|
|
|
|
|
|
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。
|
|
|
|
|
|
This seminar is a continuation of Seminar IA.
Throughout the course, students will continue reading and discussing a textbook and selected journal articles. In parallel, they will develop their own research topics and questions, which will serve as the foundation for their master’s thesis to be completed over the next two years. By the end of the course, each student will produce a research proposal and a fieldwork plan for the summer.
|
|
|
|
|
|
|
|
|
|
To understand how to read papers and apply for your research plan.
To understand how to make an analytical framework.
To understand best method for Students' master's thesis.
To prepare the research proposal and fieldwork plan.
|
|
|
|
Students will read a textbook and selected articles (to be announced) and prepare outlines and discussion points for each class. In addition, they will read selected journal articles in related fields to learn what makes research meaningful and how it is structured.
Students will develop their own research topics, research questions, and a research proposal, as well as a fieldwork plan. They will also present their preliminary research proposals and receive feedback.
This syllabus provides a general plan for the semester. However, the course will remain flexible, and specific readings, topics, and pacing may be adjusted to best support students’ progress and research development.
|
|
|
|
|
|
第1回
|
Orientation
|
Plan for readings and writing research proposal.
|
|
第2回
|
Presentation
|
Students will present their progress during the spring break.
|
|
第3回
|
Reading a Journal Article/ Shaping research proposal
|
Identifying good research questions from articles and revise research proposal.
|
|
第4回
|
Reading a Journal Article/ Shaping research proposal
|
Identifying good research questions from articles and revise research proposal.
|
|
第5回
|
Reading a Journal Article/ Shaping research proposal
|
Identifying good research questions from articles and revise research proposal.
|
|
第6回
|
Reading a Journal Article/ Shaping research proposal
|
Identifying good research questions from articles and revise research proposal.
|
|
第7回
|
Reading a Journal Article/ Shaping research proposal
|
Identifying good research questions from articles and revise research proposal.
|
|
第8回
|
Reading a Journal Article/ Planning for the field survey
|
Preparing for the field survey, including its purpose, research objectives, and methods of implementation.
|
|
第9回
|
Reading a Journal Article/ Planning for the field survey
|
Preparing for the field survey, including its purpose, research objectives, and methods of implementation.
|
|
第10回
|
Reading a Journal Article/ Planning for the field survey
|
Preparing for the field survey, including its purpose, research objectives, and methods of implementation.
|
|
第11回
|
Presenting research proposal
|
Present research proposal and receive feedback
|
|
第12回
|
Presenting research proposal
|
Present research proposal and receive feedback
|
|
第13回
|
Presenting research proposal
|
Present research proposal and receive feedback
|
|
第14回
|
Presenting fieldwork schedule
|
Present fieldwork schedule and receive feedback
|
|
第15回
|
Presenting fieldwork schedule
|
Present fieldwork schedule and receive feedback
|
|
第16回
|
Wrap up
|
Getting ready for spring break (research) !!
|
|
※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】
|
|
|
|
|
|
A: --% B: 40% C: 20% D: 40%
|
|
-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
|
|
|
|
|
|
|
備考
|
The textbook and reading materials will be announced and provided in class as needed.
|
|
|
|
|
|
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.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
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.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|