CORE CURRICULUM 2017-18 PROPOSAL FORM Language, …GENKI: An Integrated Course in Elementary Japanese I , 2nd Edition/ By Banno et al., The Japan Times, 2011 GENKI: An Integrated Course

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CORE CURRICULUM 2017-18 PROPOSAL FORM Language, Philosophy, and Culture Component Area

Lone Star College

CHECK HERE ONLY IF APPLYING FOR THE COMPONENT AREA OPTION A

Course Type

Existing Course Currently in LSC Core Curriculum Existing Course NOT Currently in LSC Core Curriculum New Course Proposed for Core Curriculum 2017-18

Course Prefix & Number:

Course Title:

Course Catalog Description (Copy and paste from online catalog for existing courses):

Course Prerequisites:

The person designated as the contact must be prepared to facilitate a quick response from the curriculum team when feedback is shared by the Academic Core Curriculum Committee. Curriculum Team Contact Person (for follow‐up communication purposes):

E-Mail Address:

Phone:

Name of Curriculum Team Facilitator:

COMPLETED CORE FORM AND SYLLABUS SHOULD BE EMAILED TO [email protected]

Please attach sample syllabus for proposed course.

PART I - Course Information

http://www.lonestar.edu/lscs-catalog.htm

mailto:[email protected]

ecataldo

Typewritten Text

CORE CURRICULUM 2017-18 PROPOSAL FORMLanguage, Philosophy, and Culture Component Area

Lone Star College

PART II – General Education Vision Statement

The Lone Star College general education curriculum is designed to empower students with foundational knowledge and transferrable

skills guided and informed by a strong sense of values, ethics, and civic engagement. The general education curriculum prepares

students for academic excellence and careers through progressively higher‐level studies in the areas of critical thinking,

communication, empirical and quantitative skills, teamwork, personal responsibility, and social responsibility.

Embedded in the Lone Star College Core Curriculum is our firm belief that educated members of society must possess a broad base of

experience and general knowledge to balance the narrow focus of degree and vocational requirements. We strive to ensure that our

core curriculum provides many important benefits that exceed those listed above. Students taking the core curriculum interact with a

wide range of cultures, both domestic and international. They develop important individual traits and skills such as empathy and

communication that are critical for their future careers and personal development.

Students hone interpersonal skills and develop critical workplace and academic skills, such as communication, time management,

and leadership that will enhance their ability to collaborate with colleagues, employers, and society.

Lone Star College values civic engagement and encourages students to become informed participants in the civic and social

responsibilities of our local, state, national, and global communities. Participation in our core curriculum creates opportunities and

encourages our students to evaluate their own value systems through the study of the humanities and sciences while recognizing the

diversity of beliefs and values present within our society.

In sum, our graduates learn to become autonomous decision makers through the development of a broad base of knowledge,

skills, personal wellness, and interpersonal competencies.

Please provide a summary of the proposed course and the reasons for proposing that it be included into the Core Curriculum.

In one paragraph, describe how the proposed course will support the LSC General Education Vision Statement.


Lone Star College

If you have previously proposed that this course be included in the core and it was not approved, please explain why it was not approved and what changes have been made since then (if any). If this course has never been part of a core curriculum course proposal, explain why it is being proposed now for the first time.


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If the proposed course has previously been in the Core but was removed, please explain why it had been removed and what changes (if any) have been incorporated since its removal.

Please write here anything additional you wish the committee members and other moderators to consider.


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Core Component Area statements: (All answers must be documented in the example syllabus attached to this proposal.)

1. Describe how the course will focus on how ideas, values, beliefs, and other aspects of culture express and affect human experience.

2. Describe how the course will involve the exploration of ideas that foster aesthetic and intellectual creation in order to understand the human condition across cultures.

PART III – THECB Foundational Component Areas


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Student Learning Outcome (SLO) 1:

How does this SLO align with the component area statements?

PART IV – Aligning Course Outcomes (Student Learning Outcomes) to Component Area Statements

Insert the student learning outcome(s) (e.g., Students completing the course will be able to…) that support the core component area statements shown on the previous page. Each outcome must be documented in the example syllabus attached to this proposal.


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Lone Star College




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Lone Star College




Lone Star College

Critical Thinking Skills: to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information

How will the skill be addressed by this course? Please specify a course’s student learning outcome and/or agreed upon instructional strategy that addresses this required core objective.

How does the curriculum team propose to measure students’ achievement of this required competency in this specific course?

PART V – THECB Core Objectives Address each of the THECB core objectives required within the component area. Explain how the skill is addressed by the course’s student learning outcomes, agreed upon instructional strategies, or both. Assessment must include at least one direct measure. Direct measures are defined as students' demonstrations of learning. Indirect measures are defined as students' perceptions of their learning or other measures not derived directly from student work. All responses must be documented in the example syllabus attached to this proposal.


Lone Star College

Communication Skills: to include effective development, interpretation and expression of ideas through written, oral and visual communication


How does the curriculum team propose to measure students’ achievement of this required competency in this specific

course?


Lone Star College

Social Responsibility: to include intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities




Lone Star College

Personal Responsibility: to include the ability to connect choices, actions and consequences to ethical decision‐making



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JAPN 1411

Beginning Japanese I

Fall 2016

Instructor Name: Yungchu Hsu

E-mail: [email protected]

Office Hours: By appointment

Department Chair: Lisa Bryant ([email protected])

Department Dean: Maribeth Stitt ([email protected])

BTCL Division Operations Specialist: Desi Hunt ([email protected])

BTCL Division Operations Manager: Dena Meshell ([email protected])

Required Texts: GENKI: An Integrated Course in Elementary Japanese I , 2nd Edition/ By Banno et al., The Japan Times, 2011 GENKI: An Integrated Course in Elementary Japanese I – Workbook, 2nd Edition/ By Banno et al., The Japan Times, 2011 Prerequisites: College Level Readiness in Reading and Writing Catalog Description: 4 Credits (3 hrs. lec., 2 hrs. lab.) Beginner’s pronunciation, oral practice and dictation. Conversation, use of recordings for ear training, basic principles of grammar, simple exercises in composition, easy reading which includes cultural material. (1603025113)

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Communication Policy: Contact the instructor through email ([email protected]) and you will receive the response no longer than 48 hours.

Learning Outcomes: Upon successful completion of this course, students will…

Engage in conversations using level-appropriate grammatical structures including narrating events that take place in the present and producing questions and responses on a variety of topics dealing with everyday life.

Understand level-appropriate spoken Japanese. Write simple sentences and organize them into paragraphs. Read and comprehend level-appropriate texts. Identify and discuss traditions, customs and values of Japanese speaking world, and

compare and contrast them with characteristics of their own culture.

Instructor Guidelines and Policies:

Classroom Policy

In the classroom, a Japanese-only environment will be established that students are able to use as most possible amount of Japanese in class. That also means, you should not chat or interact in English. If you have a question and need to ask in English, you will have to say “Sumimasen, eigo de ii desuka? (I am sorry , may I use English?) ” to get the permission from your instructor.

In order to learn Japanese successfully -

In classroom, we will not only be practicing sentence structures, but also conversational skills for situations such as: talking about your personal preferences; talking about a past event; things you can/cannot do; family members; informal speech in Japanese. Such conversation practices will be done in contextualized situations. The goal is to enable students to acquire the ability to communicate naturally and appropriately when they are involved in such authentic situations in the future.

Come to class every time, and participate as much as possible in class. Remember, class time is most likely your only chance to actually speak and use the language. Don’t be afraid of making mistakes. It is a part of the learning process. Mistakes help you to better understand your own learning progress, and thus lead to the next stage of corrections.

Last but not least, you need to practice, practice, and practice! Learning a language requires lots of practice. Think about how much time it took to learn your native language, and compare that amount of time to how much you are spending on learning Japanese. It means you need to dedicate as much time as possible outside/inside of class.

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Grade Distribution: A = 100–90; B = 89–80; C = 79–70; D = 69–60; F = 59–0 Grade Determination:

Your grade will be determined by the

following

Details Percentage

(1) Participation Classroom attendance/ Daily performance/ Homework

40%

(2) Quizzes Vocabulary and Kanji quizzes 10%

(3) Culture project Cultural discussions on D2L online forum 10%

(4) Oral tests Dialogue performances 5%

(5) Exams Mid-term and Final exams 35%

Total: 100% (1) Participation: Classroom attendance/daily performance/homework (40%):

i. Daily performance: Your daily performance grade will be evaluated based on your preparation before class, your active participation, language accuracy and fluency during class. Preview and review before and after class will definitely help you perform better in class. When you interact with your instructor or other students in class, use the language in a culturally appropriate manner.

We expect you to respect your classmates and instructor by not being late to the classes. Please note that if you are late to the class more than 20 minutes, you will only receive ½ credits for the daily performance grade. If you are up to 40 minutes late, you will be marked as absence for that session.

ii. Homework: You will work on your workbook with the progress of the class as a practice at home. It helps you to strengthen the concepts taught during class time. Please complete the workbook assignments by yourself. It will be checked twice: a class before Mid-term and Final exams. Homework must be submitted on the date to receive full credit. Late homework submitted in the next class will receive ½ credit. No credit for any late homework submission after that.

(2) Quizzes (10%): You will be given quizzes on vocabulary and Kanji. The quizzes will be given at the beginning of the class. NO MAKE-UP quizzes can be provided, so if you are late or absent for that class, you will receive a zero for the quiz. It may be possible to take the quiz before the class if you contact me in advance about your absence with official documents.

(3) Culture project (10%): There will be 2 cultural discussions on D2L using the online forum. One will be a topic related to the lessons in the textbook, and the other one will be a short reflection on the movie we watch

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together in class. For both assignments, you will first: post your original thoughts on the discussion forum, and second: reply to at least 3 of your classmates’ postings. Only the completion of both two parts will receive a full grade.

(4) Oral tests (5%): There will be dialogue performance time throughout the semester in class. During that time, students will have to practice with their classmates/instructor to develop a conversation under the assigned topic in Japanese.

(5) Exams (35%): There will be 2 exams: mid-term and final. Study guides will be provided a week before the exams.

Attendance: You have to come to class constantly. Your absence will be reflected on the daily performance grade. It is possible for some absences to be excused, but a notice email is required. Depending on the situation, appropriate documents such as a letter from doctor’s office or from the Dean have to be provided to the instructor. It will be the instructor’s decision whether the absence can be excused or not. If you know you have to miss class, contact the instructor in advance to make appropriate arrangement.

Withdrawal policy: 11/11, 2016 is the last day to drop the class and receive a “W”. If you stop attending to the class and do not withdrawal, you will receive an “F”. Instructor’s approval is needed if you want to withdrawal after official day. Please know that the instructor reserve the right to withdrawal students with excessive absences prior to both the “W” day and the official day.

An institution of higher education may not permit a student to drop more than SIX (6) courses, including any course a transfer student has dropped at another Texas public institution of higher education. Eligible criteria for a waiver include a) change of work schedule prohibiting attendance, b) active military, c) severe illness or debilitating condition, d) death of a family member, e) class cancellation, and f) complete withdrawal. Developmental Studies courses do not apply to this rule. Academic Integrity: The Lone Star College upholds the core values of learning: honesty, respect, fairness, and accountability. The system promotes the importance of personal and academic honesty. The system embraces the belief that all leaners—students, faculty, staff, and administrators—will act with integrity and honesty and must produce their own work and give appropriate credit to the work of others. Fabrication of sources, cheating, or unauthorized collaboration is not permitted on any work submitted with the system. The consequences for academic dishonesty are determined by the professor, or the professor and academic dean, or the professor and chief student services officer and can include but are not limited to:

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1. Having additional class requirements imposed 2. Receiving a grade of zero or “F” for an exam or assignment 3. Receiving a grade of “F” for the course 4. Being withdrawn from the course or program 5. Being expelled from the college system

Any alleged violation or flagrant disregard of LSC rules and regulations shall be brought to the attention of the chief student services officer, who will initiate an investigation of the situation. After a complete and thorough investigation, the chief student services officer will determine the course of action. Discipline may result in expulsion. The decision of the administrator may be appealed to the college discipline committee. The complete discipline policy may be found online at http://www.lonestar.edu/departments/advising/LSCS_Student_Handbook_Web.pdf Equal Opportunity Statement: Lone Star College is committed to the principle of equal opportunity in education and employments. Lone Star College does not discriminate on the basis of race, color, gender, age, sexual orientation, religion, ethnic or national origin, disability, veterans’ status, nationality or ethnicity in its programs and activities. The LSC Associate Vice Chancellor, Student Success is designated as the LSC Equal Opportunity Officer and title IX Coordinator. All inquiries concerning LSC policies, compliance with applicable laws, statutes, and regulations (such as Title VI, Title IX, and Section 504), and complaints may be directed to Associate Vice chancellor for student Success and can be reached at 832-813-6841. Inquiries about the laws and compliance may also be directed to Office for Civil Rights, U.S. Department of Education. For further information, visit www.ed.gov for the address and phone number of the office that serves your area, or call 1-800-421-3481. Americans with Disabilities (ADA) Statement: LSC recognizes and supports the principles set forth in federal and state laws designated to eliminate discrimination against qualified individuals with disabilities. LSC believes in equal access to educational opportunities for all individuals and is committed to making reasonable accommodations, including furnishing auxiliary aids and services, for qualified individuals with disabilities are required by law. Please review LSC’s Board Policy and Procedures on Students with Disability Rights to find more information including how to request accommodations. See www.lonestar.edu/disability-services Veteran Statement: For more information on Veterans’ Affairs click here Veterans' Affairs Office or visit the Veteran’s Office on campus. FERPA Statement:

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In compliance with the Family Educational Rights and Privacy Act of 1974, the Lone Star College gives notice that the following types of information will be released upon request and may require approval of the appropriate administrator, unless the student desires to withhold all or any portion of it: student’s name, address, LSC email address, telephone listing, date and place of birth, major field of study, participation in officially recognized activities and sports, semesters enrolled, degrees, certificates and awards received, photograph, enrollment status, student classification, and the most recent previous educational agency or institution attended by the student. Any student objecting to the release of all or any portion of such information must complete the FERPA release at http://www.lonestar.edu/consumer-safety in the online Student Center under Personal Information – Security/FERPA Restrictions. Release of any additional information pertaining to student records must be authorized by the student (i.e., grades, transcripts). The student’s parents may authorize release of information if the student is younger than 18 years of age and a dependent as defined by the Internal Revenue Service. A student or parents of a student under the age of 18 may request to view the student’s educational records with a written request to the student services office at the college(s) attended. Online Learning: (Include this only if you are teaching an online class) The instruction for online learning classes is delivered via the Internet. Students must have access to a computer and Internet services. Proctored exams at an approved location may be required. Students enrolling in online classes are expected to login to their classes before the end of the first day of the class. Student having any difficulties should contact LSC Online helpdesk as soon as possible by calling 832-813-6600 or VTAC chat in the D2L class. Behavior Intervention Team: For student behavior issues, contact the campus person handling discipline issues, and contact the police department for any serious issues. Emergency Procedures: Lone Star College is committed to providing a safe environment in which to learn, study, and work. Knowing what to do is your best protection and your responsibility. In the event of a health, safety, or environmental emergency while on campus, students should immediately contact LSCS police at 281-290-5911 or the administrator on duty. If you know you will need assistance to evacuate during an emergency, please register by calling 281-290-5911 at any time. Detailed information on LSC emergency procedures is available at www.lonestar.edu/oem.

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Course outline

Week 1 8/30 Class Syllabus; Introduction to Japanese Culture: {Greetings} The gesture when you do

greetings 9/01 Hiragana あ(a)～そ(so); Greetings

Week 2 9/06 Hiragana Quiz 1 (あ～そ) Hiragana た(ta)～も(mo); Greetings

Culture: {Greetings} How to address people

properly The lack use of ‘you’ in

Japanese. Why? What do they use instead?

9/08 Hiragana Quiz 2(た～も) Hiragana (all): Double consonants; Slides

Week 3 9/13 Hiragana Quiz 3 (all) Hiragana: Double consonants

Culture: {Greetings} The importance of ‘おか

えり’ (Welcome home) in Japanese culture. 9/15 Hiragana Quiz 4

Week 4 9/20 Vocabulary Quiz 1

Lesson 1

Culture:{Self-introduction} What are some of the

questions you should not ask people you meet for the first time? - In Japanese - In English - Compare the two:

why are such differences?

9/22 Lesson 1

Week 5 9/27 Lesson 1

Culture:{Japanese currency} How much does 1 dollar

worth in Japanese currency?

How do they pay in their everyday life? - Cash - Transportation cards - Smart phones!

9/29 Vocabulary Quiz 2 Lesson 2


Culture:{Japanese currency} When you go shopping,

how should you order and ask for help…?


Week 7 10/11 Vocabulary Quiz 4 Lesson 3; Katakana

Culture:{Food} Traditional cuisine in

Japan The dishes Children in

Japan love the most! 10/13 Katakana Quiz 1 Lesson 3; Katakana

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What are the differences between the favorite dishes in Japan from in the U.S.? Does it indicate any difference in life styles?

Week 8 10/18 Katakana Quiz 2 Lesson 3; Katakana

Culture: {Food} What’s in Japan’s

McDonald’s menu? What’ the difference from the U.S. one? Why do you think that happens?

10/20 Katakana Quiz 3 Lesson 3; Review

Week 9 10/15 Mid-term Culture:{Halloween celebration} What special items do

they have in Japan’s Basket-Robbins?


Week 10 11/01 Vocabulary Quiz 6 Lesson 4

Culture:{Invitation} How to invite people, also

accept/reject people appropriately in Japanese?

Why don’t Japanese say ‘いいえ no’?

When do they use ‘いい

え no’?

11/03 Lesson 4


11/11: The last day to drop the class and receive a “W”.

11/10 Lesson 4

Week 12 11/15 Vocabulary Quiz 7 Lesson 4

Culture:{Game} Let’s do rock-paper-

scissors in Japanese! 11/17 Vocabulary Quiz 8 Lesson 5


Culture:{Movie discussion} 「スウィングガールズ」

「Swing Girls」 - High school setting - Student club culture - Uniform culture - Country side scenery in

Japan - …etc.

Thanksgiving Break

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12/01 Lesson 5


Culture:{Christmas celebration} The must-have food in

Japan for Christmas are…?

12/08 Review; Study Guide

Week 16 12/13 Final Exam

*This outline schedule may change at the instructor’s discretion.

Name_________________________

Class__________________________

Instructor______________________

1411 - Outcome #1: Engage in conversations using level-appropriate grammatical structures including narrating events that take place in the present and producing questions and responses on a variety of topics dealing with everyday life.

Example Activity: Students are asked by the instructor 10 personal questions about their pastimes/hobbies

Does not meet expectations (1 pt)

Meets expectations

(2 pts)

Exceeds expectations

(3 pts) Grammar Inadequate use of basic

language structures. Emerging use of basic language structures.

Control of basic language structures.

Vocabulary Uses simple and repetitive vocabulary.

Uses descriptive and varied vocabulary with some repetition.

Uses descriptive and varied vocabulary.

Pronunciation / Comprehensibility

Frequently interferes with communication/barely comprehensible.

Occasionally interferes with communication/

mostly comprehensible.

Does not interfere with communication/ response readily comprehensible.

Fluency Speech halting with frequent pauses/few or no complete thoughts.

Some hesitation but manages to continue and complete thoughts.

Speech continuous with few pauses or stumbling.

Students who score 7 out of 12 points are considered to have met expectations for the purpose of the SLO assessment.

Name_________________________

Class__________________________

Instructor______________________

1411- Outcome #3: Write simple sentences and organize them into paragraphs.

Example Activity: Students will write 10 sentences in Spanish about their class schedule.

Does not meet expectations (1 pt)

Meets expectations

(2 pts)

Exceeds expectations

(3 pts) Grammar / Syntax Errors seriously interfere with

comprehension. Errors somewhat interfere with comprehension.

Errors minimally interfere with comprehension.

Vocabulary Uses simple and repetitive vocabulary.

Uses descriptive and varied vocabulary with some repetition.

Uses descriptive and varied vocabulary.

Spelling / Accents

Errors seriously interfere with comprehension.

Errors somewhat interfere with comprehension.

Errors minimally interfere with comprehension.

Organization Little or no coherence. Minor sequence errors that maintain coherence.

Logically sequenced and coherent.

Students who score 7 out of 12 points are considered to have met expectations for the purpose of the SLO assessment.

Documents

CORE CURRICULUM 2017-18 PROPOSAL FORM Language, …GENKI: An Integrated Course in Elementary Japanese I , 2nd Edition/ By Banno et al., The Japan Times, 2011 GENKI: An Integrated Course