授業の概要 現在、大学教員としてのキャリアを進むにあたっては、研究者としてだけでなく、教育者としての資質も問われています。本授業は、東京大学フューチャーファカルティプログラムとして、学生が主体的に学ぶために必要な学生のモチベーションの高め方、授業デザインやシラバス、評価方法などを学びます。また、アクティブラーニングの手法を取り入れたグループワークを多く経験し、模擬授業の実践も行います。多様な研究領域から集う受講者相互の学び合いは、新しい視点の獲得につながり、また、プログラムの修了後も継続するネットワークを培います。本授業で学んだことは「目的・目標を明確にし、達成するためのデザイン」や「伝えたいことが確かに相手に伝わるコミュニケーション」を学ぶという点で研究活動の向上にも活きることでしょう。 　また、新型コロナウイルス感染症への対応のためすべての授業回をオンラインでの開催となりますが、オンライン授業の特性を生かした授業を体験し、自らも実施できることを目指します。 目的と目標 （目的） 　本授業では、未来の大学教員として、責務としての「教育」の重要性を認識し、学生の立場にたった教育の設計と実行を可能にすることを目的とします。そのために、授業実施に向けた実践的な知識やスキルを多様な専門領域の受講生とともに実際に体験し、互いに学び合いながら獲得し、さらに、研究だけでなく教育についても探究し続ける姿勢を身につけます。 （目標） -高等教育の現状の概要について説明できる -効果的なデリバリースキルの観点を知り、自分のスキルの向上につなげる -グループワークに積極的に参加し、当事者およびファシリテーターとしてのコミュニケーション力をつける -学生が主体的に学べる1回の授業および授業全体のデザインができる -基礎知識をふまえた評価をデザインできる -学んだ知識を模擬授業として活用し実施できる -キャリアパスについて考え、日頃の活動や今後の展望について整理できる

授業の概要 現在、大学教員としてのキャリアを進むにあたっては、研究者としてだけでなく、教育者としての資質も問われています。本授業は、東京大学フューチャーファカルティプログラムとして、学生が主体的に学ぶために必要な学生のモチベーションの高め方、授業デザインやシラバス、評価方法などを学びます。また、アクティブラーニングの手法を取り入れたグループワークを多く経験し、模擬授業の実践も行います。多様な研究領域から集う受講者相互の学び合いは、新しい視点の獲得につながり、また、プログラムの修了後も継続するネットワークを培います。本授業で学んだことは「目的・目標を明確にし、達成するためのデザイン」や「伝えたいことが確かに相手に伝わるコミュニケーション」を学ぶという点で研究活動の向上にも活きることでしょう。 　また、新型コロナウイルス感染症への対応のためすべての授業回をオンラインでの開催となりますが、オンライン授業の特性を生かした授業を体験し、自らも実施できることを目指します。 目的と目標 （目的） 　本授業では、未来の大学教員として、責務としての「教育」の重要性を認識し、学生の立場にたった教育の設計と実行を可能にすることを目的とします。そのために、授業実施に向けた実践的な知識やスキルを多様な専門領域の受講生とともに実際に体験し、互いに学び合いながら獲得し、さらに、研究だけでなく教育についても探究し続ける姿勢を身につけます。 （目標） -高等教育の現状の概要について説明できる -効果的なデリバリースキルの観点を知り、自分のスキルの向上につなげる -グループワークに積極的に参加し、当事者およびファシリテーターとしてのコミュニケーション力をつける -学生が主体的に学べる1回の授業および授業全体のデザインができる -基礎知識をふまえた評価をデザインできる -学んだ知識を模擬授業として活用し実施できる -キャリアパスについて考え、日頃の活動や今後の展望について整理できる

The world is now facing serious problems such as conflict, food crisis, poverty and inequality, discrimination and prejudice based on class, gender, race, disability etc. In order to resolve these issues and realize a sustainable, diverse and inclusive society, the Sustainable Development Goals (SDGs)" were adopted at the United Nations Summit in September 2015. Education, in particular, is envisioned as a key to achieve the SDGs. Within this context, this course aims to examine the role and challenge of education in achieving the SDGs through exploring the initiatives taken by various actors (government, schools, corporates, NGOs, etc.) in Global North as well as Global South. This course will first introduce students to new opportunities and emerging issues seen from education in Global North and Global South (particularly, South Asia and Africa). Students will have the opportunity to interact with experts working in education through a field visit and a guest lecture in the middle of the course. At the end of the course, students will make a recommendation for a policy, system or practice for education in Global North/ Global South to achieve SDGs. ＜Objectives＞ By taking this course, students will acquire/develop the following new knowledge/ skills/attitudes ・understand how various actors in Global North/Global South engage with SDGs through education by exploring the new opportunities and emerging issues of education around the world ・enhance a sense of ownership towards global issues by gaining a deeper understanding of the interdependence and interconnectedness between Global North and Global South ・make a recommendation for policy, system or practice for education in Global North/Global South to achieve SDGs with a convincing argument ・recognize diverse values and perspectives through cross-border and interdisciplinary dialogues with peers of different cultural backgrounds and disciplines.

The world is now facing serious problems such as conflict, food crisis, poverty and inequality, discrimination and prejudice based on class, gender, race, disability etc. In order to resolve these issues and realize a sustainable, diverse and inclusive society, the Sustainable Development Goals (SDGs)" were adopted at the United Nations Summit in September 2015. Education, in particular, is envisioned as a key to achieve the SDGs. Within this context, this course aims to examine the role and challenge of education in achieving the SDGs through exploring the initiatives taken by various actors (government, schools, corporates, NGOs, etc.) in Global North as well as Global South. This course will first introduce students to new opportunities and emerging issues seen from education in Global North and Global South (particularly, South Asia and Africa). Students will have the opportunity to interact with experts working in education through a field visit and a guest lecture in the middle of the course. At the end of the course, students will make a recommendation for a policy, system or practice for education in Global North/ Global South to achieve SDGs. ＜Objectives＞ By taking this course, students will acquire/develop the following new knowledge/ skills/attitudes ・understand how various actors in Global North/Global South engage with SDGs through education by exploring the new opportunities and emerging issues of education around the world ・enhance a sense of ownership towards global issues by gaining a deeper understanding of the interdependence and interconnectedness between Global North and Global South ・make a recommendation for policy, system or practice for education in Global North/Global South to achieve SDGs with a convincing argument ・recognize diverse values and perspectives through cross-border and interdisciplinary dialogues with peers of different cultural backgrounds and disciplines.

Students are welcome to this class where we will learn about and discuss issues surrounding global society and language. Sociolinguistics explores how language and society are connected. It looks at how language shapes, and is shaped by, factors like identity, gender, ethnicity, education, class, sexuality, power, and culture. These are topics that both students and teachers have real-life experience with. In this course, we will share our experiences, thoughts, and opinions on them. Different languages and the social and historical backgrounds of the people who speak them affect how policies are made, especially as we work toward the 17 Sustainable Development Goals (SDGs). Because of this, it is very important to understand the role language plays in society, and how this understanding can help us reach our global development targets. For example, recognizing language diversity is crucial at a time when many populations around the world are vulnerable. Understanding their varied linguistic needs allows us to create inclusive policies that respect multiple languages and benefit everyone. By the conclusion of this course, it is hoped that you will have obtained knowledge of sociolinguistics and the role language plays in sectors relevant to global society through readings and class discussions. You will have ample opportunity to share your thoughts and opinions on these issues as we gain a collective understanding of how language will enable us to work towards the SDGs and navigate obstacles along the way.

Students are welcome to this class where we will learn about and discuss issues surrounding global society and language. Sociolinguistics explores how language and society are connected. It looks at how language shapes, and is shaped by, factors like identity, gender, ethnicity, education, class, sexuality, power, and culture. These are topics that both students and teachers have real-life experience with. In this course, we will share our experiences, thoughts, and opinions on them. Different languages and the social and historical backgrounds of the people who speak them affect how policies are made, especially as we work toward the 17 Sustainable Development Goals (SDGs). Because of this, it is very important to understand the role language plays in society—and how this understanding can help us reach our global development targets. For example, recognizing language diversity is crucial at a time when many populations around the world are vulnerable. Understanding their varied linguistic needs allows us to create inclusive policies that respect multiple languages and benefit everyone. By the conclusion of this course, it is hoped that you will have obtained knowledge of sociolinguistics and the role language plays in sectors relevant to global society through readings and class discussions. You will have ample opportunity to share your thoughts and opinions on these issues as we gain a collective understanding of how language will enable us to work towards the SDGs and navigate obstacles along the way.

In this course, we will examine and discuss the impact of international tourism and travel on perceptions and representations of different countries and cultures. The starting point of our discussions will be “Japan As They Saw It,” an online anthology of descriptions of Japan in the 19th and early 20th centuries by visitors from the United States and Britain. We will assess how foreign tourists and residents viewed Japan and how they chose to describe the country to readers in the books and letters they wrote. We will then move to the present day and examine how Japan is presented to the world now by tourists and other visitors, particularly online and through social media. Through our discussions, we will attempt to develop a systematic understanding both of how different countries and cultures are perceived and portrayed by naive visitors and of the resulting challenges, including stereotyping, intercultural misunderstandings, and overtourism.