Contents of the course and assignment
| Contents of the class | Assignment | |
|---|---|---|
| Orientation: April 4th [first survey conducted] | Self-introduction by the teacher, ES (educational support senior students), and students | Find newspaper articles that you think is about “policy” and summarize supporting and opposing viewpoints of that policy |
| First class: April 13th | • Presentation by ES on “what policy is” | Select one policy you are interested in and summarize, in a piece of paper, the status of implementation |
| • Lecture by the teacher on policy | ||
| • Group work: think about certain policies including their goal and approach | ||
| Second class: April 20th | • Presentation by ES on “designing, implementing, and evaluating policies” | Think about how you would like to spend your 4-year university life (1. Courses to take, 2. contents to study, 3. off-campus activities to experience, 4. topic you want to work on for your graduation research) to present in two minutes |
| • Lecture by the teacher on policy design and critical thinking | ||
| • Group work: think about ways in which we can evaluate the actual policies on the ground | ||
| Third class: April 27th | • Presentation by ES on “fields of policy science” as well as explanation by the teacher on this topic | None |
| • Presentation by ES on what research they are working on | ||
| • Presentation by students on how they would like to spend 4 years of university life | ||
| Fourth class: May 11th | • Presentation by ES on “group work” and explanation by the teacher on this topic | Read one paper out of four lists of academic papers on policy, and summarize research goal, methods, conclusion and significance of the study |
| • Group work: deciding class leader and sub-leader/defining policy science in a group | ||
| Fifth class: May 18th | • Presentation by ES on “academic reading” | • Find a research paper you are interested in and summarize the contents and weaknesses of the research in a paper |
| • Lecture by the teacher on how to read academic papers | ||
| • Group work: present about the papers read | ||
| • Decide and present the most well-written report in the group | ||
| Sixth class: May 25th | • Presentation by ES on academic writing | • Think about what you would write in the report assignmenta (that would be submitted by June 15th) • Summarize introduction of your report assignment, list of contents and references in a paper |
| • Lecture by the teacher on how to write reports; part 1 | ||
| • Writing exercise: revise the homework other students submitted | ||
| • Group work: sharing homework submitted and parts revised by other students | ||
| • Presentation from each group regarding what they shared | ||
| Seventh class: June 1st [second survey conducted] | • Lecture by the teacher on how to write reports; part 2 | • Make a three-minute presentation regarding what you wrote in the report assignment (1. Title, 2. Introduction, 3. Flow of the manuscript, 4. Conclusion, 5. References) |
| • Writing exercise: students revise the homework that other students submitted | ||
| • Group work: sharing homework submitted and parts revised by other students | ||
| • Presentation from each group regarding what they shared | ||
| • Presentation by ES on what presentation is | ||
| Eighth class: June 6th | • Lecture by the teacher on how to write reports; part 3 • Presentation by students regarding the report assignment | No homework |
| Ninth class: June 8th | • Presentation by students regarding the report assignment | Submit draft of report assignment to ES |
| Tenth class: June 15th | • Presentation by ES on what debate is | • Read literature related to the role you would play in the workshop • Summarize feature of the person you would play in the role-playing workshop in a paper |
| • Lecture by the teacher regarding debate, workshop, facilitation/additional lecture regarding the theme of the debate (wildlife issues in Japan) | ||
| • Deciding role of each student to be played in a role playing workshop | ||
| Eleventh class: June 22nd | • Group work (share the feature of the role you would play in the workshop) | • Summarize what you would advocate in the workshop (based on the role you would play) in a paper |
| • Explanation by ES on the contents and flow of debate that will be held on 13th class | ||
| Twelfth class: June 29th | • Workshop (aimed to reach consensus among stakeholders, including farmers, government officials and hunters that students play to solve human-monkey problems) | • Collect information and prepare for debate implemented in the following week |
| Thirteenth class: July 6th [third survey conducted] | • Debate: Supporters and opponents discuss about three topics (e.g. immigration policy) |
| Contents of the class | Assignment | |
|---|---|---|
| Orientation: April 4th [first survey conducted] | Self-introduction by the teacher, ES (educational support senior students), and students | Find newspaper articles that you think is about “policy” and summarize supporting and opposing viewpoints of that policy |
| First class: April 13th | • Presentation by ES on “what policy is” | Select one policy you are interested in and summarize, in a piece of paper, the status of implementation |
| • Lecture by the teacher on policy | ||
| • Group work: think about certain policies including their goal and approach | ||
| Second class: April 20th | • Presentation by ES on “designing, implementing, and evaluating policies” | Think about how you would like to spend your 4-year university life (1. Courses to take, 2. contents to study, 3. off-campus activities to experience, 4. topic you want to work on for your graduation research) to present in two minutes |
| • Lecture by the teacher on policy design and critical thinking | ||
| • Group work: think about ways in which we can evaluate the actual policies on the ground | ||
| Third class: April 27th | • Presentation by ES on “fields of policy science” as well as explanation by the teacher on this topic | None |
| • Presentation by ES on what research they are working on | ||
| • Presentation by students on how they would like to spend 4 years of university life | ||
| Fourth class: May 11th | • Presentation by ES on “group work” and explanation by the teacher on this topic | Read one paper out of four lists of academic papers on policy, and summarize research goal, methods, conclusion and significance of the study |
| • Group work: deciding class leader and sub-leader/defining policy science in a group | ||
| Fifth class: May 18th | • Presentation by ES on “academic reading” | • Find a research paper you are interested in and summarize the contents and weaknesses of the research in a paper |
| • Lecture by the teacher on how to read academic papers | ||
| • Group work: present about the papers read | ||
| • Decide and present the most well-written report in the group | ||
| Sixth class: May 25th | • Presentation by ES on academic writing | • Think about what you would write in the report assignmenta (that would be submitted by June 15th) |
| • Lecture by the teacher on how to write reports; part 1 | ||
| • Writing exercise: revise the homework other students submitted | ||
| • Group work: sharing homework submitted and parts revised by other students | ||
| • Presentation from each group regarding what they shared | ||
| Seventh class: June 1st [second survey conducted] | • Lecture by the teacher on how to write reports; part 2 | • Make a three-minute presentation regarding what you wrote in the report assignment (1. Title, 2. Introduction, 3. Flow of the manuscript, 4. Conclusion, 5. References) |
| • Writing exercise: students revise the homework that other students submitted | ||
| • Group work: sharing homework submitted and parts revised by other students | ||
| • Presentation from each group regarding what they shared | ||
| • Presentation by ES on what presentation is | ||
| Eighth class: June 6th | • Lecture by the teacher on how to write reports; part 3 | No homework |
| Ninth class: June 8th | • Presentation by students regarding the report assignment | Submit draft of report assignment to ES |
| Tenth class: June 15th | • Presentation by ES on what debate is | • Read literature related to the role you would play in the workshop |
| • Lecture by the teacher regarding debate, workshop, facilitation/additional lecture regarding the theme of the debate (wildlife issues in Japan) | ||
| • Deciding role of each student to be played in a role playing workshop | ||
| Eleventh class: June 22nd | • Group work (share the feature of the role you would play in the workshop) | • Summarize what you would advocate in the workshop (based on the role you would play) in a paper |
| • Explanation by ES on the contents and flow of debate that will be held on 13th class | ||
| Twelfth class: June 29th | • Workshop (aimed to reach consensus among stakeholders, including farmers, government officials and hunters that students play to solve human-monkey problems) | • Collect information and prepare for debate implemented in the following week |
| Thirteenth class: July 6th [third survey conducted] | • Debate: Supporters and opponents discuss about three topics (e.g. immigration policy) |
Note(s): aIn a report, students were assigned to write about the types of research conducted and policies implemented related to one social problem that they chose
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