■ メールアドレス
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■ プロフィール
Since 2016, I have had the privilege of working as an instructor, program manager, and now specially appointed associate professor all in the same institution: Rikkyo University. This trajectory gave me the opportunity to build rapport with students, help grow and sustain a changing program, and oversee vital courses.
In all my classes at Rikkyo, and at previous universities (Aoyama Gakuin University, Pennsylvania State University, Toyo University, and Old Dominion University), rapport with students is the key to gaining trust with students. Students have to see me as a human, capable of making mistakes, and always learning and practicing a second language. Students have to see me as approachable, and my humor and transparency help aid in this trait. As with all international faculty at Tokyo Keizai University, students must see positive and realistic examples of people who have made the decision to live and work abroad. I work hard to ensure students see me as someone who cares about being in Japan, cares for their success, and will help them succeed.
In addition to building rapport, I encourage students to remember the solid foundation of English they have already made through grade school. That foundation can be strengthened through this program’s courses and collaboration with classmates. That foundation can further be examined through self- and pair reflection activities. For higher-proficiency students, to help ascertain their buy-in for the course, I have them consider outside-the-classroom uses for the target language. Where else do people consider different viewpoints? Where else do people consider advantages and disadvantages of ideas? I carried out and published a paper of this latter activity in 2019. It is an area I would love to bring to Tokyo Keizai University and explore with students further.
In addition to teaching Discussion at Rikkyo, from 2019 I have also helped oversee and carry out administrative matters for the Discussion course and from 2020 for newer courses including Debate. While I helped my students work and reflect, I also helped with updating and publishing the textbook, corresponding with faculty about classroom matters, maintaining materials in a shared departmental folder, and advocating for the course in departmental meetings. In 2019 I helped train and support research for the final cohort in the English Discussion Center, and then helped revise the course and help it best fit into the new Center for Foreign Language Education and Research from 2020. Incidentally I also helped modify the course even further for emergency remote learning during the Covid-19 pandemic. Being with Discussion through so many years and eras has given me a lot of pride and education. It also helped me work deeply with the Debate course from 2020. For both courses I have continued to help update the textbooks and materials (with commercialization of the Discussion and Debate textbooks due from 2024), delegate tasks to committee members, and assist instructors with course matters. I want to bring that level of understanding, from planning, revising, and maintaining, to Tokyo Keizai University.
Along with carrying out activities and research aimed at student reflection, goal-setting, and identifying external uses of in-class target language, I have in recent years explored neurodivergent instructor identity and best practices for adaptation for program and curriculum changes (2020) and online teaching (2021). After being diagnosed with ADHD and Autism Spectrum Disorder in 2019, as a way to help understand myself on such a deep level, I began researching neurodiversity and faculty. This is an area I wish to continue researching. I am particularly interested in neurotypical faculty’s perceptions of neurodiverse colleagues. Despite universities becoming more and more adaptable for neurodiverse students and helping them achieve academic success, there remain myths about life for neurodiverse people after graduation. Where can they work? Can they work? I am proof they can. Although I generally do not openly tell my students of my neurodevelopmental disorders (for example, in the first-lesson instructor introduction), I have done so in emails expressing support and accommodation for neurodiverse students assigned to my classes. I wish to continue this level of support, instructor reflection, and educating others at Tokyo Keizai University.
I remain curious about researching student work and neurodiversity in teaching. I remain curious about the changing world and how next year’s freshman class will adapt to and/or change it. |
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■ 職歴
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1. |
2023/04～2024/03 |
青山学院大学 法学部 非常勤講師 |
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2. |
2020/04～2024/03 |
立教大学 外国語教育研究センター 特任准教授 |
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3. |
2019/04～2020/03 |
立教大学 英語ディスカッション教育センター プログラム マネージャー |
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4. |
2016/09～2019/03 |
立教大学 英語ディスカッション教育センター 英語特定講師 |
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5. |
2014/08～2016/04 |
ペンシルベニア州立大学 応用言語学部 IECP 英語講師 |
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6. |
2012/09～2024/07 |
東洋大学 特別の上級TESOLの自由科目コース 非常勤講師 |
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7. |
2007/08～2012/08 |
オールド・ドミニオン大学 English Language Center 英語講師 |
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8. |
2006/06～2007/08 |
オールド・ドミニオン大学 English Language Center 非常勤講師 |
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5件表示
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全件表示(8件)
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■ 学位・学歴
| 1. |
2003/08～2006/05 |
オールド・ドミニオン大学大学院 応用言語学研究科 修士課程修了 修士（応用言語学） |
| 2. |
1999/08～2003/12 |
オールド・ドミニオン大学 教養学部 英語学科 卒業 |
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■ 研究テーマ
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■ 共同・受託研究等希望テーマ
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■ 著書・論文歴
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1. |
2023/09 |
著書 |
Up for Debate (Kinseido 1st ed.) （共著） |
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2. |
2023/03 |
著書 |
What’s Your Opinion? Interactive Skills for Effective Discussion, Books I-IV, 3rd ed. （共著） |
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3. |
2022/09 |
論文 |
Neurodivergent and Teaching in the Time of Covid-19. Explorations in Teacher Development 2(1),pp.19-20 （単著） |
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4. |
2022/07 |
著書 |
Up for Debate, 3rd ed. （共著） |
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5. |
2022/03 |
著書 |
What’s Your Opinion? Interactive Skills for Effective Discussion, Books I-IV, 2nd ed. （共著） |
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6. |
2021/03 |
著書 |
What’s Your Opinion? Interactive Skills for Effective Discussion, Books I-IV, 1st ed. （共著） |
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7. |
2020/07 |
著書 |
Up for Debate, 1st ed. （共著） |
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8. |
2020/03 |
著書 |
What’s Your Opinion? Interactive Skills for Effective Discussion, Books I-IV, 1st ed. （共著） |
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9. |
2020/03 |
論文 |
On the Spectrum in a Strongly Unified Curriculum. New Directions in Teaching and Learning English Discussion 8,pp.305-313 （単著） |
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10. |
2019/07 |
著書 |
What Do You Think? Interactive Skills for Effective Discussion, Book I, 9th ed. & Books II-IV, 10th ed. （共著） |
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11. |
2019/03 |
論文 |
Identifying External Uses of Discussion and Communication Skills to Increase Motivation. Explorations in Teacher Development 7,pp.186-191 （単著） |
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12. |
2018/03 |
論文 |
A Class of Introverts: Tracking Shy Students in Teaching Journal. Explorations in Teacher Development 6,pp.57-62 （単著） |
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13. |
2017/09 |
著書 |
60歳から始める書き込み式英会話 （共著） |
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14. |
2015/07 |
論文 |
Product Quality Control Project in Applied Sciences English Course. Three Rivers TESOL 25(2),pp.6-6 （単著） |
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15. |
2014/07 |
論文 |
Our Own Holiday: Creative Classroom Project. JALT The Language Teacher 39(4),pp.23-24 （単著） |
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16. |
2014/03 |
論文 |
Are you a first-time mentor teacher? The Proceedings of the 19th TESOL Arabia Conference pp.160-169 （単著） |
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17. |
2013/07 |
論文 |
Class Newsletter Creative Writing Project. 38(4),pp.49-50 （単著） |
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5件表示
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全件表示(17件)
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■ 学会発表
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■ 主な担当科目
| 1.
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English Debate
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| 2.
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English Discussion
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| 3.
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English Pre-Lesson 1a
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English Pre-Lesson 4
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| 5.
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English Presentation
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| 6.
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Grammar
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| 7.
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Lectures in English
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| 8.
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Listening/Speaking
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| 9.
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Oral English
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| 10.
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Project-based Science
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Reading/Vocabulary
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Reading/Writing
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Research Paper
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Special Seminar
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TOEFL iBT listening skills
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TOEIC Vocabulary & Grammar
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| 17.
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TOEIC a
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Undergraduate Bridge Writing
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| 19.
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Writing
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5件表示
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全件表示(19件)
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■ 教育上の能力
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