Common use of STUDENT EXCHANGE PROGRAM Clause in Contracts

STUDENT EXCHANGE PROGRAM. Tokyo Gakugei University, Beijing Normal University, and Seoul National University of Education are schools dedicated to training teachers that lead the education field in Japan, China, and South Korea. The three universities formed a consortium and have implemented the International Graduate Program for Teacher Education in East Asia (IGPTE). By the end of the 2017 academic year, the three universities had successfully established a program that draws on the academic resources of each school from undergraduate to graduate-level programs (master’s and doctoral degrees), as well as short- and long-term enrollment and dispatch of students. The project’s student exchange program consists roughly of exchange programs that offer long-term enrollment of students from other universities and dispatch of their own students to host universities, as well as overseas experience programs which last anywhere between a few days to three weeks, short-term overseas training sessions that focus on language training, and double-degree programs under development (Table 1). Table 2 outlines the program offered to students of partner schools for half year to one full year at Tokyo Gakugei University. This program is based on the previously offered Japan Student Services Organization (▇▇▇▇▇) program and readapted to fit the requirements of the CAMPUS Asia program. Each semester, the program offers one required mandatory course. The students take seven or more courses as mandated by the student visa requirements (the mandatory course can count toward among the seven). The program seeks to develop professionals who are envisioned by ▇▇▇▇▇. In addition, the university holds seminar camps to offer the students the opportunity to experience Japan’s nature and culture. In tandem with fostering friendship among the students participating in the CAMPUS Asia program, the program also Table 1: Characteristics of CAMPUS Asia Program Feature1 Feature2 Feature3 Inbound: Long- term Offer one program-specific course per one semester, such as “Japanese Education and Culture,” “Learning Educational Structures and Teacher's Views in East Asia,” and “Exercise on Education in Asia” Enroll in courses designed for exchange students and regular students (7 courses or above per one semester) Plan spring and summer seminar camps organized by the students themselves (the students decide the destination and activities) Outbound: Long- term Take a required undergraduate course, “ Gakugei Frontier B (Guidelines for studying abroad)” and give close guidance Aim to receive credits in one subject or more in languages and one subject or more in the field of liberal arts and student’s own specialization at the dispatched school. Upon returning from ov er s eas pro grams , aim fo r approval of credit transfer in student’s own university Upon returning to his or her own country, the student will take a follow-up course to reflect on their learning or provide support as a TA or a tutor for courses taken by foreign exchange students Inbound: Short- term Chinese and South Korean students from the target schools learn about school education and culture in Japan Exchange activities with children and students at an affiliate school An intensive eight-day program: make a presentation on the experience gained and share Outbound: Short- term Make exchange with students from teacher’s colleges from the target schools in China and South Korea Visit affiliate and local schools; historical and cultural learning activities Improve language during a language training session ranging from 10 days to 3 weeks Double degrees Conclude a memorandum and implementation guidelines for credit transfers for master ’s p ▇▇▇ ▇▇ m s a m o ng t he t hr e e universities in Japan, China, and South Korea Designate common courses that leverages the uniqueness of CAMPUS Asia among the three universities Dispatch talents equipped with two East Asian languages and English language abilities to educational institutions, universities, and research institutions Ph.D Match the students with supervisors in the field of specialization and offer high-level training Offer opportunities to make academic presentations during enrollment as an exchange student organizes various other exchange activities. These activities are intended not simply for social gathering, but to position them within the internal quality assurance cycle, as discussed later. “Japanese Education and Culture,” a course designed for foreign exchange students enrolled in October, includes a visit to an affiliate school. Moreover, “Learning Educational Structures and Teacher's Views in East Asia,” a course designed for those enrolled in April, asks students to interview their own teachers who taught them in elementary or middle school through Skype, SNSs, or email to contextualize the educational system of each country in multiple ways. These are some of the ways in which the courses focus on the teacher education itself. For students to be dispatched to partner schools in long-term programs, selection is made every year in October (Table 3). The participating students are asked to submit a study proposal by around January of the following year. Normally, students are dispatched in September or later of the year following the selection (there are many cases in which students start programs in March for South Korea). These students are required to take a mandatory undergraduate course, “Gakugei Frontier B (Guidelines for studying abroad),” from the new semester that begins in April. The course started to be offered in the 2017 academic year. It is a general introduction to studying abroad, not only China and South Korea under the CAMPUS Asia program, but also to any school around the world that partners with Tokyo Gakugei University. The course is led by faculty with substantial overseas experience and builds on the experiences of students who have returned from studying abroad. The students enrolled in the course give midterm and final presentations, and are required to submit a report to be graded. The course is intended to help the students gain greater awareness of what to expect in terms of everyday living, academics, crisis management, and safety when studying abroad. Equipped with this knowledge, the students study in China or South Korea for half to full year. Upon return, a course is offered to follow up on their overseas experience. During their study in China or South Korea, the students are expected to earn two credits or more for both languages and their fields of specialization. The students who participate dedicate themselves wholeheartedly to their studies while abroad. When they return, they not only focus on their coursework, but also provide support to foreign exchange students by acting as TAs and tutors, realizing a productive cycle for the CAMPUS Asia program. Month Item Month Item Oct. October enrollment: Program begins Apr. April enrollment: Program begins Oct. – Feb. (fol. year) “Japanese Education and Culture” (fall semester) Variety of activities led by six faculty members, including an affiliate school visit, farming experience, calligraphy, playing with children, Japanese cultural study, and Japanese pedagogy Apr. – Jul. “Learning Educational Structures and Teacher’s Views in East Asia” (spring semester) The first half asks students to report on school and educational systems as well as teacher training in East Asian countries and regions. The second half asks students to interview their own teachers who taught them and make a class report Mar. Spring seminar camp Sep. Summer seminar camp