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[概要]オンラインによる体験型科学実験を児童生徒の自宅および集合した会場で実施した。児童生徒の斬新なアイデアによる実験結果が見られ、リアル体験科学実験の際は難しかったが、全員が実験結果の口頭発表が出来た。オンラインおよびリアル体験科学実験の3 種の長短を比較した。オンライン体験実験の成果からリアル体験実験に於いても検討すべき事項が明らかになった。Online experimental science classes were held at student’s homes and in assembly halls. The experimental results of some students were innovative. All students were able to give an oral presentation of their experimental results within the online classes, even though they were difficult in the real experimental science classes. We compared the advantages and disadvantages of the three types of online and real-experience science classes. Furthermore, we clarified the important points to be considered in the real experience science classes by comparing the results.

This paper offers a brief examination of active learning and its role in helping students to become more engaged in the classroom. It points to societal, historical, and institutional barriers that add to the persistence of the status quo of preferred teaching strategies, particularly at the traditional university, and secondary-school level in Japan. Without calling for a moratorium on using lectures as a medium for the delivery of knowledge, it offers some definitions and examples of active learning practices which can be incorporated into existing lecture-based teaching frameworks. Finally, it asks educators to re-examine their personal beliefs regarding learning and their own teaching practices while at the same time encouraging them to add new teaching practices to their classroom repertoires in order to facilitate deeper learner engagement with course content. The article is written in the hopes that it will bring about discussion and change in teaching at both secondary and tertiary levels in Japan.

Since graduation thesis at a university is a subject taught based on the curriculum, this paper explores the curriculum of graduation thesis that makes use of the characteristics of womenʼs universities. As a result, inthe third year, we positioned it as a period for creating “themes” and “subjects” of graduation thesis, and clarified the curriculum.It turned out that it was important to have students read “literature” and “academic papers” and make “headings” and “explanatory texts” of the contents. And, it was clarified that it was important to make the student announce it.In addition, the curriculum of “composition of thesis” and the preparation of the thesis in the fourth year was clarified. And, the method of the retrieval of “literature” and “academic paper” and the teaching method of writing were clarified.And, it was clarified that it is important to teach each student to study independently and jointly in the guidance of the graduation thesis of the womenʼs university.

The Sojo University English teachers of first-year students taught a new, online curriculum during the 2020 fall semester. All nine teachers reflected on the semester using the DEAL model. These reflections focused on five areas that are specific to the role of the teacher. In summarizing the responses, many recommendations were made for how to better meet the needs of Emergency Remote Teaching, such as varying content throughout the course. The overall experience and teacher articulation of what was learned are shared in this paper.

A paper-based questionnaire survey was conducted on elementary school teachers regarding their awareness toward inclusive education and on their expectations and issues in this area of education. The findings shows that their awareness is higher than schoolteachers in other school categories. In addition, the awareness level has risen in comparison to the level in the FY2013 survey. However, the level was lower when compared to keywords on special needs education.In expectations toward inclusive education, attention was directed to cultivation of social skills in the children and environment encouraging learning from each other. In the issues involved, there is demand for development of environment in terms of human and material resources.The results revealed the need for further understanding of inclusive education, realization of seamless support, enrichment of training opportunities, change in teacher awareness and reform in the school system.

Currently, two authors are in charge of the Department of Art Education at the Faculty of Arts in the Department of Art （Art Education Method I - IV). Even though this course is that part-time lecturers outside the university are the person in charge, various problems are involved in constructing the curriculum and practicing it, but especially in the Fine Arts Education Acts I to IV When changing the term of study from two years to one year, a major change in the composition of the curriculum was pressed, including the change of persons in charge. And, through such processes, we have reached the current curriculum composition, but its practice also celebrates the fourth year, various problems also emerged during that time, while making adjustments between persons in charge each time I have been advancing.This paper is intended to the discussion focused on the curriculum structure, an eye to the revision of curriculum guidelines to enter the transition period from the 2018 fiscal year, while aligning its revision, while reviewing the curriculum structure, the field of Art Education. We will explore the future direction that responded quickly.

The interactive class that used an active-learning with the minutes-papers is worked on. The minutes-papers are used on the lecture of river engineering at the sixth semester. There are written at the last ten minutes in this lecture by students. The progress report to catch the students’ understanding level, and the questions and the uncertainty from the student are described in these. Especially, the learning effect for the student can be improved by making questions of the examination in the MIT method. The following is clarified that both concentration for the lecture and consideration to study are improved with these minutes- papers.

This paper is a report on the state of Workshop by the Seminar in Workshop 2015 (@Faculty of Art, Sojo Universty, 25th Octobor 2015). The seminar in Workshop is part of the new curriculum of Art and Culture, Dep. of Fine Art, Faculty of Art, Sojo University, for undergraduate students 2013 academic year. The purpose of this seminar is to regard social relations as art through the practical method called the art workshop with together students. We carried out a workshop as a part of the class, in the one of the programs of Techno Fantasy 2015 held on Sunday 25th Octobor 2015 at Sojo University. As for this workshop program, all the enforcement was carried out from a plan by students. This report makes voice of the student who took charge reflected, and students wrote every taking charge one. The contents insist of the following five chapters: Introduction, 1. Deciding the Planning, 2. The Embodiment of the Planning, 3. The Setting up the site of the Workshop, 4. The Execution of Workshop, 5. Summary. And voice of the students who have finished a workshop as the summary at the end of this report is carried.

This paper examines the determinants of “curriculum management” via an analysis of the processes of “curriculum management.” It draws upon on a case study of Shima Elementary School from 1999 to 2009 with special focus on student involvement in the curriculum management. Today in Japan, the notion of “curriculum management” has attracted attention from the perspectives of both policy and practice. It is not, however, without criticism, often accused of being difficult to apply successfully in actual school settings. Although previous studies have examined the determinants of “curriculum management,” to have limited results, they have failed to sufficiently analyze the process through which “curriculum management” may achieve its potential. This paper provides an analysis of the processes by which “curriculum management” can encourage a positive outcome in an actual school, Shima Elementary School. First, a background summary of “curriculum management” is described followed by an explanation of how it was conceived. Then, a focus on lesson study development illustrates how the curriculum was transformed. Finally, through the concrete example of Shima Elementary School as a case study, the determinants of “curriculum management” is clarified. In conclusion, this research found the following two crucial criteria for successful “curriculum management:” 1) the participation of teachers, parents, residents, and children throughout the process of “curriculum management,” and 2) responsible leadership of conscientious teachers to guide the process.

Schools have important roles in preparing students for civic life, and making them engage in examining and revising their school rules could be one way to fulfill such a mission. The purpose of this paper is to investigate what students learn from participating in reexamination of their school rules and engaging in dialogue with diverse stakeholders during the process. The paper utilizes a case of“ Rule-making project” at a Japanese girls’ junior and senior high school, supported by NPO staff and other experts. The project yielded a variety of civic effects. Student members of the project became more confident in conveying their ideas to others and making a difference in their schools. They also deeply understood the value of dialogue and learned the importance of understanding others. In addition, there were some schoolwide effects on students’ efficacy, trust, and intention of civic engagement. However, there were also some issues and challenges, such as the power relationship between teachers（or other adults）and students, and inclusion of direrse students in the process.

Those who work as an entry-level of Japanese teacher, even though they have successfully graduated the teacher training course, are not always be able to maintain a certain level of quality in their teaching that matches that of experienced teachers. Based on the data that was collected from the experiences of four mid-level teachers, this paper analyzed what attributes and abilities will be required for entry-level teachers when they start their carriers at a Japanese language school. The results of this analysis suggest that some of the attributes and abilities could be solved by enhancing the educational practice, while others could be solved by improving the educational content of training and by collaborating with the schools where they are in the training. It also became clear that there are some problems that are difficult to solve only through collaboration between the training course side and the Japanese language school side or through reform of the training system., Departmental Bulletin Paper, 研究ノート

While teaching practice in school for pre-service teachers currently gains more attention by researchers who find positive effects for mentors, it has not been focused yet how teaching practice instruction could be the arena of professional development for school-based teacher educators. To discuss the importance of fostering professional development of school-based teacher educators through teaching practice in school, this paper held an interview with four teacher educators who experienced growth through teaching practice instruction. Through the analysis of their narratives of how they view teaching practice instruction, experience-based learning process to be a teacher educator was found with four key categories. This paper then reconstructed experiential learning model: Those key categories played important roles for proceeding experiential learning cycle that indicates strategies for the professional development.

A new course of study for elementary schools was announced in 2017. The newly proposed educational content is now being put into action in language classes. New content to note includes the need to teach Cross-Cultural Understanding in the class. In this paper, how to incorporate Cross-Cultural Understanding into the new course of study will be explained and what teaching skills are necessary will be introduced. In the paper, the author introduces "dictogloss", "plus-one dialogue", and "story-retelling" as effective teaching methods for better cross-cultural understanding. To ensure good cross-cultural understanding, students should display fairness when meeting cultural differences, this is a necessary attitude. In addition to that, teachers should try to teach that there is always both universality and diversity in understanding cultures. These should be the aim of each foreign language lesson at elementary schools.

Based on an example of Chinese Qin opera theater school, this paper analyzes learning process of aspiring performers in a school setting by applying the concept of ‘routine experiment’, which implies innovation, in educational studies. Studies on performing arts education have been primarily focusing on the relation between apprenticeship and human resources development until recently because many performing arts (especially traditional ones) have thought to transmit its skills and knowledge through it. Many researchers still think that apprenticeship is the dominant educational mode for performing arts education. Although some researchers finally came to recognize the importance of school education for human resources development in recent years, learning process of aspiring performers in school settings is not yet sufficiently studied. Taking the situation into consideration, it is the main purpose of this paper to analyze the learning process to illuminate how school education affect transmission of intangible culture (especially its performance skills and knowledge): a topic especially important in the studies on intangible cultural heritage transmitted through school education. The paper will also show that the concept of ‘routine experiment’ offers a vantage point on the intricate relation between transmission of tradition and development of artistic creativity. In conclusion, the paper will suggest a new theoretical direction for the studies on performing arts education and its related field.

This paper focuses on an English pedagogy course with mock lesson teaching. In this course, students work alone or in pairs, write a lesson plan, and conduct a 50-minute lesson with the other students acting the role of secondary school students. Before this course, students have already taken two courses: an introductory course for teaching English, and a course to teach specific micro-skills for English teaching. This paper outlines ten checkpoints for these students that provide the essence of organization of a lesson, preparation of materials, and reflection after their lesson. First, the checkpoints for warm-up, review, and obi (literally sash, but this means something lasting across lessons) activities include choosing the most efficient short activities for language acquisition, efficient use of digital tools, and how to choose review activities. The next stage in a lesson to check is teaching reading comprehension and word usage. The point at this stage is whether the reading comprehension questions facilitate reading comprehension of all the text, and whether they pick up all the English forms in the text that students need to pay attention to. Checkpoints for teaching output activities include the selection of tasks of appropriate volume and quality, and the construction of appropriate scaffolding after selecting tasks. Finally, checkpoints in the assessment rubric and post-event feedback for students' products include whether such an assessment policy is ready and demonstrated to students at the outset, and whether a long-term policy for post-event feedback on English forms is set.

At the Institute for Foreign Language Research and Education, there has been a strong focus on developing systems that enable students to learn foreign languages and cultures more effectively during their student lives. For many years, the institute has organized intensive courses in German, French, Spanish, Chinese, and Korean, in which students have four class periods (eight hours) per week. Offered in the second year, the Trilingual Program has been established, and students who finish the course can obtain a certificate upon graduation. This program was launched in the 2018 academic year, and has succeeded in encouraging students to continue their studies in two foreign languages (the number of students completing the first term in the 2020 academic year was 28). The goals for “trilingual” completion (CEFR-level B1 for German, French, Spanish, and Korean; C1 for Chinese) have almost been achieved, so that the program has been a success for those who have joined it and provides good opportunities for language learning, particularly in a university that has no specialized school of foreign languages. One problem is that of the 2,500 students who enter the university each year, only a small number of students take the foreign language intensive course, at around 100 participants, and the numbers of students who proceed to the trilingual course are smaller: 63 in 2018, 104 in 2019, and 56 in 2020. For students of science, the first-year intensive course is problematic due to timetabling, and this subsequently makes it difficult for them to advance to the Trilingual Program. Also, there are some challenges concerning the foreign language classes which need to be addressed, and this is the main focus of this paper. In order to improve the Chinese classes, changes were made in 2021. The main way of improving the classes was to use the university’s teaching assistant (TA) system. This has been used to place international students in the classes as teachers and teaching assistants to increase the opportunities for students to interact with first-language Chinese speakers. The aim has been to aid students in developing their communication skills in Chinese. This paper explores the process and results of this innovation.

This paper documents and reflects on the creation of a Chinese writing test conducted online using a video conferencing platform (Zoom or Microsoft Teams). One of the purposes of an examination is to evaluate the students’ level of learning, and teachers’ prime concern must be on ensuring its quality and fairness. It is also important and necessary to lighten the burden imposed on both students and teachers struggling with online teaching and learning. Consequently, the author decided not to introduce new tools or systems just for online exams, and instead used Microsoft PowerPoint presentations with screen sharing. There are four key elements regarding the examination. (1) The method of question presentation. Each question is provided on one slide, and all the slide show’s transitions are set up at the same speed (the response time for each question) to create a self-running presentation. Every question slide is displayed only once, and students cannot navigate back to previous slides. The number of test questions given to the examinee exceeds the number of answers required so that examinees can skip the questions they cannot answer. In this way, it is possible to reduce cheating to a certain extent without strict monitoring. (2) Early notification. It is necessary to distribute the exam guideline and procedure to students so that they can familiarize themselves with the testing procedure beforehand. Early notification also allows students enough time to ask for help. In addition, students tend to review what they have learned more often when they know they have an examination, so this has a motivating effect. (3) Elimination of inequalities. Unlike face-to-face examinations, online tests can be taken anywhere. Conditions may differ in many ways including equipment, devices, and students’ technological capabilities. A convenient option should be offered for test takers in order to avoid a particular student gaining an unfair advantage. Teachers cannot ask students to print examination papers on-site, or scan and convert them to PDF files because many students do not have printers and scanners in their possession. However, typing skill and speed is not an issue in testing students’ Chinese language proficiency. (4) Evaluation. Different types of questions not only give every student an equal opportunity to fully demonstrate their learning but also enable teachers to identify which areas are difficult for students. Limited time to access each question makes it possible to estimate the speed at which examinees can process language. In a real conversation, they cannot take time to understand what someone has said, even if they know the meaning of the words. This is an important aspect of evaluation because our Chinese course is focused on dialogue and communication skills., 本稿は日本学術振興会科学研究費補助金基盤研究（B）「複言語・多言語教育を視野に入れた初・中級学習者用8言語例文パラレルコーパスの開発」（20H01285，研究代表者：岩崎克己）の研究成果の一部である。

Second foreign language courses, which are positioned as a liberal arts subject, are said to have a “liberal arts component” other than or beyond the language learning. However, compared to the goal of language learning, the “liberal arts component” is not as clear. This paper attempts to discuss the following questions via a hermeneutic approach. Firstly, how do the faculty and students evaluate the actual class held under COVID-19? Secondly, what are students’ views on the “liberal arts component” of the curriculum? Finally, this paper will discuss the gap between the “curriculum as perceived by the faculty” and the “curriculum as perceived by the students”. The main result of this paper reveals that, in terms of their interpretation of the course content, the students’ perceptions are not always what the faculty intended. Students tend to embed the narrative about their learning experiences into their own life experience. As a result, in some extreme cases, they even construct their learning experience in the opposite to what the faculty intended, which suggests that there is a huge gap between the faculty’s perception of the curriculum and the students’ perceptions of the curriculum, especially on the construction of its “liberal arts component”.

The concern of this paper is to consider domestic and foreign research cases in order to question the impact of educational experience in interdisciplinary faculties on the academic identity of faculty members. In recent years, new interdisciplinary faculties have been established at Japanese universities due to teaching and learning research and socio-political influence. Teachers’ academic identities are transformed through interacting with individuals and disciplinary groups (or a department) relationship with differing social contexts (Kreber, 2010). How will faculty members who are placed in an interdisciplinary faculty that integrates multiple disciplines, that are not based on traditional disciplines, be affected in relation to the faculty? In order to answer this question, it is necessary to consider what has been researched and clarified regarding the characteristics of interdisciplinary faculties, the conflicts and experiences of faculty members, based on previous research. In this paper, we have organized and examined previous research on faculty members’ academic identity and socialization. As a result, it was suggested that the faculty members of the interdisciplinary faculty have more problems in their educational activities than the faculty members of the traditional faculty. On the other hand, it was also suggested that there is a mature transition period from academic socialization to interdisciplinary socialization, in which the conflicts that arise are overcome through the accumulation of educational experience with important communities. Future research should explore the situation and the factors of the transition., 本稿の推進に際し，以下の資金の提供を受けた。 JSPS 科研費19H00160（奨励研究）「理論と実践を融合するカリキュラムにおける学生の学習の変化」（研究代表者：砂田寛雅）

This paper presents a reconsideration of student support in universities. The university environments are going through a drastic change under the current problems with the declining birth rate in Japan. Universities need to reconsider the student support accordingly. The author focused mainly on the student support in concepts of an organization and an individual. As the results of this paper, the concept of reality shock, motivation and engagement are suggested to put to practical use sufficiently for university student success.

In school education, writing on a blackboard has a considerable impact on children. It is desirable for teachers to establish styles and shapes of writing that are easy to read and transcribe. This paper focuses on the hiragana character for “か” to discuss how it should be written and shaped. An analysis was made regarding the shape of the character written by university students seeking to become schoolteachers as well as that written by children in order to examine their differences. There was a major difference between how university students wrote“ か” and how children wrote it with respect to the second stroke. This paper, for the benefit of schoolteachers and children, discusses how“ か” should be written on a blackboard in consideration of the ease of writing, how children move their hands, and the shape of the character as it appears in penmanship textbooks for Japanese classes.

This paper clarifies the position and characteristics of “Lesson Study” (Jugyo-Kenkyu), focusing on the relations between the current school reforms and lesson study in Vietnam, through multiple analysis of directions and contents of the reforms and field study of the present situation in Nguyen Truc junior high school as a case study which has implemented lesson study in a successful way. In this paper, I will provide some viewpoints on what qualities and abilities school teachers are required to have and what roles lesson study should play in the course of the implementation of new education system in Vietnam. With intention to achieve this research object, in the first section, official policies related to the new school curriculum and the new textbook authorization system in Vietnam are discussed. In the next section, official policies related to teacher training are analyzed in the light of what school teachers are required in new education system in Vietnam. In the third section, the former style of educational practices and the present situation of educational practices and learning in Nguyen Truc junior high school is analyzed from the two aspects of students’ learning community and teachers’ learning community with special focus on literature class. In the fourth section, the result of a survey on the current situation of “Professional Learning Community” (PLC) in 5 junior high schools in Vietnam, is introduced. In the light of these points, it is concluded that lesson study has a function to promote the current Vietnam’s school reforms that require school teachers to provide educations for students from creative and integrated perspectives on a student-centered basis as well as a function to contribute to enhance and strengthen collegiality of school teachers in co-building lesson plans, co-reflecting on the classroom practices, and co-choosing textbooks for quality education., 本研究は、科学研究費補助金（18H03661）「途上国の前期中等教育開発における政策 -実践連携に関する国際比較研究」（基盤研究A,2018-2021 年度 , 吉田和浩教授代表（広島大学））を活用させていただいた。

概要 In recent years, the importance of evidence-based education has increased, and efforts to use data analysis as well as teachers’ experience and practical knowledge for education have been widely implemented. In this paper, I present a method to dynamically analyze students’ learning progress by focusing on the log data on the LMS. By analyzing the learning process rather than the results of learning, we aim to predict dropouts in advance, change the flow of the class, and verify the content of homework and assignments in advance. By using this method, I found that changes in the number of accesses to the LMS affect the learning progress. In particular, I show that the use of a quadratic approximation curve for the analysis of the number of accesses enables us to analyze the learning process in detail. As a result, it was found that in distance education, there were more than a certain number of accesses during the course hours, not late at night, and that students who changed the number of accesses according to the contents of the course materials performed better. Finally, a comparison with clustering analysis shows the usefulness of the analysis method presented in this paper.

This paper examines the position of a guest teacher of consumer education in the curriculum open to society. An analysis of high school student questionnaires from students in home economics classes was performed. As this course is closely related to practical matters in different sectors of society, three high schools with different academic abilities were analyzed. This paper illustrates the possibilities and challenges addressed through a collaborative lesson utilizing ICT, and suggests its potential as a new methodology in the wake of COVID. Such a course offers a new platform for a guest teacher. More importantly, it suggests the development of a class that shares progressive qualities to be further nurtured at school. Aside from opening the class to other members of society, this research highlights the benefits derived from drawing on the talent of external lecturers with new perspectives.

This paper describes the results of a research project named “Fundamental research on developing new English language courses by actualizing the philosophy of education at DWCLA and the principles of vision 150” from 2017 to 2019 (English 2020). The research project had five aims: 1) the development of English reading materials for our students based on our philosophy of education; 2) studies on our students’ English skills, learning strategies, and motivation for learning English; 3) studies on English skills of students in the pharmaceutical and nursing departments to establish a good relationship between the firstand second-year English language courses and specialized courses in the departments; 4) research on English courses using Information and Communication Technology (ICT); and 5) starting a project work aimed at developing a learning community and its evaluation. Based on the aims of the project, seven researchers wrote different papers on this thesis. Related to the first aim, Takahashi explored the interdisciplinary approach of teaching common and structure of college students’ learner strategies to examine how they learn English in college. Imai and Wakamoto analyzed the overall trends in the six categories of first-year college students’ English learning strategies. Hashimoto clarified first-year university students’ motivation to learn English at DWCLA. Regarding the fourth aim, Naruhashi investigated the relationship between general English proficiency and the degree of acquisition of specialized English among students of the Faculty of Pharmaceutical Sciences who took Pharmacy English A. Concerning the fourth aim, Iida explored first-year students’ intensive reading class using ICT to examine students’ development of English skills. Finally, concerning the fifth aim, Saeki discussed the significance of crafting and staging an English drama performance as a joint-departmental, project-based approach to studying English as a foreign language at DWCLA., 研究プロジェクト総合報告総合論文

Today, there are more than 300,000 foreign students in Japan, and the student at Japanese language schools numbered 113,626 in 2019. As the number of Japanese language schools increases, the number of teachers working there, including new teachers, also increases. Therefore, it is gradually becoming problems to provide adequate education to foreign students. For the beginner Japanese language teachers who have graduated from professional training courses, they are assumed to have acquired basic skills as a teacher, however, they forced to deal with many complicated teaching tasks early in their careers that may be unprepared to handle. Based on these realities, this paper examines the results and the effects of teacher training at a Japanese language school. This training is planned for beginners before they begin teaching, and it is understood that this training is efficient and effctive for new teachers and also for the Japanese language schools at which they teach., Departmental Bulletin Paper, 研究ノート

According to the new curriculum guidelines by the Ministry of Education, Culture, Sports, Sci- ence and Technology, it has been decided that English, as a graded subject, at elementary schools is compulsory in the 2020 school year. Following this, the new teaching guidelines require elementary students to start learning grammar in the fifth grade. This will surely contribute to better motivation for learning English in the teacher-training courses at the university. In reaction to the above, this paper examines the possibilities of English language education in the Department of Childrenʼs Studies. Focused on motivational effects and teaching methods, the purpose of this study is to investigate effective teaching methods. Therefore, students can actively participate in class, hopefully in preparation for teaching in the future. First, the current general curriculum of English education is outlined since it should be imperative to connect learning outcomes acquired in the general courses into more advanced ones in teacher-training courses. This is followed by exempli- fying lesson practices, as well as the assessment of English proficiency by VELC Test (Visualizing English Language Competency Test), conducted for three years starting in 2016. Finally, this paper provides a tentative framework for educating students about interdisciplinary English teaching. Hope- fully, this teaching method connects English language classes into other subjects that include intern- ship experiences in Australia and active learning through cooperation by local community. Such op- portunities offered exclusively by the department can be quite effective for students to learn how to teach English to elementary school students. The educational purposes are well-grounded in a sys- tematic understanding of child development.

In Japan, with the lowering of the age of adulthood and the adoption of the SDGs, issues have come to light in consumer education. It is now important to reinforce consumer education to ensure that learners are not adversely affected by the above measures and that they learn how to behave in a socially and environmentally acceptable manner. As one way of providing consumer education, this paper shines a light on the significance of morals and proposes the offering of consumer education during moral education classes. Believing that social norms, fairness, justice, and other concepts that are paramount for consumers can be developed through moral education, this paper examined the links between consumer education and the national curriculum guidelines for moral education. As a result, it was found that moral education classes for younger year groups can successfully develop the ethical values and mindsets required for consumers.

This research examines Indonesia’s curriculum, implemented from 2013, and describes the characteristics and development to date, and investigates various perceptions regarding its revision. By reviewing this chronologically, light may be shed on the future direction of Indonesian education and illuminate future prominent issues. This paper prioritizes a description of the issues surrounding the 2013 revision rather than an explanation of findings from its implementation. This paper is organized as follows. First, a background explanation of the 2013 curriculum revision in terms of internal and external issues recognized by the MEC. Second, the philosophy and objectives of the curriculum are explained via a discussion of the adoption of competency-based curriculum and cross-curricular integrated thematic learning. Third, the development and changes in the curriculum are described in terms of relevant laws and regulations. The following three points were clarified through this research. First, the ”internal issues” recognized in the 2013 curriculum revision include (1) issues related to education in terms of national education standards, and (2) issues related to the growth of the working-age population. These realities suggest impacted Indonesia’s motivation to improve education quality on all levels. As educational institutions’ accreditation at each educational stage went under greater scrutiny, the curriculum revision became necessary. The latter point is an issue that relates intimately with Indonesia’s curriculum revision in terms of demographic composition. The the discussion of the “external issues,” and the ten “future competencies” deemed necessary for future generations, provided the impetus and reasoning for Indonesia’s commitment to improve its ranking in international academic achievement tests. Second, this investigation clarified that one of the features of the 2013 curriculum was the reform of a learning format that emphasizes student-centered learning and interrelationships, incorporating a curriculum that encourages an interdisciplinary approach with an integrated thematic learning model. Cross-curricular core competencies are established based on the four aspects of mental attitude, social attitude, knowledge, and skills, embodied as basic competencies for each subject. The successful acquisition of these competencies becomes the requirement for graduation from each educational level. Third, in implementing the 2013 curriculum, it became clear that there was a swing back to the 2006 curriculum from the beginning of its implementation. In this regard, different responses were found in the Ministry of Education and Culture and the Ministry of Religious Affairs. The final implementation nationwide was for the 2019/20 school year calendar. The MoRA continued to implement the 2013 curriculum with an enhancement of religious education. Many years of trial and error in implementation occurred, including differences in the response between general schools and Islamic schools (madrasah), as well as differences in the application among the schools.

Compared to that of the elementary school level, the learning content in junior high school is more specialized, and the Japanese used in textbooks is of a higher degree of difficulty. Accordingly, the language used in junior high school textbooks presents problems for students needing Japanese language learning support. These students require support in not only understanding the more complicated vocabulary presented in the textbooks, but also the more difficult forms of grammar. This paper describes an investigation and analysis of the verbs used in junior high school mathematics textbooks. By examining these verbs quantitatively, syntactically, morphological–functionally, and in terms of collocations, this paper attempts to clearly define what difficulties the students needing language learning support face.

This paper aims to review and report on the educational practice of ‘History of English’, a liberal arts subject in Wakayama University, which the author has been in charge of for the past 10 years or more. The author describes details of the subject and tries to record its achievements and reflections, thus contributing to the future development of the university’s liberal arts education. The paper deals with the practice of teaching the history of English to students from all faculties and grades of the university as an independent subject in the framework of liberal arts education, not as part of a specialized education course. The author gives a brief summary of an attempt to convey the joy of learning the history of English to a wide range of members by devising its contents and educational methods. Judging from the students’ comments, fortunately, ‘History of English’ as a liberal arts subject was able to obtain positive reactions from the students that exceeded the level initially expected. This gives rise to a positive prospect for the further development of the subject. Some suggestions for the future development of English education in general are added.

In order to improve English proficiency and the level of autonomy in language learning, the author introduced his seminar students to what he calls POSSES: Point System for Self-access English Study by university students. When using POSSES, learners are required to choose their learning activities to earn 20 points monthly and 200 points yearly. Using paper folders as a portfolio and Google Drive folders as an e-portfolio for compilation of the learning records, the author encouraged the learners to practice learning activities they chose from a learning activities list. The list consists of two categories: paperwork that requires continuous steady learning with books and papers, and fieldwork in which learners use English outside the class. The learners were required to fill in the designated forms or create evidence of their learning in any paper form, which were also converted to PDF files and compiled into the monthly folders shared with the author. The results indicated that all the leaners fulfilled the points requirement by the end of a year. The students’ English proficiency levels also improved significantly. The range of student learning activities expanded as the year went by. The individual interview records showed that continuing the point provision system with the e-portfolio helped the learners maintain their motivation and develop autonomy in learning English.

The aim of this paper is to analyze and consider the current situation and popularization of applied education in Chinese independent colleges from three perspectives: government (macro-level), institutions (meso-level), and students (micro-level). To this end, I focus on case analysis and student evaluation to analyze whether there is a gap between expectations and reality, and seek to answer two research questions: "Do independent colleges’ efforts in applied education meet the requirements and guidance of policy?" and "Do students truly experience independent colleges’ efforts in applied education?" At the same time, a comparative approach is adopted. I consider research universities and higher vocational colleges as a point of comparison to explore whether independent colleges have an advantage in applied education. The research results of this article can be summarized as follows. First of all, regarding responses to policy guidance, based on the comparative results of case studies (Meso level), it is determined that independent colleges are indeed different from research universities and higher vocational colleges, in terms of the expected human resources’ competence requirements. It can be said that policy guidance aimed at cultivating applied human resources has penetrated the decision-making of independent colleges. However, based on the evaluation results from students at the micro-level, some problems have been found, such as the lack of off-campus learning places for practical training and internships, the lack of practical teachers, the setting of subjects with low applicability, and lack of direct links to the labor market. Moreover, these problems are not only presented in educational activities at the mesolevel, but also reflected in the evaluation of student education adequacy at the micro-level. Based on these results, it appears that independent colleges have not yet formed outstanding strengths in these core elements related to the cultivation of applied human resources. In short, based on the findings of this paper, there is a gap between policy guidance and institutional action, and between institutional action and student experience in the intention and the reality of applied education. Our research results provide meaningful evidence that can be used for reflection and improvement of problems for independent colleges.

While teaching practice in school for pre-service teachers currently gains more attention by researchers who find positive effects for mentors, it has not been focused yet how teaching practice instruction could be the arena of professional development for school-based teacher educators. To discuss the importance of fostering professional development of school-based teacher educators through teaching practice in school, this paper held an interview with four teacher educators who experienced growth through teaching practice instruction. Through the analysis of their narratives of how they view teaching practice instruction, experience-based learning process to be a teacher educator was found with four key categories. This paper then reconstructed experiential learning model: Those key categories played important roles for proceeding experiential learning cycle that indicates strategies for the professional development.

At the Institute for Foreign Language Research and Education, there has been a strong focus on developing systems that enable students to learn foreign languages and cultures more effectively during their student lives. For many years, the institute has organized intensive courses in German, French, Spanish, Chinese, and Korean, in which students have four class periods (eight hours) per week. Offered in the second year, the Trilingual Program has been established, and students who finish the course can obtain a certificate upon graduation. This program was launched in the 2018 academic year, and has succeeded in encouraging students to continue their studies in two foreign languages (the number of students completing the first term in the 2020 academic year was 28). The goals for “trilingual” completion (CEFR-level B1 for German, French, Spanish, and Korean; C1 for Chinese) have almost been achieved, so that the program has been a success for those who have joined it and provides good opportunities for language learning, particularly in a university that has no specialized school of foreign languages. One problem is that of the 2,500 students who enter the university each year, only a small number of students take the foreign language intensive course, at around 100 participants, and the numbers of students who proceed to the trilingual course are smaller: 63 in 2018, 104 in 2019, and 56 in 2020. For students of science, the first-year intensive course is problematic due to timetabling, and this subsequently makes it difficult for them to advance to the Trilingual Program. Also, there are some challenges concerning the foreign language classes which need to be addressed, and this is the main focus of this paper. In order to improve the Chinese classes, changes were made in 2021. The main way of improving the classes was to use the university’s teaching assistant (TA) system. This has been used to place international students in the classes as teachers and teaching assistants to increase the opportunities for students to interact with first-language Chinese speakers. The aim has been to aid students in developing their communication skills in Chinese. This paper explores the process and results of this innovation.

Second foreign language courses, which are positioned as a liberal arts subject, are said to have a “liberal arts component” other than or beyond the language learning. However, compared to the goal of language learning, the “liberal arts component” is not as clear. This paper attempts to discuss the following questions via a hermeneutic approach. Firstly, how do the faculty and students evaluate the actual class held under COVID-19? Secondly, what are students’ views on the “liberal arts component” of the curriculum? Finally, this paper will discuss the gap between the “curriculum as perceived by the faculty” and the “curriculum as perceived by the students”. The main result of this paper reveals that, in terms of their interpretation of the course content, the students’ perceptions are not always what the faculty intended. Students tend to embed the narrative about their learning experiences into their own life experience. As a result, in some extreme cases, they even construct their learning experience in the opposite to what the faculty intended, which suggests that there is a huge gap between the faculty’s perception of the curriculum and the students’ perceptions of the curriculum, especially on the construction of its “liberal arts component”.

This paper documents and reflects on the creation of a Chinese writing test conducted online using a video conferencing platform (Zoom or Microsoft Teams). One of the purposes of an examination is to evaluate the students’ level of learning, and teachers’ prime concern must be on ensuring its quality and fairness. It is also important and necessary to lighten the burden imposed on both students and teachers struggling with online teaching and learning. Consequently, the author decided not to introduce new tools or systems just for online exams, and instead used Microsoft PowerPoint presentations with screen sharing. There are four key elements regarding the examination. (1) The method of question presentation. Each question is provided on one slide, and all the slide show’s transitions are set up at the same speed (the response time for each question) to create a self-running presentation. Every question slide is displayed only once, and students cannot navigate back to previous slides. The number of test questions given to the examinee exceeds the number of answers required so that examinees can skip the questions they cannot answer. In this way, it is possible to reduce cheating to a certain extent without strict monitoring. (2) Early notification. It is necessary to distribute the exam guideline and procedure to students so that they can familiarize themselves with the testing procedure beforehand. Early notification also allows students enough time to ask for help. In addition, students tend to review what they have learned more often when they know they have an examination, so this has a motivating effect. (3) Elimination of inequalities. Unlike face-to-face examinations, online tests can be taken anywhere. Conditions may differ in many ways including equipment, devices, and students’ technological capabilities. A convenient option should be offered for test takers in order to avoid a particular student gaining an unfair advantage. Teachers cannot ask students to print examination papers on-site, or scan and convert them to PDF files because many students do not have printers and scanners in their possession. However, typing skill and speed is not an issue in testing students’ Chinese language proficiency. (4) Evaluation. Different types of questions not only give every student an equal opportunity to fully demonstrate their learning but also enable teachers to identify which areas are difficult for students. Limited time to access each question makes it possible to estimate the speed at which examinees can process language. In a real conversation, they cannot take time to understand what someone has said, even if they know the meaning of the words. This is an important aspect of evaluation because our Chinese course is focused on dialogue and communication skills. 本稿は日本学術振興会科学研究費補助金基盤研究（B）「複言語・多言語教育を視野に入れた初・中級学習者用8言語例文パラレルコーパスの開発」（20H01285，研究代表者：岩崎克己）の研究成果の一部である。

The concern of this paper is to consider domestic and foreign research cases in order to question the impact of educational experience in interdisciplinary faculties on the academic identity of faculty members. In recent years, new interdisciplinary faculties have been established at Japanese universities due to teaching and learning research and socio-political influence. Teachers’ academic identities are transformed through interacting with individuals and disciplinary groups (or a department) relationship with differing social contexts (Kreber, 2010). How will faculty members who are placed in an interdisciplinary faculty that integrates multiple disciplines, that are not based on traditional disciplines, be affected in relation to the faculty? In order to answer this question, it is necessary to consider what has been researched and clarified regarding the characteristics of interdisciplinary faculties, the conflicts and experiences of faculty members, based on previous research. In this paper, we have organized and examined previous research on faculty members’ academic identity and socialization. As a result, it was suggested that the faculty members of the interdisciplinary faculty have more problems in their educational activities than the faculty members of the traditional faculty. On the other hand, it was also suggested that there is a mature transition period from academic socialization to interdisciplinary socialization, in which the conflicts that arise are overcome through the accumulation of educational experience with important communities. Future research should explore the situation and the factors of the transition. 本稿の推進に際し，以下の資金の提供を受けた。 JSPS 科研費19H00160（奨励研究）「理論と実践を融合するカリキュラムにおける学生の学習の変化」（研究代表者：砂田寛雅）

The coronavirus pandemic (COVID-19) spread globally in March 2020. In response to COVID-19 social distancing guidelines to curb the spread of the virus, universities were compelled to implement online teaching strategies to replace the traditional contact lectures during the first semester of the year. Within a very short period, universities had to put in place online lectures. However, students with visual or hearing impairments, physical and developmental disorders, mental disorders, and chronic diseases had difficulties to access or benefit from these online lectures. First, this paper briefly summarizes the various methods used by the universities to conduct online lectures during this time and then compares them with previous studies on the effects of online lectures. The reasonable accommodation for students with disorders as well as the benefits and disadvantages of online lectures are also outlined in the discussion. Not having to attend contact lectures is, for example, convenient for some students with disorders. In addition, students with developmental or mental disorders who typically struggle to manage their schedules or attend classes benefit from online lectures by being able to watch these at a time that suits them best. On the other hand, students with disorders reported that they were easily distracted by social networking services (SNS) and the internet while attending online lectures. Against this background, the paper makes recommendations on the ways to improve online lectures for students with disabilities.

This paper is a report on a TOEIC preparation program run by Kyushu University’s Job and Career Support Center and is based on the practical experience of a Japanese coordinator, two Japanese instructors and two Canadian instructors throughout the course of its development. The program has been running consecutively for the past ten years and is offered to both undergraduate students and graduate students enrolled at Kyushu University. In the 2020 academic year this course was granted approval for official accreditation from the university. The paper covers the following four points: 1. Installation of the accredited program; 2. Career development and topics frequently appearing on Part 6 and Part 7 of the reading section of the TOEIC Listening and Reading Test; 3. The role of a Japanese teacher in teaching practical skills and TOEIC test-taking strategies; and finally, 4. Recent changes made to the TOEIC Listening and Reading Test and implications this has on teaching from the perspective of a native English speaking instructor.

How has the study of Signature Pedagogy been carried out in the study of teacher education in Japan? How has the research on the Teacher Educator been progressed? What is required as a methodology for research that bridges the above two things? We try to identify them through literature research and interview in this paper.Researches on pedagogy peculiar to teacher education have been done in Japan. The research papers on teacher educators in Japan has been gradually emerging since 2012. However, the relationship between Signature Pedagogy and FD studies have not been fully recognized in research on Teacher Educators in Japan.As a result, it was clarified that the number of research papers on self-study and teacher educators in Japan has grown significantly since 2019 and the discussion of the methodology of teacher educator research according to the purpose and content is required in the future to improve the quality of this research.

The aim of this paper was to investigate how “integration of teaching and evaluation”, an important concept in educational evaluation theory, has been traditionally understood in Japanese language education, to clarify the issues in practice, and to propose a practical approach to evaluation. First of all, the historical changes in educational evaluation were traced, and the background and specific methods of the concept of “integration of teaching and evaluation” were clarified. The concept of “integration of teaching and evaluation” is based on the concept of achievement evaluation, which has emerged as a criticism of relative evaluation. In particular, this paper emphasizes the formative evaluation, which is one of the functions of achievement evaluation, and encourages feedback to both learners and instructors in the process of instruction. Next, we surveyed national journals on Japanese language arts education to explore the position of “integration of teaching and evaluation” in Japanese language arts education and how it is adopted. We found three things: First, the integration of teaching and assessment has been emerging in place of “formative assessment”; second, although the concept of achievement assessment behind “formative assessment” was accurately captured in the beginning, it has become less visible in the 2000s. Third, there is a concern about the use of “formative assessment” for higher-level skills in literature education, which has not yet been resolved. Based on the above, we conclude that it is necessary to appropriate to use “integration of teaching and evaluation” in Japanese language education based on the premise of achievement assessment. And whether or not it is appropriate to use “integration of teaching and evaluation” according to the ability of the target of assessment.

While many teachers acknowledge that school-based lesson studies are useful for their professional development, those studies occasionally become routinized and fail to deliver diverse perspectives without promoting collegiality. This paper selects “Tojisha-kenkyu,” a community-based study of mutual help by those concerned with difficulties, as a type of practitioner research that may evolve school-based lesson studies into a new kind of research activity with distinct procedures and epistemology. School-based lesson studies inspired by “Tojisha-kenkyu” require changes in the conceptual understanding of causality, agency, practice, power, and teacher competency. The paper also discusses the feasibility of introducing such research into the current school education context in Japan., 本研究はJSPS科研費JP16K04770の助成を受けたものです。

This paper proposes how e-learning is significant in terms of English education. The e-learning has already functioned as one of the educational fields. Through such an ICT education, however, Japanese learners of English have not necessarily got enough chances to acquire English skills. This is mostly because they learn English using PC without effective methods. Although teachers should learn knowledge of this field, the methods have been being internationalized in the current society. The possible methods can be based on English education related to grammar, listening, and reading. The skills for understanding English are essential to the first step to leaning English; moreover, such comprehensive skills are relative to communicative ones: speaking and writing. The consideration can be a sort of references to e-learning for learners and teachers attempted by the present paper.

In this paper, I report our efforts to introduce a common textbook in the "Foreign Studies I Basic & Seminar（German）" classes at Mie University. In order to correct differences in teaching content, difficulty level,and grammatical lessons between the classes,a common textbook was introduced in 2019 based on the common teaching materials used in 2018. We clarify the educational purpose of and the course content shared amongst different German lessons in the German language courses at Mie University, so that each student can take German lessons according to their own specific needs. At the end of the spring semester in 2019, a questionnaire survey was distributed among students in order to understand their impressions of the textbook. This paper also reports on this questionnaire survey, which was conducted on the lessons.

The purpose of this paper is to examine of an evidence-based analysis while proposing a discussion on teaching methods that offers opportunities for students to acquire knowledge and skills through industrial subjects. Emphasis here is on inquiring a framework to view in depth the impact of the teaching methods in the subject matters and with particular focus on how teachers provide ‘abstract’ knowledge in practice. This paper draws on qualitative data collected by the author that aimed to provide an analysis of teaching methods of industrial subjects. Especially, interview with teachers, an “expert” and a “novice”. The interviews were held in November, 2019 and February, 2020. The interviews were recorded and transcribed. In addition, teachers’ notes from the industrial subject class also were collected for this study. From this study it can be seen how teachers try to encourage students to imagine and understand the content in practice. In addition, how teachers try to redesign teaching for student learning to jump from ‘concrete’ to ‘abstract’ and understanding the impact of imagination.

大学教育において、学生の主体的な学修を促すためのさまざまな取り組みが進むなか、ミニットペーパーは、ICTの活用が苦手なベテラン教員でも手軽に取り組むことができるアナログな手法として広く活用されている。出席管理や成績評価だけではなく、教員からのコメントによるフィードバックや、学生とのコミュニケーションや教室の雰囲気作りに役立てることができる貴重な手法である一方、学生へのコメント返却が次回の授業時となるため、活用場面が限定されるという課題もある。この課題を解決するため、今回、職員が本研究のアイデアと全体のデザインを提案し、教員が開発と実践・検証を行うという、新しい形の教職協働を行った。「教育の質的改善」と「教員の業務負担の軽減」を図るために、手書きによる利点を残しつつ、ICTと融合したハイブリット型のミニットペーパー活用法を開発することができた。これは今後の大学改革に教職協働を超えて求められる教職共創・協創の成果といえる。, In higher education, there are many program or practice to promote both proactive and active learning of students. “Minute Paper” is good tool for teachers who can’t deal with Information and Communication Technology (ICT) well. Teachers can use it not only dealing with information of both attendance and evaluation of students but also students can reflect from teacher’s comment. However, using “Minute Paper” students can obtain the comments of teacher in the next lecture. To address this issue, we, faculty and staff in university, propose novel hybrid “Minute Paper system” both analog and digital. Also, we repot of the practice using the “Minute Paper system”. This result shows that “Minute Paper” help to improvement of education and reduce the time of education of teacher. Moreover, this research demonstrates that co-creation by faculty and staff such as this case can construct novel good methods to improve higher education in university.

This paper explains the ongoing educational reform in Japan called MIRYOKUKA; the project that is run by national and each local government to make high schools more attractive by utilizing the strengths and characteristics of each region. The paper analyzes the learning objects and effects of the school by interviewing high-school students. The first part of the paper explains how the reform is influenced by the result of four ongoing educational issues in Japan: The Ministry of Education’s recent educational reform on a high school, the concept of "School as a Team", a social movement against the abolition of schools in depopulated areas, and increasing interests in school’s roles in the revitalization of a region. In the latter part, this paper analyzes what and how students learn in different ways than MIRYOKUKA educational reform aimed at first. By analyzing interview data of students by the method of M-GTA, this research found that although the aims of education under MIRYOKUKA project is to help students learn how to revitalize a region and acquire problem solving skills by using regional resources, students also encourage their self-development as well as overcome the experience of past failures in their early life. Moreover, they seem to enjoy the experience of flow (Csikszentmihalyi). The result of the paper provides the insight that the ongoing educational reform should be carried out with concerns on how the aims of education differ from the reality of students’ learning objects.

This paper analyzes three functions of practical exams in a traditional performing arts school from the viewpoint of teaching and learning processes to illuminate certain characteristics of educational modernization of performing arts observable in daily educational scenes. This is a topic insufficiently explored by the previous studies related to educational anthropology of performing arts because they have focused more on historical change or organizational structure and have analyzed little on characteristics of such a routine educational practice as practical exams. In this paper, a Chinese traditional theater called Qin opera, a regional traditional theater quite popular in northwestern China, will be picked up as the main example to show how basic characteristics of practical exams conducted in a Qin opera theater school manifest an unignorably significant aspect of educational modernization from feudal apprenticeship to modern school. This paper’s ultimate aim is to contribute to the literature related to studies on educational anthropology of performing arts by shedding light on the important roles played by practical exams for training performers: a research topic that could also benefit studies on performing arts education in general which have mostly focused on apprenticeship., 本稿の目的は, 文化人類学の視点から, ある芸能学校で実施されている実技試験の特徴に注目することで,「芸能教育の学校化とはいかなるものか」という普遍的な問題を考察することにある。従来の芸能教育研究では, 徒弟教育に関するものが多かったが, 芸能教育の近代化が顕著な近年では, 学校教育に焦点を当てるものも少しずつ増えている。学校教育を通した芸の伝承は, 芸能教育の近代化の重要な展開のひとつなので, そうした研究が増えることは大変意義深いことである。しかし, この分野の研究では, 教育現場の教授・学習実践というミクロな次元に焦点を当てたものは極めて少ない。学校化の歴史的変遷過程や組織的側面についての研究が多く, 学校教育を通して芸がどのように教授・学習されているかは, まだ十分に明らかにされていない。 以上の状況を踏まえて, 本稿では, 学校教育のひとつの顕著な特徴である試験に注目して, それが芸の教授・学習過程とどのように関わるかを明らかにしたい。試験への注目は, 教育現場のミクロな教授・学習実践から, 学校化のある重要な一側面を浮き彫りにする試みである。本稿は, それによって,歴史的・組織的というマクロな次元ではなく, より日常的な実践レベルで,「芸能教育の学校化とはいかなるものか」という問題を具体的に考察するものである。また, 本稿は, 無形文化遺産化した芸能が学校でも教授・学習されつつある今日, 芸の担い手の教育事情も踏まえた観点から, その保護・継承の問題を考察するためのひとつの糸口を提供できる, ということを示すものである。 なお, 本稿では, 中国伝統演劇の秦腔の演劇学校の事例を中心に取り上げる。秦腔の俳優教育は, 1930年代ごろから段階的に徒弟制から学校へと変化していき, 現在では演劇学校という高度に体系化した教育組織で人材育成を行っている。したがって, 秦腔の事例は, 学校化した芸能教育実践について考察するうえで, 貴重な資料を提供してくれる。ここでは, 秦腔演劇学校の定期的な実技試験に注目して, 芸の教授・学習過程との関わりをみていきたい。

The University of Teacher Education Fukuoka (UTEF) is a teacher training university with a large percentage of its graduates becoming elementary, junior high, and senior high school teachers. The case study of the short-stay program described in this paper, unlike many other similar Japanese university short-stay programs, is not advertised as an intensive English program (even though there is a “survival English” component included), but rather as an “education-centered” curriculum that allows students to experience and to observe firsthand the US educational system. The program’s primary focus is to offer ample visits to various institutions and schools (from kindergarten up to the university level) that affords the UTEF students numerous opportunities to interact and participate directly with the US students through a series of “cross-cultural” demonstrations and lessons. Before departing, students attend a series of pre-departure orientation sessions where they prepare materials and activities to teach to the US students, as well as designing a “cross-cultural photo portfolio project” that has a pre-departure component and an “in-country” element that is used to evaluate their participation on the program academically. This paper and case study outlines in detail the objectives and organizational considerations of this program, which focus on four basic components: education, cross-cultural understanding, personal growth, and motivational benefits.