GLOBALSTUDYPROGRAMInternational Collaborative Learning

Design, mobility & social relationship in place-making
Chiba University, Japan
University of Cincinnati, U.S.

2018

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ABOUT THIS PROGRAM
Social marginalization is often experienced not just based on individuals’ quality, but due tosocial and physical structures in a particular space. What does “a design” in a particular spacemean and do to diverse individuals? How can we alter existing resources to improve the status
quo that maybe marginalizing particular individuals? With these questions in mind, 2018 Global
Study Program (GSP) a short-term international collaborative study abroad program organizedby Chiba University since 2011, was held with University of Cincinnati (USA) in Cincinnati in
February 2019, with a theme “Design in place-making and its impact on mobility and social
relationship.” Subsequently we held another GSP in Chiba in March, with an additional focus
to “family care.” Not only focusing on local individuals as a target of research, but experiencesby Chiba University students in the US and by University of Cincinnati students in Japan wereused as a framework to think of their final proposals.
The program aimed to foster a better understanding of and critical perspective on social
issues related to design in place-making through a comparison between international casesin the US and Japan. First program in Cincinnati involved an experiential engagement in local
cases of transportation system between downtown, uptown and suburb. Then in the second
program in Chiba, a particular focus was given to parenting adding on to the discussion in thefirst program. With the fundamental knowledge and background information relevant to a theme
and target fields learned during pre-course education, students concentrated on doing fieldresearch, generating ideas, trying the ideas and refining them throughout the main course.
Students were continuously challenged to rethink of their ideas by stakeholders, faculty
and peers with different academic and cultural backgrounds. Through this process, theparticipants learned multiple, logical, reflexive and critical perspectives that they need when
thinking of a proposal. Indeed, not just focusing on what a technology can do, but identifying“needs and seeds” in a target population is an essential process of learning in collaboration
with not only peers but also with people in the fields.
社会的周縁化は個人に起因するというよりも、物理的構造や社会システム等による影響も大きい。では、特定の空間における「デザイン」に何ができるだろうか。Global Study Program（GSP）は、2011 年から千葉大学が様々な協定校と開講している短期国際協働学習プログラムである。2018 年度は 2 月に 2 週間千葉大学の学生らが米国シンシナティ大学へ赴き、さらに 3 月に 1 週間シンシナティ大学の学生を千葉大学に迎えての実施となった。テーマは「場所形成におけるデザイン、モビリティ、社会関係」とし、千葉大学とシンシ
ナティ大学の学生の混成グループが、実際の都市空間の「モビリティ（移動、交通手段、可動性）」に関する現状を把握し、それを改善するアイデアを出すことを目標とした。また、千葉でのプログラムでは、シンシナティ
での課題の中から特に「子育て家族のモビリティ」に着目し、振り返りを含めて新たな知見やアイデアを得ることを目的とした。

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Topic & Research Questions
The program was composed of three steps.

Preliminary education aimed to build 1) a basis ofFirst, through online lectures and discussions in pre-collaborative learning, and logical and critical thinking

education, students gained a basic understanding ofthrough preparation of cultural presentations, and 2)

how human relations and space can be understoodbasic knowledge on the topic from different angles.

from an interdisciplinary point of view (e.g. design,

Collaborative Online International Learning (COIL)

engineering, anthropology, geography) in the historical

was used to connect Chiba University and University

and contemporary US and Japanese society. Second,of Cincinnati on time and had lecture and workshop

in a main program in Cincinnati, small mixed groups

sessions with different angles of vision. Moreover,collaboratively experienced and deepened theirstudents engaged in collecting information related tounderstanding of local issues in relation to mobility

innovative living space, mobility and innovative ideas

using visual-ethnographic approaches. Third, student

in Japan and other parts of the world. Also, theygroups proposed an alternative view/design to tackle

read basic information about social marginalization,

those issues after continuous refinement of theirideas through working with each other and with thelocal stakeholders.
Then in the subsequent program in Chiba, again
in mixed groups, students experienced mobility andspace particularly paying attention to possible issues
encountered by parents and young children by doing
field research in a greater Tokyo area. Students
reflected their findings in Chiba by contrasting to theiroutcomes in Cincinnati.

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Course cycle

mobility and space in the US and Japan.

In the following program in Chiba, while reflecting

In the main program in Cincinnati, at first, students

the program in Cincinnati, students learned about

learned historical and contemporary issues related toissues of mobility specific to design in child-rearing

mobility through lectures and field research. Mixedand mobility through lectures, field research andgroups of students conducted field research and talked

workshops.

to locals by experiencing 1) guided and 2) unguided

Students collaborated with each other throughout

public transportation system to the city centre, andthe program in two countries and gained transnational

3) private automobiles to the suburb. In between field

perspective on the main theme.

research, students unpacked information, refined theirideas and evaluated them through workshops.

事前教育は二つの構成要素を中心としており、１）協働学習、論理性、批判的視点の基礎を文化紹介準備において身につける、２）
テーマに関して異なる観点から基礎知識を身につける、という事に焦点を当てた。後者に関しては、オンライン国際協働学習（COIL）
を通して多角的に講義を受けるだけでなく、日本、米国、その 他の国々における斬新なテクノロジー、生活空間やモビリティについて、自分たちで情報収集した。
シンシナティでは、現地のモビリティの歴史や現在を講義やフィールドリサーチを通して学んだ。特に、自家用車と公共交通機関
でどのように動き回ることができるのか、それが個々人の経済状況にどのような影響を与えるのか等を検討しつつ理解を深めていった。それから、現状を改善するにはどういったアイデアが提案できるのかを協働で構築していった。それをベースに振り返りつつ、千葉では子育て家族のモビリティに関わるデザインに焦点を当てた。どちらのプログラムにおいても、学生らは調査の先々で地元の人たちと話し、その間にワークショップをしながら、協働でアイデアの再構築を繰り返した。

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Schedule of Activities
Pre-course

Day

Contents				

29 Nov

1st meeting

26 DecMobility in Cincinnati; Professor Peter Chamberlain [skype session]

5 Feb

History of American transportation/mobility; Professor Na Chen [skype session]

7 Feb

Towards a future of mobility; Professor Antonio Islas-Munos

11 FebMaking of a marginalized place in the US and in Japan then and now by Shao-

Main Program in Cincinnati

13
14Departure from Chiba, Arrival in Cincinnati
Campus tour, Cultural presentations

15
16
17
18
19
20
21
22
23

Union Terminal visit and Transportation Tour, Field research planning
Field research - Experience suburbian lifestyle
Free dayWorkshop on Mobility futures, VR lab experience, Mid-presentation
Field research - Explore downtown lifestyle, ride streetcar
Field research - Bus to different destination in the city
Final presentation preparation
Final presentation and feedback, farewell party
Departure from Cincinnati, Arrival in Chiba

March
17
18
19
20
21
22
23
24

Departure from Cincinnati, Arrival in Chiba
Campus tour, Unpacking experiences workshop
Furoshiki workshop, Field research - Edo history museum and Odaiba
Home visit in three locations, Wayfinding in Tokyo Yamanote Line
Final presentation preparation, Field research - Additional interviews in Tsudanuma
Final presentation and feedback, farewell party
Free dayDeparture from Chiba, Arrival in Cincinnati

Post-course

February

Main Program in Chiba

Kobayashi

1: Feedback on the final product by stakeholders and faculty members
2: Creating a program pamphlet

6Collaborators
This program would not have been the same without the collaboration of all the lecturers, guides, hosts
and facilitators who made this program an interesting transnational learning experience in Cincinnati and
Chiba.
We would like to express our gratitude to
Antonio Islas, University of Cincinnati
Na Chen, University of Cincinnati
Junko Tsutsumi (Furoshiki Workshop)
Joyce Chen (Home visit)
The Otake Family (Home visit)

Organizing CommitteePeter Chamberlain, University of Cincinnati
Gjoko Muratovski, University of Cincinnati
Takatoshi Tauchi, Chiba University
Satoko Shao-Kobayashi, Chiba University7Pre-course Education

COIL: Design and Mobility
As a part of pre-education, both University of

After each lecture, students asked some questions

Cincinnati (UC) and Chiba University (CU) students

and shared their thoughts and we held vigorous

had online-lectures and workshops called COIL

discussions on transportation. We got face-to-face(Collaborative Online International Learning). COIL

communication for the first time in this COIL, and theis like a teleconference program so both students

session was proceeded in a harmonious atmosphere.

attended to the lectures at the same time. We had theThrough these sessions, we could learn more about

COIL classes three times before the main programtransportation from a different perspective such asat the University of Cincinnati. In the COIL sessions,society and technology and this way of thinking will

Peter sensei talked about transportation culture in thebe important in field survey in Cincinnati. (Ayana)

U.S. and general information about Cincinnati. Prof.
Na talked about history of American transportation

During pre-course education, we read the article

system/mobility and transportation which affects

written in Japanese, which relate to the theme ofuser’s daily life. Prof. Islas talked about advanced

GSP. In the next meeting, we discussed what we feeltechnologies and potential of mobility for the future.

about the article, what is the strong point we thought

Each professor gave their lectures with visual aides

using a whiteboard and sticky notes. We visualized

so we could understand the content more easily. For

our thought that can help us understand what otherexample, in the Prof. Islas’ lecture, he introduced

people thought.

toward the future of design of mobility. As theAfter that, we prepared a cultural presentation

development of autonomous cars, there is no driving

about “space” in groups. We took an online lecture

seat in the car. Passengers sit face to face andabout how to make a cultural presentation. We

enjoy their travel to the destination in comfortablechecked cultural presentation a lot and got feedback

space. We saw the simulation movie about how

not only for the professor but also for students fromthe advanced cars work in near-future’s society.

another group to make better presentations.

8Other COIL lecture contents were very diverse;

At this pre-course education, cooperation withfor example, before taking professors’ lectures, westudents from other faculty, get to know each other,read their articles and prepared questions to cultivate

and prepare for fieldwork by building shared ideas.

a better understanding about the professors, school

Additionally, we learned the importance of crisisand the United States, and how to survive in the cold

management and teamwork. (Eikichi)

environment because Cincinnati was freezing cold
like -13°C.
At that time, we realized that this is not a vacation,and one small mistake could lead the worst result
and be trouble for every participant. One of themost crucial thing during pre-course education
was insurance and crisis management. We learned
a lot about how to predict the crisis and how to
avoid it based on real experience from students andprofessors.

事前教育はまず「差別化される空間、空間化される差別」という日本語で書かれた文章を読むところから始まった。この文章を読み日本のどこかにあるデザインと関連した " 文化紹介 " のトピックを考え、写真やビデオなどを毎日の生活の中から探すという活動をした。ここで見つけたトピックについてグループに分かれ、アメリカでするプレゼンの準備を進めた。テーマの選び方は自由で、自分たちが面白いと思った部分はどこなのか、なぜ面白いと感じたのかよく考えさせられた。また COIL session として、我々の学びに協力してくださることになっていたシンシナティ大学の教授 3 人に、オンラインで講義をしていただいた。その講義の準備として、それぞれの教授たちの著書や資料を分担して日本語に訳しそれについて考える、ということも行なった。講義は、最初に教授がそれぞれの専門分野に関することを話してくださり、疑問に思ったことや自分の意見などを学生が発言して、それに対して教授が意見を述べるという形で進んだ。(Yoshiyasu)

9Main Program: Feb 14th

Cultural Presentations
For Chiba University students, cultural presentation

There was also an unique group that talked about awas the first group work in this program. We were

toilet in Japan as an ultimate individualized space,

separated into 4 groups based on the specific theme

which was interesting since it is against the general

and worked on it for a few weeks to do a 10 minute-image of Japanese group mentality. As it is clear frompresentation in Cincinnati. For this presentation, we

those examples, we were supposed to have a critical

had to find an interesting topic coming from our daily

perspective to “Japan” and Cultural Presentation

lives and the topic had to be something that others

was a good training to practice observing ourare not aware of or may not really care. What is thesurroundings from a critical perspective. (Minato)most important thing for this presentation is to show
new angles of the topic that audiences haven’t everrealized. So, one group focused on the differencesof train systems in Tokyo and in local places in orderto show that trains in Tokyo are not general and it
is just exaggerated as a typical Japanese culture.

現地に到着した翌日、午前中に現地の学生とのレクを、午後にお互いが準備してきた文化発表を行った。千葉大生は 4 人グループになって、事前学習の期間に発表の約 2 ヶ月前から準備を始めた。約 1 週間前までは期末テストやレポートの提出など、皆様々なことに追われていたようだったが「世界中で抱かれている日本のイメージに対して、それとは違う視点から見た日本」を伝えることができた。また、我々はその準備過程で、どれだけ固定観念に縛られて生活してきたのかを目の当たりにした。しかしそれによって、物事の根本的な意味を見出すことの難しさ、皆と話し合ってそれらを見つけていくことの楽しさを実感した。また、バックグラウンドの異なる人にどのように発表すれば伝わるかを考えることの重要性を感じられたのも非常に貴重な体験となった。相手校の生徒の文化発表は発表者の生活を軸とした発表が多く、普段知ることのできない考え方や価値観を聴くことができた。（Tatsuya）

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Main Program: Feb 15th-16th

Field Research: History of Transportation
S t u d e n t s w e re g i v e n a g u i d e d t o u r a ro u n d

We took the route that went through Northside,

the downtown area, starting at Union Terminal,

up Hamilton Avenue to College Hill, over to Winton

Cincinnati’s most significant artifact of its rich history

Avenue and straight up to the old Cincinnati Mall.

in transportation. The group then traveled to each

Along the way, we witnessed a unique blend of

hilltop overlooking the city, gaining new insights from

historic homes include Italianate, Queen Anneeach element that contributed to the development

Victorian, and Ver nacular, with Arts and Crafts

and spread of the city center.

bungalows and Tudor Revivals of the neighborhood.

The first hilltop was over the river at DeVou

A f t e r a 2 0 + m i n d r i v e , t h e g ro u p a r r i v e d a t a n

Park in Covington, Kentucky. This destination gave

international market, Jungle Jim’s. Both the interior

students an overview of the Cincinnati Skyline,

and exterior were made like a jungle theme park

allowing them to understand the geographical layout

where not only children find exciting to experiencefrom a neutral perspective. They then headed west

but we also feel enjoyable “hunting for food” in it.

over to observe historical remaining of incline rails

Eventually we ended up at the Cincinnati Premium

connecting from hilltop to the bottom. Students bothOutlets North of town, after a short drive thoughfrom Chiba University and University of Cincinnati

the upscale residential area, the McMansion

gained a new perspective of understanding a local

Neighborhood where we saw some really well-madecontext by learning about historical and contemporary

houses located in a clean, fancy district out in thetransportation systems, and learning about

suburbia. From this bus tour, CU students as well as

environmental and socioeconomic gap observed

the UC students got to understand the fact that there

between different areas in central Cincinnati. (Noah)is the gap between the city with suburbs due to lackof public transportation. Another key finding is thatStudents were guided by Peter and Antonio toupper-class people would rather living in the suburbia

the suburbs, places that students will never be able

and have a 4-hour daily commute to downtown thanto go to without a car.

living in the city center. (Jocelyn)

11Main Program: Feb 18th

Lecture & Visit to VR Lab
When we visited the VR lab, people were aiming

rough idea, we came up with a shuttle bus system

to create an ideal mobility using a new technology,

for students who did not have transportation such as

VR. Some of the lab experiences included theprivate cars.

experience to see a car in real size, and to explore
the interior of the car as if riding in a car in real life. I
had never heard of research of mobility using VR, so
it was very interesting. Especially, it was interesting
to feel like actually riding the car.
Since we did the field work in the suburbs up to
this day, in the first stage of the ideation, we cameup with an idea based on that. Students from UC also
participated, and they gave Chiba University students
feedbacks on going to the suburbs and suburban
facilities that the students were interested in. As a

VR ラボへの訪問では、VR という新しい技術を利用して理想的な自動車を製作を目指しているのだなと感じた。ラボで体験したものとしては、コンピューター上で製作した自動車のサイズを現実の感覚と近いものとして見ることができるものや車の中に乗ったような感覚で自動車の内部を散策できるものがあった。VR を利用して自動車について研究するといったことは聞いたことがなかったので非常に興味深く、現実にその自動車に乗っているような感覚になれたのは面白かった。第一段階のアイデア出しだが、この日までに体験していたフィールドワークが郊外へ向けてのものだったため、それを軸としてアイデア出しを行なった。この時に UC の学生にも参加してもらい、郊外へ行った時のフィードバックと学生が興味を持っている郊外の施設などについて意見をもらった。それらから大まかなアイデアとして自家用車等の交通手段を持たない学生向けのシャトルバスのシステムを考えた。（Yuki Kainuma）

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Main Program: Feb 19th

Field Research: Streetcar
A recent addition to the Cincinnati streets is thewaiting – the streetcar comes infrequently, sometimes

streetcar, a two-car public transportation that loops

fifteen minutes between stops, and on a cold

through the Over The Rhine (OTR) neighborhood,morning it is not so much fun to wait. Additionally,

just north of downtown Cincinnati. The streetcar is a

the territory the streetcar covers is relatively small.

recent addition to the Cincinnati streets, as intended

We walked through Findlay Market, Washington Park,

to connect businesses, communities, and events inand along the Banks, but there are still many smaller

the city core.

neighborhoods and streets in OTR and downtown
Cincinnati that are not reachable from the streetcar.

Ridership of the streetcar differs dramaticallydepending on the time and type of day, and as we

But the street car is still new. It is bright, clean,rode from the northenmost stop at Findlay market toand affordable to ride - $1 for two hours. It may not

the southernmost stop at The Banks, the streetcar

connect you to all of Cincinnati, but it is much better

was quite empty. The streetcar stops are well-than walking. (Abi)labeled and distinguished, with maps at each stopthat help place the streetcar in reference to the larger
neighborhood. Some of the challenges, however, were

初めにユニオンターミナルを訪れた。そこは以前駅として使われていたが利用者が減少し現在は博物館として使われている施設である。入り口の壁画からシンシナティの交通の歴史を学んだ。シンシナティのダウンタウン付近は盆地状になっており起伏が多い地形だった。バスツアーでは様々な角度からシンシナティの街を見下ろした。インクラインという丘の斜面に沿ってレールを敷き貨物などを運ぶ装置の拠点だった場所にも訪れた。郊外へのツアーでは、様々なショッピングエリアを訪れたが、車が必須であることを実感した。シンシナティモールというかつて賑わっていた大きいショッピングモールは人気がなく閉店している状態であり、ネットショッ
ピング拡大の影響が現れていた。郊外へ向かう道中では、住宅の違いからそれぞれのエリアに住む所得階級の違いを確認できた。
やはり郊外は高所得者の家が多く、庭が広く平家であり、車庫があるのが特徴的だった。シンシナティの様々な場所を訪れ発見が多い二日間だった。（Kaho）

13
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Main Program: Feb 20th

Field Research: Public Bus
As a part of the groups’ observation of public

the river, so we had to navigate to Cincinnati in ordertransit in Cincinnati, each of the four groups wereto reach our other NKY destination. (Jane)tasked with a unique scavenger hunt across Greater
Cincinnati. With the constraint that we could only
utilize the public bus to get to each destination, wewere sent off in different directions (different stateseven). My group had destinations that were locatedin Northern Kentucky, so we learned to navigate thetransition from Cincinnati Metro to the TANK (Transit
Authority of Northern Kentucky). The destinations
we were tasked to find were tourist destinations, andlocated across from each other on the Licking River.
We discovered that bus services did not run throughシンシナティの主な公共交通機関はバス。もはや毎日運行される鉄道は存在しない。唯一市内を走る電車が 2016 年に復活した、
ストリートカー（路面電車）である。市中心部の全長 5.8km に及ぶ 8 の字状の単線を一方通行で走る。料金は 2 時間券が＄1、1 日券が＄2。この日はバスとストリートカーに乗って、Washington Park, Findlay Market, Great American Ball Park, オハ
イオ川に面した公園などを巡った。ストリートカーの乗客は非常に少なかったが、ベビーカーをひいた女性の乗客の方は、「バスと比べて段差がなく、ゆったりしているので、ベビーカーでも利用しやすい」と話してくれた。私は昨年のドイツ GSP にも参加したが、ドイツの都市では、市内に路面電車が 10 路線以上乗り入れ、1 つのチケットでエリア内のバス、鉄道、路面電車等すべての公共
交通機関が利用できるため、アメリカ・シンシナティとは対照的である。日米独の公共交通の違いを目の当たりにした、良いフィー
ルドリサーチとなった。（Yuki Kamei）

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Main Program: Feb 20th-21st

Final Workshop

In the last two days, we prepared for the final

as an issue, from the perspective of outsiders. For

presentations. In the afternoon of February 21st, eachexample, many CU students thought that the small

group had already decided what they wanted to focus

number of streetcar users was an issue, but someon and collected the information in the field research,

UC students didn't think so. After understanding

papers, the official website of Cincinnati government,

the situation in Cincinnati, we thought about a way

and lectures. We organized the information and did

to improve it, and then, prototyped the idea. Some

additional research for the theme of each group. In thegroup made bus route network using Google map,

process, we researched the background of the issue

and another group designed the structure and systemand discussed the problem in multiple angles. In thisof bus, and the other created the system of new

GSP, multiple angles were really important because

networking application. UC students collaborated by

if we think about the problem from a perspective, we

answering our questions, advising, printing maps,

could not evidently and comprehensively understandand drawing pictures. (Ayaka)

it. It was interesting for me to research an obvious
thing for local people, which they didn't recognize

最後の 2 日間は、最終プレゼンの準備にあたり、それぞれのグルーブに分かれて追加でフィールドワークにあたり、調べ学習に取り組んだ。シンシナティは典型的な車社会であり、公共交通機関の利用が普及していないことは明らかであり、問題点の分析は比較的円滑に進んだグループも多かったが、その問題の解決策を考案することは難航した。新たなシステムをデザインし、導入することを考える際には、全ての利用者を包括的に考えることは難しく、各プレーヤーの立場に立ちながら排他的になってしまった部分の改善策を模索した。また、その地域で普段から生活していないゲストの立場から解決策を考える際には、needs なのか want なのかという観点も忘れてはならず、その解決策が導入されたことでどれほど地元住民からの需要があり、費用対効果の面からもアウトカムが見込めるのかを想定することは非常に難しかったと感じる。（Yuka）

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Main Program: Feb 22nd

Final Presentation 1
Kaho, Mikako, Minato, Tatsuya, Jane, Kashish, Noah
After 10 days of observation, field research

streetcar. There is the University of Cincinnati andand interviews, we learned a surprising fact abouthigh-income residents in uptown. If those people

Cincinnati. The streetcar running in the downtown

come to use the streetcar systems, the perception

area is not working well today. One of the mainof the streetcar can be changed. The final step isreasons is a car-oriented society so people rarely

to connect downtown Cincinnati with Kentucky byuse public transportation systems. One of ourconstructing a railway across the river.

interviewees said,” The distance covered by streetcar

Because we focused on the beer, there may be

is too short and it doesn’t go outside Cincinnati, “Thesome problems. One of the them is the safety of thestreetcar is worthless and meaningless transportation

streetcar being filled with the drinkers. This may besystems.”

resolved by dividing the streetcar into two types of

Our group focused on getting people interested

cars, one is for drinkers and the other is for non-in the streetcar more. Noah, who is knowledgeable

drinkers. Drinkers could receive a beer discount ticket

about the pubs in Cincinnati well, came up with thiswhen they take the cars for drinkers.

idea to combine beer and streetcar. After discussions,

We thought collaborating beer and streetcar

our group agreed on good reasons for that idea.

could make the positive circulation among people,

One is that we can capitalize local craft beers that

economics and environment. Connecting existingis specialty in Cincinnati. There are great breweries

resources is a key to develop Cincinnati. (Mikako)

and pubs in downtown. We want people to go there
and taste the beer. After the drink, we can encourage
people to use the streetcar to get home instead of
the taxi. Moreover, increasing the ease of public
transportation would help the consumption of beer
as well, which as a result contributes to the local
economy.
To a c h i e v e t h i s i d e a , w e c a n e x p a n d t h edistance of the streetcar system with 3 steps.1st stepis holding events along the streetcar railway. These
events mean farmer’s markets etc. It aims to makepeople get interested in using the streetcar. After
getting more approval of the streetcar, 2nd step is toconnect downtown and uptown (hilltop area) by the16Final Presentation 2
Ayana, Kodai, Manaka, Yuki Kamei, Norberto, Jane, Joselyn

W h a t w e f o u n d f ro m 1 0 d a y s f i e l d w o r k i n

1. Set up an app which matches single parents inCincinnati was the space between the UC area

"lost area" and parent drivers in the suburbs.

and the downtown area. During the first half of the

2. A driver picks them up after sending off theirfieldwork, our team observed and compared thechildren to school in the city area.

cleanness of streets, the appearance of buildings

3 . P i c k u p a t a “ s t a t i o n ” i n f ro n t o f e x i s t i n g

i n e a c h a re a a n d t h e a c c e s s i b i l i t y. F ro m t h o s ecommunity services, for example, a food bank.

observations, we found “Lost Area,” where people

First, we set up the app among parents, sincewith low-income live. We talked to locals and UC

many parents are willing to help single parents. Also,

students how they think through about that area, also

single parents would be relieved if the drivers aretried to visualize the components of that space byparents themselves. We assume that many private

analyzing Census data and mapping of the housing

schools might be located in the city area, so that werental price. Our analysis clarified "spatial mismatch,"

can easily motivate the parents who send off their

the mismatch between where low-income households

children there to join the program. To relieve parent

reside and suitable job opportunities. In Cincinnati,

driver's possible anxiety about coming to "Losthigher income people tend to live in a suburb area,

area," we use existing community places into pick-up

meanwhile lower income people tend to live aroundstations.

downtown. However, the locations of job types are

Though, there are still points to be considered,reversed; white color jobs in a city area, blue color

as we couldn't interview parents in those areas, thejobs in the suburbs.

perspective of in our proposal can be a source ofAmong all the issues, we focused on single

solution. (Kodai)

parents who live around downtown and don’t own acar. Because an existing and planned transportation
system does not solve the spatial mismatch, our teamsuggested providing alteration of the existing system,
namely car-sharing and community services. UC has
a car-sharing program called "Nightride" exclusively
for UC students. Since a driver and passengers are
UC students or staffs, there assumed more trust thanusual uber services. Using that factor, we came up
with the idea, "MeeTube."
Here are key points of our idea.

17

Final Presentation 3
Hinata, Shiichi, Yuka, Yuki Kainuma, Jocelyn, Mitali

During our stay in Cincinnati, what we found
was so-called “spatial mismatch” around the city; therich live in the suburbs commuting to downtown, andthose who cannot afford a car have limited access toanywhere, which potentially confined their chance toget better job and lives.
First what we did was to go suburbs on our own.
Then we learned how long it takes, how hard to go
there by public transportation and what image people
have against it. After that, got interested in how
people feel about the situation, we did research andinterview. What we found was that people didn’t put
importance on public transportation. The image of
public transportation in Cincinnati was that it is what
poor, lower class people use.

People who live in downtown come to UC bybus. Then they transfer to NECO bus, which stands
for New Economic and Eco-friendly bus, to go to
suburbs for work/shopping. There are clock-wise andanti-clock-wise route which continuously connecting
people between UC and several sites in the suburbs.
NECO bus is designed to entertain passengers sothat they chose NECO for fun instead of their cars.
Reduction of car usage is the main purpose of
our suggestion. Everyone here uses cars, and it hascaused traffic jams and, also, car-dependent-society
prevent the city from further development leavingsome barrier for those who have the disadvantage
for mobility, such as city visitors, single parents,

Also, the way to maintain the system is

low-income people and newcomers from outside of

insufficient. Route of buses didn't connect eachthe city. By supplying an efficient, entertaining andother, and it was very complicated. We took the bus

meeting-demand bus network, we can do not only

several times with UC students, but even they were

give equal opportunities to access suburbs to those

not familiar and sometimes we had to walk from one

who don’t own a car but attract people to shift into

stop to another.

public transportation. (Shiichi)

From these observations and several interviews
that we conducted to UC students, we figured outthat what we need in this city. From our group, wesuggest three changes.
Suggestion 1: Set up new bus routes which
directly connect UC and suburbs
Suggestion 2: Make a logo, creating a brand“NECO bus” and make the bus more entertaining,
enjoyable, eco-friendly and outstanding
Suggestion 3: Make University of Cincinnati as a
Hub of public transportation.

18

Final Presentation 4

Ayaka, Eikichi, Haruka, Yoshiyasu, Abbie, Alejandro, Megan, JaneThrough this ten-day program, we had gonea city of sightseeing, most of their users are visitors.

around Cincinnati and lear ned the history of

Its shape is classical, and you can enjoy seeing theCincinnati’s transportation system. One day we went

beautiful landscapes of San Francisco when you

to downtown, walked around and got on a streetcar

are in the streetcar. Although the streetcars in San

and busses. Another day, we went to the suburb by aFrancisco don’t provide good mobility, they succeedcar. As we explored Cincinnati, we started to love thisto attract people by its added value.

city, but at the same time, we faced several issues

This is how my team came up with an idea thatin Cincinnati. After we came back from the field trip,

the streetcars in Cincinnati need “added value.” The

we discussed what we saw and what we felt every

city is know for its wall arts, and we thought of aday. We gathered information, and at the end of thisway to highlight that attraction with the streetcar. By

program, we made final presentations to offer someusing statistical data, we estimated the number ofsuggestions to improve Cincinnati’s transportation

users, which should dramatically increase if a wall art

system or the city of Cincinnati itself.

festival was held in Cincinnati. (Haruka)

My team decided to focus on the streetcar inCincinnati, because only a few people used thatsystem. We researched and analyzed the statistics
and other sources, we found that the streetcar routes
were designed from another streetcar model in
different states. We expanded our search to the USwide, found two successful examples in Portland and
San Francisco. Then we compared those cases with
Cincinnati’s by the number of users, location, user
populations, cost, and routes.
Local people use the streetcars in Portland as away of commuting, and its routes circle business area
and go two directions like Yamanote line in Japan.
Furthermore, 32% of Portland’s jobs exist along thestreetcar. The streetcars in Portland suit the needs ofpeople who live and work there. On the other hand,the streetcars in San Francisco are much different
from the streetcars in Portland. As San Francisco is19

Cincinnati

20ChibaMain Program: Mar 18-20th

Field Research

During our field trip, we had the opportunity to

The advantages of the system provide a platform

talk with Joyce, and her experiences in terms of baby

were the users reclaim autonomy in a secure andcare, consumption patterns, and mobility in Japan

reliable environment creating a positive impact on thefrom a non-Japanese resident perspective. Originallycommunities around them. (Norberto)

from Taiwan, Joyce lived in the US for years before
coming to Japan. During our interview, she provided
valuable insights into the adaptation to the Japanese
lifestyle, as well as, the cultural expectations ofmothers and kids on public transportation.
After this, we navigated to diverse destinations
and experience several aspects of Japanese public
transportation. A significant point of attention for ourgroup was the level of interconnection and reliabilityof Japanese public transportation. In company with
Chiba University students, we were able to navigate
efficiently and interconnect to several train lines in amatter of minutes, as well as the benefits offered bya single method of payment provides a convenientplatform for the users.
An important observation from our field studies
was the level of security the public transportation
offers to the users and the impact that this has intheir society — more than once we witness young
children by themselves using the public transport.

22

Main Program: Mar 21st

WorkshopThroughout my experience in Japan, theculture and the use of mobility there. We found out

combined mobility and packaging workshop gave methat the advanced mobility in Japan saved a lot ofa lot to learn from. As a group we got to research a

their time in daily life. The trains reduced duration to

lot in the actual world by interviewing various moms

reach places immensely. We also got to interview aabout the baby care products that they use for theirmom we met in a train about how she travels with her

child. We got to understand their perspective onchild and about any safety issues that she faces. So,

these products and what problems they are currently

overall we had a very engaging workshop helping us

facing. In this workshop, we followed a step by stepto get a lot of real world experience. (Mitali)

procedure where we started with understanding
the culture in Japan, then interviewing people andeventually working in groups to bring all our research
together, document it and then look for solutions.
Interacting with the students from Chiba
University helped us to understand more about their

千葉でのフィールドリサーチは、風呂敷の活用講座から始まった。わざわざ機会を設けていただいたことで、日本人でも知らなかった風呂敷の魅力を感じることができた。午後は、両国の江戸東京博物館、お台場のメガウェブという車の展示場、豊洲のチームラ
ボを訪れた。ハードな行程ではあったが、日本の過去、現在、未来を 3 つの側面から見ることができたというのはとても貴重な経験
で、1 日にして多くの知見を得られたように思う。翌日は、いくつかの日本の家庭とコンビニやドラッグストアを訪ねたのち、グループに分かれてそれぞれ選んだ地でインタビュー等の調査をした。日本の交通、店の立地や品ぞろえなど、実際に生活している中でのアメリカとの違いは当然あり、それによって不便を被っている人も異なる。その不便というのは日米共に一元的に語ることはできず、課
題解決の視点というのはそうした多様性の理解があってこそだということを改めて感じた。（Hinata）

23
23

Main Program: Mar 22nd

Final Presentation
During this workshop, I gained a lot ofplans on continuing to bake after maternity leave. Her

confidence and pride in my team, my university,

identity was not encompassed by her children, but

and myself. Going to Japan seemed very daunting.

they lived in harmony. She told us about her favorite

Preparing, packing, and signing up for the trip

products and the things she would change about

all happened within a month. I am not fluent initems. Her favorite item was a baby formula thatJapanese, and I usually do not pronounce the few

came in a large stick. You could break the stick into

phrases I know correctly. I had a lot of anxiety duringtablets. This way it’s not a messy powder form andthe weeks leading up to the trip. Tokyo is a huge city

it’s easy to travel with. She showed us her essential

and I was one of the youngest in the group. I wasbaby bag and how she uses the diapers for her child.

afraid of not being helpful to my team. Then once

The most interesting part of the discussion was her

I was there, I was expected to interview people. I

telling us about the social norms of Japan. It’s not

was terrified. But after the first two days, I was more

typical to hire a nanny and she sometimes feels bored

comfortable with the people around me. Having

because she often finds herself talking mostly about

friendships with the students at Chiba University

kids to other moms.

definitely helped. Tuesday night, I gave myself a pep

Thursday, a large group of us went to storestalk to be more fearless, live in the moment, andand parks. We interviewed mostly moms about theirreally take the opportunity that was given to me. I had

stresses. In my interviews, I opened the discussion byalready done a lot of observation on the train, and it

asking what the most stressful part of their day was.

was time to start talking with people.

(Megan)Wednesday was the in house interview. We
gained valuable insight to what it is like living inJapan. The mother we interviewed was very highfunctioning and successful. She was a baker andプログラム最終日に行われたワークショップでは、1 週間行ってきた、家庭訪問、東京・千葉でのフィールドワーク、インタビュー
を通しての、新たな発見を共有する場になった。普段生活している場所を改めて観察してみると、身近なものにこんなにも工夫がなされていることがあることに気づかされた。特に、家庭訪問でみせていただいた育児用品 ( おむつや粉ミルク ) は、どれだけ機能的で時間を有効活用できるかという、質と時間の関係性に着目することができた。
この GSP プログラムでは、シンシナティ大学のデザイン専攻の学生をはじめ、看護学、行動心理学、医学、物理学、国際教養
学など、様々な分野に関心を寄せる学生が集まった。ひとりひとりが異なる切り口から観察し、共有できたことで、「そのような見方もあったのか！」と気づくことができた。自分たちで疑問を持ち、課題を見つけ、アプローチ方法を探すことに楽しさを学ぶことができた。（Manaka）

24

with shared experiences and insights.

On the second part of this Mobility exchange
workshop, we had the fortune of traveling to Chiba

Our final presentation reflected on ourand experiencing its infrastructure, people andexperiences and thoughts after having travelled

c ulture . We were expos ed to vario us insig htful

around Chiba and Tokyo, in topics such as how is

exchanges with local people, such as mothers withJapanese culture present in the daily products andchildren, and also the routine of inhabitants of theexperiences of people, as well as their experiences inarea.

the Transportation infrastructure.

The opportunity of spending time with a local

Other recurring topics throughout our workshop

mother and her child, also seeing her home, andhere in Japan include the specifics of people’s

walking through the neighborhood with her was

routine, expectations regarding gender roles, socialvery valuable. This allowed me and my group to

customs at home and when in public contexts, as wellunderstand better and reflect on Japanese culture

as our own identity as individuals through the lens ofand its values. We further documented this exchangea different culture. I therefore personally gained very

through observations and scripts of the interview, as

valuable insights throughout my time here, and havewell as pictures and videos of different moments thatenriched my understanding of not only Japan and its

were pertinent.

culture, but society as a whole.

F u r t h e r m o re , f o r t h e f i n a l p re s e n t a t i o n w e

I personally gained lots of incredibly valuable

decided to join all the insights from the three different

experiences and a broader perspective of our world,groups, sin ce t h is format w as very lo g ical andand also professionally, I consider these valuable

allowed us to share similar topics and insights, asinsights to be instrumental in my further exploration

well as talking about the specifics of each group’s

process, and am eager to incorporate many of theexperience. In my own group, we synthesized ourobservations I’ve made here in Japan, to my work

findings first by downloading and categorizing

back in Cincinnati. (Ale)the pictures and data, then by transcribing ournotes from the interview and beginning the coding
process. Coding was particularly helpful because
by highlighting the multiple insights recorded andidentifying recurring categories in the conversation,
we were able to perceive emerging patterns thatbrought us closer to the insights we shared amongst
other groups and culminated in a macro presentation

25
25

Participants
Mitali Bapat

Yoshiyasu Aida

Megan Grafe

Manaka Honda

Declan Jenson

Shiichi Ihara

Jocelyn Jia

Yuki Kainuma

Kalra Kashish

Yuki Kamei

Noah Katrinchak

Eikichi Kanai

Alejandro Lozano

Mikako Kato

Abigail Miller

Kaho Koike

Norberto Sanchez

Haruka Kyan

Jane Woywod

Ayana Nagatani
Kodai Nagayama
Yuka Nishihara
Minato Onishi
Hinata Yamada
Ayaka Yamai

Comments
It was really special to get to collaborate with Chiba U

Through workshops in Cincinnati and Chiba, I learned

students on this project. We built greater empathy forvaluable things. Especially in Cincinnati, I learned andmobility problems and a deeper understanding of culture inpracticed how to connect transportation and social

regards to transportation - and we had a lot of fun, too!

inequality, that will help my future research. (Kodai)(Abigail)
Although in my daily class, I can’t take classes like thisThe collaboration with Chiba University gives a great

program,I need these experiences for my future. Especially,learning experience. Beyond our focus project, the cultural

discussions based on field research, for final presentation

immersion offers a great experience. As an international

was hard but so exciting. (Tatsuya)

student, this event allows me to acknowledge theadvantages and challenges and the impact that mobility has

This program was a great opportunity to train myself not

on the societies from another perspective. (Norberto)

to be sticking to the “usual”. Avoiding to generalize things
and trying to find out the new values was interesting. I

Since I’ll work at the Ministry of Land, Infrastructure,appreciate all people involved this program. (Minato)

Transport and Tourism (MLIT), the theme of “transportation”
was perfect. I want to make use of what I learned andThis GSP was an excellent experience for me. I could learn

continue studying English. (Yuki Kamei)

the various thing such as research method, interculturalcommunication, transportation in Cincinnati, and also Japan.

At first, I thought Cincinnati has nothing too exciting,

I’d like to make the most of what I’ve studied. (Ayaka)

but I became a big fan of it because of great professors,
students, and foods. So, I have grown both mentally andphysically. (Eikichi)

Through this program, I lear ned the importance ofconsidering from a variety of perspective when we focus onsome topics about society. It was my first time to go abroad,so everything was fantastic for me. (Ayana)Prof. Peter Chamberlain (Organizer)
The Global Studies Program has afforded an amazing experience for Chiba University and University of Cincinnati students
and faculty. The opportunity to explore meaningful topics that span culture and geography provide those involved the opportunity
to learn and gain experience on the other side of the globe while coming to better understand their own situation with a new andobjective outside view. As the World continues to become a "smaller" place, it is more important now than ever to understand andappreciate one another culturally, and to develop a strong sense of empathy.
Increasing the opportunity for student and faculty international experiences is a long-term goal of both universities, and ourcollaboration through the GSP program is a key means of effectively achieving this goal. Through the successful completion of thisfirst GSP program it is clear that we have further strengthened this very important bridge between our two institutions. We lookforward to the possibility of future collaboration with excited anticipation, as we consider new and engaging topics through which
we may work together.

Design, mobility and social relationship in place-making

Contact
web: http://cie.chiba-u.ac.jp/liberal_arts/gsp.html
E-mail: cireglobal@chiba-u.jp