SILA Faculty Development 2018
Session Schedule

DatePresenter(s)TopicContent
This Faculty Development session will outline

Targeting

Critical how activities in development can be

C. Johnson

Thinking Skills Using interpreted in terms of previously identified

J. Furse

ActiveJun 21

Learning critical thinking skills, and how existing

Activities

examples of active learning activities can beinterpreted in the same terms.

A.Simpson

Targeting

CriticalE. BondThinking Skills Using

L. Walker

ActiveJul 20S. Ozeki

Learning

Activities

Making learning outcome evaluation criteria,
the 2018 1st year students’ self-evaluation
results, using Mahara to display results, linking
grades to skill development & the challenges
involved.

Syllabus Construction In this double session, we will be talking about
Sep 11

A. Passos

andCourse syllabus creation and course evaluations. How

Evaluation

to make your syllabus
This FD session will introduce the procedures

A. Howard
Nov 27

C. Johnson

Introduction to Doing necessary for either you or your thesis
Research at MIC

J. Furse

students to do research with human subjects
at MIC.

Evaluating

Student

E. Bond

Bulletin Courses and Evaluating Student Bulletin Courses, and

A. Passos

Identifying

Dec 21

Course identifying course skill development.

Skill Development
A.Kasai
Dec 21

How to Deal with Participants will learn about the student
Students’

Y. Sakabe

Health Issues

Mental counseling services available at MIC. The
workshop also includes discussion on what todo/no to do when students express theirsuicidal or self-harm wishes to their teachers.
This FD session reviewed purposes of AP
described by MEXT and explained the AP
themes I & II, which MIC has worked on since
Jan 10S. Ozeki

MIC

AP

Project: 2014. Then, it introduced what the MIC-AP

Towards its Final Year project has done so far with its progress
towards the themes 1 & 2. Finally, this session
explained what the MIC-AP project will do inits final year.
Thinking

Jan 11

A.Kasai

Togetherabout LGBTQ Rights: This student-facilitated FD is a basic training
MiyazakiRainbow for LGBTQ support.

Human Rights ForumTargeting Critical Thinking Skills using Active Learning Activities (Christopher Johnson,
James Furse)
Date: Thursday June 21st 2018
Session Start/End Time: 16:15~17:15
Place: room 1-201
Summary:
Active learning activities (or strategies) can be used to specifically target development of criticalthinking skills. This can be achieved ab-initio by design, or in many cases it may already occur
incidentally via existing teaching activities, or strategies.
This Faculty Development session will outline how activities in development can be interpreted interms of previously identified critical thinking skills, and how existing examples of active learning
activities can be interpreted in the same terms.
This will be achieved using worked examples, and a workshop session where participants existing
activities (that they bring along) are interpreted.
Articulation of links between activities and critical thinking skills, and incorporating of same into
curricula will be demonstrated.
Participants are requested to bring an example of an existing classroom activity, for selfinterpretation, during the workshop activity.
Participants:
Coordinators:

Kobayashi, Futoshi

Furse, James

Head, EllenJohnson, Christopher

Howard, Anne
Mork, Cathrine

FD Committee:

Occhi, Debra Ozeki, Satoshi

Bond, Erik

Passos, Anderson

Lim, Stephanie

Rummel, Edward
Schmidt, Rebecca

General Attendees:

Simpson, Alan

Adachi, Jason

Yasutomi, AtsushiVisualizing Diploma Policy Objectives with Rubrics (Alan Simpson, Erik Bond, Lloyd
Walker & Satoshi Ozeki)
Date: July 20th, 2018
Session Start/End Time: 13:00~14:00
Place: 1-201
Summary:First, Alan described how the 40 criteria were developed from the diploma policies. Then Erik
talked about how the 2018 1st year students self-evaluated themselves. Next Satoshi described
how he and the students are using Mahara, specifically displaying vocab, TOEIC, and journal dataat the moment. Then everyone completed a survey to check which skills were being developed intheir 1st semester classes. Finally, Alan discussed the challenges, such as updating the Diploma
Policies, making this useful for students, and for teachers.
Participants:
Coordinator:

J. Maeda

A. Simpson

C. Mork
A. Passos

FD Committee:

E. Rummel

E. Bond

I. Stanley

S. Lim

A. Yasutomi

General Attendees:

Staff:

J. Adachi

S. Ozeki

E. HeadL. Walker

J. Hong
A. Howard
C. Johnson
A. Kasai
F. Kobayashi

7/20/2018

会社ロゴ

Update•The process of making visualizing learning outcome evaluation criteria•

The 1st year students’ April 2018 self-evaluation data

Rubrics Working Group•

Visualizing Abilities/Learning Outcomes on Mahara?

FD Session, July 20th 2018•

Pilot study to link grades to syllabi rubric criteria

Alan Simpson
Erik Bond
Lloyd Walker
Satoshi Ozeki•

Comparing self-evaluations with grades showing skill development•

Questions (the Diploma Policy, what to display on students’ Mahara
pages, linking this institutional rubric with course or activity level
rubrics)2

The 40 criteria

The Diploma Policy of the School of Liberal
Arts (2018)

The Rubrics Group themes

1. Advanced Thinking Skills (comparison,
analysis, synthesis, and evaluation) based on
critical thinking (critical and analyticalthought)

1. Advanced Thinking Skills (problem
identification, comparison, analysis,
synthesis, problem solving and evaluation),based on critical thinking (critical andanalytical thought)

2.The ability to understand and accept
different cultures developed through theacquisition of a broad knowledge andcomparison of the cultures of Japan andother nations

2. Global Perspective – The ability tounderstand and accept (think critically
about), different cultures developed throughacquisition of a broad knowledge andcomparison between the cultures of Japanand other nations

3. The ability to identify and solve problems

3. Advanced communicative proficiency inJapanese

4. Advanced communicative proficiency inboth Japanese and English

4. Advanced communicative proficiency inEnglish

5. Proficiency in the use of information
technology

5. Information Technology Skills - Proficiency
in the use of information technology
34

83 1st year’s self eval. average

5

6

1

7/20/2018

Visualizing Learning Outcomeson Mahara

Improving Management of
Teaching & Learning

Learning Outcomes: The outcomes, e.g., knowledge, understanding,skills, and attitudes that students are expected to acquire as a result ofeducational programs.
• International trends towards student centered education.
• Emphasis on what students can attain as a result of the curriculum.

The purpose of AP Theme II (Visualization of Learning Outcomes) is to improve
management of teaching & learning so that students may fully achieve thevisualized outcomes (Indicated in the 2014 AP application brochure by MEXT)
Goal of MIC Theme II: To create a PDCA cycle of teaching and learning using ePortfolio(Glossary of Quality Assurance in Japanese Higher Education)

Learning outcomes of SILA
English Skills
Critical Thinking Skills↓↓

MIC CT Test
Created by the
CTWG

Skills/Abilities in the DP↓

The 40 Criteria
by the RWG

However, it is not enough just to visualize learning outcomes.

7

Mahara Pages

8

Visualizing
Learning Outcomes

TOEIC: http://portfolio.miyazakimic.ac.jp/mahara/view/view.php?t=Ao4YprXVsZb6Htua1qcl
Self-evaluation:
http://220.156.13.196:8001/view/view.php?t=17oAhPYROFJnqVNcUTjE

We would like to correlate the students grades with the skills that you
identify, to make a graph which would show their skill development
compared to their self-evaluations.
9

Survey about
the skills usedin your classes

10

Potential uses
• Advisor & Advisee support• Student self awarenesshttps://qtrial2016q3az1.qualtrics.com/jfe/form/SV_0q5MFRQbviixTUN• Identifying gaps in the overall program

We will run a project update seminar (not a mandatory FD session),in a few months to show these comparisons, and discuss how they
could be used.

• It’s too general to be of use

Concerns

11• Student psychological harm
(if the student evaluates themselves more highly
than the instructor does in the final grade)122

7/20/2018

The Diploma Policy

Problem Solving &Advanced Thinking
Is problem solving just the skill to solve problems when
given them, with a good enough solution?

Problem – These 40 items do not match thecurrent Diploma Policy Objectives

If so, then it’s vocational skills training.
If problem solving is identifying and defining thendetermining how to solve it and whether it’s a goodsolution, then this is advanced thinking.

Solution – Conflate problem solving with
Advanced Thinking, and if we think that isvaluable to do so, we could propose
modifying the Diploma Policy Objectives.

Therefore, we should possibly create a skills based problem
solving rubric under the banner of advanced thinking, likeoral communication is a subset of English communication
skills.

13

143

Syllabus Construction and Course Evaluation (Anderson Passos)
Date: Sep. 11, 2018
Session Start/End Time: 13:00~14:30
Place: room 1-201
Summary:
In this double session, we will be talking about syllabus creation and course evaluations.
Syllabus Construction: faculty will review the syllabus checklist and all the required procedures tocorrectly format syllabus to be uploaded to the internal database. We will also have some time to
discuss items that are in the syllabus and faculty are welcome to bring particular problems/doubtsthat have arisen during construction of their own syllabus. TC related questions can also be broughtby faculty.
Course Evaluation: At the end of each semester students evaluate our courses. What should we dofrom there? In this session, the semester report will be shown and the contents will be discussed.
Questions and suggestions are more than welcome.
Participants:
Coordinator:

Jong Chul Choi

Anderson Passos

Jun Maeda
Katherine Bishop

General Attendees:
Anne HowardAtsushi Yasutomi
Aya KasaiCathrine-Mette Mork
Debra Occhi
Ellen Head
Erik Bond
Futoshi Kobayashi
Jason Adachi

MIC School of International Liberal Arts

Syllabus Checklist

Instructions for Syllabus Checklist
1) Please use this checklist to confirm that all required components have been included in yoursyllabus.
2) Syllabi for the next semester must be uploaded to the Database within two weeks offinalization of the next semester course schedule.
3) Syllabi that do not conform to the standards in the checklist must be corrected and resubmitted. When in doubt, consult with the Office of the Dean or with Academic Affairs
before uploading your syllabus.
No.

Item

1

Semester and Academic Year
Please write “Spring” or “Fall” and the academic year at the top of the syllabus.

2

Course Title
Please write the course title exactly as it appears in the Bulletin followed by the
number of credits.

3

Course Designation if TC
Indicate “Teacher Certification-related course”, “Discipline-related course”, “Required
by Article 66.6 “. If in doubt, check the Bulletin under English Teacher Certification
Requirements (pages 107-108 of the 2017 Bulletin). For non-TC courses, leave thisblank or write “N/A”.

4

Instructor Name(s)5E-mail Address

6

Office/Extension

7

Office Hours
List at least three hours per week. (We can no longer write “Office Hours posted on
office door”.)

8

Course Description
The course description must be identical to the description in the Bulletin. Add
additional descriptions at your discretion.

9

Course Goals/Objectives
List specific language, critical thinking and/or content goals that students can expect
to practice and/or achieve in this class.

10

Course Schedule
Include a line in the schedule for each class meeting. Number of credits andUpper/Lower Division course designation determine the number of required classsessions. If in doubt, please contact the Office of the Dean or Academic Affairs.

DoneMIC School of International Liberal Arts
11

Syllabus Checklist

Description of Topics/Assignments for Each Class Session
For each class session, write the topic or theme and assignment/activity. For as many
class sessions as possible, indicate a specific Active Learning activity (think-pair-share,
discussion, presentation, etc.) and corresponding critical thinking/language
objective(s) from your Course Goals above.

12

Final Examination
Indicate Final Exam in Week 16.

13

Required Materials

14

Course Policies

15

Class Preparation and Review
Write specific directions for students including amount of time recommended for
preparation and review with time corresponding to class time.

16

Grades and Grading Standards
Include method and criteria for grading. Final Examination must be included.

17

Is attendance listed as a grading standard? If so, please remove it from your syllabus

18

Methods of Student Feedback
Include time it will take you to return assignments, whether you will give feedback
through written comments, numerically, rubric, etc. For example, “In principle,
graded work will be returned within one week of submission with appropriate
feedback, i.e., grade, comments, etc.”

19

Diploma Policy Standards Satisfied by Course Objectives
Write “Work completed in this course helps students achieve the following Diploma
Policy objective(s): ” and then copy-paste the appropriate objectives listed below(please keep the number as it refers to each DP).

20

RubricInclude the institutional rubric and/or your class-specific rubric(s).

21Notes (optional)

Diploma Policy Objectives (School of International Liberal Arts)
1. Advanced thinking skills (comparison, analysis, synthesis, and evaluation) based on critical thinking(critical and analytic thought)
2. The ability to understand and accept different cultures developed through acquisition of a broad
knowledge and comparison of the cultures of Japan and other nations
3. The ability to identify and solve problems
4. Advanced communicative proficiency in both Japanese and English
5. Proficiency in the use of information technology

Miyazaki International College
Course Syllabus(ADD SEMESTER AND YEAR HERE)
Course Title ( Credits )Course Designation for TC
Content Teacher
Instructor
E-mail address
Office/Ext
Office hours
Language Teacher
Instructor
E-mail address
Office/Ext
Office hours
Course Description:

Course Objectives:

Course Schedule
Day

Topic

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Final ExamContent/Activities

Required Materials:

Course Policies (Attendance, etc.)

Class Preparation and Review
Students are expected to spend at least one hour reviewing and doing homework and one hour
preparing for every hour of lesson time.
Grades and Grading Standards

Methods of Feedback:

Diploma Policy Objectives:
Work completed in this course helps students achieve the following Diploma Policy objective(s):DP1: Advanced thinking skills (comparison, analysis, synthesis, and evaluation) based on criticalthinking (critical and analytic thought)
DP2. The ability to understand and accept different cultures developed through acquisition of abroad knowledge and comparison of the cultures of Japan and other nations
DP3. The ability to identify and solve problems
DP4. Advanced communicative proficiency in both Japanese and English
DP5. Proficiency in the use of information technology
Notes:

2018 Bulletin and Handbook of Student Information2018 Bulletin and Handbook of Student Information
HMN 106 Introduction to History Part 2
3 credits
The second half of (HMN 101) Introduction to Art History, this course is a general survey of Western art history
between the Renaissance and the modern era. The course will selectively emphasize major artists and periods ofstylistic development and introduce methods of cultural comparison within a chronological framework.

COURSE DESCRIPTIONSThe Social Sciences

General Education Courses

SSC 101 Introduction to Anthropology
3 credits
Examines modern anthropology with an emphasis on the sources of anthropological thinking, methods of datacollection and analysis, and the applications of anthropology in contemporary human situations. Students are
expected to conduct brief research projects in the local area, analyze the data which they gather, and produce a reportof their results.

Introductory Courses

Liberal Arts
LIB 101 Introduction to Liberal Arts
2 credits
This course will help students to become familiar with MIC and with tertiary-level study. In addition to basic study
skills that students can use in all their subsequent classes at MIC, students will learn about the liberal arts tradition
on which MIC is grounded, and examine some of the disciplines that they may study during their time at MIC.

SSC 102 Introduction to Economics
3 credits
Introduces basic theories of economics. Topics covered may include: economics as a science; production,
specialization and exchange; demand and supply; elasticity; utility; output and costs; industry structure; factor
markets; business cycles; national output and macro-economic policies; market failure; and international trade.

LIB 102 Introduction to Global Citizenship2 credits
All citizens are members of local, national, and global communities. For this reason, one of M.I.C.'s educational

SSC 103 Introduction to Political Science
3 credits
Introduces a variety of approaches to political science and political thinking. The course covers major political issuesof contemporary societies at the local, national and global level and introduces key concepts and themes of the major
subfields of political science.

objectives is to "enable each student to develop as a global citizen." Liberal arts curricula enable students to develop
both their cognitive skills and affective dispositions so that they can contribute meaningfully to life in various
communities and prepare students for active and responsible citizenship. In this course students will: 1) consider
definitions of citizenship, 2) consider the connection between a liberal arts education and life after college, and 3)
use critical thinking to approach real-world problems related to the environment, human development, and peace.

SSC 104 Introduction to Psychology
3 credits
Psychology is a science that explores how we think, feel and act. This course will introduce students to thefundamental principles and topics in Psychology. Topics may include human development, perception, memory,
intelligence, personality, abnormal behavior, human relationships, and social issues.

The Humanities

SSC 105 Introduction to Sociology
3 credits
Introduces the principal concepts underlying sociological imagination and perspectives and the different approaches
and frameworks through which these concepts are employed.

HMN 101 Introduction to Art History
3 credits
Surveys world art from ancient civilizations through the present, with selective emphasis on major artists and periodsof stylistic development. Introduces methods of cultural comparison within a chronological framework.

The Sciences

HMN 102 Introduction to Philosophy
3 credits
Traces the origin of philosophizing in antiquity and relates classical problems to current issues of human concern.
Introduces students to major philosophical problems and methods.

GSC 101 Introduction to Information and Communication Technology
3 credits
Considers the expanding role of information systems in modern society and the computer as a problem solving andinformation management tool. Introduces computer applications in the humanities and the social sciences and theskills necessary to access global information networks.

HMN 103 Introduction to Religion
3 credits
Introduces religious language and behavior by examining the history, beliefs, customs, and practices of various
religious traditions of the world through different conceptual frameworks designed and used in the study ofcomparative religion.
HMN 104 Introduction to Literature
3 credits
Introduces the Literary Genres - prose (short stories), poetry and drama - with an emphasis on developing reading,speaking and writing skills through analysis, interpretation, and the production of fictional texts.
HMN 105 Introduction to History
3 credits
An introduction to how historians think, what they think about, and why. Explores some of the important issues which
historians deal with and some of the different methods historians use to interpret the past.

GSC 102 Introduction to Natural/Life Science
3 credits
Introduces concepts, experimental techniques, and scientific methodologies for exploring a natural life system.
Examines aspects of the theory of evolution, morphology and physiology of the organisms composing the natural life
systems, i.e., Monera, Protista, Animalia, Plantae and Fungi.
GSC 103 Introduction to Mathematical Thought
3 credits
Critical thinking plays a key role in the way our students will interact with society after they graduate, but before
truly effective critical thinking can be realized, learners must first be able to form logical arguments based on
objective, rational analysis. This course aims to help students to improve their analytical skills, develop greater
thinking speed, and sharpen their observational abilities through the study of mathematics.

- 136 -

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2018 Bulletin and Handbook of Student Information2018 Bulletin and Handbook of Student Information

GSC 104 Earth Systems
3 credits
Earth Systems introduces the main spheres of the environment, and important natural processes of the Earth. The
lithosphere, atmosphere, hydrosphere and biosphere are explained, plus the interrelationships between them. Basicconcepts in geology, meteorology, climatology, hydrology and oceanography will be studied.

Examines Japanese religious, philosophical, and social attitudes and their expression in architecture, painting,sculpture, and other art forms.

Interdisciplinary Courses
Introduction to Cultures of English-speaking Countries
CEC201 Cultures of the English Speaking World
4 credits
This course examines contemporary issues in the English-speaking world. Students will learn to evaluate such issues,compare them with their own societies, assemble evidence from other sources, and express their own views in a
written format. For language development, the course builds on the skills acquired in the Academic Writing course.
Students learn to use sources of evidence to support their writing on common issues in the English-speaking world.
They learn to use quotations and paraphrases, summarize texts and avoid plagiarism. The use of citations andreferences as a standard feature of academic writing is addressed. Vocabulary, grammar and written fluency are also
reinforced.

Study of Social Issues
SSI 201 Issues in Cross-Cultural Communication
4 credits
Explores the ways in which cultural differences are made sense of at the interpersonal and intergroup levels andconsiders strategies for dealing with the differences.
SSI 202 International Social Issues
4 credits
Studies a variety of issues on inequality and conflicts at global levels beyond borders of nation states in thecontemporary world.
SSI 203 Issues in Education
4 credits
Using experiential and interdisciplinary approaches, students will be introduced to the basic philosophies, theories
and history of education. Students will explore the origin and development of educational thought and institutions inJapan and selected countries in the world. They will also investigate the relationship between education and thechanging sociocultural trends in Japan.
SSI 204 Comparative Political Issues
4 credits
A comparative study of different political cultures, histories, and institutions of selected number of nation-states andtheir impact on national policies and solutions in areas such as education, unemployment, health care, ethnic conflict,security, and social welfare.
SSI 205 Issues in Personal Development
4 credits
Studies the physical, cognitive, and psychological factors in individual development from conception to death as aninteractive process with other individuals, families, and society.
SSI 206 Issues in Human Relationships
4 credits
A global examination of the major patterns of human relations including gender, the family, and the workplace indifferent cultures and institutions.
Contemporary Japanese Arts and Culture
JAC 202

Japanese Thought and Arts

3 credits- 138 -

JAC 203 Japanese Popular Culture
3 credits
A theoretical examination of how popular culture is used to construct identity within Japanese society. The course
will examine Japanese popular culture through various perspectives such as behaviors and consumption practices,
historical issues, aesthetics, and communication.
JAC 204 Japanese Art
3 credits
Surveys the masterpieces of Japanese art from pre-history to the present, emphasizing the interplay between Japaneseand Chinese cultural traditions.
JAC 205 Japanese Religious Thought
3 credits
Examines both traditional and modern religious thought and practice of Japanese people by introducing aspects ofmajor religious traditions of Japan - folk religion, Shinto, Buddhism, Confucianism, Taoism, and Christianity.
JAC 206 Japanese Folklore and Folklife
3 credits
Through examination of ethnographic, comparative, historical, and structural interpretations of Japanese folkways
and folk religions, students will come to better understand traditional life and ideas, many of which still remain
relevant in contemporary Japan. They will develop their understanding through projects featuring collection andanalysis of data available in the local area.
JAC 207 Modern Japanese Literature
3 credits
For students to have a fundamental understanding of modern Japanese literature, this course surveys biographicalbackgrounds of representative writers of modern Japanese literature such as Natsume Soseki, Mori Ogai, Shimazaki
Toson from Meiji, Taisho and Showa periods and their works. Materials include Japanese texts of works and theirtranslations, videos etc. The instruction is in English. In order to enhance English proficiency of students, the students
are required to express in English what they have learned in Japanese and what they have found on examination of
the original texts and the translations both in speech and in writing.
JAC 208 Japanese Photographic Expression and Methods
3 credits
Through an examination of visual communicative structures, as well as hands-on photographic technique, students
will develop an understanding of how Japanese photography has influenced and been influenced by Japan’s culture,society and art forms. Although not the primary focus, the course will also compare Western photographic traditions
with Japanese photographic expression.

Language Courses

ENG 1 English 1
4 credits
Introduces initial basic proficiency in fluency and accuracy in spoken and written English. Develops fluency in basic
oral expression. Develops reading skills through regular reading practice. Introduces writing skills from the paragraphlevel. Develops a basic level of accuracy in both written and oral sentence construction. Introduces vocabulary foracademic purposes.
ENG 2 English 2
4 credits
Continues proficiency development in written and spoken English. Strengthens oral proficiency through various
speaking exercises. Develops reading skills through intensive and extensive reading practice. Strengthens written
proficiency through practice in organized multi-paragraph essays. Further develops structural accuracy and fluency
using more complex forms.

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2018 Bulletin and Handbook of Student Information2018 Bulletin and Handbook of Student Information

ENG 3 English 3
4 credits
Further develops oral and written fluency and accuracy. Continues practice in intensive and extensive reading skills.
Strengthens writing skills through cohesive multi-paragraph essay writing. Develops further academic vocabulary
and structural accuracy using complex forms.
ENT 1 English Tutorial 1
4 credits
This course will be taught on an individual or small-group basis. It will begin with analysis of the student's skill levelin reading, writing, listening, and speaking. The student and instructor will set objectives for improvement of English
skills and work together to achieve the objectives. If appropriate, assignments in this course may be coordinated withwork done in a content course.
ENT 2 English Tutorial 2
3 credits
This course is a continuation of English Tutorial 1 and will continue skill development on an individual basis.
Students in this course will produce one or more polished works of expository prose in addition to other work on thefour skills.
JEX 1 Japanese Expression 1
2 credits
Builds basic debate skills through an actual debate. Students will acquire the abilities and skills to study the merits
and demerits of a proposition from an objective point of view; to find materials to support an argument; to read andanalyze collected materials, recognizing their relevance to the issue at hand; to present one's opinions precisely andpersuasively; to learn to understand opposing opinions and subject them to critical analysis; and to revise one's own
arguments in the light of arguments presented by others.
JEX 2 Japanese Expression 2
2 credits
Aims at students' acquisition of practical writing skills in Japanese, focusing in particular on learning to write concise,clear, and precise academic essays appropriate to college level education, using various kinds of materials such as
writing prompts, cartoons, newspaper articles, translations, etc. The course also includes short lectures on Kanji andproduction of Kanji crosswords.
JEX 3 Japanese Expression 3
2 credits
Improves presentation skills. Students learn skills of selecting a topic, finding appropriate Japanese sources, andcreating an effective presentation of research results. Students will be encouraged to develop techniques of presenting
their ideas clearly in ways which interest and engage a general audience.
JEX 4 Japanese Expression 4
2 credits
Focuses on practical and professional expression. Calls upon students to make use of what they have learned at MIC
to write essays and other forms of formal communication. Prepares students to use the Japanese language effectively
in their future pursuits.

RDG 1 Reading 1
2 credit
This first semester course focuses on developing reading skills through the use of in-class timed readings andcomprehension questions, intensive readings with comprehension and vocabulary building activities, and extensive
reading conducted mostly outside of class time. Homework will consist of reading for meaning, for pleasure, and forthe purpose of vocabulary building.
RDG 2 Reading 2
2 credit
This second semester course continues to challenge students to develop their reading skills through the use of inclass timed readings and comprehension questions, intensive readings with comprehension and vocabulary building
activities, and extensive reading conducted mostly outside of class time. Homework consists of reading for meaning,for pleasure, and for the purpose of vocabulary building. Students also engage with software to work on extensive
reading, to develop critical reading skills, and to build and practice vocabulary.
RDG 3 Reading 3
2 credit
This course continues the goals of Reading 1 and 2 and aims to refine students’ ability to comprehend academic texts.
The course focuses on developing reading skills in several ways. Intensive readings based on the theme of culturesof the English-speaking world will be used to improve reading comprehension strategies and for vocabulary building.
Reading fluency will be developed using simplified timed readings in class and through extensive reading of gradedmaterials both in class and for homework. Homework will consist of reading for meaning, for pleasure, and for the
purpose of vocabulary building.
AWR 1 Academic Writing 1
2 credit
This first semester writing course for freshmen students aims to provide students with the skills and knowledge basefor completing academic writing tasks. It is designed to take students from writing correct simple, compound andcomplex sentences through to writing cohesive paragraphs. It aims to help students 1) develop writing fluency 2)
write clear, focused and well-organized sentences and paragraphs. Once students arrive at the point where they are
writing paragraphs, they will work on developing a topic sentence, supporting their ideas, and writing conclusions.
The concept of plagiarism will be introduced.
AWR 2 Academic Writing 2
2 credit
This second semester writing course for freshmen students aims to provide students with the skills and knowledge
base for completing academic writing tasks. It is designed to take students from writing cohesive paragraphs towriting basic 5 paragraph essays. It aims to help students 1) develop writing fluency 2) write clear, focused and wellorganized paragraphs and essays. Once students arrive at the point where they are writing essays, they will work on
developing a central thesis, organizing an outline, supporting their thesis, and writing effective introductions andconclusions.
Supplementary Courses

JES A Studies in Japanese Expression A
1 credit
This course shall use the topic research conducted for debates in Japenese Expression 1 to help students consider
related issues and survey reference materials. Small-group discussions will also be incorporated.
JES B Studies in Japanese Expression B
1 credit
This course will be coordinated with Japanese Expression 3 to deepen studies in oral expression, and offer practicalactivities for enhancing one’s ability to express and communicate.
JES C Studies in Japanese Expression C
1 credit
This course will be coordinated with Japanese Expression 3 to deepen studies in written expression, and offer practicalactivities for enhancing one’s ability to express and communicate.

JA 1 Japanese 1
Introductory Japanese for foreign students and Japanese students educated abroad.

2 credits

JA 2 Japanese 2
Second-level Japanese for foreign students and Japanese students educated abroad.

2 credits

JA 3 Japanese 3
Third-level Japanese for foreign students and Japanese students educated abroad.

2 credits- 140 -

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2018 Bulletin and Handbook of Student Information2018 Bulletin and Handbook of Student Information

JA 4 Japanese 4
Fourth-level Japanese for foreign students and Japanese students educated abroad.

2 creditsJES D Studies in Japanese Expression D
1 credit
Aims at enhancing the 4 language skills through written manuscripts and oral presentation concerning diverse topics.
Quizzes will be given regularly.
JES E Studies in Japanese Expression E
1 credit
Focuses on the "listening" and “speaking” skills in Japanese. Seminars on practical application will enhance
expression ability.

SAB 203 Area Studies
6 credits
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.

Specialized Courses
Humanities Courses

JES F Studies in Japanese Expression F
1 credit
Focuses on the "listening" and “speaking” skills in Japanese. Seminars on practical application will enhance
expression ability.

Art History

JST 1 Japanese Studies 1
2 credits
Introduces Japanese culture and traditions through tours of historical sites and museums in Miyazaki and neighboring
cities. Practice in situational conversation.

ART 301 (ASA 380) Classical Art: East and West
3 credits
A comparative approach to the basic forms and functions of art created during those periods considered to be classicaleras in Eastern and Western traditions.

JST 2 Japanese Studies 2
2 credits
Discussions on topics affecting the daily lives of the Japanese people. Visits to traditional events held in southern
Kyushu, followed by discussions. Practice in situational conversation.
JST 3 Japanese Studies 3
2 credits
Visits to Japanese elementary schools, junior high schools, and senior high schools to observe classes. Participationin events held by the municipal government. Oral and written reports.
JST 4 Japanese Studies 4
2 credits
Visits to factories, company offices, prefectural offices, courts, and other business, government, and commercial sites.
Oral and written reports.
Credits Earned at Other Institutions
With the advance approval of Faculty Council, up to 30 credits for students matriculated at MIC may be granted forcourses taken at other two-year and four-year institutions.
Credit will be awarded only for courses that fall within the general scope of the MIC curriculum. Credit will beassigned in the following general categories or for a specific MIC course:
SS 9011-6 Special Studies in the Humanities
SS 9021-6 Special Studies in the Social Sciences
SS 9031-6 Special Interdisciplinary Studies
SS 9041-6 Special Area Studies

3 credits*
3 credits*
3 credits*
3 credits*

Number of credits and application to specific MIC graduation requirements will be determined based uponequivalency with MIC standards by the Dean of Faculty in consultation with the Committee on Curriculum. The
grade recorded for credit accepted from another institution will be an N. In cases where credit is granted by MIC, forexample, in the case of the Exchange Program, the grade for acceptable work will be a P.
Study Abroad Courses
SAB 201 English (ESL)
6 credits
Intensive practice in English speaking, reading, writing, and listening. Students are placed in classes according totheir level of English proficiency.
SAB 202 Independent Study
2 credits
Study of the local culture, social issues, or other aspects of the area in which students are located for Study Abroad.
Students may conduct formal research or produce a work which reports on their extensive direct experience of the
topic being studied.
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ART 303 (ASE 380) Development of Modern Art and Architecture
3 credits
Surveys a century of the history of European art and architecture beginning with the Impressionists (1874) throughthe Bauhaus and International Style and into the late twentieth century. Demonstrates influences shared with
American and Japanese artists and architects though comparative examples.
ART 308 Art and Society
3 credits
The cultural components of selected periods of artistic excellence are examined in detail. Renaissance Italy, Victorian
London, 19th-century Paris, and Heian period Kyoto are among the examples proposed for in-depth study.
ART 3101 Topics in International Art
3 credits
Topics related to specific media, painting, sculpture, etc. will be proposed and analyzed using comparative methods.
Examples include Photography in Japan and America, Contemporary Ceramics, and Graphic arts in 1900.
Literature and Language
LL 301 Literary Genres
3 credits
Studies different literary genres such as fiction, non-fiction, poetry and drama with attention to understanding thedefining characteristics associated with each. Through representative readings this course will offer an introduction
to some basic principles of analyzing and interpreting different forms of literature. Genre(s) will be selected basedon the expertise of individual instructors.
LL 306 Literary Movements and Trends
3 credits
Explores principal literary movements such as classicism, neo-classicism, romanticism, modernism, expressionism,
realism, naturalism, post-modernism, etcetera, in terms of their formal features and historical contexts. Representative
authors and texts will be analyzed in order to define the principles that unite the different works of a movement. The
movement(s) will be selected based on the expertise of individual instructors.
LL 307 World Literatures in English
3 credits
Studies literatures in English from Africa, Asia, the Caribbean, Canada, Australia, and other parts of the world whereliterature in English has been written, excluding canonical British and American literature. The main purpose will be
to highlight the ways in which different literatures in English, at the same time as constituting distinct
cultural/national/historical traditions, are also part of the global imagination fashioned by the English language. The
general focus of the course will be the commonality of perspective that is afforded by the inheritance and use of acommon language.
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LL 308 (ASA 381) Japanese Literature
3 credits
Surveys the most important and representative works of Japanese literature. Examines selected leading authors andtheir works in their historical, social, and philosophical settings.

Philosophy and Religion

LL 309 (ASE 381) Comparative Literature
3 credits
Introduces the methodologies and foundations of Comparative Literature, a discipline which systematically studies
literatures from different nations, languages and/or times. The course aims at students acquiring the means and tools
for appreciating textual productions from varying perspectives through a comparative study of texts from different
cultural traditions that raise questions about the nature and function of storytelling and literary expression.
Comparisons may be thematic, formal and/or historical, preferably with one side of the comparison being an instanceof Japanese literature in translation.
LL 311 English Linguistics I
3 credits
An introduction to the nature of language with a focus on English. The formal structure of English is discussed,
including phonetics, morphology, semantics, and syntax, and the process of language acquisition.
LL 312 English Linguistics 2
3 credits
Continues the introduction to the nature of language with a focus on English. Further fields of English language are
discussed, including semantics, pragmatics, sociolinguistics and the varieties of contemporary Englishes.
LL 3141, 3142 Topics in Linguistics
3 credits
Examines relevant research in linguistics, particularly in English linguistics, to provide students with the tools
necessary to develop a critical understanding of language in its social context. Topics will be selected based on theexpertise of individual instructors.

PHI 301 Logic
3 credits
Students learn how to analyze and classify the logic used in everyday life including deductive and inductive reasoning,
the uses of inference, paradox, and types of faulty reasoning.
PHI 302 (ASE 383) Philosophical Problems
3 credits
Studies problems in philosophy selected from ethics, religion, theories of knowledge, and metaphysics. Introduces
students to techniques of philosophical reasoning.
PHI 303 Ethical Theory
3 credits
Introduces the central problems of philosophical ethics, including the nature of value, the justification of moral
principles, and the psychology of moral choice.
PHI 306 Philosophy: East and West
3 credits
Studies the problems addressed by modern philosophers from a comparative perspective in the context of their
historical traditions.
PHI 309 Aesthetics of Environment
3 credits
Investigates aesthetic concepts and values broadly in relation to the world in which we live. Examines affective
responses to natural and built environments, including cities and towns, buildings, gardens and parks, and wilderness.
Explores perception, feeling, metaphor, action, and creativity in a cross-cultural context.

LL 315 (ASE 382) British Literature
3 credits
This course is intended as a survey of important and representative works of British literature in their historical andcultural contexts. We will focus on poetry, prose, and drama that provide insight into the societies that shaped theauthors' creative visions.

PHI 310 Topics in Applied Ethics
3 credits
In this courses, we consider the applications of ethical theories to different areas of social concerns, concentrating on
the analysis of case studies and critical discussion of moral principles and ethical codes. Each specific topic focuseson different areas of application, such as business, the environment, medicine and law.

LL 316 (ASN 380) American Literature
3 credits
This course will focus upon important and representative works of American literature in their historical and culturalcontexts. We will focus on poetry and prose that provide insight into the literary and intellectual climate to which
each work belongs.

REL 309 Religion and Society
3 credits
Using examples drawn from religions around the world, this course presents basic sociological approaches to religion
and examines the relationship between: religion and society; religious institutions and the larger society; religion andgender; religious tradition and interpretation; traditional and new religious movements; and religious revival andmodernization.

LL 3171, 3172 Topics in British Literature
3 credits
Examines various themes, approaches, and genres in British literature, and relates this literature to its historical,
cultural, and social context.
LL 318 Rhetoric
3 credits
This course introduces the principal components of written and oral argumentation. This course provides students
with opportunities to analyze arguments, map viewpoints, and advocate for claims of their own.

REL 310 (ASA 383) Varieties of Buddhism
3 credits
Examines, individually and comparatively, historically and geographically, various forms of Buddhist traditions fromancient India to modern Japan with an emphasis on the history, people, institutions, teachings, and practices of
Buddhism.
REL 311 (ASE 384) Religions of the Bible
3 credits
This course will introduce students to the two great Biblical religions, Judaism and Christianity, by exploring thebook which contains the mythology and history of the two religions -- the Bible. Our focus will be on enjoying theinteresting stories and important religious ideas in the Old and New Testaments of the Bible. We will also look at thehistorical background of the two religions.
REL 3121, 3122, 3123 Topics in Comparative Religion
3 credits
In these courses, we compare different religious ideas, practices, and traditions by means of various models,definitions, and theories of religion. Each specific Topics course focuses on different important issues in religions
around the world, such as war and peace, afterlife beliefs, and women in religion.

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History

course explores the forms and causes of these problems and the alternative theories for effecting economic
development, using examples and cases to identify the constituent elements of development and the constraints facing
development efforts.

HIS 307 (ASA 383) Japanese History
3 credits
Introduces the history of Japan from prehistoric times to the present. The uniqueness of Japanese history is exploredalongside the Asian and global contexts in which Japanese society has evolved.
HIS 309 20th Century History
3 credits
There’s no time like the present, but to understand it we have to know the past. This course explores the evolution of
global society in the twentieth century and the many changes that have shaped the world in which we live.

ECO 310 Comparative Economics
3 credits
An important aspect of the trend towards the globalization of markets is that the economies of nations are becoming
increasingly intertwined and inter-dependent. The relevant boundary of market exchanges is becoming less national
and increasingly continental and global. This course examines the workings of various economies with respect totheir decision making mechanisms, resource endowments, and changing/growing demand for goods and services.

HIS 311 Comparative History
3 credits
Compares and contrasts major historical case studies to identify similarities and differences between societies and totest theories of historical change. Places the evolution of individual societies into a framework of global change anddevelopment.

ECO 311 Industrial Organization
3 credits
The course explores the mechanisms and problems of modern industrial organizations. The functions and challenges
that organizations face are explored from the economic, "environmental", and managerial perspectives. The linkages
between the structure, conduct, and performance of industrial organizations are analyzed. Risks to growth and evensurvival from increasingly fluid and uncertain environments that modern industrial organizations face are examined.
Managerial strategies to respond to various threats and opportunities are discussed.

HIS 313 Europe: Reformation to Revolution
3 credits
The most important issues in contemporary Europe have their roots in Europe's past, especially in the years from1450 to the early nineteenth century. While using the history of events from the Reformation to the French Revolution
as a framework, this course focuses on the range of cultural, political, and social changes in Europe during this period.

ECO 3121, 3122, 3123 Topics in Economics
3 credits
The content and significance of issues in economics vary according to changing market conditions at the local,
regional, and global levels. This course identifies and explores economic topics that stand out for their special
significance both from the standpoint of economic theory and the prevailing economic practices of the day.

Social Science Courses

Political Science

Anthropology
ANT 301 Archaeology
3 credits
Introduces the study of archaeology, archaeological research methods, and theories. Explores the ways ofarchaeological thinking and behavioral inference using material evidence.
ANT 303 Cultural Anthropology
3 credits
Introduces the basic concepts, theories, and methods of the anthropological study of society and culture. Investigatessociocultural systems using ethnographic materials from a wide range of societies.
ANT 309 World Ethnography
3 credits
Examines the concept of culture and anthropological approaches to understanding other cultures. Compares different
ethnographies in diverse cultures.
ANT 3111 Topics in Anthropology
3 credits
This course provides for extended study of selected issues, areas, or methods in anthropology. Course focus varies atthe discretion of the instructor.
Economics
ECO 304 International Business3 credits
Explores the theories and models that have led to the growth and refinement of business relations between nations.
The course uses specific cases of contemporary business/trade policies and practices of nations to explore current
applications of theories and models.
ECO 306 Economics of Development
3 credits
Much of the world’s population is affected by severe and persistent problems of under-production, unemployment,poverty, and numerous attendant hardships such as over population, congestion, and ecological degradation. This- 146 -

POL 304 International Relations
3 credits
Introduces major theories of International Relations as a discipline. Studies the world community, its politics andgovernment. Topics include current international relations, problems requiring action on a global scale, the role ofinternational organizations, Japan and its international relations, and the future of international society.
POL 305 Comparative Political Philosophy
3 credits
Examines 19th and 20th century political philosophies such as American democracy, British liberalism, Germanfascism, Russian communism, and French socialism and compares the historical contexts and cultures which gave
rise to these political philosophies, as well as the influence these philosophies have had upon other political cultures
throughout the world.
POL 307 Comparative Foreign Policy
3 credits
Examines foreign policy in historical and contemporary world affairs and compares theoretical approaches drawn
from international, domestic, and individual levels of policy analysis.
POL 309 (ASA 384) Politics of Japan
3 credits
Introduces Japan’s political system and political culture. Among the areas covered are the roles of the state,administration and local government, the political parties and interest groups, the policies maintained, andcontemporary political issues.
POL 311 International Political Economy
3 credits
This course introduces students to basic theoretical approaches to understanding political aspects of international
economy. After analyzing three main approaches (statist, liberal and Marxist), the course will also introduce students
to major political issues in international economy, such as the evolution of international financial system after WWII,GATT, WTO and domestic politics of foreign economic policy.

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Psychology
PSY 305 Abnormal Psychology
Studies a wide range of maladaptive human behaviors from different perspectives.

3 credits

PSY 308 Human Development
3 credits
This course presents an overview of human development from birth until old age. Studying development means
studying change over time. This course reviews change in the physical, cognitive, and social domains as well as theinfluence of developmental context (e.g., the family, school, peers, the work-place, culture) within each domain.
Particular attention is given to the role of culture in development. One’s own culture is but one design for living, andby studying about human development in other cultures students will gain an understanding of the principles thatguide the development of all human beings. Students will be encouraged to think critically about theory andresearch in developmental psychology and apply that knowledge to practical, social, and personal concerns.
PSY 309 Counseling
3 credits
Provides an introductory overview of main theories of counseling and introduces basic techniques and skills used incounseling.
PSY 310 Cognitive Psychology
3 credits
Cognitive psychology is the area of psychology that focuses on thinking. Thinking is a broad subject: it involves
perceiving the world around us, attention, learning & memory, language, problem solving and reasoning, andeverything in between. This course covers the main areas in this active field, with special attention on how researchis done in cognitive psychology, and how theories are developed, improved and disproved. In addition to providing
students with a basic understanding of cognitive science, the course also provides students with tools to apply
cognitive concepts in their own personal and professional areas of interest.
PSY 312 Cross-Cultural Psychology
3 credits
This course compares cultural patterns of mind and behavior. Cultural comparisons, ranging from developmental togender-related issues, will be addressed from a variety of psychological perspectives.
PSY 3131, 3132 Topics in Psychology
3 credits
This course provides for extended study of selected issues, areas, or methods in psychology. Course focus varies atthe discretion of the instructor.
PSY 315 Social Psychology
3 credits
This course provides a basic introduction to the field of social psychology, which studies how the thoughts, feelings,
and actions of a person are influenced by other people and social situations. Special emphasis will be placed on
applying social psychological principles in cross-cultural situations.
PSY 316 Educational Psychology
3 credits
Educational Psychology is the application of psychology to the study of learning and teaching. It covers many topics
relevant to learning and behavior management, such as learning theories, assessment of learning, and effective
teaching strategies. Educational psychology also includes development of students, motivation of students, diversity
in the classroom, and the needs of exceptional students.

PSY 317 Research Methods 1: Data Collection in Psychology
3 credits
This course introduces students to research methods in psychology. The emphasis is on collecting data andrecognizing the types of data gathered in psychology. Basic concepts of scientific research are also introduced.
PSY 318 Research Methods 2: Data Analysis in Psychology
3 credits
This course introduces students to the process of conducting research in psychology. Students will participate in
conducting multiple psychological investigations. Students will have the opportunity to use the research designs
studied in “Research Methods I: Data Collection in Psychology” to collect and enter data, to select and apply
appropriate statistical tests, to interpret findings, and to present results to others in multiple formats.
Sociology
SOC 302 Sociological Theories
3 credits
Explores the major theories in contemporary sociology, including symbolic interactionism, ethnomethodology,
conflict theory, neo-Marxism, and feminist theory.
SOC 309 (ASA 385) Japanese Society
3 credits
Examines traditions, social change, and the significance of modernization in Japan, and explores the Japanese andnon-Japanese discourses of the Japanese cultural identity in transition.
SOC 3111, 3112 Topics in Sociology
3 credits
Analyzes recent sociological discourses and examines a variety of social phenomena, especially focusing on socialtransition, change, and globalization as seen through contemporary sociological theories.
Interdisciplinary Courses
IDS 301 Research Methods 1: Data Collection
3 credits
This course introduces students to research methods in the social sciences. The emphasis is on collecting data andrecognizing the types of data gathered in the social sciences. Basic concepts of scientific research are also introduced.
Students in psychology and other majors will pursue research related to their disciplinary interests within the generalframework of research methodologies common to all the social sciences.
IDS 302 Research Methods 2: Data Analysis
3 credits
This course will expand on students’ skills acquired in Research Methods 1. Emphasis will be on research designs
used in laboratory and in field settings, and on data analysis. Students will be expected to conduct research projects
related to their own disciplinary interests, such as psychology, sociology, anthropology, political science, or
economics.
IDS 303

Foundations of Global Studies 1

3 credits

This course surveys a wide range of global issues, including the process of globalization, conflict and cooperation,
global security, global economy, development, environment, human rights, gender issues, etc. Students will learn
basic concepts, analytical tools, and approaches for studying issues affecting social change on a global scale.

Educational psychology theories and techniques, more broadly defined, have been applied to other setting as well.
Non-school related topics that are associated with educational psychology include behavior management, for anyone
working with children, working with individuals with special needs (such as at the workplace), and teaching strategies
for employers or managers.

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IDS 304 Foundations of Global Studies 2
3 credits
This course introduces research methods for analyzing global issues. The course includes the academic disciplinesof economics, history, sociology, and political science. Students will learn to construct a research design for a chosen
topic, which helps preparation for senior thesis research. The course continues to deepen students' understanding of
the theoretical and methodological foundations of global studies.
IDS 305 Foundations of Intercultural Communications
3 credits
This course explores intercultural communication by examining common components of culture such as family, work,
sports, and education from a cross-cultural perspective. Non-verbal communication and the process of acculturation
are also key course topics.
IDS 3061, 3062 Topics in Intercultural Communications
3 credits
This course will cover content areas in intercultural communication not offered through other courses in the
curriculum. It provides a framework for understanding differences in human behavior across cultures. By discovering,
discussing, and analyzing culturally-embedded values, attitudes and beliefs, students will able to increase their ability
to understand others, to solve problems involving intercultural differences, and to make culturally sensitive decisions.
IDS 307 Theory and Practice of Conflict Resolution
3 credits
This course offers students an opportunity to learn theories and practical skills in Conflict Resolution/Transformation.
The fundamental objective of the course is to make students realize that human conflict at a variety of levels--frominter-personal to inter-national ones--can be resolved without violence or at least transformed in the way in which agiven conflict will not evolve to take a violent form. Students who take this course will learn theories and skills in an
active learning environment--through simulations, role-plays etc. -- and will be encouraged to apply their knowledge
and skills in their own lives.
IDS 308 Educational Techniques and Technologies of Communication
3 credits
As multimedia technology advances, professionals in both education and business are finding the ability to combine
verbal communication skills with the effective use of advanced audio/visual media to be a necessity for success. In
this course, students will develop their communication skills for use in presentations to both small and large groupsof listeners, and will learn how to use AV components, projection equipment, and computers effectively to facilitate
audience comprehension. The course uses the challenges presented by the Japanese secondary school environment
as a theme, but care is taken to ensure that the skills and techniques covered have value to all students, regardless of
their career goals.
IDS 309 Scientific Inquiry
3 credits
This course will introduce the historical process of the development of scientific recognition of the world and clarify
scientific perceptions of practical issues. Coursework will include practice, review and application of scientificthought to several case studies.
IDS 310 Topics in ICT
3 credits
Real-world problems don't come with any hint regarding the appropriate algorithm design technique or data structure
to use. They aren't positioned within a course unit addressing a particular topic. Instead, you have to identify relevant
techniques, brainstorm possibilities, and innovate or adapt as necessary. Students will learn about different types ofuser interfaces, management tools, different classes of PC applications, and tools used to build PC applications.
3 credits
IDS 311 Global Leadership in the 21st Century
Local, national, and global communities face a number of challenges in the 21st Century. Foremost among these are issues
related to the natural environment, peace, and human development. In order to address these issues effectively, leadershipis necessary in local communities, civil society organizations, workplaces, all levels of government, and in the international
community. The purpose of this course is to foster future leaders (informed and engaged citizens) who can help addressthese issues. Students will learn how to identify and analyze public problems, assess the dynamics of collective action, andwrite in the public interest.

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3 credits

This seminar is the capstone of the course of study for the Global Leadership Certificate (GLC). The seminar tests andbuilds upon the leadership skills that students were first introduced to during the 1st year GLC seminar ‘Global Leadershipin the 21st Century,’ and which they were encouraged to apply during their study abroad independent study and whileworking on their praxis capstone and senior thesis projects. Students will be introduced to and comprehensively study
selected public problems in the realms of ‘peace and conflict,’ ‘environment and conservation,’ and ‘human social
development’ at the local, national, and/or global level. Each student will then propose, prepare, and engage in a leadershipproject that offers immediate and long-term solutions to a public problem of their choice. The seminar will conclude withcritical evaluations of the hands-on leadership projects, including their rationale, planning and execution, and expected
outcomes.

IDS 313

Algorithmic Thought

3 credits

Critical thinking is a requirement in everything we do. Being able to evaluate the surroundings (the context) and come up
with a solution will dictate students’ development personally and professionally. Students will learn how to organize theirideas and to connect their thoughts through the development and resolution of algorithms. Students will also have thechance to experiment with real algorithm development through the application of basic programming language skills. This
course is highly recommended for all students planning to take Fundamentals of Computer Programming.

IDS 314Foundations of Computer Programming

3 credits

This course teaches students basic concepts of procedural and object oriented computer programming. Students willdevelop skills in designing and developing simple computer programs from beginning to end. This course requires noprogramming background, but previous enrollment in Algorithmic Thought is highly recommended.

IDS 315

The Global Environment

3 credits

This course studies major current environmental issues and their causes. Complexity of environmental issues and theimportance of balanced, objective and critical analysis are key themes of the course. The course focuses on study of natural
ecosystems, the interdependency of living things, their surroundings, and the impact of humans on ecosystems. Key topics
include: population dynamics, pollution, natural resource depletion, climatic impacts and change, non-renewable energy
sources and loss of biological diversity.

Area Studies Courses
Area Studies: Asia
ASA 365 Japan and East Asia
3 credits
Examines the position of Japan in the broader region by exploring the evolution of relations between Japan and East
Asia in the areas of security, economic interdependence, and culture exchanges and influences from pre-modern tocontemporary times.
ASA 366 Economy of Japan
3 credits
Examines contemporary Japan's economic institutions and mechanisms, including work organization, information
structures, incentives, distribution and governance in the corporate firm, regional contracting between firms andcorporate grouping, the role of financial institutions and the government.
ASA 3681 Topics in Asian Art
3 credits
An historical survey of the art of the countries of South, Central, Southeast, and East Asia. Focus is placed upon theinterplay of the religious and cultural traditions of these countries and their manifestation in architecture, sculpture,and painting.
ASA 369 Chinese Studies 3
3 credits
Chinese 3 is devoted to working in Chinese to understand features of Chinese culture and history that will bringstudents to a higher level of proficiency. Reading and writing will be of equal importance to speaking and listening.
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Studies 1 or 2 must be taken before Chinese Studies 3.

ASN 356

ASA 370 Korean Studies 3
3 credits
Korean 3 is devoted to working in Korean to understand features of Korean culture and history that will bring students
to a higher level of proficiency. Reading and writing will be of equal importance to speaking and listening. Materials
will be drawn from suitable actual sources in political, economic, historical and cultural analysis. Korean Studies 1
or 2 must be taken before Korean Studies 3.
Area Studies: Europe
ASE 353 European Imperialism
3 credits
Imperialism has played a major role in shaping large scale trends and developments, including the formation of thecurrent global society. This course explores the ideologies and complex dynamics of imperialism as a force in modern
history.
ASE 356 British Thought and Culture
3 credits
Not just Buckingham Palace and the Queen, Britain is a varied and interesting society. This course examines theevolution of contemporary Britain, the ways in which British society has changed in recent years, and how thesechanges have been presented and interpreted.
ASE 358 The Formation of European Culture
3 credits
Surveys the emergence out of diverse social, linguistic, and religious traditions of a self-conscious cultural entity
which thought of itself as “European” and shared significant technologies, institutions, and ideas in spite of enduring
differences and divisions.
ASE 360 Europe in Transition
3 credits
Examines the political, economic, and social changes leading to Cold War relationships in Europe and the issues
affecting Europe in the post-Cold War era.
ASE 361 (PHI 311) European Intellectual History
3 credits
Surveys leading thinkers and ideas which shaped the European intellectual tradition. Will consider works by thinkers
such as Plato, Aristotle, Augustine, Bacon, Galileo, Kant, Hegel, Nietzsche, Marx, and Freud.
ASE 362 History and Language in the British Isles
3 credits
English is now the major language of global communication, but it is also the dominant language in the British Isles
where it first developed. This course will outline the development of English in Britain and the place of otherlanguages in Britain through an overview of the history of the British Isles.
Area Studies: North America
ASN 351 North American Peoples and History
3 credits
Introduces the principal events and issues of American history and provides an interpretive framework for further
study. Topics such as the American Revolution, Civil War, World War I and II, the Vietnam War, the Civil Rights
movement, and the New World Order are covered.
ASN 354

Social Issues in North America

3 credits

Examines contemporary social issues and problems common to both Canada and the United States as well as thoseunique to each country. Particular attention will be paid to issues such as drug use, the AIDS epidemic, the abortion
debate, crime, and the breakdown of traditional family structure.
ASN 355

North American Thought and Culture

Fine Arts in North America

3 credits

This course looks at modern North American culture through the window of its art. The lives and work ofrepresentative artists from the American Civil War period to the present are studied in relation to important themes
and movements. The course seeks to understand the American art world of artists, exhibitions, patrons, critics,
galleries and museums, and the public, especially with a view to discovering what is distinctively American about
the art that has developed within American culture.
ASN 359

North American Constitution and Government

3 credits

Introduces the philosophical foundations of the United States Constitution and the prescriptions in the constitution
on the structure and operation of government in the United States and Canada, respectively. Studies the growth anddevelopment of the United States Constitution as reflected in the decisions of the Supreme Court; and the political,
social, and economic effects constitutional governance has entailed.
ASN 362

North American Foreign Policy

3 credits

Introduces American foreign policy, how it is formulated and implemented, and the issues that have influenced its
development since the end of World War I.
ASN 3651

Topics in American Literature

3 credits

Examines various themes, approaches, and genres in American literature, and relates this literature to its historical,
cultural, and social context.
Career Education Courses
CED 1
CED 2
CED 3
CED 4

Career Design 1
Career Design 2
Career Design 3
Career Activities

1
1
1
1

単位
単位
単位
単位

Students will consider the significance and purpose of studying in college as they engage in objective self-analysis
and explore the ways in which they will play their individual roles in modern society. Credit can be obtained forCareer Activities for internships of three or more days and volunteer activities totaling three or more days. For details,
see the Career Activities Guidelines available at the Office of Academic Affairs.
CED 5 Applied Digital Skills
2 credits
Nowadays, technology is ubiquitous in the world and the workplace. As a result, job seekers must have more thanbasic computer skills as such skills are now taken for granted by employers. They also need more advanced ICT
skills to thrive on the job market and in the work force. This course will not only provide students with these essential
skills but also help them to develop more advanced technology related skills, which will make them more competitive
in today’s demanding job-hunting market and more valuable as global citizens.
Optional Courses
EL 401
EL 402
EL 403EL 404

Special Readings in the Humanities 1
Special Readings in the Humanities 2
Special Readings in the Social Sciences 1
Special Readings in the Social Sciences 2

3 credits
3 credits
3 credits
3 credits

Students may undertake a program of Special Readings under the direction of a faculty member accredited in thesubject area of the readings. Normally a Special Readings course will focus on a specific subject area of interest to
the student which is not covered elsewhere in the curriculum.
EL 405Chinese Studies 1

3 credits

This class will introduce Chinese culture and teach the first steps in mastering the Chinese language. It introduces
Chinese pronunciation and tones, basic vocabulary, and presents the modal verbs, the co-verbs, and the final verb
system. As the writing system is shared with Japanese native speakers, the emphasis will be on speaking and listening.
Chinese Studies 1 or 2 must be taken before Chinese Studies 3.

3 credits

Introduces American and Canadian culture of the last two centuries, using visual, literary, historical, and other sources
to explore major cultural themes.
- 152 -

- 153 -

2018 Bulletin and Handbook of Student Information2018 Bulletin and Handbook of Student Information

EL 406Chinese Studies 2

3 credits

This class builds on the foundations of the first level. It provides integrated applications for the material learned in
Chinese I, in short essay form, while strengthening the vocabulary, reinforcing listening skills, and moving students
along towards adequate tone production, while engaging the students in activities including reading, writing,discussion, and cultural understanding. Chinese Studies 1 or 2 must be taken before Chinese Studies 3.
EL 407 Korean Studies 1
3 credits
This class will introduce Korean culture and teach the first steps in mastering the Korean language. According to theconsonants and ten vowels in Korean, it introduces Korean pronunciation and basic vocabulary, and presents themodal verbs, co-verbs, the final verb system, and simple sentences. While the emphasis will be on speaking andlistening, the Korean writing system will be introduced along with other elements of Korean culture. Korean Studies
1 or 2 must be taken before Korean Studies 3.
EL 408 Korean Studies 2
3 credits
This class will build on the foundations of the first level to deepen the students’ understanding of Korean culture. It
provides integrated applications for the material learned in Korean I in short essay form, while strengthening the
vocabulary, increasing writing skills for compound sentence and the major complex sentence constructions,reinforcing listening skills, and moving students along towards adequate pronunciation production, while engaging
the students in activities including reading, writing, discussion, and cultural understanding. Korean Studies 1 or 2
must be taken before Korean Studies 3.
EDU 301 Introduction to the Teaching Profession
2 credits
This course introduces the teaching profession to students who intend to complete the courses for teacher certification.
Students will deepen their understanding of the significance of the teaching profession and the mission of the educator
as they learn to care for the children/students they will teach. Students will also become familiar with the basic dutiesof the teacher. Students intending to become educators will be able to clarify the strength of their commitment to afuture in the teaching profession and begin to plan their continued course of study to that end.
EDU 302 Health Science
1 credit
Physical education should foster the customs and attitudes necessary for living healthy and safe lives and for the
harmonious development of mind and body. Students will study physical and spiritual health as well as athletic
activities and sports training.
EDU 303 Physical Education
1 creditIn this course students are provided with rational and practical experience in a variety of athletic activities to heighten
their athletic skills. Through this experience, attitudes of equity, cooperation, responsibility, etc. will be cultivated.
These activities will help build strong and healthy bodies and will nurture the ability and desire to continue the pursuitof lifelong athletic activity. Students will examine the most effective ways of providing programs of physicaleducation for a variety of schools and educational environments.
EDU 304 Constitution of Japan
2 credits
The constitution embodies the fundamental law of our nation. To deepen their understanding of the JapaneseConstitution, students will learn the philosophy and content of the Constitution and examine how these principles
function in daily life. Also, by looking at the political issues that surround the Constitution, students will come tounderstand the legal basis of the fundamental rules that govern our everyday lives.
EDU 306 Structure of the Educational Curriculum
2 credits
This course will outline educational developments in Japan by describing the changes in the structure of theeducational curriculum as provided for by the amendments to the “Guidelines for Courses of Study”. Students will
review the issues posed and answered by the Central Education Commission and the Educational Curriculum
Commission and examine the relationships between them. By actually engaging in the development of a curriculum,
students will develop an understanding of the importance of the educational curriculum. They will deepen theirunderstanding of curriculum development as they experience the process of creating a curricular structure appropriate
to specific locales, schools, and students.

- 154 -EDU 307 English Teaching Methodologies 1
2 credits
This course will introduce English teaching methodologies, including current trends in foreign language (English)
education as outlined in the Guidelines for Courses of Study. Students will learn English language pedagogical theory
and methods of developing teaching plans as they consider the importance of English education.
EDU 308 English Teaching Methodologies 2
2 credits
Students will apply the fundamental and theoretical knowledge of English teaching methodologies learned in English
Teaching Methodologies I by developing practical applications of various pedagogical approaches. Students willdevelop teaching plans and conduct model classes.
EDU 309 Moral Education
2 credits
Moral education has been part of Japanese education for over a century, and has attempted to aid students in thecultivation of attitudes which protect the social fiber of daily life. Every opportunity should be taken in school
education to cultivate the essence of morality in the lives of students as part of the teaching of academic disciplines
and the implementation of special activities. Students will examine the history of moral education in Japan andconsider their own experiences with the subject, investigate the trends in moral education as outlined in the Guidelines
for Courses of Study, and engage in practical applications in model classroom situations.
EDU 310 Special Activities
2 credits
Students will learn what is expected of special activities in a school where the educational and teaching environment
strives to nurture students as human beings. The course will examine the objectives of special activities and thenecessary skills of organization and structure required. Participants will engage in the actual development andplanning of special activities.
EDU 312 Theories and Methods of Student Guidance
1 credit
Student guidance and academic and career advising are important functions of school education. Effective advising
coordinates the various guidance functions to help students mature and grow. Students will develop a heightenedawareness of the need for guidance and effective coordination of guidance activities and will become familiar withmethods of student advising. In this course students will have the opportunity to gain practical knowledge of student
guidance by considering the solutions to some actual issues of student development.
EDU 313 Pre- and Post-Practicum
1 credit
Prior to the teaching practicum, students will visit their target schools, view classes, and become familiar with the
body of students they will teach. In preparation for the practicum, students will gain a concrete and practicalunderstanding of issues they must be aware of during their practicum, including their relationship with their hostschools and their site advisors, and the process of interaction with students. The Post-Practicum will consist of followup consideration of the Practicum experience, including discussion of problems encountered and possible solutions.
EDU 314 Practicum
4 credits
The teaching Practicum, in conjunction with the Pre- and Post-Practicum, is an integral and necessary component of
the program required for teacher certification by the Teacher Certification Law. Through the Practicum, students
experience the realities of school education, the level of student understanding, the nature of student advising, careerand future guidance, the process of instruction in one’s discipline, and other aspects of the teaching profession. During
the Practicum, students will re-evaluate their own motivation and their appropriateness for the teaching profession
while they strengthen the indispensable and fundamental practical skills and mental attitude they will need to becometeachers.
EDU 315 Practical Applications in the Teaching Profession (JHS/HS)
2 credits
This course is designed to augment the understanding and skills students have developed through their courseworkand the teaching practicum, instilling in them the confidence and honing the practical skills they will need to perform
successfully from their first day in the classroom.

- 155 -

2018 Bulletin and Handbook of Student Information
PBL 1 Practical Applications in Regional Studies 1
1 credits
PBL 2 Practical Applications in Regional Studies 2
1 credits
PBL 3 Practical Applications in Regional Studies 3
1 credits
PBL 4 Practical Applications in Regional Studies 4
1 credits
In this course, after creating a foundation of subjective and collaborative team building among students, students will
work in collaboration with designated organizations outside the university, repeatedly employing a variety of
approaches such as grasping the needs of the organization, gathering information, analyzing information, planningand presenting proposals, and ultimately, making a presentation on how to solve a particular problem.
This course is available to all undergraduates and academic years in both Schools. Students will learn to accept
diversity as they acquire a rich sense of team building that makes use of cooperative learning methods. In addition,
after learning the basics of fieldwork, students will cooperate with designated organizations, grasp their needs andcollect information, and by conducting information analysis and planning from various perspectives with each other,
the formulate a plan and make a presentation that introduces it.
Also, due to the focus on fieldwork and independent study, this course will meet 8 times at appropriate times mainly
in seminar-type sessions to provide sufficient time for self-motivated work prior to and in preparation for the nextclass. This course will function as a place for practical learning, where students will always place importance on the
PDCA cycle and make use of worksheets in order to achieve self-monitoring both as individuals and as a team.
Students will be expected to actively participate in the course.
Senior Thesis
ST 401 Senior Thesis 1*
2 credits
Students complete a portfolio of academic writing that addresses the required submissions for the senior thesis
process (i.e. research plan, research questions, bibliography, annotated bibliography, etc.) as well as exploratory
essays that are related to the student’s chosen senior thesis topic (advisors input required).
ST 402 Senior Thesis 2*
5 credits
Each student is required to write a senior thesis of prescribed word length in English (including only the main bodyof the senior thesis, that is, from the introduction to the conclusion - appendices, title page, acknowledgements, etc.,
do not count) representing his or her own research and writing. Each student will work under the guidance of a thesis
tutor who is a faculty member in the student’s area of concentration and select a topic that is related to his or her
course of study during the third and fourth years. The thesis includes the following required steps which are filedwith the Registrar by the stated deadline.
All theses will be read and evaluated by the tutor and one other faculty member. The two will confer and submit one
grade for the thesis to the Office of Academic Affairs by January 30 or the next working day if January 30 falls on aweekend or holiday. Theses will receive the grade of Not Passable (F), Pass (C), Honors (B), or High Honors (A).

- 156 -

2018 Bulleting and Handbook of Student Information
Requirements for Students Who Wish to Prepare for English Teacher Licensing
教職課程（第一種教育職員免許状（中学・高校）取得のための課程）の 1～4 年次授業科目一覧表
Number
科目コード

Title
科目名

Credit単位

Introductory Courses

General Education Courses

概論

Language Courses

言
語
科
目

Optional Courses

自
主
研
究
科
目

4

Required by Article 66.6
施行規則第 66 条の 6 の科目

ENG 1, 2English 1, 2
英語 1, 2

各4

Required by Article 66.6
施行規則第 66 条の 6 の科目
Discipline related course
教科に関する科目

AW 1, 2

Academic Writing 1, 2
アカデミック・ライティング 1, 2

各2Discipline related course
教科に関する科目

RDG1, 2

Reading 1, 2
リーディング 1, 2

各2Discipline related course
教科に関する科目

EDU 301

Introduction to the Teaching Profession
教職概論

2

EDU 316

Principles of Education
教育原理

2

EDU 302

Health Science
健康の科学

1

Physical Education
体育実技1

GSC 101

EDU 303

Introduction
toInformation
Communication Technology
情報通信技術概論

andInterdisciplinary Courses

General Education Course

基
礎
教
育
科
目

Language Courses

言
語
科
目

Optional Courses

自
主
研
究
科
目

Required.
必修科目

Required.
必修科目

Teacher Certificationrelated course
教職に関する科目
These courses are required
but do not count toward
graduation credit.
この科目は必修科目であるが、卒業要件の単位には入らない。

Required by Article 66.6
施行規則第 66 条の 6 の科目

Second Year Courses*
人
文
科
学
及
び
社
会
科
学
の
学
際
的
研
究

Remarks
備考

1 年次科目First Year Courses*

基
礎
教
育
科
目

Category
区分

2 年次科目

SSI 203

Issues in Education
教育の課題

4

ENG 3

English 3
英語 3

4

Teacher Certificationrelated course
教職に関する科目

Discipline related course
教科に関する科目

RDG3

Reading 3
リーディング 3

2

EDU 304

Constitution of Japan
日本国憲法

2

Required by Article 66.6
施行規則第 66 条の 6の科目

EDU 317

The Educational System
教育制度論

2

Teacher Certificationrelated course
教職に関する科目- 107 -

Required.
必修科目

Required.
必修科目

These courses are required
but do not count toward
graduation credit.
この科目は必修科目であるが、卒業要件の単位には入らない。

2018 Bulleting and Handbook of Student Information

Third year courses 3 年次科目
Spring Semester 前期

Major Courses

Specialized Courses

専
門
教
育
科
目

Area Studies

地
域
研
究

LL 311English Linguistics 1
英語学 1

3

Discipline related course
教科に関する科目

PSY 316

Educational Psychology
教育心理学

3

Teacher
Certificationrelated course
教職に関する科目

PSY 308

Human Development
人間の発達

3

Teacher Certificationrelated course
教職に関する科目

ASE 356

British Thought and Culture
イギリスの思想と文化

3

Discipline related course
教科に関する科目
必修科目

Optional Courses

EDU 306

EDU 307

American Literature
米文学

3

Structure of the Educational Curriculum

教育課程論

2

English Teaching Methodologies 1
英語科教育法 1

2

Fall Semester
PSY 309
Major Courses

Specialized Courses

専
門
教
育
科
目

Area Studies
Optional Courses

自
主
研
究
科
目

地
域
研
究

必修科目

Required.

ASN 380

自
主
研
究
科
目

Required.

IDS 308

Discipline related course
教科に関する科目

Teacher Certificationrelated course
教職に関する科目

These courses are
required but do notcount toward
graduation credit.
こ の 科 目は 必修 科 目
であるが、卒業要件の単位には入らない。

後期

Counseling
カウンセリング

3

Educational Technologies and Techniques of Communication

ｺﾐｭﾆｹｰｼｮﾝのための教育技術と教育機器

3Teacher Certificationrelated course
教職に関する科目

LL 312English Linguistics 2
英語学 2

3

Discipline related
course
教科に関する科目

ASN 355

North American Thought and Culture
北米の思想と文化3

Discipline related
course
教科に関する科目

ASN 362

North American Foreign Policy
北米の外交政策3

ASN 3651

Topics in American Literature
米文学の課題3

EDU 308

English Teaching Methodologies 2
英語科教育法 2

2

EDU 318

English Teaching Methodologies 3
英語科教育法 3

2

Required.
必修科目Elective
Select 2 courses fromthis group.

Moral Education
道徳教育論

2

EDU 312

Theories and Methods of Student Guidance
生徒・進路指導論

1

EDU 320

Educational Counseling
教育相談

2

EDU 309

選択科目- 108 -

Discipline related
course
教科に関する科目

Teacher Certificationrelated course
教職に関する科目

このグループから 1 科
目を履修する。

These courses are
required but do notcount toward
graduation credit.
この科目は必修科目であるが、卒業要件の単位には入らない。

2018 Bulleting and Handbook of Student Information

Fourth year courses 4 年次科目
Spring Semester 前期
EDU 319
Optional Courses

自
主
研
究
科
目

EDU 313

EDU 314English Teaching Methodologies 4
英語科教育法 42Pre- and Post-Practicum
事前・事後指導

1

Practicum
教育実習

4
Fall Semester

Major Courses

Specialized Courses

専
門
教
育
科
目

Area Studies
Optional Courses

自
主
研
究
科
目

地
域
研
究

Cognitive Psychology
認知心理学

3

LL 307

World Literatures in English
英語による世界の諸文学

3

LL 3141

Topics in Linguistics 1
言語学の課題 1

3

LL 309Comparative Literature
比較文学3

PSY 312Cross-Cultural Psychology
異文化間の心理学

3

ASE 382

British Literature
英文学

3

EDU 310Special Activities
特別活動論

2

Second language acquisition theory
第二言語習得論2

EDU 315

この科目は必修科目であるが、卒業要件の単位には入らない。

後期

PSY 310

EDU 321

Teacher Certificationrelated course
教職に関する科目

These courses are
required but do notcount toward
graduation credit.

Teacher Certificationrelated course
教職に関する科目

Discipline related
course
教科に関する科目

Required.
必修科目Elective
選択科目

Select 1 course
from this group.

Practical Applications in the Teaching Profession*

教職実践演習*このグループから 1
科目を履修する。

Discipline related
course
教科に関する科目

Teacher Certificationrelated course
教職に関する科目

Required.
必修科目

These courses are
required but do notcount toward
graduation credit.
この科目は必修科目であるが、卒業要件の単位には入らない。

2*Policies concerning Teacher Certification have been revised. The revised policies apply to the entering class of 2018 onward. Students admitted prior
to 2018 will follow the guidelines outlined in the Bulletin and Handbook of Information of their entering year.
※2018 年度入学生より、教職課程に関する規定は改訂版が適用される。2017 年度以前に入学した学生についてはそれぞれの入学年度の学生便覧に定める規定に従う。

- 109 -

Miyazaki International College
School of International Liberal Arts
Office of the Dean
September 7, 2018
Re: Spring 2018 Course Evaluation Report

Student Evaluation of Courses
Following the completion of the Spring 2018 semester, an inspection of course evaluations was conducted by the Deanof Faculty. At the end of this semester, students completed course evaluations for 94 courses, totaling 107 teacher
evaluations due to team-taught courses. Course evaluations were conducted for full-time and part-time faculty, and include
Teaching Certification-related courses taught in Japanese, elective language courses (Korean, Chinese), and Career Design
Courses.
The average rating for “This Teacher” in all courses was 4.48, and the average rating for “In this Course” was 4.38. Table
1 and Table 2 below indicate the distribution of individual instructor ratings and courses in five bands.
Table 1 - Distribution of instructor ratings for “This Teacher”

Rating<1

1.0 – 1.9

2.0 – 2.9

3.0 – 3.9

4.0 – 5.0

No. of

0

0

1

15

91

0.93%

14.02%

85.05%

Instructors

Table 2 - Distribution of instructor ratings for “This Course”

Rating<1

1.0 – 1.9

2.0 – 2.9

3.0 – 3.9

4.0 – 5.0

No. of

0

0

2

14

91

1.87%

13.08%

85.05%

Instructors

Just as in previous evaluations, the data suggests a high level of student satisfaction with both, instructors and courses.
These numbers show, once again, the result of the work of dedicated instructors inside and outside of the classroom,
preparing classes that nurture critical thinking and employ active learning.
Looking at the comments provided by students for the few courses and instructors in the 2.0 to 2.9 point range, a clear
factor for the low scores seems to be the fact that students in a given class felt as the content of the course was too
difficult. The course was taught in multiple sections and the evaluation scores of the other sections are very different.
This single fact suggests that this was the result of student’s perception.

Course Self-Inspection Sheets
In addition to the student course evaluations, 29 self-inspection sheets were submitted by the faculty of the School ofInternational Liberal Arts. Many instructors mentioned points raised by students in their evaluations and mentioned
points which they want to improve. Interestingly, the use of more games in class to promote student engagement and
1 of 11concerns with the amount of homework were also raised.
Nevertheless, comments in the self-inspections sheets show how worry instructors are with their courses and withstudent’s educational achievements. Although many instructors did not write points of improvement, I believe this wascaused by misinformation on how to fill in the form, rather than instructor confidence.

Number of Students in the Classroom
One of the strengths of the School of International Liberal Arts is the small class sizes employed throughout the
curriculum. In Spring 2018 the average number of students in the classroom was 19.5. This number is a little inflated dueto the fact that some courses have to be taught for the entire cohort (Career Design course), only two sections ofcomputer classes (to assure full usage of computers), and a higher number of incoming students, what resulted in one
English class with more than 30 students.
Nevertheless, measures are being taken for Fall semester in order to lower this number and make sure students get themost of the Liberal Arts education provided by our department. Some of the measures taken are, for example, thecreation of additional introduction and English language courses to accommodate the high number of incoming students.

Grade Distribution
Grade distribution in the School of International Liberal Arts shows that instructors take assessment very seriously. Most
course grades, independent of the curriculum-year, have grades well distributed.

Figure 1 - Distribution of first year student grades in the two Introduction to ICT courses

Although the School of International Liberal Arts have no policy in place for grading on a curve, many course grades
resemble a bell curve. Figure 1 shows the graphical representation of grade distribution for both Intro to ICT classes in
Spring 2018.
2 of 11SILA Student’s GPA and TOEIC Scores
Unfortunately, in the 2018 academic year, TOEIC tests were administered only in the first day of classes. Therefore, it isdifficult to visualize language gains for the first year students after one semester in MIC. Nonetheless, Figures 2 shows
the distribution of TOEIC scores per student year according to their GPA.

Figure 2 - GPA and TOEIC score correlations for each school year

At this point in time, it might be too early to conclude that TOEIC scores have a direct correlation to student GPA. As
a score that evolves throughout the student academic career at MIC, an analysis of semester GPA might be more
appropriated for the following years.

Anderson Passos
Dean of Faculty, School of International Liberal Arts
3 of 11

Class CodeClass Name

# of

#

Avg. This

Avg. thisstudents

evals

teachercourseGrade Breakdown (%)

2018sANT309-1

World Ethnography

16

16

4.49

4.38

A:56.25% B:31.25% D:6.25% I:6.25%

2018sART3101-1

Topics in International Art 1

6

5

5

5

A:100%

2018sASA365-1

Japan and East Asia

24

24

3.92

3.9

A:54.17% B:25% C:8.33% D:12.5%

2018sASA369-1

Chinese Studies 3

6

5

5

5

A:42.86% B:28.57% R:14.29% W:14.29%

2018sASA370-1

Korean Studies 3

5

4

4.8

4.88

A:60% B:20% C:20%

2018sASE356-1

British Thought and Culture

24

24

4.53

4.43

A:75% B:16.67% C:8.33%

2018sASN3651-1

Topics in American Literature 1

14

13

3.95

4

A:20% B:40% C:20% D:6.67% R:6.67% W:6.67%

2018sAW1-1

Academic Writing 1

19

18

4.3

3.91

A:31.58% B:31.58% C:31.58% D:5.26%

2018sAW1-2

Academic Writing 1

19

19

4.81

4.66

A:20% B:30% C:20% D:25% W:5%

2018sAW1-3

Academic Writing 1

18

17

4.12

3.97

A:26.32% B:31.58% C:26.32% D:10.53% W:5.26%

2018sAW1-4

Academic Writing 1

31

31

4.22

4

A:19.35% B:38.71% C:35.48% D:3.23% R:3.23%

2018sCEC201-1

Introduction to Cultures of English-speaking

20

13

4.62

4.58

A:50% B:20% C:25% F:5%

23

15

4.43

4.53

A:25% B:45.83% C:8.33% D:16.67% W:4.17%

21

11

4.15

4.18

A:36.36% B:27.27% C:13.64% D:13.64% F:4.55%

Countries
2018sCEC201-2

Introduction to Cultures of English-speaking
Countries

2018sCEC201-3

Introduction to Cultures of English-speaking
Countries

W:4.55%2018sCED1-1

Career Design

82

82

3.87

3.98

A:46.99% B:34.94% C:15.66% D:1.2% W:1.2%

2018sCED1-1

Career Design

82

82

3.89

4.08

A:46.99% B:34.94% C:15.66% D:1.2% W:1.2%

2018sCED2-2

Career Design2

61

37

3.71

4.15

A:45.16% B:27.42% C:6.45% D:17.74% F:1.61%
W:1.61%

2018sCED2-2

Career Design2

61

37

3.93

4.08

A:45.16% B:27.42% C:6.45% D:17.74% F:1.61%
W:1.61%4 of 112018sCED3-1

Career Design3

53

52

4.17

4.35

A:49.06% B:37.74% C:5.66% D:7.55%

2018sCED3-1

Career Design3

53

53

4.35

4.4

A:49.06% B:37.74% C:5.66% D:7.55%

2018sECO304-1

International Business

16

17

4.26

3.73

A:29.41% B:23.53% C:17.65% D:23.53% W:5.88%

2018sECO310-1

Comparative Economics

17

16

3.83

3.9

A:41.18% B:41.18% C:11.76% D:5.88%

2018sECO3121-1

Topics in Economics 1

1

1

5

5

A:100%

2018sEDU301-1

Introduction to the Teaching Profession

31

31

3.86

3.48

A:25.81% B:35.48% C:16.13% D:19.35% F:3.23%

2018sEDU303-1

Physical Education

31

31

4.57

4.69

B:29.03% C:51.61% D:19.35%

2018sEDU304-1

Constitution of Japan

14

6

4.97

5

A:35.71% B:50% C:14.29%

2018sEDU306-1

Structure of the Educational Curriculum

9

9

4.53

4.44

A:11.11% B:44.44% C:33.33% D:11.11%

2018sEDU307-1

English Teaching Methodologies 1

9

9

4.69

4.61

A:33.33% C:33.33% D:11.11% F:22.22%

2018sEDU313-1

Pre- and Post-Practicum

7

7

4.54

4.57

A:28.57% B:57.14% C:14.29%

2018sEDU314-1

Practicum

7

6

4.7

4.5

A:14.29% B:71.43% I:14.29%

2018sEL405-1

Chinese Studies 1

6

8

4.46

4.29

A:10% F:50% W:40%

2018sEL407-1

Korean Studies 1

11

15

4.83

4.83

A:11.76% B:23.53% C:23.53% D:5.88% W:35.29%

2018sENG1-1

English 1

19

18

4.45

4.34

A:15.79% B:57.89% C:21.05% D:5.26%

2018sENG1-2

English 1

19

19

4.55

4.58

A:25% B:65% C:5% W:5%

2018sENG1-3

English 1

14

13

4.89

4.92

A:7.14% B:57.14% C:21.43% D:7.14% R:7.14%

2018sENG1-4

English 1

31

31

4.24

4.06

A:12.9% B:32.26% C:45.16% D:6.45% R:3.23%

2018sENG3-1

English 3

20

12

4.67

4.42

A:10% B:60% C:10% D:15% F:5%

2018sENG3-2

English 3

21

15

4.84

4.67

A:37.5% B:12.5% C:33.33% D:4.17% W:12.5%

2018sENG3-3

English 3

25

14

4.66

4.57

A:16% B:48% C:32% F:4%

2018sGSC101-1

Introduction to Information and Communication

44

43

4.41

4.31

A:11.11% B:33.33% C:26.67% D:24.44% F:2.22%

Technology
2018sGSC101-1

Introduction to Information and Communication

W:2.22%44

43

Technology

4.53

4.37

A:11.11% B:33.33% C:26.67% D:24.44% F:2.22%
W:2.22%5 of 112018sGSC101-2

Introduction to Information and Communication

43

43

4.63

4.5

A:11.63% B:37.21% C:34.88% D:13.95% F:2.33%

43

43

4.73

4.51

A:11.63% B:37.21% C:34.88% D:13.95% F:2.33%

Technology
2018sGSC101-2

Introduction to Information and Communication
Technology

2018sGSC102-1

Introduction to Natural/Life Science

14

14

4.66

4.68

A:33.33% B:26.67% C:20% D:13.33% W:6.67%

2018sGSC102-1

Introduction to Natural/Life Science

14

14

4.69

4.75

A:33.33% B:26.67% C:20% D:13.33% W:6.67%

2018sGSC102-2

Introduction to Natural/Life Science

11

11

4.69

4.41

A:36.36% B:36.36% C:27.27%

2018sGSC102-2

Introduction to Natural/Life Science

11

11

4.78

4.41

A:36.36% B:36.36% C:27.27%

2018sHIS311-1

Comparative History

12

11

4.33

4.27

A:50% B:8.33% C:33.33% D:8.33%

2018sHMN101-1

Introduction to Art History

19

18

4.52

4.6

A:36.84% B:31.58% C:10.53% D:15.79% F:5.26%

2018sHMN101-1

Introduction to Art History

19

18

4.54

4.46

A:36.84% B:31.58% C:10.53% D:15.79% F:5.26%

2018sHMN104-1

Introduction to Literature

18

18

3.72

3.56

A:50% B:38.89% C:11.11%

2018sHMN104-1

Introduction to Literature

18

18

4.51

4.14

A:50% B:38.89% C:11.11%

2018sIDS301PSY317-1

Research Methods 1: Data Collection

21

20

4.2

4.05

A:61.9% B:14.29% C:9.52% D:9.52% I:4.76%

2018sIDS301PSY317-2

Research Methods 1: Data Collection

20

20

4.49

4.38

A:40% B:50% C:5% D:5%

2018sIDS312-1

Global Leadership Seminar

2

2

5

4.75

A:100%

2018sJA2-1

Japanese 2

4

1

5

5

B:75% C:25%

2018sJAC202-1

Japanese Thought and Arts

20

10

4.66

4.8

A:25% B:20% C:25% D:20% F:10%

2018sJAC202-1

Japanese Thought and Arts

20

10

4.84

4.75

A:25% B:20% C:25% D:20% F:10%

2018sJAC203-1

Japanese Popular Culture

22

16

3.83

3.41

A:39.13% B:39.13% C:17.39% W:4.35%

2018sJAC208-1

Japanese Photographic Expression and Methods

24

11

4.85

4.77

A:54.17% B:25% C:12.5% D:4.17% F:4.17%

2018sJES1-1

Studies in Japanese Expression A

27

27

2.85

2.88

A:33.33% B:29.63% C:33.33% D:3.7%

2018sJES1-2

Studies in Japanese Expression A

27

26

3.82

3.82

A:32.14% B:28.57% C:35.71% W:3.57%

2018sJES1-3

Studies in Japanese Expression A

28

28

3.83

3.86

A:35.71% B:42.86% C:17.86% D:3.57%

2018sJES2-1

Studies in Japanese Expression B

26

26

4.7

4.58

A:34.62% B:42.31% C:23.08%

6 of 112018sJES2-2

Studies in Japanese Expression B

25

25

4.46

4.36

A:28% B:56% C:12% D:4%

2018sJES3-1

Studies in Japanese Expression C

26

25

4.59

4.8

A:61.54% B:38.46%

2018sJESC-2

Studies in Japanese Expression C

25

25

4.84

4.82

A:36% B:64%

2018sJESD-1

Studies in Japanese Expression D

5

4

5

5

A:100%

2018sJESF-1

Studies in Japanese Expression F

1

1

5

5

A:100%

2018sJEX2-1

Japanese Expression 2

35

22

3.5

3.25

A:45.95% B:18.92% C:16.22% D:8.11% F:5.41%
W:5.41%

2018sJEX2-2

Japanese Expression 2

34

26

3.77

3.52

A:29.73% B:16.22% C:37.84% I:8.11% W:8.11%

2018sJST1-1

Japanese Studies 1

4

2

5

5

A:50% B:50%

2018sJST1-2

Japanese Studies 1

3

2

5

5

A:66.67% B:33.33%

2018sJST2-1

Japanese Studies 2

3

1

4

2

B:66.67% D:33.33%

2018sLIB101-1

Introduction to Liberal Arts

22

22

4.62

4.57

A:72.73% B:22.73% C:4.55%

2018sLIB101-2

Introduction to Liberal Arts

21

21

4.59

4.57

A:31.82% B:27.27% C:27.27% D:9.09% W:4.55%

2018sLIB101-3

Introduction to Liberal Arts

21

21

4.55

4.43

A:23.81% B:66.67% C:9.52%

2018sLIB101-4

Introduction to Liberal Arts

22

22

4.58

4.5

A:31.82% B:54.55% C:9.09% D:4.55%

2018sLL307-1

World Literatures in English

11

11

4.84

4.77

A:27.27% B:36.36% C:36.36%

2018sLL311-1

English Linguistics 1

17

16

4.71

4.63

A:17.65% B:23.53% C:29.41% D:23.53% F:5.88%

2018sLL315ASE382-1

British Literature

13

12

4.78

4.5

A:61.54% B:23.08% C:7.69% F:7.69%

2018sLL316ASN380-1

American Literature

24

22

4.54

4.55

A:36% B:28% C:24% D:8% W:4%

2018sPHI301-1

Logic

6

6

4.5

4.58

A:16.67% B:16.67% C:16.67% D:33.33% F:16.67%

2018sPHI303-1

Ethical Theory

4

4

4.45

4

B:50% C:25% D:25%

2018sPOL304-1

International Relations

19

19

4.32

4.29

A:75% B:10% C:10% W:5%

2018sPOL305-1

Comparative Political Philosophy

10

9

3.89

4

A:16.67% B:33.33% C:33.33% W:16.67%

2018sPSY305-1

Abnormal Psychology

23

22

4.41

4.3

A:17.39% B:39.13% C:26.09% D:17.39%

2018sPSY308-1

Human Development

18

18

4.54

4.47

A:44.44% B:33.33% C:5.56% D:16.67%

7 of 112018sRDG1-1

Reading 1

19

18

4.47

4.42

B:26.32% C:10.53% D:63.16%

2018sRDG1-2

Reading 1

19

19

4.71

4.84

A:25% B:50% C:10% D:5% F:5% W:5%

2018sRDG1-3

Reading 1

18

17

4.52

4.47

A:22.22% B:61.11% C:11.11% R:5.56%

2018sRDG1-4

Reading 1

31

31

4.43

4.42

A:22.58% B:41.94% C:25.81% D:6.45% F:3.23%

2018sRDG3-1

Reading 3

20

12

4.9

4.96

B:10% C:60% D:25% F:5%

2018sRDG3-2

Reading 3

22

15

4.87

4.77

A:12.5% B:54.17% C:8.33% D:4.17% F:12.5% W:8.33%

2018sRDG3-3

Reading 3

21

10

4.3

4.5

A:14.29% B:38.1% C:28.57% D:9.52% F:9.52%

2018sREL311ASE384-

Religions of the Bible

31

30

4.63

4.48

A:38.71% B:45.16% C:9.68% D:6.45%

2018sSOC302-1

Sociological Theories

23

23

4.42

4.48

A:37.5% B:37.5% C:4.17% D:12.5% I:4.17% W:4.17%

2018sSOC309ASA385-

Japanese Society

23

19

4.68

4.46

A:60.87% B:21.74% C:8.7% D:8.7%

2018sSSC103-1

Introduction to Political Science

14

14

4.57

4.46

A:14.29% B:14.29% C:21.43% D:35.71% F:14.29%

2018sSSC103-1

Introduction to Political Science

14

14

4.57

4.43

A:14.29% B:14.29% C:21.43% D:35.71% F:14.29%

2018sSSC104-1

Introduction to Psychology

11

10

4.24

4.15

B:54.55% C:18.18% D:18.18% R:9.09%

2018sSSC104-1

Introduction to Psychology

11

10

4.26

4.25

B:54.55% C:18.18% D:18.18% R:9.09%

2018sSSI202-1

International Social Issues

26

19

4.81

4.82

A:26.92% B:57.69% C:3.85% D:7.69% F:3.85%

2018sSSI202-1

International Social Issues

26

19

4.82

4.71

A:26.92% B:57.69% C:3.85% D:7.69% F:3.85%

2018sSSI203-1

Issues in Education

14

6

4.8

4.67

A:26.67% B:60% C:6.67% W:6.67%

2018sSSI206-1

Issues in Human Relationships

25

12

4.57

3.92

A:12% B:52% C:20% D:8% F:8%

2018sSSI206-1

Issues in Human Relationships

25

12

4.78

4.22

A:12% B:52% C:20% D:8% F:8%

1

1

8 of 11

Appendix: Sample Course Evaluation

9 of 11

Appendix: Sample Course Inspection Sheet

Miyazaki International College
School of International Liberal Arts
Course Inspection Sheet
August 24, 20182018-2019

Course：2018sGSG101-2 Intro to ICT

Semester: Spring

Instructor：Anderson Passos
Credits：4

Type of course： Team-Teaching
Enrollment（No. of students who received a grade）：43
Was student evaluation conducted? Yes

No. of times attendance was taken： 30

No. of class sessions（finals not included）：30

No. of class cancelations：0

Makeup methods and number of times employed for cancelled classes, if any：N/A
Example teaching methods, etc. (class activities, educational equipment, textbooks, other materials, etc.)：
Instructor developed textbook-like material (70 pages), group and pair work, surveys, data analysis, graph plotting,presentation skills, small-group presentations
Evaluation method (tests, essays, homework, etc.) and standards：
Tests, homework, e-Portfolio and final project
Returning reports and tests sheets to students (timing and methods)：
Test grades returned as soon as possible through the Moodle system so students could check their grades even if they
were off-campus
Grade breakdown: A:11.11% B:33.33% C:26.67% D:24.44% F:2.22% W:2.22%
In your estimation, to what degree did students achieve the goals set out in the syllabus：
Overall, students satisfactorily achieved the goals set in the syllabus. This can be seen in their grades and classevaluations.
In your estimation, how were student study habits (preparedness, review, questions, etc.) and attitudes：
As any first year/first semester class, this group was noisy at the beginning of the semester and many homeworkassignments were missed. As the course unfolded, students realized the amount of work required for this course and

10 of 11

Appendix: Sample Course Inspection Sheetmany changed their posture.
Points, if any, do you want to improve in response to student evaluations：
Some students wrote that I was calling their names too much, so I plan to rotate the names I call next year. Also, due
to the shape of the classroom, some students reported problems listening to my explanation. This can be addressed byusing a microphone or speaker system.

11 of 11

Introduction to Doing Research at MIC (Anne Howard, Christopher Johnson, James
Furse)
Date: November 27, 2018
Session Start/End Time: 16:15~17:15
Place: 2-103
Summary:This FD session introduced the procedures necessary for either you or your thesis students to do researchwith human subjects at MIC. It was particularly aimed at new faculty, but all were welcome. We covered
the following topics: (1) What actually is research? (Furse), (2) Formulating research questions and 'selling'your research proposal (Furse) (3) Research ethics (Johnson), (3) TRAC procedures for teachers and students(Howard).

Participants:
Coordinators:
A.Howard
J. Furse
C. Johnson
FD committee:
S. LimGeneral attendees:
F. Kobayashi
A. Passos
C. MorkJ. Maeda
D. OcchiA. Kasai
A. Simpson
E. Head27/11/2018

What is TRAC?
Introduction to Doing Researchat MIC• The Dean has the responsibility ofreviewing and overseeing research
conducted at MIC• TRAC is charged with advising the Deanon matters of research

Faculty Development Session
November 27, 2018

TRAC and faculty research•

What kind of research goes through TRAC?
Research that takes place at MIC, or with MIC faculty or
students, needs to go through TRAC.
•
Research does not need to go through TRAC if an instructor
is doing research in their own classroom through normalclass activities.
•
TRAC will provide feedback about research which does not
require TRAC approval as a courtesy upon request.
What kind of feedback will TRAC provide?
•
The main focus of the feedback is ethics. TRAC also will
provide some feedback about research design.
••

Application should include:• Background for non-specialists• Your instrument if applicable• Informed consent• In the language of the people who will provide your data
• Must include:• Subjects can withdraw without penalty• Risks/rewards• Participation/non-participation has no influence on gradesor class standing

Procedure for faculty• Application timeline• Please allow as much time as possible—at least one
month.

• What to provide in your research
proposal• See next slide.

• What does it mean if you’re approved?
• TRAC approval means that the person named in theapplication has approval to do the procedure specified.
Other people do not permission to use the data, and thenamed person does not have permission to use the datafor other purposes.

Procedure for students• Why do they have to do it?
• Students were including personal information in theses
without thinking about the ramifications.
• Students were padding theses with unnecessary surveys.

• Who has to do it?
• All students who want to use surveys, interviews,
observations, or other types of research using humans
as a data source.
• Students who are interviewing an expert about the
subject they are expert in do NOT need TRAC approval,
provided the interview includes no personal information.

1

27/11/2018

Procedure for student, cont.
• Application timeline• Students submit to TRAC in mid-December. They needadvisors to review and check it before the deadline.

• What to check• The submission does not need to be error-free. However.
TRAC should be able to figure out what the student istalking about.
• Does the proposed research answer (or partially answer) the
research question?
• Is the research necessary in order to answer the researchquestion? Is the student avoiding reading?
• Please advise your students not to submit to TRAC if you arereasonably certain the application will not pass.

• Research is about discovering new things, andthe process of research should be driven byasking questions• Ironically, the simple matter of asking questions
is a common, and real impediment, to theresearch process.
• Typically, there are two issues that frequently
interfere with research projects.

• One common issue is that people do not quite
know what they are doing.
– The very nature of innovative research ensures thatpeople get to deal with things they are not familiarwith• Simple technical things can create major issues
for the researcher, and the research project• e.g. new techniques, labelling samples, data

What is Research?
“to study a subject in detail, especially inorder to discover new information orreach a new understanding”
Cambridge University Press 2018

• Asking questions is what drives research.

Two Common Issues in Research
1. People do not know what they are doing• For example, unfamiliarity with:• Methods (e.g. survey design, complex techniques, costs)• Experimental execution (e.g. errors, not labeling samples)• Data management (i.e. data storage and security, or not…)• Data analysis (e.g. statistical or other analysis)• Interpretation of results – what does it all actually mean?
• Reporting – telling everyone what it all actually means.

Two Common Issues in Research
2. People do not know what they are doing• Very often students, and other researchers, do nothave a clear understanding of what they are actuallytrying to achieve, or measure• Specifically, they do not have a well developed question• The “Research Question”

management, computers crashing and so forth• Typically, such things are not impossible tosort out.

2

27/11/2018• Another common issue is that people really do
not know what they are doing– People planning research often do not understandwhat they are actually trying to achieve.

• This is frequently observed in Honours
students, PhD candidates and here at MIC with
Senior Thesis students• and in Academics…

Two Common Issues in Research
2. People do not know what they are doing• The researcher is able to fully articulate their:• Rationale• Justification for the work, plus
• All the key background information on the topic, and• Their interest and passion on the topic.

• But, they are not able to clearly articulate theiractual research question.

Research Questions – Why Bother?

Contrived Example – Chicken Dynamics

1. Developing a (good) research question is a
key step in the research process
2. Research questions, when properly
developed and written, direct the entire
research project
3. Research questions must be clear, focusedand summarise exactly what the researcher
plans to investigate.

In the context of road safety, the movements ofchickens in Cunnamulla (Queensland, Australia)
warrants investigation, and the researcher starts
formulating research questions
1. Why did the chicken cross the road?

• This is an uncomplicated question, but is not
focused and does not summarise what the
researcher really wants to investigate• As stated, this is a trivial question in thecontext of chickens and road safety.

Chicken Dynamics• The researcher revises the question to now
include quantitative, spatial and temporalparameters – how many, what place and whattime.

• This question is too broad: it includes all chickens,and all roads, in all places• It does not define the parameters, or boundaries, of theinvestigation (what chicken(s), place(s) or time(s))

2. How many chickens crossed Railway Street in
Cunnamulla on January 26th 2018?
• Question now includes some parameters, but there
is no scope for analysis• The definitive answer to this question will be a single
number• A trivial question that could perhaps be easily
answered. Simply asking someone who lives on
Railway Street, or a literature search, might reveal
the answer.

3

27/11/2018• A better question than the previous version, but thequestion:• Is temporally limited (to one day)• Leaves no scope for any meaningful analysis• Could be answered in a single sentence stating asingle number• Still a trivial question in the context of road safety, andmovements of chickens• The researcher revises further and the question now
includes independent variables (environmental factors)
and a temporal range• A more comprehensive question that will
• Permit meaningful analysis of factors that may contribute tochickens crossing the road• Indicate if any factors are significant, or not• Some of the results may not be meaningful, and may need tobe dismissed – the researcher will retain that capacity• In the context of chickens and road safety on
Railway Street Cunnamulla (in early 2018) this isa non-trivial question.
• This question may actually reveal why the chicken crossed theroad.

• Developing good research questions is important
for all TRAC applications.

• To achieve this, you really need to understandwhat you are doing yourself, and this is where awell-developed research question is critical.
• You are also required to communicate what you
are doing to the human participants in yourproject (via consent paperwork)– a well articulated research question will assist thatprocess.

Chicken Dynamics
3.What were the key environmental factors
during January and February 2018, in
Cunnamulla, that may have caused chickens tocross Railway Street?
• This is a non-trivial question that will permit:• A range of analysis• Examination of what factors might be significant, and• The researcher to take and defend a position on if theresults are meaningful, or not, in the context of roadsafety.

• The TRAC template for research on “Human
Subjects”, is uncomplicated, but is your only
opportunity to “sell your project”.
– Accordingly, it is essential that you can clearlycommunicate to TRAC that you know what you
are doing• This need not be difficult, you basically needto communicate
1. What you are doing
2. Why you are doing it, and3. How you are going to do it

TRAC Research Proposal Template
Miyazaki International College – Research Proposal
Title:
Researcher(s):Research question:
Background:
Method:Participants:
Institutional Resources:
Expected results:
Benefits:
Risks:
References:
Statement of informed consent:
Appendix:
Faculty/Thesis Advisor Signature (for Student Projects):

4

27/11/2018

The TRAC template has places to outline your“what”, “why” and “how”
1.The research question needs to be a short, focusedstatement summarizing exactly what you plan toinvestigate – What you are doing
2.Background is where you outline the logical basis
for the work (often a knowledge gap), and yourjustification (why it is right and a reasonableproject) – Why you are doing it.
3.The method is where you describe yourmethodological approach – How you will do it.

• These are only opportunities to convince
TRAC that you know what you are doing and“sell” your project – it is not that difficult.

TRAC Research Proposal Template
Miyazaki International College – Research Proposal
Title:
Researcher(s):Research question:

Fundamental Ethical Tension in Research1) Advance knowledge• Note that student proposals require signing byfaculty:1) If you do not agree with the proposal, do not signit.
2) If TRAC cannot understand exactly what is being
proposed, the proposal will be pushed right back toyou (and the student).

Example← What you are doing

Background:← Why are you doing it
Method:← How you will do it
Participants:
Institutional Resources:
Expected results:
Benefits:
Risks:
References:
Statement of informed consent:
Appendix:
Faculty/Thesis Advisor Signature (for Student Projects):

2) Protect subjects

History of Codes of Research Ethics
Can be seen as the history of trying to findthe right balance between 1) and 2).

The Declaration of Helsinki (1964; 2013)
The Belmont Report (1978)
Beauchamp & Childress’ “Principles of Biomedical Ethics” (1979)• Horrors perpetrated by German & Japanese physicians in WWII.
– Prioritization of Knowledge (1) over Protection (2)– Response: Nuremberg Code (1947)• 1950s: determined that Nuremberg Code is inadequate– No requirement for independent ethical review and approval (1/2)• Abuses continue (e.g., Jewish Chronic Disease Hospital)– No provision for proxy consent (2/1)• Wide range of research cannot be conducted• Dementia patients, children, etc.

Set of general principles providing ethical guidance
regarding research involving human subjects.
Helsinki Declaration, Article 9:“It is the duty of [researchers] to protect the life, health, dignity,
integrity, right to self-determination, privacy, and confidentiality of
personal information of research subjects.”
Helsinki Declaration, Article 8:“While the primary purpose of…research is to generate newknowledge, this goal can never take precedence over the rights andinterests of individual research subjects.”

5

27/11/2018

The Declaration of Helsinki (1964; 2013)
The Belmont Report (1978)
Beauchamp & Childress’ “Principles of Biomedical Ethics” (1979)

Set of general principles providing ethical guidance
regarding research involving human subjects.

• Not formulaic• General principles• Strength, not weakness• Casuistic approach –interpretation of principles
and application toparticular cases

Achieved throughGeneral Principles

General Requirements

1. Autonomy

1. Informed Consent

2. Beneficence /Non-maleficence

2. Risk / Benefit Analysis

3. Justice

3. Selection of Subjects

Autonomy
General Principles
1. Autonomy
2. Beneficence /Non-maleficence
3. Justice• The capacity to make one’s own choices and to determine
one’s own life
• A function of rationality –connected to ideas of dignity and respect for persons• Those incapable of making their own decisions should beprotected - guardians, responsible proxies, etc.
– Children, mentally handicapped, severely demented, etc.
• Conditions for autonomous decision-making (i.e., for proper
consent) must obtain

Beneficence / Non-Maleficence• Beneficence – do good to subjects (advance their interests).
– Acts of commission– Unless sufficient reason otherwise, create more good than harm.
• Non-maleficence – avoid harm to subjects (don’t damage interests)– Acts of omission– Unless sufficient reason otherwise, don’t cause harm
• Fundamentally contextual– Requires consideration of subjects’ situation and their interests.

Achieved throughGeneral Principles
1. Autonomy

General Requirements
1. Informed Consent

2. Beneficence /Non-maleficence
3. Justice• Generally: non-maleficence trumps beneficence627/11/2018

1. Autonomy & Informed Consent

1. Autonomy & Informed Consent
Respect for autonomy requires informed consent
1) Full information
 Subject must be provided all relevant information
 Which information is relevant?
2) Comprehensible
 Subject must understand information and its effect on interests
 Requires mental capacity; appropriate proxies where lacking
 Of particular concern in research involving students at MIC
3) Voluntary
 Subject must be free from coercion or undue influence.
 Of particular concern in research involving students.

a) How to ensure full information?
– Relevant information only (more is sometimes less)– All information that would affect (i) understanding of the project,and (ii) consequences of participation.
– Determined from within the context of the participants’ interests– what would be relevant to them?
b) How to ensure comprehension?
– Accessible language– Discussion regarding purpose of research & possible risks/benefits– Discussion regarding personal information & confidentialityc) How to ensure voluntariness?
– No detriment redounds to refusal to participate.
– Ability to withdraw from research at any time without penalty.

Informed Consent Form
• Written, bilingual forms– Two forms: for researcher and for participant– Availability of researcher for further discussion

Achieved throughGeneral Principles

General Requirements• Specific, precise information regarding:– Purpose and methodology– Risks and benefits– Management of risk (confidentiality, etc.)

1. Autonomy

1. Informed Consent

2. Beneficence /Non-maleficence

2. Risk / Benefit Analysis• No penalties attaching to:– Refusal to participate– Withdrawal from participation at any time

3. Justice

Risks & Benefits

2. Beneficence & Risk-Benefit Analysis• Risks must not outweigh benefits– Function of (i) severity of harm and (ii) likelihood of occurrence.
• E.g. likely significant benefit vs. low risk of minor harm
• E.g. possible significant benefit vs. high risk of significant harm
• Grey areas demanding judgement and discussion– General rule: protection of subject is prioritized• How to understand harm?
- Physical, psychological, social•

How to understand benefit?
– Function of individual’s interests: health, personal projects, etc.
– Individual usually best judge of own interests (though proxies)– Extrapolation of interests from knowledge of test group• Management of harm:– Avoid as much as possible– Steps to ensure privacy, confidentiality– Post-research debriefing

7

27/11/2018

ExamplesAchieved through• Obvious cases:– Physical pain – Tuskegee syphilis study– Psychological pain – Milgram experiments• Less obvious cases:– Student survey about peers’ opinions re. sexuality– Student project asking local teachers about work burden

General Principles

General Requirements

1. Autonomy

1. Informed Consent

2. Beneficence /Non-maleficence

2. Risk / Benefit Analysis

3. Justice

3. Selection of Subjects

Tacit or Implied Consent
3. Justice & Selection of Participants• Benefits of research should accrue to those undertaking risks– Risk / benefit analysis cannot be conducted across parties– Cannot justify risks to one party in terms of benefits to others• (e.g., Tuskegee Syphilis Study)• (Research on poor that benefits rich)

When can you presume consent?
1. When it is reasonable to expect that agreement to one course ofaction implies agreement to another.
– Example: Agreement to take a course includes agreement to beheld responsible for assignments within the course.
2. When it is reasonable to think that one would not object – thatsomeone would consent if they were asked.
– Example: It is reasonable to presume that an incapacitated car
accident victim would want to receive life-saving treatment.
3. Err on side of caution.
– Within the context of 1) and 2)…
the importance of obtaining actual consent is proportional to thesignificance or risk of harm.

8Evaluating Student Bulletin Courses, and identifying course skill development (Erik
Bond & Anderson Passos)
Date: December 21st 2018
Session Start/End Time: 14:45~15:45
Place: room CCR 1
Summary:
All of the International School of Liberal Arts courses, were considered whether they werenecessary to offer new MIC students, specifically whether current faculty can teach them. Then foreach course, the skills being developed in that course were identified, so that they could be written
into future syllabi.
Participants:
Coordinator:
E. Bond & A. Passos
FD committee:
S. LimGeneral Attendees:
A. Passos
J. Maeda
E. HeadStaff:
L. Walker

How to deal with students’ mental health issues (Aya Kasai and Yuko Sakabe)
Date: December 21, 2018
Session Start/End Time: 15:45~16:30
Place: CCR1
Summary:
Participants met the school counselor and learned about the student counseling services available
at MIC. Participants were oriented to mental health services in Miyazaki. The workshop also
included discussion on what to do/no to do when students express their suicidal or self-harmwishes to their teachers through.
Participants:
Coordinators:
Kasai & Y. Sakabe
FD Committee:
S. Lim
E. BondGeneral Attendees:
J. Maeda.
C. Mork
D. OcchiE. HeadStaff:
L. Walker

12/21/2018

Suicide is the highest cause of death for youth(Ministry of Health and Labor, 2017)

Suicide Help: TALK
Talk, Ask, Listen, Keep Safe
Yuko Sakabe & Aya Kasai

TELL•Tell the student that you are concerned.

Age

10 ~ 14

No 1 cause of deathNo 2 cause of deathNo 3 cause of death

Cause

# of
death

Per
100,000

Cause

# of
death

Per
100,000

Cause

# of
death

Per
100,000

Cancer95

1.6

Accident

92

1.6

Suicide55

0.9

15 ~ 19

Suicide/ 457
Accident

7.6

Cancer143

2.4

20 ~ 29

Suicide

1474

22.1

Accident

568

8.5

Cancer222

3.3

30 ~ 34

Suicide

1739

23.9

Accident

507

7.0

Caner

339

4.7

35 ~ 39

Suicide

2003

23.9

Cancer802

9.6

Accident 546

6.5

40 ~ 44

Cancer2792

25.9

Cancer

1694

17.8

Heart
related

8.1

774

ASK
•Ask directly the extent student thinks
about dying.

•(It’s also important to thank the student
for honestly confiding difficult thoughts
and feelings.)•Ask if they have the means, method andplan. (how, when and where)

LISTENKEEP SAFE•Listen without judgement.
•(Do not deny their wish to die and otherfeelings.)•If the student’s safety is at risk, ensure
safety first and then ask for help fromothers.

1

The MIC-AP Project: Towards its Final Year (Satoshi Ozeki)
Date: January 10th, 2019
Session Start/End Time: 16:15~17:15
Place: room 1-201
Summary:
In this FD session, I reviewed purposes of AP described by MEXT with a focus on the AP theme I& II, which MIC has worked on since 2014. The purpose of the theme I was to foster generic skills
by implementing teaching/learning method that incorporate student autonomous learning
participation, while the purpose of the theme II was to improve college-wide management ofteaching and learning by visualizing learning outcomes. Also, I provided background information
on where AP stood in the context of higher education in Japan with an AP brief history. Then, I
introduced the MIC-AP project in comparisons with other AP universities. Finally, I explained
what needed to be done towards the final year of the MIC-AP project.
Participants:
Coordinators:
S. Ozeki
FD Committee:
S. LimGeneral Attendees:
E. HeadA. Yasutomi
J. Adachi, J.
C. Johnson
R. Schmidt
A. Simpson
C. Mork
A. Passos

2019/1/10

Agenda

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1. Overview of an AP Project
2. Overview of the MIC-AP Project
3. What has been done so far
4. Towards it Final Year AL Survey late January
 AL Teaching Activity Submissions
 A booklet / catalog project

The MIC-AP Project :Towards its Final Year
Satoshi Ozeki
AP Assessment Officer
2019.1.10
16:15
1－201

〜

1

Agenda2

AP Overview（2014）

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⽂部科学省「大学教育再生加速プログラム」＝AP
Acceleration Program for University Education
Rebuilding（MEXT）（At the time of application）From 2014 until2019

1. Overview of an AP Project
2. Overview of the MIC-AP Project
3. What has been done so far
4. Towards it Final Year AL Survey late January
 AL Teaching Activity Submissions
 A booklet / catalog project

The objective of this program is to support
advanced initiatives that match the policy direction
stated in the Education Rebuilding Implementation
Council in order to further promote university
educational reforms.
3

Reform Direction

4

AP Overview（In 2014）

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Reform Direction that MEXT moves for「Regarding what colleges should be」（The Education Rebuilding
Implementation Council, Third Suggestion, 2013, May, 28th)

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Ⅰ. Active Learning (AL)

1. Qualitative changes in educational methodology（Teaching/learning methodology
incorporating autonomous student learning activities (Active Learning), two-way
communication in class）
2. Improvements in college-wide management of teaching and learning（Increasing
the self-learning hours of students, visualizing learning outcomes, systematizing
curricula, establishing organizational education）→MEXT focuses on supporting
institutions work on such reforms

II. Visualization of Learning Outcomes
III. Entrance Exam Reform & High School/College
Connection「Regarding connection between high school education, college education and student
selection」（The Education Rebuilding Implementation Council, Fourth Suggestion, 2013,

Oct, 31st)

3. Shift in college admission process that evaluates applicants comprehensively

from multifaceted perspectives→MEXT willingly supports institutions that
promote such reform

5

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Themes I&II
（From a MEXT application document）

Themes I&II
（from a MEXT application document）
2. Visualization of Learning Outcomes

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Theme I : Active Learning

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In order to improve college-wide managementof teaching and learning, visualizing learning
outcomes using indicators and improving
educational content and methods based on
educational outcomes

Fostering generic skills, including
cognitive/ethical/social skills, knowledge, problemsolving, autonomous learning, and critical thinking
by implementing teaching/learning method thatincorporate student autonomous learning
participation

7

Themes I・II Combined
DiagramAgenda

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Management of teaching and learning (Organizational efforts towards
improving quality in education to achieve educational goals.)English

40 DP
Items

国際な視野
GlobalPerspectives

英語⼒Learning
Outcomes

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1. Overview of an AP Project
2. Overview of the MIC-AP Project
3. What has been done so far
4. Towards it Final Year AL Survey late January
 AL Teaching Activities Submissions
 A booklet / catalog project

English tests
CT testAL

8

CriticalThinking

学修成果

リベラルアーツLiberal Arts

9

Overview: MIC-AP
Advancing AL

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Measuring CT Skills

10

MIC-AP Project Goals
Theme Ⅰ：Active Learning（AL）

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1. To identify and categorize AL teachingstrategies in use at MIC, and determine bestpractices

Incorporating Rubric into Syllabi

2. To create an AL program for the enhancementof English language skills

Using e-Portfolio

40 DP
Items
11
12

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Modification in 2016

MIC- AP Project Goals
Theme Ⅱ：Visualization of Learning Outcomes

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Suggestion
The Education Rebuilding Implementation Council, Fourth Suggestion
Regarding unified reform on high school education, college education, andcollege student selection to realize the connection between high school andcollege, which corresponds to the needs of a new era.

1. To develop a critical thinking assessment tool
2. To establish a PDCA learning cycle byintroducing rubric-based syllabi
3. To visualize learning outcomes through an ePortfolio

In order to foster the ability of each student to live independently in a
drastically changing society, it is imperative to conduct unified reform on highschool education, college education, and college student selection.

13

Reform Direction by MEXT

14

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AP as High school/College Connection Reform Project

The Direction of MEXT reform
Theme I: Active Learning
Theme II: Visualization of Learning
Theme III: Entrance Exam Reform & High School/College Connection
Theme IV: Long-Term Outside Class Learning Program
Theme V: Strengthening efforts toward quality assurance at the time ofgraduation

In accordance with the consistent three policies (Admission, Curriculum,and Diploma) that form the foundation of the educational program,institutions of higher education are required to collaborate with society
to fundamentally reform educational content and learning/teaching
methodology from perspectives that further nurture the three academic
skills that have been developed at high school.

Latest Follow-up
Document※3 Academic skills：
skills：（１）Knowledge. Skill（
Skill（２）Ability (Thinking, Judging, Expressing)（３）Attitude toward learning from and working with people with diverse backgroundA

Mid-term Evaluation15

Latest Follow-up Report from Japanese Society for the
Promotion of Science

16

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AP as High school/College Connection Reform ProjectHigh
School

Ⅰ：Active Learning• Theme Ⅳ：Long-Term Outside Class• ThemeLearning ProgramⅢ

3. Goals and Project Content
 Observed Progress: Out of 14 items, 8 items exceeds their goals.
Especially, a dropout rate has reduced significantly since 2014.
 Room for Improvement : Improve a response rate of a course
satisfaction survey, increase self-study hours outside class. Analyze
why self-study hours have not changed much since 2014.

Theme ：
Entrance Exam
Reforms & HighSchool/College
Connection

Diploma Policy

2. Responses to the issues raised at the time of the interim evaluation
 Observed Progress: We can see that MIC has sincerely worked on theissues raised in the interim evaluation report. (The issues include
holding a symposium outside of Miyazaki, improving the response
rate of a student survey, clarifying what leaning outcomes mean, andusing a student support system, such as a advisor system) Room for Improvement : N/A

Admission Policy

1. Overview of Progress Observed Progress: 4 WGs showed steady progress towards theirgoals, including AL survey, CT test implementation, rubric
improvement and ePortfolio use.
 Room for Improvement : N/ASocietyⅡ

Ⅴ

Curriculum Policy

Theme ：Strengthening efforts toward quality
assurance at the time of graduation

Theme :
Visualization of
Learning
Outcomes

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DP Rubric

AgendaDiagram
Theme I: AL

1. Overview of an AP Project
2. Overview of the MIC-AP Project
3. What has been done so far
4. Towards it Final Year AL survey late January
 AL teaching activities submissions
 A booklet / catalog project

Faculty

Student

AL Best Practices
PDCA oflearning
Advance

PDCA ofteaching

Current AL Practices

e-Portfolio
Theme: II
Visualization of Learning Outcomes

English Skills

DP

Visualization of Learning Outcome
1. Evidence of Learning OutcomesClass Use, 1st year page, 2nd year page
2. Student Progress toward Educational Goals
English Skills （TOEIC, Vocab）、CT Skills
Goals defined in Diploma Policy

19

DP Rubric

Diagram
Theme I: AL
AL Best Practices
PDCA oflearning
Advance

Development of AL Matrix

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Development of AL Teaching Strategies Matrix

Faculty

Student

Theme Ⅰ

InformalConversation with
Instructors

PDCA ofteaching

Class Observations &Follow-up Instructor
Interviews

Current AL Practices

e-Portfolio
Theme: II
Visualization of Learning Outcomes

English Skills

DP

Visualization of Learning Outcome
1. Evidence of Learning OutcomesClass Use, 1st year page, 2nd year page
2. Student Progress toward Educational Goals
English Skills （TOEIC, Vocab）、CT Skills
Goals defined in Diploma Policy

Survey to understand AL at MIC
1. Faculty Survey to understand frequency of ALTS use
2. Student Survey to understand AL from their perspectives

22

DP Rubric

Diagram
Theme I: AL
AL Best Practices
Advance

PDCA ofteaching

Current AL Practices

e-Portfolio
Theme: II
Visualization of Learning Outcomes

English Skills

DP

Development of CT test

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Faculty

Student

PDCA oflearning

Theme
Ⅱ

Visualization of Learning Outcome
1. Evidence of Learning OutcomesClass Use, 1st year page, 2nd year page
2. Student Progress toward Educational Goals
English Skills （TOEIC, Vocab）、CT Skills
Goals defined in Diploma Policy

MIC CriticalThinking Test

Test Overview• Test in English adapted to SILA context• 26 multiple-choice questions• Administration Schedule: 1st year(July), 3rd year (Apr),
4th year(Nov)• Targeting 7 CT skills

24

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2019/1/10

SILA Rubric

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Diagram

SILA Rubric incorporated
into syllabi

Theme I: AL

項目

文章

DP
Advanced Thinking
Global Perspective
EnglishJapanese
I.T. Skills

Can-doI can evaluate results and make a logical conclusion
I can understand and share feelings of inequality
I can speak clearly with a natural rhythm
I can make concise answers
I can use a spreadsheet

SelfEvaluation

0

1

2

3

4

DP Rubric

Theme
Ⅱ

Faculty

Student

AL Best Practices

5

PDCA oflearning
Advance

PDCA ofteaching

Current AL Practices

Evaluation from Gradee-Portfolio
Theme: II
Visualization of Learning Outcomes

English Skills

DP

Visualization of Learning Outcome
1. Evidence of Learning OutcomesClass Use, 1st year page, 2nd year page
2. Student Progress toward Educational Goals
English Skills （TOEIC, Vocab）、CT Skills
Goals defined in Diploma Policy

25

マハラ

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テーマⅡ

Visualization of Learning Outcomes:
English Skills

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Evidence of Learning OutcomesClass Use

1st Year: Year-End Page

2 nd Year Study Abroad

Idea: 3rd, 4th year Thesis Page
27
28

Ideally...

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ePortfolio in 2019

Progress Towards Educational Goals

Progress Towards Educational Goals

Evidence of Learning Outcomes

Evidence of Learning Outcomes

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Do

実⾏

PDCA forLearning

Plan
計画

Check
検証

PDCA for
Teaching

New Students will have pre-installed template pages.
Let me show you some examples.

Action改善52019/1/10

Agenda

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Plan and Request

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1. Collecting more data on AL use A survey will be distributed late January.

1. Overview of an AP Project
2. Overview of the MIC-AP Project
3. What has been done so far
4. Towards it Final Year AL survey late January
 AL Teaching Activities Submissions
 A booklet / catalog project

31

Plan and Request

32

Collecting class activity examples

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1. Collecting more data on AL use A survey will be distributed late January.

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AL Class Activities
Activity
Teaching Material
Language Skills Targeted
CT Skills Targeted

2. Collecting class activity examples
 To learn from each other to improve AL skills as an
institution
 To serve as FD for incoming faculty
 To improve classroom instruction
 To reflect on own pedagogical methods

Correspondence between particular AL teaching strategies andCT/English skills
ALの手法

33

Plan and Request

34

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1. Collecting more data on AL use A survey will be distributed late January.

Thank you so much for listening.

2. Collecting class activity examples
 To learn from each other to improve AL skills as an
institution
 To serve as FD for incoming faculty
 To improve classroom instruction
 To reflect on own pedagogical methods

If we have time, I would like to discuss ways tofind “best” practices.
• Demo Class: best is defined by student
evaluation.
• Class Observation by me• Mutual class observation• Document evaluation of AL activity submissions:best is defined by a selected experts.

3. Making an AL booklet from class observations
 Alan’s activity (Real Class) Ellen’s activity (Demo Class) : evaluated by a selected student
evaluators
35

36

6

Rainbow Human Rights Forum (Aya Kasai & Erik Bond)
Date: Jan 11, 2019
Session Start/End Time: 2:40~17:00
Place: International Center
Summary:This is a student facilitated symposium supervised by Bond and Kasai. It was offered to faculty asan FD as a basic training for LGBTQ support. After studying abroad, students learned that there are
big differences in the way LGBTQ students are supported on college campus. They thought that
there was something they could do and decided to create a student group, Nijiiro Café. Their aim
is to create a safe community that welcome and support gender diversity and they started holding
meetings. Last year, they were fortunate to do some outreach through newspaper and local TV, aswell as to collaborate with organizations Miyazaki Gender Equality Center to create outreach
events aimed at young people. This year, they want to move forward in creating a safe community.
As our first step, it is important for students, faculty and staff to share basic knowledge and to
stimulate discussions. We held this forum with the support of Miyazaki prefecture.
Participants:
Coordinators:

K. Bishop

A. Kasai

K. Yamashita

E. Bond
FD Committee:
S. Lim
E. BondGeneral Attendees:
E. Rummel
A. Howard
E. HeadJ. Maeda
A. Passos
C. Mork

2019/1/11

LGBT

まずはLGBT(性的少数者)に関する(Sexual Minority)

The basic Understanding
from LGBT Stand Point

基本的なお話をはじめようと思うのですが・・・
Let us begin by telling you a few basic
things about LGBT…….

性的少数者のご友人等がいる、と言う方
Do you personally know someone who isa sexual minority?

We don’t leavethem out!

But wait!

Actually・・・

No problem!
I’m a goodfriend!

1

2019/1/11

Maybe sometimes they
are hurt by yourheartless comments.

May be they suppress
themselves because they
are afraid of
discriminations.

It’s important to understand the basics
AND
to hear the diversity of voices
fromLGBT people.

Have you heard of LGBT?
Can you explain LGBT?

Lesbian（Attracted to women as a woman）

Gay（Attracted to men as a man）

Bisexual（Attracted to more than one gender）

Transgender・Name
Each Keynote speaker today
have one of LGBT identity.
（We are sexual minorities）

Asumi Egami

・Gender identity Transgender(Gender dysphoria, born as a male)・Attracted to women（Gender dysphoria)

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2019/1/11

Gender Identity

Point①

Depends on how you feel
about your own gender.
••••

Point②

I’m a woman. I’m a man
I’m not a male or female. X-gender
I’m both a male and female.
I don’t want to be assigned togender.

・Name

Kenji Yamada

・Sexuality Gay
・Attracted to Men

Sexual Orientation
Depends on who you are
attracted to.

I like woman. I like men.
I’m attracted to both men and women.
I’m attracted to who I am attracted toregardless of gender.
I’m not attracted to anyone.
I’m not interested.

Each of you have different sexuality.
Please think about your case now.

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2019/1/11

When you think about your own sexuality
Sexual Orientation

Gender Identity

性自認

性的指向

(自分自身の性別)(誰を好きになるのか)

When you think about your own sexuality

Sexual Orientation

Gender Identity(Who you are attracted to)and・・・(How you feel about yourself)

Biological genderIntersex (Having bothmale and female
biological characteristics)

Presence and combinations of internaland external sexual organs, sex glands, Medically called “Disorders of Sex Development”
and chromosomes.

Sex Characteristics

Gender Expression

性表現

性的特徴

(表現する性)(身体の性)

Gender is diverse!
Biological
Male

Identity

Attraction

M

M

F
X
M

FemaleSocially expected gender role
Maleness, FemalenessFashion, manner of speechh, body language, etc.

Toddler 〜
TeenSchool・Family

Adult Work・Partner
Both

M

Xgender

F
X

None

Body
（Biological） male

femaleMind/Heart（Identity）

male

femaleAttraction（Orientation） male

femaleExpression

female（Social Role）

male

What kind of issues LGBT people face?

F

F
X

Social Gender Role・
Gender Expression

Let’s think about your own gender…

Elderly

Aging・Medical・Social Services

To disclose your sexuality tosomeone in your life.
Who would you tell?

It’s like playing catch!
Me: Actually, I am ○○.
Friend: I see. And?
Me: That’s all. I just wanted to tell you.
Friend: I see.
Me: Do you mind it?
Friend: It’s fine with me.
Me: I’m glad! I hope we get along.
Frined: It doesn’t change our friendship!

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2019/1/11

What kind of issues LGBT people face?

Coming out
・I’m glad you told me.
・Thank you for telling me.
・I’m sorry for not noticing.
・We can be even better
friends!
・Please don’t feel like you
are alone. Talk to me.
・That’s fine with me. You are you・That’s gross.
・I don’t understand.
I don’t want to understand.

・That’s normal.
・It doesn’t matter.
・So what?
・It does not have anything
to do with me.

and nothing changes.

You can be helpful to someone with your words. But please
remember that you can also hurt or trouble someone with your words.

Do you ever use
these words in Japanese？

To make the private information public
without the person‘s permission.

Friend・Did you know？○○is○○!

ParentToddler 〜
TeenSchool・Family

Adult Work・Partner

・Yes, my child is ○○.

Teacher

・○○in my class ○○.

Do you ever use these
Japanese words？

Elderly

Aging・Medical・Social Services

What kind of issues LGBT people face?

Toddler 〜
TeenSchool・Family

Adult Work・Partner
Elderly

Aging・Medical・Social Services

52019/1/11

Two different meetings
Your words, your actions are important.
Empathic thinking is important.
Please try to be aware that without knowing,
you might be hurting someone.

Every
Closed MonthLGBT people only
Odd month Even monthFirst Thursday

19:00〜20:45

First Saturday

15:00〜16:15

Open

Everyone
WelcomeOdd monthFirst Saturday

16:30〜17:45

Every
Other
Month

LGBT Community Group「Rainbow View MIYAZAKI」is a
Registered Organization at “Palette“ Gender Equality Center.

Rainbow View Miyazaki
Holds a monthly LGBT
community group

We started in August 2016 and we have met 28times as of November, 2018

LGBT people→Feb 2 15:30

75 participants2017 12 meetings 168 participants
2018 8 meetings
170 participants
2016 8 meeting→Feb 2 16:30
28 meetings（47 Students to my awareness）

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On March 29 2018

We met withgovernor Kawano
to exchange our
opinions.

性的少数者に関するミニ基礎講座、宮崎での当事者団体としての取組紹介や、宮崎における当事者が抱える現状をレクチャー後、河野知事と複数名の当事者による対談（意⾒交換）を実施。
複数のメディアにも取材に来ていただき、広く報道していただきました。対談の際、県庁のレインボーライトアップを提案したり県の担当窓口の明確化をお願いしました。また、レインボーフラ
ッグを河野知事にお渡し、今現在も知事室に掲出中です。

Because we made some suggestionsin that meeting,宮崎県議会の中で、当事者との「対話」の場を設けるべきではないのかといった質問をしてくださった県議会議員(渡辺創議員)の方がいらっしゃり、それが契機となって実現したものでした。県のリーダーとして⽇々県⺠のために奔⾛されている河野知事。年度末の忙しい中、3月29日に、私たち性的少数者の声にも耳を傾けてくださる場を作っていただきました。当事者団体として何をしているのか、
そして今何が必要とされているのか、ポイントを押さえてお伝えをしました。
意⾒交換の場には県内各地、それぞれセクシュアリティや年代の違う複数名の当事者にもご協⼒いただき、1人ひとり違う「困り感」や「生きづらさ」などを知事へ直接お話していただきました。

Our efforts in 2018
lit up in rainbow colors!

From Aug 1 2018 to Aug 7, the prefecture office which is registered asnational cultural treasure was lit up in 6 rainbow colors which is a symbol forgender diversity. This was the first such attempt made in conjunction withthe human rights awareness month last year. This provided an opportunity
for the prefecture to show their future direction. Official statements havebeen made in the prefectural assembly to make it happen again this year.
We are planning to have a lighting ceremony！！！

Nishimera
MisatoShiba
Morotsuka
Kijo
Saito
Aya
Kunitomi
Tsuno
Kawaminami
Takanabe
Shintomi

GokaseTakachiho
HinokageNobeoka
Kadogawa
Hyuga
Ebino
Kobayashi
Miyakonojo
MimataNichinan
KushimaWhat we can do as a support organization

We attempted to visit all towns and cities in Miyazaki. We want to connect withgovernment personnel but some towns did not have any designated personnel. We
want to make improvements in there areas.

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We wanted to think about what we could
do in Miyazaki with Miyazaki people!

Collaboration with Miyazaki City

Citizen’s Plaza
stage was lit up in
6 rainbow colors
with the effort of
the facility staff!
Nice ambience!

Let’s think about Kyushu
With Kyushu people!
↓Participants Comments↓
About the Prefecture Building Light-up→ Lighting Ceremony, Movie, Rainbow Shaved Ice
Food and drink standWe hold public
discussion to makeopportunities forgovernment, board ofeducation, educators,
parents, companies,
medical and social
service to hear thereal voice and thechallenges LGBT face.

Monthly meeting

Disseminating Information→YOUTUBE, promotion movie, theme song
Collaborating with other events→Dancing with erekoccha festival
JAM night、Marathon EventYour voices and opinions are helping us!

Current collaboration with Miyazaki City

November 24
In Sadowara
December 8
In Takaoka
We want to create
betterunderstandingin local areas.

times（We have completed on 11.24）

We were invited to do 70 talk eventsin 2017
Nearly 100 in 2018!

Kiytake
City Hall8

2019/1/11

We deliver our educationaltalks to Schools, Parents,
Teachers, Government
offices,Companies, Medical andSocial Service

We give out rainbow flags to people who
participated in our educational talk.

Changing “awareness” and changing the “norm” cannot achieved in one session of learning. We hope thatpeople are reminded of the learning every time they
see this flag.

Camping events！
We provide fun social
events forLGBT community♪
We are busy!
But also having fun!

Going for adrive！
We enjoy thebeautiful scenery
together!

Rainbow View Miyazaki「Community building」
今日、お話を聞いていただいた皆さんも「Deliver knowledge」「ALLY」になってみませんか？

「Deliver our voices」「Create Ally」

Would you become our “ALLY” ?

Understading and Support

Allies are the people who wish to understand, support andcontribute to making kinder society for LGBT people

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Thank youfor listening
and yourcooperation!

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