedback and using both inductive and
deductive approaches to error correction.
“The Who, What,
Why, Where, When,
and How of
CALL/CALT”
single
Multiple
dates from
2004 2007
This is a teacher-training seminar that
presents guidelines for developing webbased supplemental lessons and other
computer-assisted language learning
methods.
The Korean
Government EPIK
Program/Korea
National
University of
Education
“Climbing the EFL
single
Ladder: Getting That
Next Job”
2005年10月 KOTESOL, Seoul,
Korea
A professional development presentation
on how teachers plan their careers
through involvement in learning
communities, conference presentations and
maintaining teaching portfolios.
“MA TESOL Programs single
and the Job Market”
2005年5月
“Academic Support
and Supplemental
Instruction for
International
Graduate Students”
single
2003年11月 Comparative and
International
Education Society
(CIES), Western
Regional
Conference, Los
Angeles
“Tips for Teaching
Writing”
single
2003年4月
California
Tips for motivating students, providing
Teachers of
feedback and developing meaningful
English to
writing assignments.
Speakers of Other
Languages
(CATESOL)
“Environmental
single
Education In Small
Island Communities”
2003年3月
Comparative and
International
Education Society
(CIES), New
Orleans, LA
A presentation on my doctoral research
that described the factors that both
facilitate and inhibit the dissemination
of environmental knowledge in small
island communities.
“Qualitative
Research in
Environmental
Education”
single
2002年4月
USC’s Graduate
Program Student
Senate 5th Annual
Interdisciplinary
Conference
Presents a theoretical basis for using
qualitative research in environmental
programs. Provides examples of studies
and advice for researchers.
“Environmental
Education in
Community-Based
Coastal Resource
Management”
single
2000年1月
Greening
Compares and contrasts types of
Conference (UCLA) community-based programs for promoting
environmental awareness.
TESOL San Antonio A panel discussion on the quality of MA
Texas
TESOL programs, goals of MA students in
TESOL and the prospects they have for
employment after finishing their degrees.
A summary of how learning communities,
peer mentoring and online supplemental
instruction were used to create an
academic support system for international
students in the USC-IPPAM MA program.
“An Eco-Feminist
Perspective of
Coastal Resource
Management”
single
2000年2月
Graduate Program Using eco-feminism as a theoretical
Student Senate
framework this presentation explores how
(USC)
important it is to involve women in
coastal resource management.
“Community
Empowerment in
Coastal Resource
Management”
single
2000年3月
Comparative and A presentation on how community-based
International
coastal resource programs can help to
Education Society empower communities.
(CIES), San
Antonio, Texas
“American Education single
Workshop”
2000年8月
USC Language
Academy
“Cultural
Adjustment into a
New Academic
Environment”
single
1999年8月
American
Explores what measures universities can
Language
take to help facilitate the cultural
Institute
adjustment of international students.
Professional
Training Workshop
Educational Reform
in Japan”
single
1997年11月 Comparative and Reviews the Japanese Ministry of
International
Education's reforms for English Education
Education Society in Japan
(CIES), Los
Angeles
A presentation to teachers from Taiwan
and Japan about the historical and
cultural background of the American
education system.
（４）委員会活動その他業績（Achievement of Committee Activities and Administrative Duties
including Admission, Recruitment, Students' Supports and others)
事項(Items)
Admissions
Committee
概要（Descriptions)
• Demonstration lessons
• Mock interviews
• AO interviews and evaluation
• Providing feedback on essays for the university pre-entrance
prep program
• Teaching classes for the university pre-entrance prep classes in
January and March
• Preparing materials for the university pre-entrance prep program
• Writing questions for the university entrance exam
• Suggesting approaches for recruiting students
Academic Affairs
Committee
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•
•
•
•
Advising students about classes at the beginning of the semester
Monitoring 1st year students' attendance
Liaising with the study support tutors about AEP assignments
Attendance at fall graduation and entrance ceremonies
Attendance at parents' day
Chair of Entrance
Exam Committee
(English
questions) for
2012 and 2013
•
•
•
•
•
•
•
Duties include determining a timeline
Organizing meetings
Delegating duties to committee members
Writing questions with the team for 6 separate exams
Editing questions with the team
Meeting with the printer
Attendance at Tama Campus on the exam days
Chairperson for
the Faculty
Development
Committee (2012)
• Contribute to the development of a "Best Teaching Practices
Guide"
• Chair FD meetings
• Assist in organizing language lessons for faculty
• Assist in the planning of the Joint Faculty Development
workshops with Lakeland College Japan
• Plan additional faculty development activities
• Make suggestions regarding VOICE
AEP Administrative • Scheduling of FT and PT teachers each semester
Tasks
• Coordinate writing component of AEP program
• Holding norming meetings for writing teachers
• Provide teaching notes and suggestions for new writing teachers
• Establish guidelines for evaluating students
• Oversee grading meeting at the end of the semester
• Develop supplemental materials for AEP faculty
• Design, maintain and manage a resource website for AEP teachers
and students
• Counsel and advise PT faculty that are new AEP instructors
• Email announcements to AEP faculty
• Liaising with the administrative co-director
• Liaising with administrative staff
（５）大学を代表して行なう地域及び社会的貢献（Community and Social Contribution as a
representative of Tama University)
事項(Items)
概要（Descriptions)
Kanagawa Education Presentation on "Communicative Approaches to Teaching Grammar" and
Center Teacher
workshop for Fujisawa high school and junior high school teachers.
Training 8/2/13
and 8/1/12
Pre-entrance
academic prep
program for
incoming reshman
at SGS -- Dec 2012
-March 2013
High school visit
to Shonan Gakuen
in Yokosuka
10/20/12
Contributor to
JALT's Japanese as
a Second Language
Newsletter 6/2012
This program involved participating in 2 workshops for incoming
freshman, giving several lessons on weekends to students and
providing a number of online assigments for students to complete
prior to entering SGS in April.
Speech Contest
Judge
SGS Fall Festival Speech Contest 2011
Presenter at Joint
Faculty
Development
Workshop
10/17/2011
Kanagawa Education
Center Teacher
Training 8/3/11
"Computer-Assisted Instruction in University Courses" Faculty
Development Joint Workshop, Tama University -- School of Global
Studies and Lakeland College, Japan.
University and
high school
tuition
sponsorship for
economically
disadvantaged
youth in Cebu,
Philippines
This is a personal project that I started in 2007 with the
assistance of the Coastal Conservation and Education Fund (CCEF).
However, since getting married, my wife and I are solely managing
this initiative. Currently, we are sponsoring the education of 3
students -- 1 student to attend Cebu Institute of Technology, 1
student to attend a community college in Cebu and 1 student to
attend high school.
Two interactive English lessons for high school students
I wrote an article entitled "Train Kanji for Beginners – Learn to
Read Kanji Station-to-Station"
Presentation on "Synergism: Teachers Can Bank on It!" The
presentation described how to build a lesson materials resource
bank of communicative language learning activities to share among
faculty. This was part of a workshop for Fujisawa high school and
junior high school teachers.

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