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メディア授業とは，メディアを利用して遠隔方式により実施する授業の授業時数が，総授業時数の半数を超える授業をいいます。
メディア授業により取得した単位は，卒業要件として修得すべき単位のうち60単位を超えないものとされています。
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This seminar is a continuation of Seminar IB.
Students will organize and analyze the data collected during their fieldwork conducted over the summer break, refine the structure of their papers, and begin the writing process.
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By the end of the course, students will be able to:
systematically organize and analyze fieldwork data;
refine and articulate a coherent research argument and paper structure;
produce an initial draft of their thesis based on empirical evidence.
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The course guides students through the process of organizing and analyzing fieldwork data, refining the structure of their research papers, and developing their academic writing. It also provides opportunities for feedback through consultations and peer review, culminating in final presentations.
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第1回
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Course orientation and overview of research progress
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Introduction to course objectives, schedule, and student research topics.
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第2回
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Review of fieldwork and discussion of data collection experiences
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Students share fieldwork experiences and identify key challenges.
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第3回
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Review of fieldwork and discussion of data collection experiences
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Students share fieldwork experiences and identify key challenges.
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第4回
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Introduction to data analysis and interpretation
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Overview of qualitative and/or quantitative analysis methods.
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第5回
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Developing research questions and analytical frameworks
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Refining research questions and linking them to analytical approaches.
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第6回
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Structuring a research paper: introduction and literature review
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Guidance on writing the introduction and reviewing relevant literature.
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第7回
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Structuring a research paper: methodology and data presentation
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Developing the methodology section and presenting data effectively.
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第8回
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Structuring a research paper: analysis and discussion
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Organizing analysis and building coherent arguments.
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第9回
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Drafting the first sections of the paper
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Writing initial drafts of key sections based on research findings.
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第10回
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Individual consultations and feedback on drafts
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One-on-one meetings to provide detailed feedback on student drafts.
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第11回
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Individual consultations and feedback on drafts
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One-on-one meetings to provide detailed feedback on student drafts.
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第12回
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Peer review and group discussion
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Students review each other’s drafts and provide constructive feedback.
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第13回
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Revising drafts based on feedback
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Improving drafts by incorporating instructor and peer comments.
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第14回
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Preparing presentations of research findings
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Developing presentation materials and practicing delivery.
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第15回
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Student presentations
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Students present their research findings and receive feedback.
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第16回
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Planing for the fiedwork
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Getting ready for spring break (research) !!
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※AL（アクティブ・ラーニング）欄に関する注
・授業全体で、AL（アクティブ・ラーニング）が占める時間の割合を、それぞれの項目ごとに示しています。
・A〜Dのアルファベットは、以下の学修形態を指しています。
【A：グループワーク】、【B：ディスカッション・ディベート】、【C：フィールドワーク（実験・実習、演習を含む）】、【D：プレゼンテーション】
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A: --% B: 40% C: 20% D: 40%
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-Class Participation & Discussion (30%)
Active and thoughtful participation is essential in a seminar. Students are expected to complete the readings, prepare outlines, and contribute to class discussions.
-Reading Assignments & Outlines (20%)
Students will prepare short written outlines and discussion points for assigned readings. These will not be graded for “right or wrong,” but for effort, clarity, and engagement.
Progress on Research Topic Development (20%)
Students will gradually refine their research interests and research question. Credit will be given for steady progress and responsiveness to feedback.
-Final Research Proposal & Presentation (30%)
At the end of the semester, students will present and submit a short research proposal (5–7 pages). This proposal should include:
A clear research topic and question
A brief review of related literature
A proposed methodology
A discussion of why the research is interesting and relevant
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備考
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The textbook and reading materials will be announced and provided in class as needed.
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This seminar is designed to be an open, supportive, and intellectually stimulating environment. Because we are a small group, each student’s active participation is essential to the success of the course. I encourage you to bring your experiences, questions, and ideas into our discussions.
To ensure that the seminar is a productive and respectful space for everyone, please keep in mind the following:
Respect for all members: Treat classmates with courtesy and respect at all times.
Constructive criticism: We aim to be critical of ideas, not of individuals. Personal attacks are not acceptable.
Academic integrity: Students are expected to do their own work and follow academic standards of honesty.
Professional conduct: Any form of discrimination, harassment, or sexual misconduct will not be tolerated.
Inclusive dialogue: Diverse perspectives and backgrounds are valued. Please contribute thoughtfully and listen actively.
I look forward to working with you as you begin developing your own research and preparing for your master’s thesis journey.
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I do not hold fixed office hours, but I am very happy to meet with you. Please email me in advance to schedule an appointment at a convenient time.
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