MIYAZAKI
INTERNATIONAL
COLLEGE
Monica Hamciuc
[email protected] Office: 1-406
Office hours: Posted on office door Aya Kasai
[email protected] Office: 1-405
Office hours: Posted on office door
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OURSE D
ESCRIPTIONThis course is a combination of formal study, including activities to introduce students to the local area, and experiential learning adapted to the capacities and qualifications of individual students.
This individualized study deepens the students’ understanding of the area in which they are studying.
Class activities include:
● Interactive lectures / discussion
● Guest lectures
● Fieldwork (community service / field trips)
● Reading / writing / film
● Group projects
● Oral presentations
● Web portfolio
Fieldwork: Students will complete several in-class fieldwork related activities and document their activities and learning outcomes throughout the semester. In addition, students will complete 24 hours of individual fieldwork by volunteering or providing community service through organizations of their choice. (List of organizations will be provided in class but if you have a particular
organization you would like to work with, let the instructors know early so we can make necessary arrangements.)
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OURSE G
OALS & OBJECTIVES The course aims to:● Introduce you to organizations working with local culture and issues.
● Help you to improve your mastery of communication (writing, listening, presenting), and your ability to summarize, synthesize, and analyze material.
● Help you practice skills in organizing group activities.
● Sharpen your ability to understand and make strong claims.
● Enhance your research and citation skills.
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TUDENT P
REPARATION & R
EVIEW T
IMEStudents are expected to spend at least one hour preparing for every hour of lesson time and one hour reviewing and doing homework. Because this is an eight-credit class, you are expected to
spend at least eight hours as individual study and eight hours in class for a total of sixteen per week to attend class, work on your independent projects, read, write reviews, review your notes, do vocabulary work, and prepare for discussion. While we will take up different tasks each week, you will always need to do the following:
● Complete homework, noting and looking up new vocabulary.
● Perform necessary research in a timely fashion.
● Add new vocabulary to your vocabulary list.
● Think critically about the assigned texts and films. Come to class with questions, comments, and opinions about the reading and films.
● Review: Go over your notes from class and from your reading, paying close attention to new vocabulary and concepts.
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OURSE S
CHEDULELesson Topic Content
1 10/7 Unit One: Introduction to fieldwork: Kiyotake
AM: Introduction to the course and syllabus.
PM: Introduction to the fieldwork Visit Kiyotake Museum
Reading and writing activities 2 10/14 Unit One: Orientation to
fieldwork: Aya-town
AM: Aya Forest study tour Lunch at Hayakawa Farm
PM: Lecture by a local community leader Visit to Aya raft castle
10/21 NO CLASS Assignment:
Watch film: Erin Brockovich
Create your Mahara page (add details about Kiyotake Museum & Aya Forest field trips) 3 10/28 Unit One: Environmental
contamination and community recovery
AM: Guest speaker (Asia Arsenic Network) PM: Prep for Minamata fieldwork
4 11/2 Unit One: Fieldwork in Minamata
AM: Leave for Minamata
PM: Day1 Program "Knowing Minamata"
Visiting Minamata disease museum Listening to a survivor's story
5 11/3 Unit One: Fieldwork in Minamata
Day 2 Program "Walking Minamata"
Visiting Minamata disease related sites
6 11/4 Unit One: Fieldwork in Minamata
Day 3 Program "Meeting Minamata People"
1. Meeting a Minamata disease patient "What is it like to survive the Minamata disease?"
2. Meeting a local organic farmer "Why organic farming in Minamata?"
3. Meeting a local supporter "What motivated the supporters to continue living in Minamata?"
11/11 No class Assignment: Update your web portfolio (Mahara).
Add details about the Minamata field trip
7 11/18 Unit One: Integration Local issues and children
AM: Student Presentation PM: Guest Speakers (Tano Terakoya Project) (Earth Walkers)
11/25 No class Assignment: Update your web portfolio (Mahara).
Add details about the Minamata field trip
8 12/2 Unit Two: Organization, management, and comparative culture
Active learning activity and discussion
> 3 groups (specific theme for each; teams present on their topic)
> 2 groups (same topic/ compete) 9 12/9 Unit Two: Top down and
Bottom up model
Active learning activity and discussion Organizational behavior micro-level (What is Japanese management- diff. between intl. & Jp.
management; leadership) 10 12/16 Unit Two: Business
Organizations in local areas
AM: Guest Speaker
Mr. Kuroki Tsugunari from Valid Technology Group
PM: Planning for field work Background research 12 1/6 Unit Three: Working with
local organizations
INDIVIDUAL FIELDWORK with organization of students’ choice
Assignment: Keep your activity log and journal Update Mahara portfolio
13 1/13 Unit Three: Working with local organizations
INDIVIDUAL FIELDWORK with organization of students’ choice
Assignment: Keep your activity log and journal Update Mahara portfolio
14 1/20 Unit Three: Working with local organizations
INDIVIDUAL FIELDWORK with organization of students’ choice
Assignment: Keep your activity log and journal Update Mahara portfolio
15 1/27 Unit 4: Integrating experience and learning
Individual Presentation
16 2/3 Unit 4: Integrating experience and learning
Individual Presentation
Final Portfolio submission is due
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OURSE P
OLICIESATTENDANCE AND PARTICIPATION POLICY:
Because discussion is key and many assignments will be completed in class, participation is vital to this course. If you need to miss class for an excused reason, please let us know. Medical absences require a doctor’s note. If you miss a class for any reason, you will have to complete fieldwork or assignments on your own as directed by the instructors. Everyone is expected to thoughtfully add to our dialogue.
* We all get sick and have family emergencies. However, please try not to schedule doctor’s appointments during class. If you have special needs, discuss with your instructors in advance.
Please be aware that many of our course materials contain content that may be considered controversial or sensitive; respectful discussion is crucial.
ACADEMIC HONESTY:
It is essential that you use your own ideas in this class and submit your own work in this class.
Plagiarism is the presentation of someone else’s work as your own, whether it be direct, undocumented quotation of words, phrases or sentences, or undocumented paraphrasing of original ideas, thoughts or content. Neglecting to acknowledge sources for outside material is a serious, punishable offense and will result in failure of the assignment and possibly the course.
Properly citing other authors is OK but do notcopy ideas from other people or books and pass them off as your own.
Office Hours: Come see us! If you have questions, concerns, or comments, this is a great time to discuss them. If you can’t make it to office hours, we will strive to meet you at a different time. You can email us to make an appointment (please wait for a response).
Questions: If questions or concerns related to this course arise, please feel free to discuss them with us during office hours or by appointment.
Harassmentof any kind will not be tolerated. Discrimination on the basis of race, creed, color, national origins, age, sex, disability, sexual orientation, and gender identity is prohibited. Please be respectful of others.
ASSIGNMENTS:
All assignments should be typed and submitted per the instructions on the assignment sheet.
While extensions may be possible, late assignments will not be accepted.
Detailed assignment sheets outlining expectations for projects, responses, reflections,
presentations, and your portfolio will be given to you in class or will be available on our class website.
You need to complete ALL assignments in order to pass this course.
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RADES & G
RADINGOn assignments:
● A grade: Reserved for course work that demonstrates genuine innovation, thought-provoking, and active, genuine engagement.
● B grade: Above average work, but not as polished, deeply engaged, or thoroughly insightful as an A.
● C grade: Fulfills the requirements adequately but without overall sparkle or unexpected insight.
● D and F grades: Poorly formulated or missing thesis, little or no analysis, bad organization, inadequate evidence, lack of attention to assignment prompt, poor writing skills, and/or academic dishonesty.
● Academic dishonesty will earn you an automatic F on the assignment and possibly the course. DO NOT PLAGIARIZE.
The following assignments will comprise your grade:
● Written work (fieldwork logs, fieldwork reports, reflection papers, film reviews): 40%
● Oral Presentations: 20%
● In class and fieldwork participation: 20%
● Final web portfolio: 20%
❖ We retain the right to amend this syllabus as necessary during the course of the semester. ❖
Emerging Developing Proficient Advanced Critical Thinking
(ability to identify and solve problems;
information gathering;
assessment of credibility)
Student shows motivation, but must learn the concepts and mechanisms that apply to critical thinking, such as information gathering, assessment and synthesis.
Beginning to visualize the ways in which
information can be combined and applied to solving a given problem, but struggles with complex relationships.
Able to contribute to class discussions, and to perform a basic analysis of data, gather and assess resources, and express opinions in an adequate manner.
Insightful comments in class discussions Student shows proven ability to analyze data, gather and assess
resources, and disseminate opinions in a scholarly
manner.
Advanced Communication Proficiency (presentations, social skills, email etiquette)
Student is unsuccessful or finds it very difficult when attempting to explain an opinion or respond to a complicated scenario. The response may be limited to a single sentence or part of a sentence.
Able to answer questions and give basic information.
However, inconsistent pronunciation, intonation and stress may sometimes make their responses difficult
to understand or interpret.
Able to create a relevant response when asked to express an opinion or respond to a complicated situation, but pronunciation and grammar can be problematic.
Speaking is clear, using a broad range of vocabulary and relative jargon.
Student uses appropriate social cues and nuance.
Global Perspectives (cultural relevancy;
awareness of current and historical events and global issues)
Student expresses one-sided ideas from an
ethnocentric point of view.
Completely lacks awareness of world issues or events.
Exhibits interest and intrigue in current events and world culture, but has difficulty understanding relevancy.
Student is aware of current events and world cultures, but is unable to apply macro-level
situations to her/his own life.
Fully engaged in current events and shows an
understanding of social inequalities and cultural differences.
English Language Ability
(reading, writing, speaking)
Student shows a lack of confidence in writing, reading, and oral
communication;
very limited vocabulary knowledge;
struggles with grammar. Unable to form questions.
Adequate oral and written
communication;
tends to have difficulty
expressing ideas clearly.
Proficient oral and written
communication;
relies mainly on familiar vocabulary.
Should be encouraged to advance beyond comfort zone.
Able to express ideas clearly and
succinctly both in writing and orally.
Able to use context clues when faced with unfamiliar vocabulary.
