WSQA0260 Special Exercises of Advanced Science and Engineering Transdisciplinary Science and Engineering A

Hiroshima University Syllabus

Japanese

Academic Year 2026Year School/Graduate School Graduate School of Advanced Science and Engineering (Master's Course) Division of Advanced Science and Engineering Transdisciplinary Science and Engineering Program

Lecture Code WSQA0260 Subject Classification Specialized Education

Subject Name 理工学融合特別演習A

Subject Name
（Katakana）リコウガクユウゴウトクベツエンシュウエー

Subject Name in
English Special Exercises of Advanced Science and Engineering Transdisciplinary Science and Engineering A

Instructor HISANO MASUMI

Instructor
(Katakana) ヒサノ　マスミ

Campus Higashi-Hiroshima Semester/Term 1st-Year, First Semester, First Semester

Days, Periods, and Classrooms (1st) Inte：Faculty Office

Lesson Style Seminar Lesson Style
(More Details) Face-to-face, Online (simultaneous interactive)

Presentation and discussion

Credits 2.0 Class Hours/Week 　 Language of Instruction B : Japanese／English

Course Level 5 : Graduate Basic

Course Area（Area） 25 : Science and Technology

Course Area（Discipline） 03 : Natural Environment

Eligible Students Master course student

Keywords Biodiversity, Global Change, Ecology, Wildlife (Birds and Mammals), Agricultural Ecosystems, Land Use Change, Climate Change, Forest Ecology, SDG_15, SDG_13, CN

Special Subject for Teacher Education 　 Special Subject 　

Class Status
within Educational
Program
(Applicable only to targeted subjects for undergraduate students)
Criterion referenced
Evaluation
(Applicable only to targeted subjects for undergraduate students)

Class Objectives
/Class Outline Objective: Research Landscape Mapping and Proposal Development in Ecology

Course Objectives:
By the end of this intensive course, students are expected to be able to:
1. Conceptualize a research field as a structured intellectual landscape map rather than a collection of individual papers.
2. Identify major conceptual axes that organize students’ topics.
3. Locate their own research ideas within a broader scientific context.
4. Formulate clear, testable hypotheses derived from identified knowledge gaps.
5. Develop a logically structured research proposal.

Class Schedule Weekly Peer-Led Activities and Reflection Report
Students will conduct the activities below on a weekly basis in a small peer group of three Master’s students. The group will independently organise and implement the activities according to their own schedule, pace, and priorities.
Each week, students must submit an individual report to the instructor summarising their work.

Weekly Peer-Led Learning Structure
Students will conduct the activities outlined below on a weekly basis in a small peer group of three Master’s students. The group will independently organise and implement the activities according to their own schedule, pace, and priorities.
Students who entered the program in the previous academic year and have already completed Special Exercise B (3–4 terms in 2025) will take the role of peer leaders. They will guide and support students who have just begun the program this year. This structure is designed to create a vertically integrated learning environment within the Master’s cohort.

The weekly activities will incorporate active learning methods, including:
• Peer instruction
• Collaborative critical discussion
• Structured peer feedback
This model serves two purposes. For newly enrolled students, it provides guided exposure to academic standards, research logic, and proposal development. For senior students, it strengthens leadership, mentoring, and educational skills, reinforcing their own conceptual understanding through teaching and structured discussion.
The instructor will monitor progress through weekly reports but will not directly manage the internal group dynamics. Responsibility for engagement, preparation, and intellectual contribution rests primarily with the students.

✓ Weekly Report Requirements--------------------------------------------------------------------------------
Each report must include:
1. Summary of Activities Conducted
A concise description of what was done during the week (e.g., literature analysis, writing practice, proposal discussion, peer critique).
2. Written Outputs or Materials (if applicable)
Any drafts, diagrams, notes, or written exercises produced during the activity.
3. Learning Reflection and Peer Contribution
- What you learned from the activity.
- What you learned from other students.
- How your contribution was beneficial to the group’s learning.
4. Self-Reflection and Areas for Improvement
- Critical reflection on your own performance.
- Identified weaknesses or limitations of your own.
- Specific plans for your improvement in the following weeks.

✓ Course Plan --------------------------------------------------------------------------------
Section 1 (Apr 13th-24th) : Selecting and Analysing High-Impact Review Papers
Aim
To understand the global intellectual landscape of the research field and build a strong conceptual foundation.
Activities
Students will:
• Search and select five representative, high-impact review papers relevant to their field.
• Justify their selection based on journal quality and relevance.
• Analyse each review to identify:
- Major research themes
- Emerging concepts
- Key debates and knowledge gaps
- Common methodological approaches
• Summarise how these reviews define the current scientific landscape.
Expected Outcome
Students will:
• Grasp global research trends efficiently.
• Understand theoretical foundations and conceptual models.
• Avoid redundant or already-saturated research directions.
• Begin building their own research framework grounded in the literature.

Section 2 (May 11th-22nd): Analysing the Introduction of High-Quality Papers
Aim
To learn how leading researchers construct logical and persuasive Introductions.
Activities
Using the instructor’s lecture presentation slides, students will:
• Select 3–5 high-quality empirical papers.
• Deconstruct/analyse each Introduction of paper by identifying:
- Broad background context
- Knowledge gap
- Logical progression
- Research questions or hypotheses
• Evaluate clarity, coherence, and argumentative flow.
• Compare strong and weak examples.
Expected Outcome
Students will learn:
• How to distinguish good academic writing from weak writing.
• How to structure their own Introduction logically.
• How to move from “what is known” to “what is unknown.”
• How to avoid fragmented and disconnected writing.

Section 3 (May 25th-June5th): IELTS Writing Task 1 (Graph Description) as Scientific Results Training
Aim
To train objective, structured description of data patterns.
Activities
Students will practice describing visual data (graphs, charts, trends) using IELTS Task 1 format.
Focus will include:
• Objective description of patterns
• Quantitative reporting
• Clear comparison
• Logical organisation (overall → specific)
• Avoidance of interpretation in results writing
Expected Outcome
Students will:
• Improve their ability to write Results sections.
• Develop clarity and objectivity in scientific reporting.
• Strengthen paragraph structure and logical progression.
• Separate description from interpretation.
In addition to the activity above, mid-term exam (a 3-paragraph essay writing) will be scheduled in mid June.

Section 4 (June 8th-19th): Critical Analysis of an International Master’s Proposal
Aim
To understand international standards of Master’s-level research preparation.
Activities
Students will analyse an exemplary Master’s research proposal and evaluate:
• Depth of literature review
• Conceptual framework clarity
• Logical consistency
• Hypothesis formulation
• Feasibility of methods
• Coherence of structure
Students will compare this proposal with typical local standards and reflect on differences.
Expected Outcome
Students will:
• Understand what constitutes international-level preparation.
• Recognise the level of conceptual clarity required before research begins.
• Learn how to organise and design a publishable research plan.

Section 5 (June 22nd-July 3rd): Literature Sharing
Aim
To develop academic discussion skills and refine research direction.
Activities
Students will:
• Regularly share papers they have read.
• Explain why they selected each paper.
• Discuss theoretical background, mechanisms, and study design.
• Engage in structured academic discussion with peers.
Expected Outcome
Students will:
• Improve literature searching ability.
• Learn to select relevant and high-quality sources.
• Clarify their research interests.
• Develop ecological reasoning and conceptual discussion skills.

Section 6 (July 6th-July 17th): IELTS Writing Task 2 (Structured Academic Argumentation)
Aim
To train logical argument construction and inter-paragraph coherence.
Activities
Students will write 5 paragraph essays using IELTS Task 2 format, focusing on:
• Clear thesis statements
• Topic sentences
• Logical paragraph progression
• Transition phrases
• Counter-argument recognition and response
• Balanced academic tone
Expected Outcome
Students will:
• Develop structured academic writing skills.
• Improve logical flow across paragraphs.
• Learn to address opposing viewpoints.
• Strengthen Introduction and Discussion writing skills.
• Learn to discuss limitations and alternative hypotheses.

✓ Assignments --------------------------------------------------------------------------------
Assignment 1: Research Landscape Mapping
Aim
To train students to abstract and structure a research field, identify knowledge gaps, and position their own research within that structure.
Activities
Students will:
• Identify 3–5 major conceptual axes that organize their research field.
• Explain why each axis is important for structuring the field.
• Select 10-15 key papers and position them along these axes.
• Identify relatively saturated areas (well-studied/well-developed) and potential underexplored spaces.
• Clearly articulate where their own research idea is located within this landscape.
Assignment 1 (progress report due at the end of April; assignment due at the end of May)
• A 2–3 page written summary describing:
- Conceptual axes
- Placement of key literature
- Identified knowledge gaps
- Personal research positioning
• One conceptual diagram (mandatory) visualizing the research landscape.

Assignment 2: Hypothesis Formulation
Aim
To develop the ability to generate explicit, testable hypotheses grounded in identified knowledge gaps.
Activities
Students will:
• Formulate 2–3 explicit and testable hypotheses.
• Describe the theoretical background supporting each hypothesis.
• Outline expected patterns or predicted results under each hypothesis.

Assignment 3: Research Proposal Development
Aim
To integrate landscape mapping and hypothesis formulation into a coherent research proposal.
Students will submit a structured research proposal including:
1. Introduction
• Description of the research landscape (background) and general objective
• Identification of the knowledge gap
• Specific objectives
• Clear statement of hypotheses
2. Methods
• Research design
• Data sources
• Analytical/statistical framework
3. Significance
• Theoretical/academic contribution to the field
• Applied or societal relevance
4. Timeline
• Month-by-month research plan toward graduation

Note: Students are supposed to actively access the university library’s writing center to complete each assignment

Text/Reference
Books,etc. - How to Write and Publish a Scientific Paper (Robert A. Day, Barbara Gastel)
- Those slides about how to develop hypotheses and write Introduction, prepared by the instructor
- これから論文を書く若者のために（酒井聡樹）

PC or AV used in
Class,etc. Text, Handouts, Microsoft Teams, Zoom

(More Details)

Learning techniques to be incorporated Discussions, Paired Reading, Project Learning

Suggestions on
Preparation and
Review Basic academic writing skills and foundational knowledge are expected. As a guideline, students with English proficiency equivalent to IELTS 6.5 or TOEFL iBT 80 or higher will be better prepared for the course. Students who need additional support will be provided with supplementary materials.
Regardless of writing skills, students are encouraged to use the university’s Writing Center: https://www.hiroshima-u.ac.jp/en/wrc/appointment

Requirements Important Notices
- The use of AI tools (ChatGPT, Copilot, Gemini, Claude, DeepSeek, etc.) to generate text for assignments is strictly prohibited. This includes summarization, translation, fabricated citations, and automatically generated figures. The purpose of this course is to develop fundamental academic writing skills. Students must submit work that reflects their own understanding and writing ability. Attempts to disguise AI‑generated text, such as adding errors or altering formatting, are also considered violations of the policy. Instructors evaluate not only wording but also the underlying structure, logic, and style of the writing, which makes such attempts identifiable.
- Plagiarism is strictly prohibited, and the final report will be checked using plagiarism‑detection software. Students who violate these policies will not receive credit for the course..
- When reviewing literature, carefully read the text, figures, and tables, and ensure you fully understand the essential content before citing it.
- Plagiarism is strictly prohibited. The final report will be checked using plagiarism-detection software.
- Students who violate any of the above policies will not receive credit for this course.
* See also additional notes below.

Grading Method Evaluation Criteria
Weekly Report Assignments (10%)
Assignment 1 in late May (30%)

How to Submit Reports
- Use the designated Word template (to be provided in class).
- Use reference management software such as EndNote or Zotero (introduced in class).
Assignment 2 in early June (10%)
Assignment 3 in late July (50%)

- Students may submit assignments in either English or Japanese.
- Grammar errors will not affect the evaluation. Assessment will focus on academic logic, clarity of argumentation, structural coherence, and the quality of the content. Therefore, assignments should reflect the student’s own understanding and writing ability, rather than text reviewed or corrected by AI tools.
- Assignment 3 will be evaluated using a detailed rubric modeled after the standards of international academic journals, with particular emphasis on logical structure, clarity of argumentation, and the overall coherence of the research proposal.

Practical Experience

Summary of Practical Experience and Class Contents based on it

Message The exercises in this course will cover fundamental and essential topics for advancing master's thesis research.
- This course is not merely an exercise in completing tasks. Students are expected to recognize how the knowledge and skills they acquire will contribute to their future careers (not only in academia, but also in the public and private sectors, by developing the logical thinking and communication abilities essential for success in society)
- Students should identify the significance of the exercises for themselves and engage with the course in a proactive and self‑directed manner.

Other * Additional notes:
Intentionally modifying AI generated text, such as changing capital letters to lowercase, removing punctuation, or adding random typos to make the writing appear “human written”, is easily detectable. Instructors do not look only at surface-level wording; we examine the phrasing patterns, sentence structure, logical flow, and stylistic fingerprints that AI tools consistently produce. Even if students introduce small errors afterward, the underlying AI-generated structure remains highly recognizable.
Typical signs include:
• unnatural or overly polished sentence rhythm
• characteristic AI phrasing patterns and transitions
• uniform sentence length and structure
• mismatched tone between AI-generated parts and manually added errors
• illogical typos that do not match the student’s usual writing habits
Because these features are very different from authentic student writing, attempts to disguise AI-generated text can be identified quickly. Such intentional modification after AI use is considered a violation of course policy.

Please fill in the class improvement questionnaire which is carried out on all classes.
Instructors will reflect on your feedback and utilize the information for improving their teaching.

Academic Year	2026Year	School/Graduate School	Graduate School of Advanced Science and Engineering (Master's Course) Division of Advanced Science and Engineering Transdisciplinary Science and Engineering Program
Lecture Code	WSQA0260	Subject Classification	Specialized Education
Subject Name	理工学融合特別演習A
Subject Name （Katakana）	リコウガクユウゴウトクベツエンシュウエー
Subject Name in English	Special Exercises of Advanced Science and Engineering Transdisciplinary Science and Engineering A
Instructor	HISANO MASUMI
Instructor (Katakana)	ヒサノ　マスミ
Campus	Higashi-Hiroshima	Semester/Term	1st-Year, First Semester, First Semester
Days, Periods, and Classrooms	(1st) Inte：Faculty Office
Lesson Style	Seminar	Lesson Style (More Details)	Face-to-face, Online (simultaneous interactive)
Presentation and discussion
Credits	2.0	Class Hours/Week		Language of Instruction	B : Japanese／English
Course Level	5 : Graduate Basic
Course Area（Area）	25 : Science and Technology
Course Area（Discipline）	03 : Natural Environment
Eligible Students	Master course student
Keywords	Biodiversity, Global Change, Ecology, Wildlife (Birds and Mammals), Agricultural Ecosystems, Land Use Change, Climate Change, Forest Ecology, SDG_15, SDG_13, CN
Special Subject for Teacher Education		Special Subject
Class Status within Educational Program (Applicable only to targeted subjects for undergraduate students)
Criterion referenced Evaluation (Applicable only to targeted subjects for undergraduate students)
Class Objectives /Class Outline	Objective: Research Landscape Mapping and Proposal Development in Ecology Course Objectives: By the end of this intensive course, students are expected to be able to: 1. Conceptualize a research field as a structured intellectual landscape map rather than a collection of individual papers. 2. Identify major conceptual axes that organize students’ topics. 3. Locate their own research ideas within a broader scientific context. 4. Formulate clear, testable hypotheses derived from identified knowledge gaps. 5. Develop a logically structured research proposal.
Class Schedule	Weekly Peer-Led Activities and Reflection Report Students will conduct the activities below on a weekly basis in a small peer group of three Master’s students. The group will independently organise and implement the activities according to their own schedule, pace, and priorities. Each week, students must submit an individual report to the instructor summarising their work. Weekly Peer-Led Learning Structure Students will conduct the activities outlined below on a weekly basis in a small peer group of three Master’s students. The group will independently organise and implement the activities according to their own schedule, pace, and priorities. Students who entered the program in the previous academic year and have already completed Special Exercise B (3–4 terms in 2025) will take the role of peer leaders. They will guide and support students who have just begun the program this year. This structure is designed to create a vertically integrated learning environment within the Master’s cohort. The weekly activities will incorporate active learning methods, including: • Peer instruction • Collaborative critical discussion • Structured peer feedback This model serves two purposes. For newly enrolled students, it provides guided exposure to academic standards, research logic, and proposal development. For senior students, it strengthens leadership, mentoring, and educational skills, reinforcing their own conceptual understanding through teaching and structured discussion. The instructor will monitor progress through weekly reports but will not directly manage the internal group dynamics. Responsibility for engagement, preparation, and intellectual contribution rests primarily with the students. ✓ Weekly Report Requirements-------------------------------------------------------------------------------- Each report must include: 1. Summary of Activities Conducted A concise description of what was done during the week (e.g., literature analysis, writing practice, proposal discussion, peer critique). 2. Written Outputs or Materials (if applicable) Any drafts, diagrams, notes, or written exercises produced during the activity. 3. Learning Reflection and Peer Contribution - What you learned from the activity. - What you learned from other students. - How your contribution was beneficial to the group’s learning. 4. Self-Reflection and Areas for Improvement - Critical reflection on your own performance. - Identified weaknesses or limitations of your own. - Specific plans for your improvement in the following weeks. ✓ Course Plan -------------------------------------------------------------------------------- Section 1 (Apr 13th-24th) : Selecting and Analysing High-Impact Review Papers Aim To understand the global intellectual landscape of the research field and build a strong conceptual foundation. Activities Students will: • Search and select five representative, high-impact review papers relevant to their field. • Justify their selection based on journal quality and relevance. • Analyse each review to identify: - Major research themes - Emerging concepts - Key debates and knowledge gaps - Common methodological approaches • Summarise how these reviews define the current scientific landscape. Expected Outcome Students will: • Grasp global research trends efficiently. • Understand theoretical foundations and conceptual models. • Avoid redundant or already-saturated research directions. • Begin building their own research framework grounded in the literature. Section 2 (May 11th-22nd): Analysing the Introduction of High-Quality Papers Aim To learn how leading researchers construct logical and persuasive Introductions. Activities Using the instructor’s lecture presentation slides, students will: • Select 3–5 high-quality empirical papers. • Deconstruct/analyse each Introduction of paper by identifying: - Broad background context - Knowledge gap - Logical progression - Research questions or hypotheses • Evaluate clarity, coherence, and argumentative flow. • Compare strong and weak examples. Expected Outcome Students will learn: • How to distinguish good academic writing from weak writing. • How to structure their own Introduction logically. • How to move from “what is known” to “what is unknown.” • How to avoid fragmented and disconnected writing. Section 3 (May 25th-June5th): IELTS Writing Task 1 (Graph Description) as Scientific Results Training Aim To train objective, structured description of data patterns. Activities Students will practice describing visual data (graphs, charts, trends) using IELTS Task 1 format. Focus will include: • Objective description of patterns • Quantitative reporting • Clear comparison • Logical organisation (overall → specific) • Avoidance of interpretation in results writing Expected Outcome Students will: • Improve their ability to write Results sections. • Develop clarity and objectivity in scientific reporting. • Strengthen paragraph structure and logical progression. • Separate description from interpretation. In addition to the activity above, mid-term exam (a 3-paragraph essay writing) will be scheduled in mid June. Section 4 (June 8th-19th): Critical Analysis of an International Master’s Proposal Aim To understand international standards of Master’s-level research preparation. Activities Students will analyse an exemplary Master’s research proposal and evaluate: • Depth of literature review • Conceptual framework clarity • Logical consistency • Hypothesis formulation • Feasibility of methods • Coherence of structure Students will compare this proposal with typical local standards and reflect on differences. Expected Outcome Students will: • Understand what constitutes international-level preparation. • Recognise the level of conceptual clarity required before research begins. • Learn how to organise and design a publishable research plan. Section 5 (June 22nd-July 3rd): Literature Sharing Aim To develop academic discussion skills and refine research direction. Activities Students will: • Regularly share papers they have read. • Explain why they selected each paper. • Discuss theoretical background, mechanisms, and study design. • Engage in structured academic discussion with peers. Expected Outcome Students will: • Improve literature searching ability. • Learn to select relevant and high-quality sources. • Clarify their research interests. • Develop ecological reasoning and conceptual discussion skills. Section 6 (July 6th-July 17th): IELTS Writing Task 2 (Structured Academic Argumentation) Aim To train logical argument construction and inter-paragraph coherence. Activities Students will write 5 paragraph essays using IELTS Task 2 format, focusing on: • Clear thesis statements • Topic sentences • Logical paragraph progression • Transition phrases • Counter-argument recognition and response • Balanced academic tone Expected Outcome Students will: • Develop structured academic writing skills. • Improve logical flow across paragraphs. • Learn to address opposing viewpoints. • Strengthen Introduction and Discussion writing skills. • Learn to discuss limitations and alternative hypotheses. ✓ Assignments -------------------------------------------------------------------------------- Assignment 1: Research Landscape Mapping Aim To train students to abstract and structure a research field, identify knowledge gaps, and position their own research within that structure. Activities Students will: • Identify 3–5 major conceptual axes that organize their research field. • Explain why each axis is important for structuring the field. • Select 10-15 key papers and position them along these axes. • Identify relatively saturated areas (well-studied/well-developed) and potential underexplored spaces. • Clearly articulate where their own research idea is located within this landscape. Assignment 1 (progress report due at the end of April; assignment due at the end of May) • A 2–3 page written summary describing: - Conceptual axes - Placement of key literature - Identified knowledge gaps - Personal research positioning • One conceptual diagram (mandatory) visualizing the research landscape. Assignment 2: Hypothesis Formulation Aim To develop the ability to generate explicit, testable hypotheses grounded in identified knowledge gaps. Activities Students will: • Formulate 2–3 explicit and testable hypotheses. • Describe the theoretical background supporting each hypothesis. • Outline expected patterns or predicted results under each hypothesis. Assignment 3: Research Proposal Development Aim To integrate landscape mapping and hypothesis formulation into a coherent research proposal. Students will submit a structured research proposal including: 1. Introduction • Description of the research landscape (background) and general objective • Identification of the knowledge gap • Specific objectives • Clear statement of hypotheses 2. Methods • Research design • Data sources • Analytical/statistical framework 3. Significance • Theoretical/academic contribution to the field • Applied or societal relevance 4. Timeline • Month-by-month research plan toward graduation Note: Students are supposed to actively access the university library’s writing center to complete each assignment
Text/Reference Books,etc.	- How to Write and Publish a Scientific Paper (Robert A. Day, Barbara Gastel) - Those slides about how to develop hypotheses and write Introduction, prepared by the instructor - これから論文を書く若者のために（酒井聡樹）
PC or AV used in Class,etc.	Text, Handouts, Microsoft Teams, Zoom
(More Details)
Learning techniques to be incorporated	Discussions, Paired Reading, Project Learning
Suggestions on Preparation and Review	Basic academic writing skills and foundational knowledge are expected. As a guideline, students with English proficiency equivalent to IELTS 6.5 or TOEFL iBT 80 or higher will be better prepared for the course. Students who need additional support will be provided with supplementary materials. Regardless of writing skills, students are encouraged to use the university’s Writing Center: https://www.hiroshima-u.ac.jp/en/wrc/appointment
Requirements	Important Notices - The use of AI tools (ChatGPT, Copilot, Gemini, Claude, DeepSeek, etc.) to generate text for assignments is strictly prohibited. This includes summarization, translation, fabricated citations, and automatically generated figures. The purpose of this course is to develop fundamental academic writing skills. Students must submit work that reflects their own understanding and writing ability. Attempts to disguise AI‑generated text, such as adding errors or altering formatting, are also considered violations of the policy. Instructors evaluate not only wording but also the underlying structure, logic, and style of the writing, which makes such attempts identifiable. - Plagiarism is strictly prohibited, and the final report will be checked using plagiarism‑detection software. Students who violate these policies will not receive credit for the course.. - When reviewing literature, carefully read the text, figures, and tables, and ensure you fully understand the essential content before citing it. - Plagiarism is strictly prohibited. The final report will be checked using plagiarism-detection software. - Students who violate any of the above policies will not receive credit for this course. * See also additional notes below.
Grading Method	Evaluation Criteria Weekly Report Assignments (10%) Assignment 1 in late May (30%) How to Submit Reports - Use the designated Word template (to be provided in class). - Use reference management software such as EndNote or Zotero (introduced in class). Assignment 2 in early June (10%) Assignment 3 in late July (50%) - Students may submit assignments in either English or Japanese. - Grammar errors will not affect the evaluation. Assessment will focus on academic logic, clarity of argumentation, structural coherence, and the quality of the content. Therefore, assignments should reflect the student’s own understanding and writing ability, rather than text reviewed or corrected by AI tools. - Assignment 3 will be evaluated using a detailed rubric modeled after the standards of international academic journals, with particular emphasis on logical structure, clarity of argumentation, and the overall coherence of the research proposal.
Practical Experience
Summary of Practical Experience and Class Contents based on it
Message	The exercises in this course will cover fundamental and essential topics for advancing master's thesis research. - This course is not merely an exercise in completing tasks. Students are expected to recognize how the knowledge and skills they acquire will contribute to their future careers (not only in academia, but also in the public and private sectors, by developing the logical thinking and communication abilities essential for success in society) - Students should identify the significance of the exercises for themselves and engage with the course in a proactive and self‑directed manner.
Other	* Additional notes: Intentionally modifying AI generated text, such as changing capital letters to lowercase, removing punctuation, or adding random typos to make the writing appear “human written”, is easily detectable. Instructors do not look only at surface-level wording; we examine the phrasing patterns, sentence structure, logical flow, and stylistic fingerprints that AI tools consistently produce. Even if students introduce small errors afterward, the underlying AI-generated structure remains highly recognizable. Typical signs include: • unnatural or overly polished sentence rhythm • characteristic AI phrasing patterns and transitions • uniform sentence length and structure • mismatched tone between AI-generated parts and manually added errors • illogical typos that do not match the student’s usual writing habits Because these features are very different from authentic student writing, attempts to disguise AI-generated text can be identified quickly. Such intentional modification after AI use is considered a violation of course policy.
Please fill in the class improvement questionnaire which is carried out on all classes. Instructors will reflect on your feedback and utilize the information for improving their teaching.

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