Community Engagement Course Designation

Naoko Uehara, Department of Modern Languages

Japanese 004 Continuing Intermediate Japanese

TEACHING: How the course will guide students toward achieving the learning outcomes

Level of coverage of Learning Outcomes as demonstrated in course proposal / Sufficient coverage / Insufficient coverage / No coverage / Comments
1. Apply academic methods and/or theories in a way that promotes collaboration and mutual benefit in a community setting. / x / Since Japanese 4 is the last language class at SMC Japanese, it is used as a gateway for students to learn about the cultural identity of Japanese immigrants in the Bay Area. Students examine historical and contemporary issues connected with the Japanese immigrants in San Francisco. Students conduct life history interviews with members of the Japanese American Community Agency in San Francisco. They focus on the history of people who have kept Japaneseculture alive in the city. I use case studies and service learning in addition to oral history as academic methods (Qualitative Case Study Methodology by Baxter, P. and Jack, S. 2008; The Oral History Manual by Sommer, B.W. and Quinlin, M.K. 2009)
We will field referrals and participation from organizations such as Kimochikai (the association to serve the Japanese American elderly), the Japan Society of Northern California, the Japanese American Historical Society, the Japanese Zen Temple, the Consulate General of Japan.
In the class, students actively use the language to search for common experiences and realities and reflect upon them. As a service, students have the option to provide a digital recording of their interview, as a record of their oral history for them and their families. Beyond the interview, students will participate in volunteer work and personal service within the Japanese community, personally observing values of respect while having some opportunity to use their language skills.
2. Demonstrate critical reflection throughout their experience. / x / Students connect with the course objectives in writing and with a video enhanced presentation. They reflect on actions taken before, during, and after the interviews, and they analyze the concepts and information that they gain (Reflection’s: Bridging the Gap between Service and Learning by Hatcher, J.A. and Bringle, R.G. 1997).
3. Express their understanding of the interconnections between their experience and their responsibilities as members of social or professional communities. / x / The interview project and volunteer effort allows students to use and improve their Japanese across the four language skills: speaking, writing, listening, and reading. These skills can also be transferable and applicable to their careers.
Students learn about Japanese heritage and culture. In addition, they learn how to conduct interviews and how to interpret and synthesize interview information into written reports (journals, papers, online discussions) and digital recording.
The service learning experience gives students a better appreciation for and understanding of the interconnected responsibilities of multi-generational members of a community.

LEARNING: How coursework will be used to measure student achievement of the outcomes

Learning Outcomes to be demonstrated in assessable student work / Sufficient
student work / Insufficient
student work / No assessable assignment(s) / Comments
1. Apply academic methods and/or theories in a way that promotes collaboration and mutual benefit in a community setting. / x / Students demonstrate an awareness and understanding of Japanese language and Japanese heritage through in-class discussion. Specific components of culture and heritage include:
a)Family
b)Life Experiences
c)Geography
d)Traditions
e)Values
f)Arts
g)Food
Service is part of the learning process. It is what students achieve and do for the community. Through their service, students gain a more fundamental understanding of the Japanese immigrant experience and have a chance to enhance their Japanese language skills.
2. Demonstrate critical reflection throughout their experience. / x / Written reflections in Japanese and English. Major presentation in Japanese and discussions in English in the classroom.
3. Express their understanding of the interconnections between their experience and their responsibilities as members of social or professional communities. / x / Students explore and consider important social issues regarding immigration and assimilation while maintaining and honoring the heritage of a specific culture as part of the reflection process.

Is Community Engagement integral to the course? (It need not be primary.)Yes

Is the proposal supported by the Chair/Program Director? Yes

Is the proposal supported by the Dean? Yes

Recommendation:

 Designation (no revisions needed)

Resubmit with revisions as suggested by comments