|Instructor||Kaoru Shimazaki (Tohoku University)||Eligible Students||Up to 25 people, including Japanese and international students|
|Course Location||Classroom and off-campus facilities such as Yanagiu-Washi Workshop, Shiroishi Nor Theater, or Tea House Rikuyuan||Credits||Yes (2 credits)|
|Duration||6 months||Course Forms||Classroom, field trips|
Students will learn Japanese traditional culture such as pottery, Japanese paper, Japanese tea ceremony, calligraphy, flower arrangement, and others in omnibus form. The class form is interactive.
Students will reflect on their own experiences and learn about traditional Japanese culture through discussion with other students, and deepen their understanding of Japanese culture, Japanese, and Japanese society.
The instructor plays a role in designing a learning environment where experts in each field are invited to speak to the class, or students can actually experience.
In addition, the instructor actively makes time to exchange ideas among them and tries to build an environment where they can learn from each other.
Students will have multiple opportunities for group activities during the tasks (presentations and others).
Attendance 30%, assignments 20%, group presentations 20%, final report 30%
Instead of teaching Japanese culture in a stereotypical manner, the instructor should make a class where students think about culture through actual experiences and can deepen their understanding of Japan through discussions with other students.
The instructor should be devoted to the role of designing the learning environment and prepare an environment where students can deepen their understanding.
|Instructor||Mina Mizumatsu (Tohoku University)||Eligible Students||International students and Japanese students in all departments (no number restriction)|
|Course Location||Classroom and outdoor||Credits||Yes (2 credits)|
|Duration||6 months||Course Forms||Classroom and outdoor (local department store, Sendai city subway etc.)|
This course responds to foreign tourists and foreigners residing in Sendai in recent years through tours of local department stores, and interaction with people actually working there. Students will explore how local department stores are currently dealing with foreigners, and how they should do in the future.
Ultimately, this course aims to contribute to the internationalization of local communities by making proposals to department stores and Sendai City, which are derived for each group.
Distribute literature or worksheets created by the instructor appropriately according to the interest and progress of students.
Since this course is a project promotion style, students will make "ground rules" during the orientation at the first class.
Since students prepare for the rules by showing their understanding of each culture or thought, regardless of nationality and so on, they are able to work on group activities smoothly afterwards.
Also, with an awareness of PDCA (Plan-Do-Check-Act) cycle, students will review appropriately during class.
Two (2) times of review reports, Two (2) times of group presentations, One (1) time of photo ethnography report
Attendance (including contribution to activities and discussion) 30%, assignments (see above) 30%, group achievement presentations (2 times) 40%
Since students are the leading role in class, the instructor and the TA will stick with supporting.
If a problem occurs in group activities, go back to the ground rules and navigate that students can think and solve by themselves as much as possible. Instead, provide detailed feedback to each student on reports and presentations so that students can maintain confidence and motivation at their own pace.
In promoting cross-cultural understanding in class, this course necessitates that students are able to notice, not only the noticeable differences (students' nationality or ethnicity), but also the cultures of the same countries, and by force, of their own. For that reason, I am conscious of creating an environment where students are comfortable with each other. In addition, beyond the cultural and language barriers, students will experience a sense of fulfillment for accomplishing one thing.
|Instructor||Yoko Matsuoka, Natsumi Onaka (Iwate University)||Eligible Students||Capacity 26 people|
|Course Location||Youth house and others||Credits||2 credits|
|Duration||About 1 week in every February||Course Forms||Youth house and others|
|Language||Japanese and English|
This course is based on the theme of “____ and sustainable society.” International and Japanese students attend lectures on global topics (energy, food safety, fair prices for agricultural products, disaster, disaster prevention, etc.) relating closely to the community in both Japanese and English, experience, and discuss to foster global human resources basic skills.
In addition, they develop a network of humans across the border by spending time together under the same roof for about 1 week.
Distribute necessary information as appropriate with handouts.
Participants are required to have proficiency in either Japanese or English.
The instructors will intervene if the group discussion is stalled due to linguistic constraints or if the group lost sight of the direction.
Since the discussion requires concreteness, improve the quality of discussion by discouraging superficial or easy opinions.
The instructors will provide a pre-assignment in accordance with the theme.
During the training, based on lectures and local experiences, participants will repeat discussions to solve the problem in a group with mixed nationality.
Ultimately, they will summarize the results into recommendations, etc., and make oral presentations in both Japanese and English.
Participation attitude in work (25%), contribution to group (25%), work assignments (25%), reports (25%)
All distributions and verbal instructions are made in both Japanese and English.
Since participants' understanding of the training theme is not necessarily deep, in addition to providing pre-assignments, we will input knowledge to them at the beginning of training at workshops and lectures, with the cooperation of teachers specializing in thematic fields.
Furthermore, in order to deepen the understanding of the current situation, they will have opportunities for field experiences, and make presentations to integrate their learning at the end.
The discussion group should be a small group of about 5 people, considering the balance of language and nationality.
We would like to have training in which consciousness changes of Japanese students from "learning English" to "achieving something in English" such as how to use languages to solve problems.
Also, we would like participating students to acquire the skills to think about issues in various ways.