Studies on Teaching Korean Vocabulary

Teaching Practicum of Korean

Educational Psychology

Course Format: The first ½ of the course will focus on psychologists and their theories of development and learning as well as examining faith development and how to teach for growth in the life of faith. The second half of the course will focus on applying those theories to the learners, the classroom, and the implications for the teacher. Class format includes lectures, group presentations, papers on assigned topics, a midterm exam and a final term paper project. Instruction, textbook, and presentations are to be 100% in English. Work that is received late (class period when work is due) will receive a percentage point reduction.

Teaching Method and Educational Technology

This course will investigate various factors that affect teaching and learning in diverse contexts. Students will reflect on best practices to create a positive learning environment appropriate for diverse learners. Multiple ways of knowing and learning will be examined and how teachers can design and develop various approaches to teaching that they can bring to the learning environment.

Philosophy of Christian Education

What is philosophy? Philosophers asks questions like: “Who am I?” Why am I here?” “What purpose does my life serve?” Philosophers ask these questions not only of themselves but also of the world as a way of understanding how who we are shapes what gives life meaning and purpose. In that activity they are like the best teachers who also ask questions to elicit understanding from their students. This course explores the relationship between philosophy and education, how who we are shapes and forms not only what we think and believe but also how we teach. Asking the questions of who we are and why we are here are only the first steps toward understanding who we are as teachers and what our purposes and goals are in educating. Questions of identity, meaning, and purpose comprise the curriculum of both philosophy and education; finding answers, however tentative, to these questions will inform, shape, and direct both our lives and our teaching. Come explore the ultimate questions of philosophy and their practical application to the vocation of teaching. This semester I am adding a new component to the class: using children’s literature to understand the big questions of life: What is real? What is true knowledge and how do I know? What is the right thing to do? How does one define beauty? Using popular children’s books, teams of students will read to HIS students one time, and together with them explore the world of philosophy and hopefully regain a child’s heart and love for living and learning. Children are not afraid to ask the big questions, and we can all learn something from them about wonder, mystery, and how to live each day to its fullest. Using popular children’s books is one way we can explore the world of philosophy.

Education Field Seminar

Mathematical Analysis

Main interest of this course is theoretical foundation for calculus. Calculus had been developed without rigorous justification. In 19th century. several pathological phenomena need to be explained. Modern theory was developed to lay out foundation for calculus. Based on the theory, further generalization was possible. Our course focuses on learning how to prove theorems, which is basic training for math major. Abstract concepts will be introduced and need to be interpreted.

Numerical Analysis

The basic concepts od numerical analysis and its use in solving engineering problems are introduced. After discussing various root finding methods several methods of solving algebraic equations are introduced. A variety of curve fitting and linear and nonlinear regression methods is discussed. Also various schemes of numerical integration are introduced. Fourier analysis and FFT are discussed.

Statistical Computing

Regression Analysis

Numerical Modeling

Battery Energy Technology

Ethical Foundations: Honesty Integrity and Responsibility

This course presents ethics as the foundation for Global Citizenship Education (GCED), and living as a global citizen in light of the UN’s Sustainable Development Goals (SDGs). “Citizenship” assumes the existence of a community. Communities can only exist and thrive with shared values. Citizenship once meant belonging to a city and, until very recently, membership in a nation state in a world of nation states. Today, with extraordinary developments in trade, travel and technology, citizenship increasingly means membership in a global community, albeit a global community with competing demands on its members from their own nation states, civic institutions, ethnic and religious groups, families and, increasingly, the members’ own sense of themselves as autonomous actors with rights of their own. How does a community this large and this diverse establish and effect shared ethical values, including, most importantly, a shared sense of what constitutes the “good” for all? Are ethics part of a transcendent moral order, or does being human mean determining for ourselves what is right and what is wrong? Our course will explore these questions. It will cover the traditional ethical schools while focusing on areas in which globalization affects an unprecedently large number of people across national borders: business, government and technology.

Ethical Global Leadership

Modern society is greatly affected by rapid changes in globalization, technology, and complex systems. Among these changes, we face problems in various fields including social, political, economic and environmental aspects. Our choices to overcome these problems affect the nation, even the world community beyond our local community. So we need a cautious approach to make a decision. What ethical thoughts that are inherent in us shape our choices? This class is advanced course which allows students make important decisions based on the process of ethical dilemmas and the Christian perspective, while focusing on policies, practices and research across various fields. Students can analyize various cases and experience social and ethical responsibilities in formal situations.

Understanding the Global Times

Various worldviews try their best to control individuals, society and government in our times. Depending on the worldview, we become to experience unexpected and most time extremely dangerous outcomes in our society.

- In the first part, will provide students an opportunity to study the worldviews of Christianity and currently dominant religion-like ideologies such as Marxism, Secular Humanism and Postmodernism. Further, goals, driving force and outcomes of the worldviews will be compared and discussed especially in the area of theology, ethics, biology, sociology, economics and history.

- In the second part of this course will provide students to see the visible world that we have lived in. We will compare various goals, movements, and outcomes to develop a fact-based worldview. Students will learn why some global challenges persist but others do not. It is essential for us to understand the fact that this world is entangled with various global issues to be resolved. Furthermore, recognizing that we need to be changed first in order to provide the solutions for the enduring global challenges, we will also have periods of self-reflection.

It is we who are to be changed first in order to provide the solutions for the world's issues, we will search for the essential character and components to be attained. Eventually, the attendees will be invited to plan and practice meaningful lifetime tasks. The class will consist of a short lecture on the issues, participants’ presentations on the issues, group discussion, and action planning without formality. After taking this course, it is expected for participants to understand the visible and invisible world and human beings and to plan their lives as global changers and to initiate the life they decide to take.

Practicing Christian Global Leadership in a Pluralistic World

Promoting Sustainable Development and Prosperity for All

Development has focused only on economic growth by competition to get undiscovered resources. Interest-oriented and power-oriented decision-making by developed countries has caused social, environmental and economic inequality. And in many cases the most marginalized and vulnerable people in developing countries have been sacrificed. Now the future of development must be changed to preserve the environment as much as possible while at the same time achieving a more equal and fair world. In this class, students can learn the multidisciplinary and diverse approaches for sustainable development by critically analyzing the advantages and disadvantages of the current development model and working together with individuals and communities to grasp the strengths of various subjects for global prosperity.

Participation and Empowerment in Practice

Capacity Building as Global Citizens

Now we live in a world that is changed rapldly and saturated with informations. Complex problems of the present world demand creative and revolutionary solutions. Education focused on mechanical memorization and test-oriented learning strategies can no longer be prepared for the next generation to respond to future needs. To expand our values and address global issues, it is necessary to go beyond what textbooks say.

This class uses 4C(Critical Thinking, Compassion, Creativity and Collaboration) making students applying 21st century abilities to find innovative ways to solve regional and global issues. Students can recognize the importance of stakeholders' communication and cooperation at all levels in shaping policies and practices for global problem solving in the field of knowledge in sustainable development.

Capable and Responsible Leaders and Entrepreneurs

Our Future Survival with Sustainable Development

The world has rapidly changed for last half decades, socially, economically, and environmentally. The global population has increased from 3 billion in 1960 to 7.4 billion in 2016. Global trade and communication have also increased by remarkable developments of innovative telecommunication technologies and transportation. However, these changes also threaten our environments and lower our living qualities. Environmental degradation undermines future development progress and threatens human well-beings. It definitely connects to public health issues such as some types of cancers, vector-borne diseases, emerging animal to human disease transfer, etc. Therefore, environmental sustainability can play a significant role in contributing to development and human well-beings. It can reduce human vulnerability, causing human migration and insecurity, such as in the case of storms, droughts or environmental mismanagement.

- The goal of this course is for students to engage in critical thinking about a variety of developments and their impacts on our society. The study will challenge our communities, corporations, and institutions to implement sustainable actions and balanced developments. The course will be divided into two learning methods; 1) lectures by the course faculty and guests from academia and industry, 2) participatory group (or individual) presentation and discussion.

Networking and Partnerships in a Globalized World

The Sustainable Development agenda is a global vision for economic development, peace, and prosperity for all regardless of gender, race, or nationality. This task is achieved when all countries and all stakeholders at different sectors work in collaboration towards sustainable development. Given this increasing emphasis on global partnership, there is also a growing need for future leaders to have a deeper understanding of the interdependence and interconnectedness of the world, intercultural competencies for effective communication, and an interdisciplinary perspective of the economic, environmental, and social dimensions of development. With a focus on interdisciplinary and intercultural cooperation, this intemediate course provides students the opportunity to evaluate the importance of partnerships and evaluate the strengths and weaknesses of current development projects across different sectors and cultures.

Practicum(1): Global lab of SDGs

Practicum(2): Green City and Campus for SDGs Goals

Korean Religion and Thought

Justice and Human Rights in the North Korea

AI, Culture, and Art

Vision, Work and Calling

Many students struggle to better understand the vocation question, “what am I supposed to do in the world?” Beyond the need to get a good-paying job, most people have little experience in connecting this immediate question to ideas about the larger purposes of life. This class will examine the broader context that can provide tremendous help in answering the “vocation question.” Further through this class, each of us will better understand the kinds of strengths, talents, and passions that can direct our lives of service in the world. Finally, this course will enable students to better understand a course of study that will help them pursue a particular vocation in the world.

We will approach the course in three stages. In the first stage we ask questions about our fundamental condition and identity: where are we and who are we? Then we examine how different peoples have taken up work. We conclude the first half of the semester examining the place of work within Christianity. During the second half of the semester students will develop the broad themes to their own lives. After surveying ways in which Christians describe their own ways to combine faith and work, we turn to an examination of personal strengths through the strength finder program. We then turn to a discussion of spiritual gifts and their connections to vocation. Our semester concludes with an investigation into the ways in which continual growth often prompts career change.

Major Seminar 1