JAPN 320SL - Advanced Japanese Service Learning |
Fall 2018
CSUMB |
SLO Reflections
SLO1: Self and Social Interests
The first part is self and social interest. This is the first SLO "SELF AND SOCIAL AWARENESS". The goal of this SLO is to help students better understand and analyze the socio-cultural and everyday aspects of their personal and professional identity. This SLO is split into two, A and B parts. A's part is to understand the communication identity generally. The B part will be to understand its own identity as a review.
As for A, I think this goal is important, as service people must be considerate to their own identity and the identity of their children. Everyone is privileged in their own lives. All privileges involve responsibility. For the happiness of the community, everyone must take steps to ensure that their privileges do not harm others. From time to time, your privileges can discriminate against those you have helped. For that reason discrimination and privileges are dangerous. In reality, hurting the community also hurts me. As individuals, we are part of the community but we also contribute to the group's identity.
As for part B of SLO1, there are two examples from my site. My primary school of volunteers, the majority of the population is American of Mexico. In contrast to American culture, I think that the culture of elementary school students is more like a Mexican culture. This is clear from our conversations with elementary school students. Compared to the image of American culture, the culture of elementary school students in this situation is slightly different. It is important for elementary school students to understand their identity. In the second example, it is important to understand my identity. Even if I study identity, I have my stereotypes, values and estimates from my background. Therefore, it is necessary to consider discrimination and privileges when teaching. When I made a lesson plan, I was able to to compare Mexico, America, and Japanese culture. Because of this, elementary school students are allowed to think about their own culture. The goal is for elementary school students to be more open to other cultures. From class discussions, especially in the prevention of discrimination, a global perspective is important in the international world. Volunteers think that the community is responsible for supporting this task.
SLO2: Services and Social Responsibility
SLO2 is about service and social responsibility. The goal of this SLO is to help undergraduates deepen their understanding of the social responsibility of professionals in their training area and contribute to greater social well-being. This SLO was split into three. The first purpose is to clearly explain the relationship between oneself, the community and the society. The second purpose is how various specialties serve in society in the short and long term. The third purpose is to foster a critical understanding of ethical behavior in society.
For the first purpose of SLO, it becomes clear from my experience about the relationship between self, community and society. I have a role in the community, so I had to think about what I could offer. Since my university selection is in Japanese, I can teach international things. Not only my contribution, but also the community benefits as well. Once a week, I can teach in elementary school and learn about the community. This is similar to SLO1, but this emphasis is the responsibility of the service. I can keep improving my service ability from the advice of the university teacher. Their professional opinion is relevant to the next paragraph.
In the short term, from the study of experts, others will learn more interesting things. For example, because I studied Japanese language, culture, cooking, social issues, and other things, people from the normal case may not have the chance to study Japanese society. For this reason, experts start discussions from volunteer activities. In the long run, various people are supposed to be interested. If you are interested, more talks will take place. If more talks occur, more people have the opportunity to study. If there are more people studying, more social problems will be solved. From this example, we can see the long-term social benefit from the volunteer activities of the learners. So long-term social benefits will be like exponential functions. It was a joke, but think about it. It was a good long-term social benefit, but dangerous.
Although volunteer activities seem small, in fact volunteer activities have a significant impact on the local community. Then one university student's volunteer activities can have a big impact. The ethical behavior of volunteer activities is important for that reason. University students do not solve future social problems if they act lazy on the volunteer activity site. By any chance, college students and experts do bad things and can not help society. Despite the dangerous situation, there are ethical behavior groups overseeing measures against non-moral behavior. CPY is one. Although CPY is not a large group, it is an important step in the right direction to oversee the measures of immoral behavior. However, normal people do not have a chance to learn about volunteer activities affecting society. From volunteering and service learning classes, I became able to understand this. These notions are very important and also relate to the notions of social justice.
SLO3: Community and Social Justice
SLO3 is about community and social justice. The goal is that university students can critically understand how experts and institutions in their fields and specialties foster both equity and inequality in their communities and societies. This SLO is split into two. In the first part, through the framework of social justice, it is possible to investigate the demographics, socio-cultural dynamics and assets of a particular community. The next goal is to analyze community issues in the context of systemic inequality, discrimination and social inequity. Much like SLO2, this SLO also demonstrates the positive impact that community services have on society. I think that the positive impact on society is growing in equity and equality. This can even be seen in today's classroom.
College students are cultivating the concepts of fairness and equality by teaching other cultures to primary school children. Teaching students these new concepts and global cultures has changed the way they approach new topics, and has begun to reduce indifference and discrimination towards new cultural concepts. Students will be able to understand the new culture that approaches more openly, minimizing the possibility of conflict arising from false information and previous lack of knowledge. These equal interests still exist in society today. Those who understand more than one culture may even work for a larger society as the likelihood of establishing productive relationships increases. So I think we need to get started in our own community to help society better. It is also necessary to deepen the relationship with the community. It is good to build multiple culture communities from these various concepts.
SLO 4: Multicultural Community Building and Citizen Participation
SLO 4 is about multicultural community building and citizen participation. The goal is that students learn from diverse individuals, groups and organizations, are responsive and inclusive, and can build fair, fair and sustainable communities. Demonstrate cross-cultural communication skills, reciprocity and sensitivity in volunteer activities with the community. You can join, join, and leave the community in a variety of ways. It can also develop and implement personal, professional and institutional strategies, policies and practices that work to create more equality and social justice in the community. Citizen participation related to SLO2 and SLO3 is a major goal. My volunteer experience was a good practice to learn how to get involved with other citizens. Using community time can develop good ways to create equality and social justice.
A good example is the first class where my group couldn't create a lesson plan that is easy to understand. The children were well distracted. The children didn't listen in class, but they are getting better. The reason why elementary school students are getting more and more polite is that our service group thinks that they are making better lesson plans. This is the goal of all SLOs.
SLO1: Self and Social Interests
The first part is self and social interest. This is the first SLO "SELF AND SOCIAL AWARENESS". The goal of this SLO is to help students better understand and analyze the socio-cultural and everyday aspects of their personal and professional identity. This SLO is split into two, A and B parts. A's part is to understand the communication identity generally. The B part will be to understand its own identity as a review.
As for A, I think this goal is important, as service people must be considerate to their own identity and the identity of their children. Everyone is privileged in their own lives. All privileges involve responsibility. For the happiness of the community, everyone must take steps to ensure that their privileges do not harm others. From time to time, your privileges can discriminate against those you have helped. For that reason discrimination and privileges are dangerous. In reality, hurting the community also hurts me. As individuals, we are part of the community but we also contribute to the group's identity.
As for part B of SLO1, there are two examples from my site. My primary school of volunteers, the majority of the population is American of Mexico. In contrast to American culture, I think that the culture of elementary school students is more like a Mexican culture. This is clear from our conversations with elementary school students. Compared to the image of American culture, the culture of elementary school students in this situation is slightly different. It is important for elementary school students to understand their identity. In the second example, it is important to understand my identity. Even if I study identity, I have my stereotypes, values and estimates from my background. Therefore, it is necessary to consider discrimination and privileges when teaching. When I made a lesson plan, I was able to to compare Mexico, America, and Japanese culture. Because of this, elementary school students are allowed to think about their own culture. The goal is for elementary school students to be more open to other cultures. From class discussions, especially in the prevention of discrimination, a global perspective is important in the international world. Volunteers think that the community is responsible for supporting this task.
SLO2: Services and Social Responsibility
SLO2 is about service and social responsibility. The goal of this SLO is to help undergraduates deepen their understanding of the social responsibility of professionals in their training area and contribute to greater social well-being. This SLO was split into three. The first purpose is to clearly explain the relationship between oneself, the community and the society. The second purpose is how various specialties serve in society in the short and long term. The third purpose is to foster a critical understanding of ethical behavior in society.
For the first purpose of SLO, it becomes clear from my experience about the relationship between self, community and society. I have a role in the community, so I had to think about what I could offer. Since my university selection is in Japanese, I can teach international things. Not only my contribution, but also the community benefits as well. Once a week, I can teach in elementary school and learn about the community. This is similar to SLO1, but this emphasis is the responsibility of the service. I can keep improving my service ability from the advice of the university teacher. Their professional opinion is relevant to the next paragraph.
In the short term, from the study of experts, others will learn more interesting things. For example, because I studied Japanese language, culture, cooking, social issues, and other things, people from the normal case may not have the chance to study Japanese society. For this reason, experts start discussions from volunteer activities. In the long run, various people are supposed to be interested. If you are interested, more talks will take place. If more talks occur, more people have the opportunity to study. If there are more people studying, more social problems will be solved. From this example, we can see the long-term social benefit from the volunteer activities of the learners. So long-term social benefits will be like exponential functions. It was a joke, but think about it. It was a good long-term social benefit, but dangerous.
Although volunteer activities seem small, in fact volunteer activities have a significant impact on the local community. Then one university student's volunteer activities can have a big impact. The ethical behavior of volunteer activities is important for that reason. University students do not solve future social problems if they act lazy on the volunteer activity site. By any chance, college students and experts do bad things and can not help society. Despite the dangerous situation, there are ethical behavior groups overseeing measures against non-moral behavior. CPY is one. Although CPY is not a large group, it is an important step in the right direction to oversee the measures of immoral behavior. However, normal people do not have a chance to learn about volunteer activities affecting society. From volunteering and service learning classes, I became able to understand this. These notions are very important and also relate to the notions of social justice.
SLO3: Community and Social Justice
SLO3 is about community and social justice. The goal is that university students can critically understand how experts and institutions in their fields and specialties foster both equity and inequality in their communities and societies. This SLO is split into two. In the first part, through the framework of social justice, it is possible to investigate the demographics, socio-cultural dynamics and assets of a particular community. The next goal is to analyze community issues in the context of systemic inequality, discrimination and social inequity. Much like SLO2, this SLO also demonstrates the positive impact that community services have on society. I think that the positive impact on society is growing in equity and equality. This can even be seen in today's classroom.
College students are cultivating the concepts of fairness and equality by teaching other cultures to primary school children. Teaching students these new concepts and global cultures has changed the way they approach new topics, and has begun to reduce indifference and discrimination towards new cultural concepts. Students will be able to understand the new culture that approaches more openly, minimizing the possibility of conflict arising from false information and previous lack of knowledge. These equal interests still exist in society today. Those who understand more than one culture may even work for a larger society as the likelihood of establishing productive relationships increases. So I think we need to get started in our own community to help society better. It is also necessary to deepen the relationship with the community. It is good to build multiple culture communities from these various concepts.
SLO 4: Multicultural Community Building and Citizen Participation
SLO 4 is about multicultural community building and citizen participation. The goal is that students learn from diverse individuals, groups and organizations, are responsive and inclusive, and can build fair, fair and sustainable communities. Demonstrate cross-cultural communication skills, reciprocity and sensitivity in volunteer activities with the community. You can join, join, and leave the community in a variety of ways. It can also develop and implement personal, professional and institutional strategies, policies and practices that work to create more equality and social justice in the community. Citizen participation related to SLO2 and SLO3 is a major goal. My volunteer experience was a good practice to learn how to get involved with other citizens. Using community time can develop good ways to create equality and social justice.
A good example is the first class where my group couldn't create a lesson plan that is easy to understand. The children were well distracted. The children didn't listen in class, but they are getting better. The reason why elementary school students are getting more and more polite is that our service group thinks that they are making better lesson plans. This is the goal of all SLOs.
Course Description This course gives students the opportunity to deepen their knowledge of Japanese language and culture from the perspective of social justice and responsibility through their community service. Students develop advanced level communication skills through discussions, reflection essays, and presentations. Taught in Japanese. (Prereq: (JAPN 300 or equivalent) Units: 4 Course Files
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Reflective Narrative During the JAPN 320L, Advanced Japanese Service Learning Course students were able to use what they have been studying in college to give back to the community in a productive and enriching way. For this course students taught at a primary school level in the community surroundings CSUMB. Each week in groups of 3-4. We created weekly lesson plans to create a fun and educational lesson for primary students, wrote site reflections on how each weekly lesson went and discussed what can be improved upon, and we learned about the community we served with. At the start of the semester before we volunteered, halfway through the term, and at the end of the semester each group presented about their respective targets sites. We were lucky enough to work with CPY, the Community Partnership for Youth, whose goal is “provide our youth with a safe, structured environment that encourages healthy boundaries, positive self-esteem and the ability to make good choices for a full and successful life”. With CPY each group was placed at different schools, and my group was chosen for Ord Terrace Elementary School, where three other students and I taught Japanese Language and Cultural topics. Some topics were learning songs, games, and Japanese words that would create an interest to learn in a beneficial after school environment. For our course work we finalized a Japanese-based report on what service learning is to us, and how our experiences positively affected our outlook on what a community is. We also wrote weekly reading reflections, lesson plans, and site reflections. Some examples are downloadable to the left. After finishing this course I learned a lot about what service learning means, and how not only can I help my community, but how the local community can help me learn, use my knowledge to make a positive difference, and help youth become interested in learning. Once I graduate college, wherever I go, I hope to stay connected with local communities and work on contributing in a constructive way. To learn more about my service learning experience please click on the service learning tab at the top of the page. |