様式1

令和5年度

単位互換授業履修対象科目（前期）一覧
構成機関名

国際教養大学（
No. ページ
1

3-1

2

3-2

3

3-3

授業科目名

担当教員

Learning and Technology

Irina KUZNETCOVA

学習と科学技術News Media, Culture and Ideology

イリーナ・クズネツォワ
Miki TANIKAWA

報道メディアと文化とイデオロギー
U.S. History

谷川 幹
Patrick DOUGHERTY

アメリカ史

パトリック・ドーティ

単位数

学期

( )内初日

受入数

学部等

曜日/時限

3 春（4月10日）

若干名

国際教養学科月・水 14:00-15:15

3 春（4月11日）

若干名

国際教養学科火・木 14:00-15:15

3 春（4月10日）

若干名

国際教養学科月・水 14:00-15:15【注意事項】①学内外の新型コロナウイルス感染状況によっては、一部あるいは全期間オンライン授業に切り替えることがあります。
②受講条件
・原則として、英語の授業を受けることのできる程度の英語力をもつ者。※TOEFL（iBT）61点以上、TOEIC700点以上、実用英語検定準1級以上程度の英語力を必要とします。
・オンライン授業に必要な機器やアプリケーションを各自で準備できること③各科目のシラバスを参照してください。
④すでに定員に達している場合は履修できない場合があります。
『特別聴講学生入学願』の提出期日：2023年3月10日（金）備考）DG T200-1_ S

Learning and Technolog y (G C-TFS)

Irina KUZNE TCOVA
Academ ic year:
Sem ester:Faculty:
Departm ent:
Field:
Credit:Class tim e/day:2023
SpringInternational Liberal Arts
Departm ent of International Liberal Arts
Advanced Liberal Arts Courses
3.00
Mon : 14:00 - 15:15 D203
W ed : 14:00 - 15:15 D203

E -m ail:ikuznetcova@ aiu.ac.jp

Office:A3-10

Office hours:

Tue ¦ W ed 13:30 - 15:00 (in-person)

Notes:
Course description:
During the global coronavirus pandem ic, many educational institutions shifted to online instruction. W hile distance (or online) education
has been around for a while, this change affected us in a profound way. Technology was the key player in this process, which is reflectiveof its growing role in education in general. Part of this class will be reflecting about what lessons we have learned from learning withtechnology during the pandem ic, and your first-hand experience will be foundational in these discussions.
The other part of this class will focus on four paradigm s of using technology in education:(1) Comm unity building (e.g., social m edia, online forum s, online learning comm unities)(2) Augm entation (e.g., W ikipedia and blogs)(3) Comm unication (e.g., m essengers, emails, etc.)(4) Service (Learning Managem ent Systems, Massive Open Online Courses platform s such as Coursera, traditional distance learning)Throughout the sem ester, we will touch upon ‘ hype’ topics in education such as big data and learning analytics, Virtual and Augm ented
reality and games, and Artificial intelligence, and we will critically exam ine the assum ptions and agendas behind the use of thesetechnologies. W e will also consider different theories of education in relation to different types of educational technologies.
Ultim ately, this course will help you gain both a theoretical and practical understanding of educational technology, and, more im portantly, acritical perspective on how technology is, could and should be used in teaching and learning. You will be able to apply this knowledge as a
student, a teacher, a parent, and a citizen.

Objectives:
Throughout this course, you will:-E xplore m ultiple theories of teaching and learning.
-Practice using different types of educational technology.
-Practice critically assessing the intent and the effectiveness of using such technologies.
-Develop basic research skills and exam ine relevant issues in the educational technology area.
-Learn how to effectively com m unicate about the main topics in the field.
AILA Elem ents:
Technology has becom e an integral part of teaching and learning. Understanding how technology affects our lives in formal and inform allearning settings will help students become life-long learners, critically assess their use of technology in the educational process, anddevelop strategies to use it effectively. Through critical reflection and collaborative activities students will also develop better analytical,
creative, and critical thinking skills.
AILA Activities & Projects:
Student debates: students will research a topic and prepare argum ents to defend a particular position on the topic. During the debate they
will have tim e to com e up with counter argum ents and defend their position. This activity will help develop critical thinking, public speaking
and analytical thinking skills.
Course project: students will select a topic and do an in-depth research project on it through the sem ester. This project will

help develop research, critical thinking, and presentation skills.

Textbook(s):Author:Title:

NA-

Publisher:

-

ISBN:

-

R eference/Other study materials / Author:, Title:, Publisher:, ISBN:G ee, P. (2003). W hat video gam es have to teach us about learning and literacy. Palgrave Macmillan, New York.
Assessm ent:
Your perform ance will be assessed using a direct point-based system. The final num ber of points will be converted to a percentage of thetotal points available.
Note: while attendance is not graded directly, skipping classes without notifying m e will affect your final grade. You can have up to 3
(excused or unexcused absences) without any penalty. For every other unexcused absence, your final point number will be lowered by 1
point. Absences will not affect your grade if there is a valid excuse (com m unicated beforehand) or an emergency (that you clearlycom m unicated to m e within a reasonable tim eframe).
E xpected academ ic background:
No prerequisites required
UR L of other inform ation:
Policies & rem arks:
Course philosophy & Tips to succeed
This course will be m ostly discussion and project based with m inim al lecturing. Learning is m ost effective when it’ s active and social. You
will discuss thought-provoking topics with your classm ates and engage in creative, hands-on projects to solidify your understanding of thecourse concepts and m aterials.
To succeed in this course, you need to:-Com e prepared (do the readings & assignm ents)---Take notes on readings and videos.
---Don’ t leave the readings until the last m inute. You will need some tim e to process the information. Break them down into sm all chunks(e.g., read 10 pages/watch 10 m inutes a day).
---Start working on projects in advance to allow enough tim e to com plete them on tim e.
-Be active in class (contribute to discussions)---Don’ t be afraid to speak up!
---Invite other students into the conversation-Submit your work on time
Notes:
Please see the m ost up-to-date version of the syllabus here: https://docs.google.com /docum ent/d/15M9sDMS06eiXnzVKpwNcKXQYT37JJe_ _ khPdNR twXc/edit?usp=sharing
Class schedule:
W eek 1-2
Traditional education, banking education, online learning
W eek 3-5
John Dewey and dem ocratic education
W eek 6-8
Video gam es and learning
W eek 9 - 10
Language learning and technology

W eek 11-15
Topics of students' choice

AIU Academ ic Dishonesty Policy:
AIU Academ ic Dishonesty Policy（ Undergraduate）
In accordance with AIU policies and good practices in higher education, acts of academ ic dishonesty such as plagiarism , cheating, forgery(on a paper, exam ination, test, or other assignm ent) m ay result in the failure of the course.
An act of academ ic dishonesty during the final exam ination, or assignm ent in lieu of the final exam ination, m ay result in failure of all
courses registered in the relevant academic term .
Cases of academ ic dishonesty will be reported to the Office of Student R ecords for relevant action.

AIU Academ ic Dishonesty Policy（ G raduate）
Acts of Academic Dishonesty: In accordance with AIU policies and good practices in higher education, acts of academ ic dishonesty suchas plagiarism , cheating, forgery (on a paper, examination, test, or other assignm ent) will result in the failure of the course at a m inim um .
An act of academ ic dishonesty during the final exam ination or assignm ent in lieu of the final exam ination will result in failure of all courses
registered in the relevant academic term .
Cases of academ ic dishonesty will be reported to the Dean of Academ ic Affairs for relevant action.

COM260-1_ S

News M edia, Culture and Ideolog y (CLA-SS)(G C-HCC)

M iki TANIKAW A
Academ ic year:
Sem ester:Faculty:
Departm ent:
Field:
Credit:Class tim e/day:2023
SpringInternational Liberal Arts
Departm ent of International Liberal Arts
Advanced Liberal Arts Courses
3.00
Tue : 14:00 - 15:15 D201
Thu : 14:00 - 15:15 D201

E -m ail:m tanikawa@ aiu.ac.jp

Office:C2-4B

Office hours:
Notes:
Course description:
This course introduces students to the principles, concepts and theories that guide news m aking, especially, international news. The focus
therefore is on how the news is conceived by news m akers ‒ what the journalists are thinking ‒ rather than on how the news reads to theaudience. Students will use the tools of analysis, springing from the insights of journalists and editors ‒ triangulated through academ ic
theories and fram eworks ‒ to review and analyze articles of their choice as part of the class assignm ents and to present their analyses toclass. Central to understanding are the com ponents of the news that are considered (by m edia producers) newsworthy and culturally
resonant to the audience to whom the news is directed. News com ponents to be considered for analysis arise from three broad categories;
news routine, culture, and ideology. The key elem ent in this class is to understand why news makers produce and deliver the news theydo.
Course m aterials include a variety of E nglish-language news with a focus on features and analytical news, m ainly from US and British
news media both print, broadcast and online m edia. They include the New York Tim es, the G uardian, PBC, NBC and BBC which, together
with the above objectives, will afford opportunities to learn, think and analyze contem porary, social, econom ic, cultural and international
issues.
To further enhance the real world perspective on how journalism works, there will be 4 "Media E thics" sections which will introduce
students to how journalists on the front line resolve certain ethical dilem m as they face in the world of reporting.
This class incorporates written discussions and analysis of news conducted via AIMs where students will be posting comm ents andsom etim e react to each other. Students should be ready to com m it to engaging in debate and discussion both in the real tim e in class andto student dialogs on AIMs, on a routine basis.
To capture the latest trends in news and features, the articles m entioned in the syllabus are m ostly for illustration. I am likely to replacem ost of them with recently published articles.
Objectives:
To obtain in-depth understanding of news from print(text), online, and broadcast m edia by delving into the com ponents of the news,
analyzing the thinking of the m edia-producers and thereby boosting insights into news-m aking and reporting as well as to the broadersocial, cultural and ideological fram ework in which news production takes place.
AILA Elem ents:
By definition, the study of news, journalism and m edia is interdisciplinary. This course is designed to be even m ore so for a few reasons.
Firstly, due to the focus on the text of the news and how journalists write articles, you will find there is a strong linguistic com ponent in theclass. Language use in the news is quite unique such as the way the headlines are fashioned. Since we are concerned mostly withinternational news, you will encounter questions relating to intercultural com munication because foreign news involves conveying what ishappening in one culture to another. News content and the news organizations that deliver the news and features can be highly politicaland ideologically oriented. Therefore, you will find the study of politics and international affairs to be closely connected to the content of thisclass. As we m ove along, students are strongly encouraged to m ake the connection between this course and other subjects they aretaking at AIU in the field of international affairs, culture and sociology. It is quite possible that the entire range of subject matters thatstudents are engaged in studying at AIU will have som ething to do with this course.

AILA Activities & Projects:
One of the m ajor com ponents of the class is to find news and feature articles that interest students which they will analyzeusing “ tools of analysis” presented in class. W hen writing up their assignments, relating the news topic to their own experiences
personally or to other AIU courses shall strengthen their analysis. For the “ cultural” dim ension of the news, students may relate to theirown national or regional cultures. For the ideological analysis of the news, students may find useful to evoke their knowledge of politics orinternational affairs learned from other courses at AIU.
Textbook(s):Author:Title:

See "R eference/Other study m aterials" below-

Publisher:

-

ISBN:

-

R eference/Other study materials / Author:, Title:, Publisher:, ISBN:No textbook is assigned. There will be a large volum e of news reading assignm ents during class. In some weeks, students will be asked toread articles and to share/present their understanding in class.
Assessm ent:
Class participation & G roup discussions (revolving around class & group discussions of assigned and non-assigned news articles), 25% .
Presentations (including “ sum mary & analysis” assignm ents), 50% .
Answers to Q&A exercises, 10%
Final exam ination,15% .

E xpected academ ic background:R elatively high E nglish reading and listening com prehension skills are needed.
UR L of other inform ation:
Policies & rem arks:
Office Hours available at 3:15 - 6:00 pm Thursdays. Other tim e slots are available upon request. Please contact the instructor atm tanikawa@ aiu.ac.jp
Notes:The special feature of this course is the relationship between the Instructor's work experiences and the contents of the Course:The focus inthis course is on how the news-making is conceived by news m akers ‒ what the journalists are thinking ‒ rather than on how the news
reads to the audience. For this, I draw on m y experience as a journalist/editor to provide insights and analytical fram ework which are thenplugged into social and cultural theories. Students learn how to analyze news articles based on the framework and the analytical devices
presented in the class.
Class schedule:
1
W eek 1-1. Introduction: W hat is news? The changing definition of the news in the new world of on-line, digital and social m edia. Types ofarticles: straight news, features and opinion articles. (W hat is “ newspapers” ? W hat are they for? ) Inverted pyram id style of writing
versus feature style.
W eek 1-2. A guide to different “ parts” of articles 1: headline, subhead, byline, dateline, and caption (m ore on this later).
Introduction to “ feature articles,” feature leads and story structures.
News segm ent: from the New York Tim es on culture and education.
“ Hard news” vs “ Soft news”
A brief guide to a variety of news m edia: W hat is the “ news agency” ? Leading Am erican and British news m edia.
2
W eek 2. A guide to different “ parts” of articles 1: headline, subhead, byline, dateline.
Introduction to “ feature articles,” feature leads and story structures.
News segm ent: from the New York Tim es on culture and education.
“ Hard news” vs “ Soft news”
News segm ent: CBS “ Fired.” (the title is subject to change)

3
W eek 3. A guide to different “ parts” of articles 2: the lead, the nut graph and the kicker. Types of leads and story structures: thesum m ary lead and feature leads.
Headline G ramm ar ‒ special rules of gramm ar that apply to headline writing.
News segm ent: CBS Sunday.
News Ethics and “ Fake News”
4
W eek 4. News values and different news genre (and different sections of newspapers, print and online). Traditional news value
perspective: conflict, the unusual, proxim ity, tim eliness and hum an interest.
5
W eek 5. News values for soft news: cute, sexy, funny, bizarre (and grotesque? )News segm ent: BBC “ Bento Making in Japan.”Media ethics exercise 1
6
W eek 6. Student presentations of news articles and analysis 1News segm ent: The New York Tim es “ Ticket to an Overseas Job” “ Degrees in Com ics at Japanese Universities”
7
W eek 7. Cross-cultural journalism . W hat is culture peg? W hat is culture link?
Language challenge: alternative phrases and word echo.
8
W eek 8. Field trip (2nd half of the week): Akita Asahi Broadcasting and NHK Akita Broadcasting.
(m ay need to be arranged with prior consent from other faculty).
First half of the week will be devoted to studying and analyzing news and press conferences in Japan and the United States.
Media ethics exercise 2
9
W eek 9. Different types of culture peg and culture link. The ingroup v outgroup, and social identity: the social psychological approach(academ ic). Case study: perceptual distance ‒ the case of Norway and Syria. W ho is the other?
10
W eek 10. Student presentations of news articles and analysis 2
Analyzing the sources of news; what's in it for the sources to give interviews?
11
W eek 11. Ideology and news. W hat is ideology and how is ideology represented in the news and the news organizations? News
segm ent: Fox News v CNN.
Media E thics 3
12
W eek 12. Ideology and the news, Part II: W hat is “ economic” conservative (and liberal)?
News segm ent: how “ conservative” are Financial Tim es and the W all Street Journal?
Think thanks in Am erica and their ideological tendencies (Consideration as a news source).
13
W eek 13. Docum entary videos and non-fiction works.
News segm ent: analyzing financial and business news from the Financial Times and the W all Street Journal.
W eek 14. Student presentations of news articles and analysis 3
W eek 13. Docum entary videos and non-fiction works.
News segm ent: analyzing financial and business news from the Financial Times and the W all Street Journal.

14
W eek 14. Student presentations of news articles and analysis 3
15
W eek 15. R eview & Final E xam ination.

AIU Academ ic Dishonesty Policy:
AIU Academ ic Dishonesty Policy（ Undergraduate）
In accordance with AIU policies and good practices in higher education, acts of academ ic dishonesty such as plagiarism , cheating, forgery(on a paper, exam ination, test, or other assignm ent) m ay result in the failure of the course.
An act of academ ic dishonesty during the final exam ination, or assignm ent in lieu of the final exam ination, m ay result in failure of all
courses registered in the relevant academic term .
Cases of academ ic dishonesty will be reported to the Office of Student R ecords for relevant action.

AIU Academ ic Dishonesty Policy（ G raduate）
Acts of Academic Dishonesty: In accordance with AIU policies and good practices in higher education, acts of academ ic dishonesty suchas plagiarism , cheating, forgery (on a paper, examination, test, or other assignm ent) will result in the failure of the course at a m inim um .
An act of academ ic dishonesty during the final exam ination or assignm ent in lieu of the final exam ination will result in failure of all courses
registered in the relevant academic term .
Cases of academ ic dishonesty will be reported to the Dean of Academ ic Affairs for relevant action.

HIS210-1_ S

U.S. History (G S-PSIR )Patrick DOUG HE R TY
Academ ic year:
Sem ester:Faculty:
Departm ent:
Field:
Credit:Class tim e/day:2023
SpringInternational Liberal Arts
Departm ent of International Liberal Arts
Advanced Liberal Arts Courses
3.00
Mon : 14:00 - 15:15 D204
W ed : 14:00 - 15:15 D204

E -m ail:pdougherty@ aiu.ac.jp

Office:E AP Office

Office hours:
Notes:
Course description:
This course investigates the history of the United States from the American Revolution through the present. The course em phasizes social,economic, intellectual, cultural, and political developm ents throughout Am erican history. Lectures draw attention to broad them es anddevelopm ents. Assigned readings offer various perspectives on central historical debates and provide the opportunity to work with prim ary
sources. Students are required to analyze a variety of sources, think critically, produce a prim ary source-based digital project, and write
thesis-based essays.
Objectives:
The major objectives of the class are listed below and will be addressed directly and indirectly in class throughout the semester:
1. Identify and discuss major themes, events, and debates in United States history
2. Analyze, understand, and use prim ary and secondary sources
3. Produce a prim ary source-based digital project for a non-academ ic audience
4. Develop thesis-based academic arguments that incorporate analysis of primary sources and deepen our understanding of the tim eperiod covered by the course
5. Synthesize multiple perspectives into argum ents outlining the critical developm ents of the time period covered by the course

AILA Elem ents:
During this course, students engage with a wide variety of interdisciplinary concepts and topics from a historical perspective, including
politics, gender, race, class, and sexuality. As such, it has many intersections with with other courses in sociology, political science,
international relations, com m unication, literature, law, m igration studies, and gender studies. This course will draw from students’previous learning in these disciplines and strengthen their understanding of key concepts that students will find useful when taking courses
in related disciplines in the future. Although this course will provide students with a basis to better understand history and current events in
U.S. society, it will also give students a grounding in critical ideas and concepts, cultural understanding and sensitivity, and interpersonal
skills that are essential as global citizens. The course is also designed to im prove a variety of com m unication skills through regular
discussion, as well as individual and group presentations, written assignm ents, and online digital projects.

AILA Activities & Projects:
This course integrates a substantial, long-term , m ulti-com ponent AILA project. In particular, the course requires student groups toparticipate in a collaborative primary source research project that incorporates archival research, prim ary source analysis, and the
production of a digital project, such as a website, podcast, video, or other in-depth digital product. In addition to the digital project, student
groups will deliver a presentation of their research and projects.
Textbook(s):Author:Title:Paul S. Boyer
American History: A Very Short Introduction

Publisher:

Oxford University Press

ISBN:

9780195389142

R eference/Other study materials / Author:, Title:, Publisher:, ISBN:
Additional Materials will be provided by the instructor.
Assessm ent:
Your grade will be based on a com bination of a reading presentation, a group prim ary source project, and two short papers. You cannot
pass the course unless you com plete every assignm ent.
R eading Presentation
E ach student will present a sum mary of one of the assigned articles or book chapters to the class. E ach sum m ary should be about ten
m inutes long. Presentations should be substantive and demonstrate significant understanding of each assigned text. It is recom m ended
that students preview the lecture slides for the day in which they present before attem pting the reading and preparing presentations.
PapersThere will be two short (approximately 800̃1,000 words) papers addressing major topics of your interest covered in this course. Papers
should draw exclusively from lectures, readings, and class discussions. No additional reading or research will be required, and students
should refrain from incorporating outside materials without approval from the instructor. The specifics of the papers will be discussed in
online class sessions.
Prim ary Source Project
There will be one prim ary source group project that incorporates primary source research and a digital presentation. The project shouldem phasize primary source analysis and presentation of ideas for a wider audience online. Students will also present their project to theclass through Zoom or in person during the final weeks of the course. The specifics of the project will be discussed in class.
Attendance and Participation
R egular attendance and participation are required. You are perm itted three unexcused absences. Your total course grade will receive ahalf letter grade reduction for each additional unexcused absence.* However, attendance alone will not earn you full credit. Your grade will
depend on active participation during discussions.

E xpected academ ic background:
N/A
UR L of other inform ation:
Policies & rem arks:
In accordance with AIU policies and good practices in higher education, acts of academ ic dishonesty such as plagiarism , cheating, forgery(on a paper, exam ination, test, or other assignm ent) will result in the failure of the course at a minim um . An act of academic dishonesty
during the final exam ination or assignm ent in lieu of the final exam ination will result in the failure of all courses registered in the relevant
academic term . Cases of academic dishonesty will be reported to the Dean of Academic Affairs for relevant action.

Student Conduct
Please show respect for the course purposes by refraining from talking, using SNS, or accessing non-course related m aterials during
online class m eetings. Students should refrain from viewing websites, texting/m essaging, online shopping, etc. during class tim e. Make
every effort to be on tim e and remain for the duration of class. Phones should be placed on silent or turned off.

Notes:
N/A
Class schedule:
Lesson 1
Introductions & E xpectations
Beginnings of Am erica -- Prehistory

Lesson 2
Beginnings of Am erica -- Prehistory to 1763
Lesson 3
1763-1789 R evolution, Constitution, and a New Nation
Lesson 4
1763-1789 R evolution, Constitution, and a New Nation
Lesson 5
1763-1789 R evolution, Constitution, and a New Nation
Lesson 6
1789-1850: The Prom ise and Perils of Nationhood
Lesson 7
1789-1850: The Prom ise and Perils of Nationhood
Lesson 8
1789-1850: The Prom ise and Perils of Nationhood
Lesson 91850 - 1865: Slavery and the Civil W ar
Lesson 10
1850 - 1865: Slavery and the Civil W ar
Lesson 11
1850 - 1865: Slavery and the Civil W ar
Lesson 121866 - 1900: Industrialization and its Consequences
Lesson 13
1866 - 1900: Industrialization and its Consequences
Lesson 14
1866 - 1900: Industrialization and its Consequences
Lesson 15
1900 - 1920: Reform and W orld W ar I
Lesson 16
1900 - 1920: Reform and W orld W ar I
Lesson 17
1900 - 1920: Reform and W orld W ar I
Lesson 18
1920 - 1945: From Conflict to G lobal Power
Lesson 19
1920 - 1945: From Conflict to G lobal Power
Lesson 20
1920 - 1945: From Conflict to G lobal Power
Lesson 21
1945 - 1968: Affluence and Social Unrest
Lesson 22
1945 - 1968: Affluence and Social Unrest
Lesson 23
1945 - 1968: Affluence and Social Unrest
Lesson 24
1968 - 1980: The E nd of Vietnam and it's R epercussions
Lesson 25
1968 - 1980: The E nd of Vietnam and it's R epercussions
Lesson 26
1980 - 1992: The Conservative Movem ent

Lesson 27
1992 - 2000: The Clinton Presidency and PartisanshipLesson 28
2000 - 2008: 9/11 and its R epercussions
Lesson 29
2008 - 2023: Partisanship and the Social Media Age
Lesson 30
2008 - 2023: Partisanship and the Social Media Age

AIU Academ ic Dishonesty Policy:
AIU Academ ic Dishonesty Policy（ Undergraduate）
In accordance with AIU policies and good practices in higher education, acts of academ ic dishonesty such as plagiarism , cheating, forgery(on a paper, exam ination, test, or other assignm ent) m ay result in the failure of the course.
An act of academ ic dishonesty during the final exam ination, or assignm ent in lieu of the final exam ination, m ay result in failure of all
courses registered in the relevant academic term .
Cases of academ ic dishonesty will be reported to the Office of Student R ecords for relevant action.

AIU Academ ic Dishonesty Policy（ G raduate）
Acts of Academic Dishonesty: In accordance with AIU policies and good practices in higher education, acts of academ ic dishonesty suchas plagiarism , cheating, forgery (on a paper, examination, test, or other assignm ent) will result in the failure of the course at a m inim um .
An act of academ ic dishonesty during the final exam ination or assignm ent in lieu of the final exam ination will result in failure of all courses
registered in the relevant academic term .
Cases of academ ic dishonesty will be reported to the Dean of Academ ic Affairs for relevant action.