14718 items found.
This course is designed to enhance students' abilities in reading comprehension, critical analysis, and discussion. While maintaining a strong foundation in reading, the course this year emphasizes analytical thinking and the articulation of ideas through discussion, rather than extensive writing.
Throughout the course, students will engage with a diverse array of reading materials spanning current events, scientific developments, and cultural topics. These materials will serve as a catalyst for in-depth analysis and critical evaluation, encouraging students to think deeply and question the information presented.
Central to the course is the development of student-generated tasks. These tasks will involve creating questions, leading discussions, and proposing analytical frameworks, thus allowing students to take an active role in their learning process. This approach aims to foster a more dynamic and interactive classroom environment, where students can collaboratively explore and debate different perspectives.
Class sessions will involve group discussions, and critical thinking exercises. Through these activities, students will refine their ability to articulate well-reasoned arguments and engage in constructive dialogues.
The ultimate goal of this course is to equip students with the skills necessary to be discerning readers and effective communicators. Students will develop the ability to analyze complex information, think critically about diverse viewpoints, and express their ideas clearly and persuasively. This foundation will be invaluable in their future academic endeavors and professional careers.
We will read Klara and the Sun (2021) written by a British novelist and screenwriter Kazuo Ishiguro (1954-) who was born in Japan. Ishiguro visited Keio University in 2001 and 2015 and thus has a close tie with this university. This is his first full-length novel since winning the 2017 Nobel Prize in Literature and features a humanoid robot (Artificial Friend). It is written in relatively easy English and deals with issues we face in the 21st-century world, such as A.I., loneliness, faith, inequality, and environmental pollution. Reading a literary work accurately and closely, students will deeply consider these issues and try to express their views in appropriate English.
Working with a small team, students will read a reasonable number of pages each class. In so doing, students will steadily improve their reading comprehension skills as well as vocabulary and discussion skills. This class will also use audiovisual materials, such as Ishiguro’s interviews in order to give students opportunities to hear the 'voices' of this internationally renowned author who has his roots in Japan.
Japanese Social Issues - How To Analyze Issues And Present Your Opinion
***Please note that eight classes will be held live on campus and six classes will be held live on Zoom. You must attend and be able to participate in real-time, not by a class recording or on-demand.***
Each week, we will cover one core Japanese social problem.
The course will use active learning in every class (presentations, discussions, and group work).
Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including reading and watching videos.
We will actively apply what we learn to think of solutions to current real-world Japanese social problems.
After you complete the course, you will:
1. Be able to give better presentations.
2. Be able to take part in higher-level conversations and express your opinion more clearly.
3. Be able to research more quickly.
4. Be able to determine the quality of your research sources.
Business AI - How to Use AI to Improve Your Business
***Please note that eight classes will be held live on campus, and six classes will be held live on Zoom. You must attend and be able to participate in real-time in both formats, not by a class recording or on-demand.***
In this class, you will learn and apply different types of business AI to create two online business presentations
1. A business consulting project
2. A marketing AI project
You will learn and apply the following: market research, analytics, salesmanship and copywriting, ad creation, YouTube video creation, and different types of AI.
The course will use active learning in every class (discussion and group work).
Each week, a short lecture will be followed by a hands-on activity to put the information learned into action. Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including several discussions and presentations.
By the end of the class, you will have learned about several areas of business AI and improved your presentation skills in different formats.
Minorities and Cultural Differences is a speaking course tailored for advanced English language learners (TOEFL ITP® 516 or higher). This course provides a unique opportunity for students to engage critically with the concepts of minority cultures, cultural diversity, and inclusivity within the context of a university setting.
Throughout the course, students will work to understand the multifaceted nature of minority experiences. Discussions will encompass a range of topics, including but not limited to, the sociopolitical dynamics of race, ethnicity, gender, sexuality, religion, and ability. The course aims to foster a nuanced understanding of how these identities intersect and influence individuals' experiences in academic and social environments.
A significant focus of the course will be on the challenges and opportunities presented by cultural differences. Students will examine the impact of cultural diversity on communication, social interaction, and community building. This exploration will enable students to appreciate the richness that diversity brings to academic and professional contexts while also acknowledging and addressing the complexities it can introduce.
The major assignment for this course involves creating a formal proposal aimed at increasing inclusivity and easing cultural differences on campus. This task will challenge students to apply their learning to practical, actionable initiatives that can make a tangible difference in their university community. The process of developing this proposal will include sessions on writing formal proposals and citing and referencing, ensuring students are equipped with the skills necessary to articulate their ideas effectively and responsibly.
By participating in this course, students will hopefully not only enhance their speaking and critical thinking skills in English but also develop a deeper cultural awareness and sensitivity. They will learn to navigate and contribute to discussions on complex and sensitive topics, gaining the confidence and competence to be advocates for inclusivity and cultural understanding in their academic and professional pursuits.
Challenging Stereotypes
Type:Oral
Keyword:Discussion,Speaking
Course Description:
In this class, we will discuss various stereotypes that exist in cultures around the world focusing on those most familiar to us. The goal of this class is to help you see people as individuals rather than only as members of a group, and to challenge the way you think about social interaction.This is an active participation class: students will need to join in the discussion every day for participation credit. Use of PCs or smartphones is not allowed unless specific permission is given. Paper and electronic dictionaries are allowed, but smartphone-based dictionaries are prohibited.
Reading for Test Taking is a dynamic and comprehensive course tailored for students with TOEFL ITP© scores of 471-535. This course is specifically designed to enhance students' reading skills and strategies for success in a variety of English language proficiency tests, including TOEIC®, IELTS™, TOEFL iBT®, TOEFL ITP®, and the Cambridge English™ test.
Throughout the course, students will be introduced to the reading sections of each test, gaining an understanding of the format, question types, and the skills required for effective test-taking. The course will cover various reading topics and text types commonly encountered in these exams, providing students with ample practice and exposure.
A significant emphasis of the course is on student-generated material and activities. Students will be encouraged to engage in pair-work and group discussions, fostering a collaborative learning environment where they can share insights and approaches to test reading sections. This interactive approach will allow students to learn from each other and develop a deeper understanding of test-taking strategies.
The course will also introduce essential tips and tactics to enhance reading comprehension and time management skills during exams. Students will learn how to approach different question types, identify key information, and make educated guesses when necessary.
Additionally, the course will focus on expanding students' vocabulary and lexis, crucial for reading proficiency in English. Through targeted exercises and contextual learning, students will build a stronger vocabulary base, aiding their comprehension and performance in test scenarios.
Reading for Test Taking offers students a high degree of autonomy, encouraging them to take an active role in their learning journey. By the end of the course, students will have gained confidence in their reading abilities and be better equipped to tackle the reading sections of various English proficiency tests.
The goal of this course is to increase the comprehension and retention of the students, as well as improve reading speed, efficiency, and vocabulary. Students will not only focus on improving their reading ability, as they will be able to apply speaking, critical thinking, and other skills through in-class discussions and group activities surrounding the text in class. A variety of topics will help the students read and discuss issues both new and old. Skills are taught in two-week intervals in order to strengthen retention and allow ample time to practice.
The goal of this course is to enhance the English language abilities and understand cultural differences between countries all over the world. Each week, students will discuss topics and how different countries and cultures relate to these topics, sharing real-world experiences as well. By the end of the course, each student will create a culture report on a country of their choice.
The goal of this class is to enable students to explain modern Japanese culture in their own words. We will particularly focus on the seasonal events and customs that give life in Japan a rhythm. Students will learn to explain these in English and give presentations both in groups and alone.
Discussing News and Media is an interactive speaking course designed for students with TOEFL ITP® scores of 450-490. This course provides students with the opportunity to engage in meaningful discussions about various forms of media and news topics. Through these discussions, students will enhance their oral communication skills, especially in the context of talking about current events, media trends, and journalistic practices.
Throughout the course, students will be exposed to a wide range of media sources, including newspapers, online articles, broadcasts, and social media content. They will analyze and discuss different types of news, such as world events, local stories, cultural pieces, and opinion columns. The course will encourage critical thinking and the expression of personal viewpoints in a supportive and dynamic learning environment.
A key component of the course is the introduction and practice of vocabulary and expressions commonly used in media and news contexts. Students will learn how to articulate their thoughts clearly and persuasively, using appropriate terminology and expressions. Vocabulary development will focus on terms related to journalism, media formats, and current affairs.
The course will also emphasize the importance of clear and effective communication, including aspects such as pronunciation, intonation, and fluency. Students will participate in various speaking activities, such as debates, presentations, and group discussions, to build confidence and improve their speaking abilities in English.
By the end of Discussing News and Media, students will have developed a deeper understanding of media and news topics, along with improved language skills for discussing these subjects. They will be better equipped to converse about current events and media-related issues in English, both in academic settings and in their daily lives.
An Introduction to Qualitative Research - Diary Studies and Narratives is an academic course designed for students with a TOEFL ITP® score of 516 or higher. This course provides an in-depth look at qualitative research methods, with a particular focus on diary studies and narrative analysis. It is structured to offer students a comprehensive understanding of the theoretical foundations and practical applications of these research techniques.
Throughout the course, students will explore the principles and processes of qualitative research, including the design, implementation, and analysis of diary studies and narrative research. Emphasis will be placed on understanding how these methods can be effectively used to gather rich, detailed data about human experiences and behavior.
The course will cover key concepts such as data collection, ethical considerations, and the interpretation of qualitative data. Students will learn how to critically analyze diary entries and narratives, uncovering the underlying themes and patterns that inform our understanding of social and personal phenomena.
Practical exercises and assignments will provide hands-on experience in conducting qualitative research. These activities are designed to equip students with the skills necessary to undertake their own research projects in various fields, ranging from psychology and sociology to anthropology and education.
No prior experience in research methodology is required. The course will introduce and review all necessary concepts, making it accessible to those new to qualitative research. By the end of the course, students will have gained a solid foundation in qualitative research methods and will be prepared to apply these skills in academic or professional contexts.
An Introduction to Qualitative Research - Diary Studies and Narratives offers a detailed and engaging exploration of the nuanced and insightful world of qualitative research, providing students with the tools and knowledge to conduct meaningful research studies.
A Look at Pronunciation is a lively and interactive course designed to enhance the pronunciation skills of students with a TOEFL ITP® score of 450-490. This course combines listening and speaking practices in a fun and engaging learning environment, ideal for students eager to improve their spoken English.
Throughout the course, students will participate in a variety of activities that focus on the accurate pronunciation of English sounds, words, and sentences. By listening to native speaker examples and practicing in pairs and small groups, students will develop a more nuanced understanding of English pronunciation patterns and intonation.
The course emphasizes practical application, allowing students to actively engage in pronunciation exercises. These exercises are designed to improve students' ability to enunciate clearly and communicate more effectively in English. The structured yet enjoyable approach to learning ensures that students not only enhance their pronunciation skills but also enjoy the process of improving their spoken language abilities.
As students progress through the course, they will be encouraged to tackle increasingly complex linguistic elements, moving from individual sounds to full sentences and longer texts. This gradual progression will help students build confidence in their speaking abilities and gain a deeper appreciation for the nuances of English pronunciation.
By the end of A Look at Pronunciation, students are expected to achieve a noticeable improvement in their ability to comprehend spoken English and speak with greater clarity and confidence. The course is perfect for students who are looking for an enjoyable and effective way to refine their English pronunciation.
Heavy Metal Lyrics (late 1960s to present) course
Heavy metal: is a genre of rock music that developed in the late 1960s and early 1970s, largely in the United Kingdom and the United States. With roots in blues rock, psychedelic rock, and acid rock, heavy metal bands developed a thick, massive sound, characterized by distortion, extended guitar solos, emphatic beats, and loudness. The lyrics and performances are sometimes associated with aggression and machismo. [from Wikipedia]
This class will explore heavy metal music from its late 1960s origins until the present day. We will discuss bands within their cultural and historical contexts. We will analyze song lyrics, albums, music videos, and footage of live performances. We will have discussions based on these materials. Students are expected to participate enthusiastically. There will be weekly homework that relates to the in-class topics. There will be a midterm essay test and a final presentation.
Students on this course learn the negotiation process from the initial planning to closing deals. Role-plays, negotiation games, and full group business and UN model negotiations are used to develop both negotiation and language skills while developing an understanding of cultural differences when negotiating.
This class is designed to improve your business writing skills. The course will go over various writing skills and students will get to practice writing in English. The main focus will be to improve grammar and to write with confidence. This course aims to give students as much writing practice with feedback as possible.
Students will be evaluated on their attendance, participation, assignments and presentations.
Japanese Social Issues - How To Analyze Issues And Present Your Opinion
***Please note that eight classes will be held live on campus and six classes will be held live on Zoom. You must attend and be able to participate in real-time, not by a class recording or on-demand.***
Each week, we will cover one core Japanese social problem.
The course will use active learning in every class (presentations, discussions, and group work).
Some activities will be done individually, but several activities will be group-based. Homework will be given every week, including reading and watching videos.
We will actively apply what we learn to think of solutions to current real-world Japanese social problems.
After you complete the course, you will:
1. Be able to give better presentations.
2. Be able to take part in higher-level conversations and express your opinion more clearly.
3. Be able to research more quickly.
4. Be able to determine the quality of your research sources.
This course is designed to enhance oral communication skills (listening and speaking) through watching movies (online materials), and making your own movies in English. Students will get to practice their reading and writing skills, as well, by script reading and writing. We will watch video series together to learn common phrases and expressions in context, then answer Q&A, and conduct discussions online. There are some phrases that have embedded meaning as well as literal meaning. For example, what does it mean by ‘Get out of here!’ when the speaker had the smiley yet surprised expression on his face when he said it? Do you really need to get out of the room? Or did the speaker mean something else? These acts are called ‘indirect speech acts’ and students will learn by experiencing them and other types of discourse techniques via role plays. The focus will be placed on learning by ‘speech act’ (such as ‘apology’ and ‘sarcasm’) but other patterns of pragmatic markers will be covered such as discourse markers, y’know within conversation. Students will also study our original films (several skits made by English speaking SFC students) and compare their own skits with the model interactions. After learning useful expressions and phrases within context, students will be expected to develop their own scripts, and make their own movies in a group, utilizing what they learned in class. Attention should be paid to not only linguistic but also paralinguistic features such as tones as well as non-verbal ones (facial expressions, gestures, gazing, and body language). They are expected to learn autonomously online and in class interactively engaging with the instructor and the classmates in English.
In this class, you will read (in Japanese) and discuss (in English) some famous Japanese poets from the Meiji through roughly the early Shōwa era. You will also write your own original English poems sometimes.
Tabletop! Advanced Discussion using Tabletop Games
This class uses games-based learning to engage in advanced, pragmatic discussions in English. Through the use of Tabletop Board Games (e.g., Catan), this class will engage students in a rich, task-based environment to focus on pragmatic discussion and listening skills. Students will work in groups to (a) learn, understand, and negotiate complex rule systems of the games, (b) cooperate and coordinate with fellow players to complete specific tasks within the games, and (c) critically evaluate strategies necessary for the completion of those tasks.
The focus of the class is on developing oral fluency, pragmatics, and problem-solving abilities in English. Because of this, students are recommended to have a strong foundation in listening, grammar, and reading. As fluency is the one of the goals, this course is NOT recommended for GIGA students seeking to improve academic English abilities.
*This course is NOT repeatable. If you have taken the Tabletop class in previous Spring Semesters, you will be asked to register for another course (if you've taken the Fall Tabletop RPG course, you can take this course)
Students on this course learn the negotiation process from the initial planning to closing deals. Role-plays, negotiation games, and full group business and UN model negotiations are used to develop both negotiation and language skills while developing an understanding of cultural differences when negotiating.
Indie rock: Originally used to describe independent record labels, the term became associated with the music they produced and was initially used interchangeably with alternative rock. As grunge and punk revival bands in the US and Britpop bands in the UK broke into the mainstream in the 1990s, it came to be used to identify those acts that retained an outsider and underground perspective. [from Wikipedia]
This class will explore indie rock from 1988 to 1998. It will be a firsthand account of album (cassettes/CDs) buying and concert going during that time period. We will discuss bands and solo artists within their cultural and historical contexts. We will analyze albums, song lyrics, music videos, and footage of live performances. We will have discussions based on these materials. Students are expected to participate enthusiastically. There will be weekly homework that relates to the in-class topics. There will be a midterm essay test and a final presentation.
Heavy Metal lyrics (late 1960s to present) course
Heavy metal: is a genre of rock music that developed in the late 1960s and early 1970s, largely in the United Kingdom and the United States. With roots in blues rock, psychedelic rock, and acid rock, heavy metal bands developed a thick, massive sound, characterized by distortion, extended guitar solos, emphatic beats, and loudness. The lyrics and performances are sometimes associated with aggression and machismo. [from Wikipedia]
This class will explore heavy metal music from its late 1960s origins until the present day. We will discuss bands within their cultural and historical contexts. We will analyze song lyrics, albums, music videos, and footage of live performances. We will have discussions based on these materials. Students are expected to participate enthusiastically. There will be weekly homework that relates to the in-class topics. There will be a midterm essay test and a final presentation.
This course will use recent American movies to deepen students' understanding of US culture while boosting their vocabulary, and fine-tuning their listening skills. Among various other facets of US lifestyle, the movies we explore will relate to family, friendship, love, gender, race, work, success, and political issues. Students will be given regular viewing homework and written assignments. There will also be a midterm essay test. Class discussions will relate to cultural aspects of the films. Students should be the driving force of these discussions. Enthusiastic class participation is expected. The course will culminate in student presentations related to modern American cinema.
Students must have a Netflix account to join this course.
Indie rock: Originally used to describe independent record labels, the term became associated with the music they produced and was initially used interchangeably with alternative rock. As grunge and punk revival bands in the US and Britpop bands in the UK broke into the mainstream in the 1990s, it came to be used to identify those acts that retained an outsider and underground perspective. [from Wikipedia]
This class will explore indie rock from 1988 to 1998. It will be a firsthand account of album (cassettes/CDs) buying and concert going during that time period. We will discuss bands and solo artists within their cultural and historical contexts. We will analyze albums, song lyrics, music videos, and footage of live performances. We will have discussions based on these materials. Students are expected to participate enthusiastically. There will be weekly homework that relates to the in-class topics. There will be a midterm essay test and a final presentation.