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（最終更新日：2024-02-29 10:18:59）
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■ 学歴
| 1. |
1992/10～1994/01
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Bristol University 修士課程修了 M.Ed.
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| 所属期間 | 1992/10～1994/01 | | 学校種類区分 | 大学院 | | 所在地 | UK | | 学校・大学院名称 | Bristol University | | 課程区分 | 修士 | | 修了区分 | 修了 | | 最終学歴フラグ | 最終学歴 | | 学位取得年月日 | 1994/01/31 | | 取得学位名 | M.Ed. | | 取得方法区分 | 課程 |
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| 2. |
1981/09～1985/07
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Durham University 卒業 BA
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| 所属期間 | 1981/09～1985/07 | | 学校種類区分 | 大学 | | 所在地 | UK | | 学校・大学院名称 | Durham University | | 修了区分 | 卒業 | | 学位取得年月日 | 1985/07/31 | | 取得学位名 | BA | | 取得方法区分 | 課程 | | 取得学位分野名 | French and Spanish (Modern Languages) |
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■ 職歴
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■ 現在の専門分野
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キーワード：Academic reading and writing, critical thinking, writing centres
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■ 著書・論文歴
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1.
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論文
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Developing Creativity in Academic Reading and Writing Courses Language Research Bulletin 38 （共著） 2023/02
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| 言語種別 | 英語 | | 発行・発表の年月 | 2023/02 | | 形態種別 | 研究論文 | | 査読 | 査読あり | | 標題 | Developing Creativity in Academic Reading and Writing Courses | | 執筆形態 | 共著 | | 掲載誌名 | Language Research Bulletin | | 掲載区分 | 国内 | | 出版社・発行元 | ICU | | 巻・号・頁 | 38 | | 総ページ数 | 9 | | 担当区分 | 最終著者 | | 著者・共著者 | Simon Evans | | 概要 | Creative thinking and critical thinking were, for a long time, seen as distinct.
Since the 1980s, this distinction has been challenged and it is now recognised
that the two are closely connected. Indeed, critical thinking and creative
thinking are regarded as highly desirable, if not essential, dispositions among
undergraduates and employees. Significantly, creative thinking is recognised in
publicity materials at International Christian University. However, the English
for Liberal Arts (ELA) curricula and syllabi documents make little or no
reference to creative thinking. We believe that this is an important oversight.
This paper therefore outlines the need for the ELA to pay more explicit
attention to fostering creativity among its students by developing a shared
understanding of its meaning, by purposefully implementing classroom
activities to enhance creative thinking, and by amending the curriculum and
syllabus documents. |
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2.
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論文
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Annotated Bibliography: Thinking Critically About Sources Language Research Bulletin 37,pp.83-93 （共著） 2022/02
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| 言語種別 | 英語 | | 発行・発表の年月 | 2022/02 | | 形態種別 | 研究論文 | | 査読 | 査読あり | | 標題 | Annotated Bibliography: Thinking Critically About Sources | | 執筆形態 | 共著 | | 掲載誌名 | Language Research Bulletin | | 掲載区分 | 国内 | | 巻・号・頁 | 37,pp.83-93 | | 総ページ数 | 10 | | 担当区分 | 筆頭著者 | | 著者・共著者 | Susan Edwards | | 概要 | With the advent of the internet and online databases, contemporary university
students are faced with a plethora of potential sources for their work. With online
sources in particular, however, it is essential that students can appraise them for
reliability. To do so successfully, they need to develop a clear and somewhat
sophisticated understanding of the borderline between reliability and
unreliability. This paper reflects on the introduction of an annotated
bibliography in the Winter Term 2021–2022 as part of the Academic Reading
and Writing (ARW) course at International Christian University (ICU) in Tokyo.
The task had several aims, one of which was to develop students’ abilities to
identify reliable sources correctly. Overall, the majority of sources found were
reliable. However, the task also highlighted some of the gaps in student
understanding of this issue as a result of the complexities and subtleties of
appraising sources. | | researchmap用URL | http://purl.org/coar/resource_type/c_6501 |
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3.
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論文
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Teaching Argumentation to University Students Language Research Bulletin 36,pp.1-8 （共著） 2021/02
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| 言語種別 | 英語 | | 発行・発表の年月 | 2021/02 | | 形態種別 | 研究論文 | | 査読 | 査読あり | | 標題 | Teaching Argumentation to University Students | | 執筆形態 | 共著 | | 掲載誌名 | Language Research Bulletin | | 掲載区分 | 国内 | | 出版社・発行元 | ICU | | 巻・号・頁 | 36,pp.1-8 | | 総ページ数 | 8 | | 担当区分 | 最終著者 | | 著者・共著者 | Simon Evans | | 概要 | Analysis of the Academic Reading and Writing Stream 3 (ARW3) syllabus in
the English for Liberal Arts (ELA) programme at International Christian
University (ICU) in Tokyo, Japan, reveals three shortcomings in how
argumentation is taught. First, the syllabus needs to distinguish between two
main types of argumentation: formal and informal. Second, constructing and
evaluating arguments should be treated as a set of skills rather than as a
specific topic. Third, the syllabus needs to acknowledge the importance of
counter-arguments. To address these specific issues, a Critical Questions
Framework is proposed. Students should apply the framework to develop
critical thinking dispositions towards what they read and what they write. | | researchmap用URL | http://purl.org/coar/access_right/c_abf2 |
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4.
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論文
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Curriculum Alignment of Thinking Skills Using Bloom’s Taxonomy Language Research Bulletin 35,pp.21-32 （共著） 2020/02
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| 言語種別 | 英語 | | 発行・発表の年月 | 2020/02 | | 形態種別 | 研究論文 | | 査読 | 査読あり | | 標題 | Curriculum Alignment of Thinking Skills Using Bloom’s Taxonomy | | 執筆形態 | 共著 | | 掲載誌名 | Language Research Bulletin | | 掲載区分 | 国内 | | 出版社・発行元 | ICU | | 巻・号・頁 | 35,pp.21-32 | | 総ページ数 | 12 | | 担当区分 | 筆頭著者 | | 著者・共著者 | Susan Edwards | | 概要 | This paper focuses broadly on curriculum alignment in the English for Liberal
Arts (ELA) programme at International Christian University (ICU) in Tokyo,
Japan. More narrowly, it examines three Course-Wide Assessments (CWA)
recently developed for one ELA stream of the Academic Reading and Writing
(ARW) course. The three CWAs were designed to align with the Learning
Outcomes (LO) for the stream. Applying Bloom’s revised taxonomy to
examine the cognitive demands of the CWAs and their alignment with the
grading rubrics and learning outcomes, reveals three areas for improvement.
First, greater clarity in the CWA documents is needed to identify the cognitive
demands of each task. Second, greater acknowledgement of these cognitive
demands is required in the grading rubric. Finally, the cognitive demands of
the tasks may need articulating more explicitly in the Learning Outcomes
document so that there is stronger curriculum alignment. | | researchmap用URL | https://sites.google.com/info.icu.ac.jp/ela-lrb/home/lrb-volume-35-2020-1 |
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5.
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論文
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Transnational Histories of 19th Century Australian and American Landscape Paintings (1): John Glover and Thomas Cole Bulletin of the Faculty of Foreign Studies, Sophia University 53(2018),pp.75-110 （共著） 2019/03
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| 言語種別 | 英語 | | 発行・発表の年月 | 2019/03 | | 形態種別 | 研究論文 | | 査読 | 査読あり | | 標題 | Transnational Histories of 19th Century Australian and American Landscape Paintings (1): John Glover and Thomas Cole | | 執筆形態 | 共著 | | 掲載誌名 | Bulletin of the Faculty of Foreign Studies, Sophia University | | 掲載区分 | 国内 | | 出版社・発行元 | Sophia University | | 巻・号・頁 | 53(2018),pp.75-110 | | 著者・共著者 | Kazuto Oshio and Susan Edwards |
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■ 学会発表
| 1. |
2022/01/30 |
Curriculum Alignment of Criticial Thinking Skills using Bloom`s Taxonomy（Sophia University Symposium on Learning Outcomes and Quality Assurance in Higher Education for Transformative Education）
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| 発表年月日 | 2022/01/30 | | 発表テーマ | Curriculum Alignment of Criticial Thinking Skills using Bloom`s Taxonomy | | 会議名 | Sophia University Symposium on Learning Outcomes and Quality Assurance in Higher Education for Transformative Education | | 主催者 | Sophia Linguistic Institute for International Cooperation | | 学会区分 | 国際学会 | | 発表形式 | 口頭（一般） | | 単独共同区分 | 単独 | | 国際共著 | 国際共著 | | 国名 | 日本 | | 開催地名 | Tokyo | | 開催期間 | 2022/01/30～2022/01/30 | | 発表者・共同発表者 | Susan Edwards | | 概要 | This study looks at one set of Course Wide Assignments in a first-year Academic Reading and Writing course in the English for Liberal Arts programme at International Christian University. Its primary goal is to assess curriculum alignment. It focuses on the critical thinking skills expressed in task requirements, course learning outcomes, and grading rubrics. It applies Bloom’s revised taxonomy (Krathwohl, 2002) to do this. As a secondary focus, the study also considers the utility of the taxonomy as a tool for curriculum alignment. It concludes that there is a need for greater clarity in the expression of the cognitive demands in task requirements, course learning outcomes, and grading rubrics. Furthermore, it raises the question of how to achieve a consistent shared understanding of Bloom’s taxonomy. If shared interpretations of the taxonomy can be achieved at a course-wide level, it represents a very important step towards curriculum alignment. |
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| 2. |
2016/08/18 |
Collaboration Between Instructors, Writing Tutors, and Trainer for Academic Writing Enhancement（JACET 43rd Summer Seminar）
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| 発表年月日 | 2016/08/18 | | 発表テーマ | Collaboration Between Instructors, Writing Tutors, and Trainer for Academic Writing Enhancement | | 会議名 | JACET 43rd Summer Seminar | | 主催者 | JACET | | 学会区分 | 全国学会 | | 発表形式 | ポスター | | 単独共同区分 | 共同 | | 開催地名 | Kyoto | | 発表者・共同発表者 | Akiko Fukao, Yasuyo Moriya, Susan Edwards, Moe Kano, Sarah Sanderson |
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■ 講師・講演
| 1. |
2021/10/29 |
English Tutor Training and Workshops（International Christian University）
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| 発表年月日 | 2021/10/29 | | 発表テーマ | English Tutor Training and Workshops | | 会議名 | Research Centre for Global Language Education 8th Research Meeting | | 主催者 | Research Centre for Global Language Education, International Christian University | | 国名 | 日本 | | 開催地名 | International Christian University | | 開催期間 | 2021/10/29～2021/10/29 | | 会議区分 | 国内会議 | | 講演区分 | 講師 | | 単独共同区分 | 単独 | | 発表者・共同発表者 | Susan Edwards | | 概要 | This lecture gave an overview of the pre- and in-service training and workshops I provide for undergraduate and postgraduate tutors at the Writing Support Desk. |
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| 2. |
2019/11/29 |
Meeting Japan`s English-Medium Instruction (EMI) challenges by enhancing curriculum and pedagogy（International Christian University）
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| 発表年月日 | 2019/11/29 | | 発表テーマ | Meeting Japan`s English-Medium Instruction (EMI) challenges by enhancing curriculum and pedagogy | | 会議名 | Teaching in English in Mulitlingual Higher Education Contexts: Dialogue and Professional | | 主催者 | Institute for Educational Research and Service and Center for Teaching and Learning | | 国名 | 日本 | | 開催地名 | International Christian University | | 開催期間 | 2019/11/29～2019/11/29 | | 会議区分 | 国内会議 | | 講演区分 | パネリスト | | 単独共同区分 | 単独 | | 発表者・共同発表者 | Susan Edwards |
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| 3. |
2019/11/19 |
Supporting Students` Writing through a Liberal Arts Education（International Christian University）
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| 発表年月日 | 2019/11/19 | | 発表テーマ | Supporting Students` Writing through a Liberal Arts Education | | 会議名 | Faculty Retreat | | 主催者 | International Christian University | | 国名 | 日本 | | 開催地名 | International Christian University | | 開催期間 | 2019/11/19～2019/11/19 | | 会議区分 | 国内会議 | | 講演区分 | 講師 | | 単独共同区分 | 単独 | | 発表者・共同発表者 | Susan Edwards | | 概要 | This lecture gave an overview of how academic writing is taught within a Liberal Arts framework in the ELA programme. |
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■ 所属学会
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■ 教員審査
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■ 研究課題・受託研究・科研費
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