SILA Faculty Development 2020-2021
Session Schedule
DatePresenter(s)TopicContent

Number ofParticipants(including
presenters)

June 10
16:20-16:40

A. Passos

Mid-term reports(coronavirus
version)The presenter explained how
to proceed with mid-term
reports for the Spring 2020semester.

20

June 10
16:40-17:00

A. Passos

Using the new
database system(UNIPA)The presenter gave an
21
overview of the new databasesystem and its basic functions.

July 29
16:40-17:00

A. Kasai&2
counselors(Yuko
Sakanabeand Shiori
Nakatake)

How to Deal with
The presenters talked about
Students’ Mental
counseling services available
Health Issues: Meet at MIC.
the MIC Counselors!

24

On-Demand

A. Passos

2020 Study Abroadon Campus

In this presentation, a plan ofaction for the 2020 Study
Abroad program wasintroduced. With thecoronavirus pandemic, there
was a huge impact in the SILA
mandatory Study Abroad
program. As students could
not go to abroad institutions,
it was important tounderstand how MIC wasgoing to deal with this issue.

28

On-Demand

A. Passos

How to Do UNIPA
Grading

As a new student
management system wasintroduced, all faculty had toknow how to post theircourse grades into thesystem. In this session, faculty
learned the basic procedures
necessary to input their32

grades and print out theproper paperwork.
October 30
11:00-11:40

A. Yasutomi

Hints andsuggestions forresearch grantapplications

This session discussed threeissues: 1) Characteristics ofresearch grants available inJapan; 2) Challenges anddifficulties many (particularly
non-Japanese) scholars may
typically face; and, 3) Hints
and suggestions for a
successful application.

18

December 3
16:20-17:00

A. Howard

Introduction to
Doing Research at
MIC

This session introduced theprocedures necessary forfaculty or thesis students to
do research with humansubjects at MIC.

14

Session Feedback Form
1. The objectives of the session were clearly defined.
2. Participation and interaction were encouraged.
3. The topics covered were relevant to me.
4. The content was organized and easy to follow.
5. The session experience will be useful in my work.
6. The presenter was knowledgeable about the training topics.
7. The session length and pace were appropriate.
8. The session room and facilities were appropriate.
9. The materials distributed were helpful.
10. What aspects of the session could be improved?
11. How do you plan to apply the contents of this session to your work?
12. Additional comments
NOTE:
Number 1 = STRONGLY DISAGREE
Number 5 = STRONGLY AGREEMid-term reports (coronavirus version) (A. Passos)

Date: June 10, Wednesday
Session Start/End Time: 16:20/16:40
Place: via Zoom
Summary:
The presenter explained how to proceed with mid-term reports for the Spring 2020semester. Due to the coronavirus pandemic and the new system implementation
happening at the same time, the SILA would use a different method for the Spring 2020semester. The deadlines and the process flow of contacting students' families wereexplained.

Participants:
A. Passos
E. BondA. Howard
D. OcchiA. Kasai
J. Adachi
B. Rodda
C. Yamamoto
J. White
W. Lloyd
P. Richards

E. HeadA. Yasutomi
J. Hong
F. Kobayashi
A. Simpson
C. Mork
F. Jimenez
J.C. Choi
N. Brown

Mid-term reports (coronavirus version) (A. Passos) - Session Feedback

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Q12

Please notify theevent a little bit
eariler.

Mid-term reports

Yes.

No problems.

I'm going to do
midterm reports on
my students, as
required.

Yes.

I don't know

reports

Yes.

NA

NA

Yes.

We needed time to
discuss thewe needed to know inparameters ofadvance that we havepass/fail while we areto report failingas above. I am in adoing online or only
students byquandry. However thesome face to facetomorrow! I do notdean is very helpfulclasses. It is a problem
know who should be and open toas we mayfailing because they communication about
demotivate students
might be failing due these issues.
if we are too lax. This
to internet problems
is more difficult toso I cannot fail them.
decide in the Intro toclasses. In English

Yes.

classes I have areasonable sense of
who should pass.
Yes.

More prior noticewith agenda.

Use the information
to complete
responsibilities andmeet deadlines.

Yes.

It was fine.

We are required to do
it.

Yes.

none

mid term

None were
distributed.

The FD was fine.

Filling in mid-term
evaluations

Somewhat.

n/a

n/a

Pace

Will apply to mypreparation andhandling of mid-term
reports

Somewhat.

2020 Spring
Midterm reports
2020.06.10 SILA FD Session

Why do we have midterm reports?
• Feedback to students• Identify issues early in the semester• Force students to meet with advisor and discuss their academic
progress

2020 Spring problems• Withdraw has changed to 1 week after midterm• Due to the Coronavirus pandemic, classes were delayed• Students have not met with advisors yet• Students do not know about “withdraw” (and some don’t even know
it is possible to fail a course)

2020 Spring workflow
SUN

MON

TUE

1

WED

2

THU

3

FRI

4

SAT

5

6

June 12Mid-term reports
7

8

9

10

11

12

13

17

18

19

20

Students/parents will received the reports
Advisors will receive reports
14

15

16

Students in danger of failing can receive proper advice about withdrawing from courses
21

22

23

Last day towithdraw
28

29

30

24

25

26

27

Midterm Repo ・中間報告
Please complete a midterm report on ALL students in danger of failing or otherwise facing
difficulties in your courses. Reports should be submitted by Wednesday, June 17.
* Required

Email address *Your email

Course CodeYour answer

Course Title
Your answer

Student ID NumberYour answer

Student NameYour answer

AdvisorYour answer

AbsentYour answer

LateYour answer

Failing
YES
NO
Maybe

Participation
Poor
AverageAverage
Good
Excellent

EnglishPoor
AverageGood
Excellent

Remarks
Your answer

Send me a copy of my responses.

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Using the new database system (UNIPA) (A. Passos)

Date: June 10, Wednesday
Session Start/End Time: 16:40/17:00
Place: via Zoom
Summary:
The presenter gave an overview of the new database system and its basic functions. In thisFD session a basic explanation of the system was given to all faculty so everyone was able
to start using the new system to get class information and report attendance properly.

Participants:
A. Passos
E. Bond
S. LimA. Howard
A. Kasai
J. Adachi
B. Rodda
C. Yamamoto
J. White
W. Lloyd
P. Richards

E. HeadR. Schmidt
A. Yasutomi
F. Kobayashi
C. Mork
W. HallP. Mlodkowski
F. Jimenez
J.C. Choi
N. Brown

Using the new database system (UNIPA) (A. Passos) - Session Feedback

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Q9

Q10

Q11

Yes.

Please notify theevent a little bit
eariler.

None were
distributed.

Videos?? Still waiting WontYes.

I don't know

attendaance

Yes.

NA

NA

Q12

UNIPA

Yes.

We needed moretime to use unipa

it is compulsory

Yes.

AgendaImplement UNIPA
usage ASAP

Yes.

It was helpful.

It is required of us to
use this system.

None

the systems would be
more useful withphoto id of students
and I want to know if I
can e mail a wholeclass on this system.
Thanks to Dean
Anderson for a clear
session. It was pretty
good but we did needmore tiem.

Yes.

More timeattendance lists

Yes.

Although it couldn't
be helped, it's ashame the system
As directed by thewasn't completely
Administration
functional at the timeof the FD.

Yes.

n/a

n/a

Somewhat.

Clarity

Use of the database

How to check your classes in UNIPA
After login into the system, the system displays classes in the front page according to your schedule. To
see the list of all courses you are teaching, you will have to go to he “My Classes” link.

How to Deal with Students’ Mental Health Issues: Meet the MIC Counselors! (A. Kasai)

Date: July 29, Wednesday
Session Start/End Time: 16:20/17:00
Place: via Zoom
Summary:
The presenters talked about counseling services available at MIC, how faculties can help
connect students to services and how to encourage students to get help for mental healthand/or learning challenges.

Participants:
A. Passos
S. LimA. Howard
A. Kasai
J. Adachi
B. Rodda
C. Yamamoto
J. White
W. Lloyd
P. Richards
A. Simpson
Izumi Iwakiri

D. OcchiR. Schmidt
A. Yasutomi
F. Kobayashi
C. Mork
F. Jimenez
N. Brown
2 counselors (Yuko Sakanabe and Shiori
Nakatake)
E. ChoJ-P. HongG. Dunne

How to Deal with Students’ Mental Health Issues: Meet the MIC Counselors! (A. Kasai) - Session
Feedback

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Q9

Q10

Q11

Q12

Helping students findadvising if they needitNone were
distributed.

N/A

None were
distributed.

The length of themeeting limited a lotof discussion
I now have a general
opportunities. Adding idea of who to speak
breakout sessions for with if I have troubled
faculty to havestudents.
smaller discussions on
various topics.

None were
distributed.

probably inavoidable,
but if it could havebeen held sooner,to help students instudents suffering this needsemester may havegotten more support

Yes.

I think a lot of people
I know better what towanted thedo if I have students
presenters to address
with personal
specific problems,
problems in mywhich wasn't theclasses.
presenters fault.

I'm very grateful toour psychology
faculty and staff for
their efforts

None were
distributed.

I came late, so notentirely sure.

needed to know thesedetails...

Somewhat.

not sure

not sure

Somewhat.

Have a longer session,
pay the presenters to To support students
present for longer.

None were
distributed.

Perhaps have anotherI now have an idea ofsession to talk about
what to do if athe rest of thestudent needs
content that we didn't
support I can't give
get to discuss

Yes.

There were a lot ofquestions. Perhaps
multiple sessions for It will help to advise
different purposes
students of concern.
would help with thetiming of the agenda.

Yes.

Will use content tohelp students who
experience learningor personal problems

Brief case studies
would be interestingSuicide Help: TALK

Talk, Ask, Listen, Keep Safe
Yuko Sakabe & Aya Kasai

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

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

10 ~ 14Cancer95

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

Suicide

1694

17.8

Heart
related

8.1

774

TELL
•Tell the student that you are concerned.
•(It’s also important to thank the student
for honestly confiding difficult thoughts
and feelings.)
Japan Ministry of Education, Culture, Sports, Science and Technology (2009) [What teachers should know about children’s suicide]https://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2009/04/13/1259190_12.pdf

ASK•Ask directly the extent student thinks about
dying (or self harm).
•Ask if they have the means, method andplan. (how, when and where) It is OK to ask!
Japan Ministry of Education, Culture, Sports, Science and Technology (2009) [What teachers should know about children’ssuicide] https://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2009/04/13/1259190_12.pdf

LISTEN•Listen without judgement.
•(Do not deny their wish to die and otherfeelings.)
Japan Ministry of Education, Culture, Sports, Science and Technology (2009) 
[What teachers should know about children’s suicide]https://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2009/04/13/1259190_12.pdf

KEEP SAFE
•If the student’s safety is at risk, ensure
safety first and then ask for help fromothers.

Japan Ministry of Education, Culture, Sports, Science and Technology (2009) [What teachers should know about children’ssuicide] https://www.mext.go.jp/component/b_menu/shingi/toushin/__icsFiles/afieldfile/2009/04/13/1259190_12.pdf

Which of the following is more high risk?
• These are fictional but representative of the kind of e-mails,
messages, paper contents that MIC teachers have received in thepast.
• What would you do if you receive these?
•(&MIC$!#+* )  ,-' "% • * )   •% ' )"!    
&$# ! (   
•I’m dying trying to finish this report. I don’t want
to see my father’s face. It‘s driving me crazy. It’s
making me want to think about suicide again. I
can’t stand it any more. Help me!

•   •My mother started nagging me again.
I’m leaving the house now!

!

•I look at the hanging rope in my room
everyday wondering, “why am I still alive?” I’m
only alive because I don’t even have thecourage to die. The guest speakers we met inclass had courage to face themselves.
•2/0$#".-  ()3% !,+1& '3%* • 
#! "#

 
 
•But, I just want be at peace now. Thankyou for always having listened to me.
Thank you so much. Good bye.

An example response for immediate danger(Hopefully we won’t get to this but we’ve had cases in the past……)
Hi, XXXX
I’m very worried and concerned about your message. Are you feeling safe? If you arefeeling unsafe please go to a hospital, call an ambulance or police. Here is also a number
you can call to talk to someone. xxx-xxx-xxxx
I would like to talk to you, but I don’t have your phone number. Could you call me? 000xxxx-0000 (Generally, we want to avoid giving students our phone numbers but If you are
not at school, you may have to, if it’s the best way at the moment to ensure the student’s
safety. When we can get a hold of the student and their location, we can connect them toemergency or other necessary help to ensure their safety.)(I would send this e-mail and then call Lloyd or Anderson while waiting for the student tocall me so I have a back up support. Anderson and Lloyd will try to contact the family andother necessary help. Work together!)What to do…
• If you receive these kind of messages, never second guess but consult withcolleagues, counselor, dean and office as necessary. Safety first!
• If the team determine that there is no immediate danger, it’s still good to meetand listen to the student. Sometimes students are just being poetic and they
don’t realize the consequence of sending such a message. Discuss the use of thewords.
• If necessary, explain the consequences, for example, “This time it seems thatyou were just reflecting on your past thoughts about self-harm so I felt that I
could ask you about this a few days later. But if I see in your message that you
are unsafe, I will have to tell the school to contact your family and emergency.”
Then, students usually realize the seriousness of what they have done. This is agood moment to connect them to counseling if they are needing support.
• Counselors can help student make a “safety plan”

Keeping a good boundary with students• At MIC, students and teachers are very close. Many of them feel
comfortable confiding in us. This is a good thing but also be mindful of
your boundary!
• Avoid exchanging e-mails with students outside work hour. (If you areresponding to student business e-mails during off-hour, use “schedulesend” function to send it off during workday.) Open new e-mails during
workhour only.
• Avoid connecting with students on SNS (Facebook, LINE, Messenger,etc.)• When students come to talk to you, you can set the time limit at the
beginning of your meeting.
• Enjoy!

2020, July 29th (Wed)
Title
How to Deal with Students’ Mental Health Issues: Meet the MIC Counselors!
Summary
MIC has two counselors on campus on Wednesdays. They help many of our students survive
college life and graduate! In this FD, the counselors will talk about counseling services available
at MIC, how faculties can help connect students to services and how to encourage students to
get help for mental health and/or learning challenges. We will also discuss some fictional but
common case examples and emergency protocols.
Guest speakers (MIC counselors)
Yuko Sakabe M.A., Certified Clinical Psychotherapist, Licensed Psychologist
As a clinical psychotherapist, I work in mental health clinics, junior high school, high school
and college. I also provide counseling services at Miyazaki Crime-Victim Support Center aswell as Life-Net Miyazaki which is a suicide prevention telephone counseling service. I hope
you will get to know me as someone who can be of support to MIC students. I look forward toseeing you all.
Available on Wednesdays when school is in session. (Not available in August and September.)
Available hour: Wednesday 8:30 ~ 16:30 (Junior college students are priority.)
Shiori Nakatake M.A., Certified Clinical Psychotherapist, Licensed Psychologist
I’m originally from Miyazaki and I studied clinical psychology at Shigakukan University. I spent
six years in Kagoshima as a student and I came back to Miyazaki. I have been working in
Miyazaki for the last seven year as an adjunct faculty at Miyazaki Gakuen Junior College
teaching music therapy and conduction music therapy for children. I also work at otherinstitutions to provide music therapy, development consultations and mental counseling. I
started working at MIC this spring as a student supporter.
Available on Wednesdays 9:00 ~ 17:00 and Fridays 12:00 ~ 13:00 when school is in session.
(Not available in August and September.)（質問、ディスカッション） MIC で学生がカウンセリングを受ける時の手順、手続きについて How to receive counseling services at MIC
 学生がカウンセリングを受けようと思った場合
 When students decide they want to receive counseling.
o

学生部の岩切さんを通して、事務室で、電話で、メールでアポを取ってもらうことができる。学生が自分でアポを取りにくい場合は教員の名前でアポを取ることもできる。

oStudents can make an appointment with counselors through student affairs
office, in person, by phone or e-mail. Iwakiri-san is in charge. If a student ishesitant, a teacher can also make an appointment in their name for the
student.

o

カウンセリングオフィスのドアが開いている時は、ドロップインしても良い。カウンセラーがセッションをしていない時ドロップインアワーを設けることがある。

oStudents can also drop-in when the counseling room door is open. The
counselors may have drop-in hour when they don’t have sessions.

 教員が学生にカウンセリングを勧めたい場合
 When teachers want to recommend students to counseling service
 どのように学生に切り出せば良いのか。どういったことに配慮すれば良いか。どのようにしたら学生がカウンセリングを受けてみようと思えるか。
 How to bring up the topic with students. What to be careful. How to encourage

students to want to start receiving counseling services.
o

学生が先生を信頼して自分の問題を打ちあけているのに、先生が突然カウンセラーを勧めると、学生は見放された気持ちになる場合がある。そのような場合は学生がカウンセリングを受けようとは思わないことが多い。先生は「第三者の意見も聞いてみるのはどうかな？」「先生にもどうやってサポートしたらいいかわからないことがあるから、必要な支援が受けられるようにカウンセラーの先生に一緒に相談してみない？」と切り出すと良いかもしれない。

oWhen a student confide in their teacher, they trust that teacher. If the teacher
suddenly refers the student to a counselor, the student might feel abandoned
and they are less likely to go see a counselor. In such cases, it can be helpful if
the teacher makes a soft suggestion. “How about we hear a third opinion?”“There are some things I don’t know how to help. Can we seek some advice
from the counselor so you can be better supported?”o

1 回目のセッションは学生とカンセラーをつなぐため、教員とカウンセラーと学生が３人で会うのはとても効果的。教室での様子を知る教員からの意見や情報は貴重。連携することで良い結果につながることも。(教員にとっては大きな労力に思えるかもしれないが、早い段階でカウンセリングに繋げることができたら、結果的に後が楽！)oThere have been successes connecting students to counseling service at MIC
when a teacher joins the first introductory session with the counselor.
Teacher’s observation notes of the student in class is very useful.
Collaboration can lead to successful outcomes. (Aya’s note: This may seem
like a lot of extra work but when I make efforts in early stage of the problem toget the counselor involved, it becomes less work for me overall.)o

教員と学生が親しくない場合や難かしい関係にある場合、別の教員やアドバ
イザーがカウンセリングを紹介すると良い。（その学生と難しい関係にある教員がカウンセリングを勧めると、学生は「心の問題にされた」と感じ、カ
ウンセリングを拒むことがある。異なる教員が話をし、カウンセリングが有効なのか、ミディエーションサポートも必要なのか話し合うと良い。カウン
セラーはミディエーションサポートもしていただけるでしょうか？学生同士のコンフリクトのケースでは過去に協力してもらったことがあります。MICには教員や学生にとって関係を修復するのに効果的なミディエーションの方法の準備があるでしょうか？MIC は村のような小さなコミュニティーなので、ミディエーションはどのような方法が良いのかもっと話し合う必要があるかもしれませんし、これにフォーカスしたミディエーションの専門家による FD があっても良いかも。）

oWhen a teacher has a difficult relationship with a student, a different teacher
who has rapport with the student can talk to them. (Aya’s note/questions: If
the teacher who has difficulties with the student recommend counseling, thestudent may feel “psychologized” and resist counseling. A different teacher
can talk to the student and see if counseling and/or mediation support canhelp. Can counselors provide mediation support? MIC counselors had helped
mediate between students in the past. Do we have an effective
mediation/grievance support procedure in place at MIC for teachers andstudents to restore a working relationship? MIC is like a small village andfinding a restorative mediation procedure that suit our setting might be a good
topic for future discussions and perhaps a FD by a mediation trainer. )o

学生にとってカウンセリングが必要かわからない時や、学生へのサポートについて相談したい時、学生との関係に悩んでいる時など、カウンセラーにアポをとって相談することは歓迎です。通訳サポートをつけます。（ロイドさんや、必要に応じて他の人）oTeachers are always welcome to make an appointment with the counselors to
discuss student cases. If you are not sure what’s going on with a student, if you
have difficulties with a student, if you want to see if our counseling service isbe appropriate for a student, please feel free to talk to the counselors.
Interpreting support will be provided (by Lloyd or others as necessary).

o

一年生については、全員に質問しでメンタルヘルスのスクリーニングが行われ、カウンセラーと短いミーティングが行われる。もし気になる学生がいたら、早めにカウンセラーに相談しておくと、スクリーニングの時に通常より詳しく話を聞いてもらうことができ、サポートに繋げやすい。

oAll the first-year students receive mental health screening in questionnaire
format and they receive a short introductory meeting with the counselor. So
everyone have met with the counselor at least once in the begging. If you havea first-year student you are concerned about, you can talk to the counselors
and when they see the students for screening, they can spend more time withthe students to see if they need help.

o

教員はカウンセリングについて学生に説明することが難しいので、カウンセ
リングとはなんなのか、どのようなサポートを得られるのか、パンフレットがあると良い。

o

It is difficult for teachers to explain about the counseling to students. It will be
helpful to have a leaflet that explains what counseling is and what kind of
support they can get.

o

カウンセリングの敷居を下げるための、カウンセラーによるアウトリーチがあると良い。（学生向けワークショップやサポートグループなど）oIt would be great if some out-reach efforts can be made by the counselors suchas stress management workshops and various support groups for students.

o

オンラインカウンセリングは可能？正式には決まっていない。MIC のカウン
セリング室はカメラとマイクが必要。坂邊先生は、教員とセッションをした
ことがあり、可能。事務局が OK する必要がある。アンダーソンとロイド、
お願いします！

oIs online counseling/teacher consultation available? It has not beenannounced officially. Counseling room at MIC needs a computer with acamera and a microphone. Sakabe-sensei has provided zoom sessions toteachers. So it is possible. The administration needs to endorse this. Andersonand Lloyd, please work on this!

 守秘義務について（特に日本の現場のルールが他国の現場のルールとかなり違うことを知っておく必要がある。学生がカウンセリングを受けていること、またその内容を誰がどの程度知ることになるのか、合意しておく必要がある。）
 Issues of confidentiality. (Ethics/regulations in Japan might be very different frompractices in other countries. It’s good to understand the differences. Who will know
the fact that the student is receiving counseling? Who will know how much detail?)o

MIC でのカウンセリングの守秘義務の範囲について。学生部（岩切さん）がアポイントメント名簿を管理している。カウンセラーは毎月、誰がカウンセリングを受けているかと大まかなトピックのレポートを提出。これが学長(山下先生)、副学長（福田先生）、学生部長（樋口先生）、事務局長（河野さん）に共有される? (だとしたら結構多いですね！短大は人数の把握のみで済ませているともお聞きしましたので、同じようにできないでしょうか？普段は人数の把握のみ。支援の連携のために合意を得た場合のみ、また、安全のため必要な場合のみ情報を共有するとした方が、学生にも説明しやすいし、
もっとカウンセリングを利用しやすくなるはずです。私たちもカウンセリン
グを勧めやすい。管理者の何でも把握しておきたいというニーズのために、
カウンセリングに大切なプライバシーが不必要に壊されるのは学生にとって最善でないと思いますし、インフォームドコンセント上の問題です。) 相談の詳しい内容はカウンセラーが守秘。ただし、相談者自身や他者への安全が脅かされるとカウンセラーや学校が判断した場合は、安全のために共有することが必要な情報を、必要な職員、教員、家族と共有する。その場合もカウンセラーや学校が学生と合意した上で情報が共有されることが最前だが、そうすることが安全を脅かすと判断される場合は、合意がなくても連絡をすることがある。（これは OK）

o

Who will know that the student is receiving counselling? Student affairs(Iwakiri-san) manages the appointment roster. The counselor makes amonthly report indicating name of the clients and the kind of issues. This
report is shared with the president (Yamashita-sensei), vice-president(Fukuda-sensei), director of student affairs (Higuchi-sensei) and the directorof general affairs (Kawano-san). (Wow! That’s a lot of people! We heard fromthe counselors that at junior college, they just report the number of students.
Can we do the same? I think the information should be shared only when
there is a safety concern.) Contents of the counseling session is not shared.

However, when the counselor or the school determines if someone’s safety is
at risk, they may share more information with staff, teachers and the students’family. Even then, it is best that the counselor discusses it and gets thestudent’s agreement unless this further risks someone’s safety.
o

学生は誰がどんな情報を共有するのか知る権利がある。

oGenerally, students have a right to know who has access to what information.

o 緊急時の対応（自傷をほのめかす内容のメールやメッセージが来た場合。）
 Emergency protocol. (When teachers receive e-mails, line messages, content of

paper/conversation implying self-harm or thoughts of suicide. Danger to self,others or objects. We need to agree on a procedure with Anderson and Lloyd.)
Please see attached slides for basic safety protocols.
Aya will work on a flow chart for mental health emergency.
 留学生への対応について（みんなでアイデアを出し合うことが必要！）
 How to help international students. (Brain storm is needed!)

Future discussions are needed. How are our non-Japanese speaking students screened? Some
did not go see the counselors in the first year. We don’t have mental health services inEnglish at MIC. This is an ongoing problem……

2020 Study Abroad on Campus (A. Passos)

Date: On-Demand
Session Start/End Time: On-Demand
Place: On-Demand
Summary:
In this presentation, a plan of action for the 2020 Study Abroad program was introduced.
With the coronavirus pandemic, there was a huge impact in the SILA mandatory Study Abroad
program. As students could not go to abroad institutions, it was important to understand how
MIC was going to deal with this issue.

Participants:
Adachi, Jason
Bond, Erik
Brown, Nahum
Choi, Jong Chul
Dunne, Gregory
Hall, William
Head, Ellen
Higuchi, AkihikoHong, Jeong-Pyo
Howard, Anne
Jimenez, Felix
Kasai, Aya
Kobayashi, Futoshi
Lim, StephanieMork, Cathrine-Mette
Occhi, Debra
Passos, Anderson

Pawel, Mlodkowski
Rodda, Brendan
Schmidt, Rebecca
Simpson, Alan
Stanley, Iain
Yasutomi, Atsushi
Yamamoto, Craig
White, Jason
Richards, Paul
Eunsoo-cho
Lloyd Walker

2020 Study Abroad on Campus (A. Passos) - Session Feedback
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happenYes.

Corvid has presented
us with a problem!
Flexibility is needed in
how we respond. I
This was fit forthink students will
purpose but the plans Teaching a course forneed definiteness but
seem to be a bit vague this program,I realize there areon some things.
good reasons why we
don't have that yet.
Thanks for making it
asynchronous.

None were
distributed.

Can't imagine what to We are all better
improveinformed by thisNone were
distributed.

more details - butunderstood that notavailable yet...

will be teaching them!

Somewhat.

None

Still thinking

ThanksYes.

It's relevant to
On demand FD is very
thinking about theefficient.
next semester.

Thank you.

The SILA 2020 S.A. Programwith the coronavirus

2020.07.30

The S.A. Program in a Nutshell• English Language (6 credits)• Students receive language instruction in all 4 skills (reading, writing, listening
and speaking)• Area Studies (6 credits)• Students learn about a specific area’s culture• Independent Study (2 credits)• Within the area of choice, students will pickup a topic and expand on it undera professor’s advice

English Language (6 credits)• SILA offers more credits than necessary• 2 normal SILA courses meeting twice a week = 8 credits• We need 10 courses• Group 1: (Mork 01 & Mork 02) Two courses in one• Group 2: (Ellen) and (?????)• Group 3: (Iain 01) and (?????)• Group 4: (Iain 02) and (Paul)• Group 5: (?????) and (?????)• Students will work on a 3750 word-portfolio that includes homeworkassignments submitted to the English language courses

Area Studies (6 credits)• Students will choose one area (within the areas of the S.A. Manual)• North America (4 sections: ?????, ?????, ?????, ?????)• Oceania (1 section: ?????)• UK (1 section: Alan)• 3 classes a week

• Content will be provided by abroad institutions• Students work on a 7500 word-essay that puts together all the topics
discussed in the classes

Independent Study (2 credits)• Students will work on a 3750 word-essay related to one of the topicsof their area studies• 1 class a week

• Preference should be given to group meetings• Grad-school seminar style• Content driven by students

Volunteering to Help Out (please…)• English Language:• Assignments done by the Eng. Program Coordinator and Dean

• Area Studies:• Although content will be provided by abroad institutions, MIC instructors will
have to expand on the content of the classes (using their personal
experiences)• International Education Center is doing the agreements• Independent Study:• Preference for instructors who are in charge of “areas” alreadyThanks for watching until the end…
Please direct your questions directly to the Dean, in person or by email.

How to Do UNIPA Grading (A. Passos)

Date: On-Demand
Session Start/End Time: On-Demand
Place: On-Demand
Summary:
As a new student management system was introduced, all faculty had to know how to post
their course grades into the system. In this session, faculty learned the basic procedures
necessary to input their grades and print out the proper paperwork.

Participants:
Adachi, Jason
Bond, Erik
Brown, Nahum
Choi, Jong Chul
Dunne, Gregory
Hall, William
Head, Ellen
Higuchi, AkihikoHong, Jeong-Pyo
Howard, Anne
Jimenez, Felix
Kasai, Aya
Kobayashi, Futoshi
Lim, StephanieMork, Cathrine-Mette
Occhi, Debra
Passos, Anderson

Pawel, Mlodkowski
Rodda, Brendan
Schmidt, Rebecca
Simpson, Alan
Stanley, Iain
Yasutomi, Atsushi
Yamamoto, Craig
White, Jason
Richards, Paul
Eunsoo-cho
Hiromi-endo
ksakamoto Rumi
MatsudaYoshino Horita
Yoshiko Murahata

How to Do UNIPA Grading (A. Passos) - Session Feedback
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input grades

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none

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Yes.

None were
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fine

we have to use it

Nothing.

Now I understand thegrading process on
UNIPA.

Q12

I filled out thesesurveys before. Why
do I have to do themagain?

thank you , it wasgood to do it
asynchronously.

None were
distributed.

Can't think of any
improvements

To do the grades, ofcourse ;)Thank you for sharing
this online.

None were
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fine as isneed to grade!

We should have more
FDs like this!

Yes.

None

GradingYes.

I enjoy on demand. I
I will use the new skills
think we should doright away.
more FD as on demand.

Yes.

It was fine. The ondemand format was
great!

Thank you. ^^Hints and suggestions for research grant applications (Dr. A. Yasutomi)
Date: October 30, 2020
Session Start/End Time: 11:00-11:40
Place: CCR1
Summary:
Dr. Yasutomi discussed three issues:
1) Characteristics of research grants available in Japan;
2) Challenges and difficulties many (particularly non-Japanese) scholars may typically face;
3) Hints and suggestions for a successful application.

Participants:
A. Yasutomi
F. Kobayashi
A. Simpson
B. Rodda
N. Brown
F. Jimenez
W. HallD. OcchiE. HeadS. LimC. Mork
A. KasaiA. Howard
P. Richards
P. Mlodkowski
E. BondR. Schmidt
J. WhiteSession Feedback:
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In the future it ispossible that I will
apply for kakenhi.

Yes.
None were
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NA
None

None were
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nothing comes tomind

NAIt gives me a betteridea of planning andpreparing to apply of
any type of grant.
I don't plan to apply
for Kaken.

None were
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none

Grant work

None were
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It was all very good

I will apply for a
Kakenhi next year.

None were
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None really. The
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improvement. Very
good!

I will remember what
he said when grantseason comes around
I'll look into applying
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I was not helped muchto find the results of
my application so
although I made anapplication for
kakenhi in 2019 I
never found out theevaluation level.

Useful insight to thoseparties who areinterested

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It was helpful.

None were
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It would be good toreceive a handout
with the main pointsof the presentation.

I will use theknowledge gained
when I apply for
grants.
It was a great help inunderstanding the
grant application
process and that will
be very beneficial
should I decide toapply for KAKEN or
another Japanese
grant.

Thank you for thegreat presentation!

Hints and suggestions forresearch grant applications
FD session 2020
Atsushi Yasutomi

In this presentation
1. Grants in Japan
2. Preparation
3. Technical hints &suggestions
4. Other essentials

ContentnnResearch questions
Research designs
Methodology
Rationales, Validity& SignificanceBudget design
Bibliography

Prep for Kaken-hi

n
n
n
n

Technical
1.
2.
3.
4.

Registration
Time-management
Co-researchers
Qualification andresearch history• e-rad:1. Registration

p required personal number for
Kaken
p takes some time
p Office needs to process• Profilep Researcher profile in the
Gakushin / JSPS HP• Study Kaken info
p All info available HP in EN2. Time-managementn Last minute drafting never works
nSpring – Summer: important prep timen Successful application usually takes 2-3
years(?) of preparations• Research question, design, methodology,
co-researchers,• reviews after rejections• reviews and comments in conferences

Sep - Nov

• Kaken starts accepting
applications in September andcloses 1st week of Nov• Actual drafting application istime-consuming• formats, diagrams, etc.
• Internal deadline: submission
to univ admin (online, print,
request for rewrite) à Univ
approval takes sometime àsubmission online by Univ Staff

3. Co-researchers
Types of Kaken-hi projectframeworks

n Each has different level,
size, budget, purpose,
duration:• A, B, C• Intl collaboration• young scholars• specifically assigned projects

n Who are in your research project• indicates research quality &qualification• roles and justifications• variety of aspects
ü global, perspectives, etc

n Qualifications• strong rationales, qualification forparticipating in a joint project• research network (perhaps mostimportant)qualification• publications• conferences• field researches• grant records• research collaborations

publicationsØindicate your research records
and qualification• Perhaps most important
requirements• Publications in related fields• publications in peer-reviewed,
domestic and international
journals, books, edited books

qualification• publications• conferences• field researches• grant records• research collaborations

conferences & field researches• International and domestic
conferences• present papersØlead to new publicationsØcomments from other scholars• Opportunities for new academic
network (perhaps this is more andmost important)Ø more info for research project and more
joint research projects

qualification• publications• conferences• field researches• grant records• research collaborations

grant recordsØindicate your research
qualification & guarantees
your trust in academic
performance and budgetary
management

qualification• publications• conferences• field researches• grant records• researchcollaborations

research collaborations

Introduction to Doing Research at MIC (Dr. A. Howard)
Date: December 3, 2020
Session Start/End Time: 16:20-17:00
Place: Zoom meeting
Summary:This session introduced the procedures necessary for faculty or thesis students to
do research with human subjects at MIC.

Participants:
A. Howard
J. Adachi
B. Rodda
A. Yasutomi
F. Kobayashi
C. Yamamoto
W. HallE. HeadS. LimG. Dunne
C. Mork
P. Richards
E. Bond
J. WhiteSession Feedback:
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nothing

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Will use it in my own
research and whenadvising ST students
Advising students

distribution of PPT?

I often do action
research...
NA
I will use it whenworking with mythesis students.
This will help me withadvising senior thesis
students and for mypersonal research
conducted at MIC.
In future researchendeavorsNA
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Introduction to Doing Researchat MIC
Faculty Development Session
November 26, 2020

1

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

2

1

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.

3

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.
42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

5

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.

63

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.
7

4