Syllabus Search Result

One continuing unresolved issue affecting foreign language education in Japan is the fact that learners experience limited exposure to the target languages they are supposed to be learning. As a result, the learning process becomes more difficult and many learners experience difficulties maintaining their motivation. This problem is particularly evident among intermediate level learners who could benefit from language-learning environments that provide exposure and opportunities to try and test newly acquired expressions and knowledge. Several questions emerge. For example, what are the basic elements necessary for creating learning communities where foreign language learners can experience exposure to the languages they learn? Another question is, what can be done to help learners re-discover the enjoyment of learning as they did when they started? Furthermore, another question considers whether it is possible to integrate individual learning with other socially accepted fun activities? Finally, one last question invites analysis of the feasibility and limitations associated with introducing practical “Cooperative Learning Projects” into the curriculum.
This seminar (Kenkyu-kai) focuses on foreign language education and the creation of efficient learning communities. Part of our study involves looking at successful learning communities where foreign language learners experience intercultural communication based on the promotion of Plurilingualism. We conduct several observations on current projects and analyze them from two perspectives: realism and sustainability. Consequently, we conduct analysis and discussions on the feasibility of transforming language learning communities into realistic projects.

This seminar (kenkyu-kai) focuses on the study of Imitation and Originality. Until the Golden age of Classicism, imitation of the traditional canon of classical masterpieces from Greece and Rome was considered an ideal art form. Such paradigm was valued as conducive to producing real literature /real artworks. However, from the end of the 18th century, with the rise of Romantism movement in France, the practice of “imitation” of traditional “chef-d’oeuvre” (masterpieces) gradually lost value. As a result of this ideological reversal, classical “imitation” gradually became regarded as evidence of lack of creativity and genius of artists. Instead, there was a shift of thinking that placed value on “originality and the new.” These became considered to be standard qualities that continue to be valued and emphasized in our time, in both cultural thinking and social practices. In addition, the constant pursuit of “originality and the new” led some artists towards a dimension where they sought to create a paradoxical originality, by using other peoples’ work in the form of citation, parody, plagiarism, collage, homage, ready-made, and others. Therefore, it has become necessary to re-think a definition of what constitutes “imitation and originality” in our time, and how such definition influences practices that are connected to cultural phenomena in modern society.
As a starting point, we are going to read and discuss a series of assigned texts. Participants in this seminar are expected to engage in in-class discussions, respond to assigned readings, select their theme of research, conduct individual research and deliver in-class presentations.

One continuing unresolved issue affecting foreign language education in Japan is the fact that learners experience limited exposure to the target languages they are supposed to be learning. As a result, the learning process becomes more difficult and many learners experience difficulties maintaining their motivation. This problem is particularly evident among intermediate level learners who could benefit from language-learning environments that provide exposure and opportunities to try and test newly acquired expressions and knowledge. Several questions emerge. For example, what are the basic elements necessary for creating learning communities where foreign language learners can experience exposure to the languages they learn? Another question is, what can be done to help learners re-discover the enjoyment of learning as they did when they started? Furthermore, another question considers whether it is possible to integrate individual learning with other socially accepted fun activities? Finally, one last question invites analysis of the feasibility and limitations associated with introducing practical “Cooperative Learning Projects” into the curriculum.
This seminar (Kenkyu-kai) focuses on foreign language education and the creation of efficient learning communities. Part of our study involves looking at successful learning communities where foreign language learners experience intercultural communication based on the promotion of Plurilingualism. We conduct several observations on current projects and analyze them from two perspectives: realism and sustainability. Consequently, we conduct analysis and discussions on the feasibility of transforming language learning communities into realistic projects.

This class is conducted in the UN in New York to observe discussion on sustainable development. This year's class is subject to COVID situation.

“Advanced Biosciences” seminars (Tomita, Naito, Kuroda, Kanai, Soga, Arakawa, Suzuki, Tsujimoto) are operated along with “Systems Biology
Project” for graduate students. All members, including faculty members, graduate students, and undergraduate students are involved to research projects. All undergraduate students must take Dr. Tomita’s “Introduction to Systems Biology” for first semester in order to join our “Advanced Biosciences” seminars.
Please check our website for more details. 　http://bio.sfc.keio.ac.jp/

Biology is rapidly transforming into a data-driven science. Key to this new paradigm is in the high-throughput, quantitative, and comprehensive measurement of biological phenomenon, and statistics and informatics techniques to extract novel biological insights from the large-scale data.

In this research group, we synergistically combine experiments, measurements, and informatics to gain quantitative understanding of living systems.

“Advanced Biosciences” seminars (Tomita, Naito, Kuroda, Kanai, Soga,
Arakawa, Suzuki, Tsujimoto) are operated along with “Systems Biology
Project” for graduate students. All members, including faculty members, graduate students, and undergraduate students are involved to research projects. All undergraduate students must take Dr. Tomita’s “Introduction to Systems Biology” for first semester in order to join our “Advanced Biosciences” seminars.
Please check our website for more details. 　http://bio.sfc.keio.ac.jp/

Biology is rapidly transforming into a data-driven science. Key to this new paradigm is in the high-throughput, quantitative, and comprehensive measurement of biological phenomenon, and statistics and informatics techniques to extract novel biological insights from the large-scale data.

In this research group, we synergistically combine experiments, measurements, and informatics to gain quantitative understanding of living systems.

This course is designed to instruct students who wish to write their papers on Legal Policies.

This course is designed to assist students to understand Judicial Precedents.

This course is designed to instruct students who wish to write their papers on Legal Policies.

This course is designed to assist students to understand Judicial Precedents.

We will be exploring fundamental mechanisms that are creating new trends (such as sharing services and trust based business models) in the economy and society. We believe that emerging information technologies are changing the foundations of today's society and thereby changing the way societies (including businesses) function. We might call it emergence of a new civilization. The way businesses are organized, the way we work, and how the wealth is distributed will all have to change. This seminar aspires to understand the nature of the new civilization and envision how businesses (act of sustainable creation of value) will look like in the future. In order to look into the future, we should also understand how and why the present systems came to be the way they are now. We also need to base our thinking on the realities, rather than fiction. This means we will have to study evidence in the history and the present to find for clues that may indicate our future. To this goal, the classes will consist of (1) basic training of business including fundamentals of accounting, (2) readings on basics of business, (3) readings/discussions on the emerging character of business in the digital age, and (4) case discussions on various topics. There will be reading assignments and discussion sessions using selected papers on the relationship between technology and business. In addition to the selected readings, there will be an accounting test each week based on Piper, Mike (2013), “Accounting Made Simple: Accounting Explained in 100 Pages or Less”, Simple Subjects. Intend to offer the class on-campus while making sure students can participate all classes on-line (live) as well. Occasional teaching on-demand conceivable when the instructor has to be away for Vice President duties. A few new students will be admitted for the Spring 2021 semester. Students who received A or above in the Management of Emerging Business in Fall 2020 semester or earlier will be given preferential consideration. Please note that Kenkyu-kai (2) is similar in topic but will be in Japanese and the majority of reading will be different. Students will be allowed to take both depending of the availability of open slots.

The course will focus on recent global economic developments including Japan, China and US, monetary policy, fiscal deficit and debt issues and relation with monetary policy (MMT, helicopter money), low inflation, stock and financial market developments, etc.

As executives of non-profit and for-profit organizations think about the organization's medium- to long-term strategy, the department that develops the strategy, under the direction of the executives, collects and analyzes the information.　　For example, in the case of marketing (demand-side data) research, executives may order the marketing department to conduct street research to determine the preferences of the target audience, and the analysis works to uncover the cause-and-effect relationship between "cause and effect".　　In the late 1990s, the explosive spread of information technology made it possible for individuals to use IT to search and collect information, and organizations could easily accumulate a wide variety of information about their customers, such as their purchase history, as data.　　And with further advances in information technology in the 2010s, we've been able to keep large amounts of data at a large scale. The infrastructure is being developed to analyze, extract new knowledge and create value. In recent years, these large amounts of data are collectively referred to as big data, and the optimal statistical analysis One of the methods, correlation analysis, which investigates the relationship between two factors, has been used in some cases to make decisions. It's coming.　　In addition, in May 2013, the government announced the "Creation of the World's Most Advanced IT Nation" declaration as the new IT strategy of the second Abe cabinet regarding open data, which declares that public data held by the government will be provided to the people in a form that can be used for secondary purposes, and aims to realize the creation of new businesses and innovation through public-private cooperation by interconnecting it with data held by companies.　　Further use of these data is changing the social systems of markets, organizations, citizens and governments.　　In this course, in order to develop human resources that can respond to the above social systems, we aim to integrate IT, analytics, and design in order to nurture human resources that will lead to the development of data scientists who can conduct research on architects who handle big data and understand information strategies that include systems.

This course is to discuss the nature of international business by referring to case study materials. The students read the case before the class, write a short report, and participate an active discussion facilitated by the course instructor.

The case is selected to cover all the important issues around international business, as well as major industries and regions. Topics covers: supply chain, distribution chain, organisation and strategy, new entrant, M&A, competition with local firms, collaboration with local firms, low cost distribution, low cost business model, and Japanese business overseas. Most of the case are less than 10 years old and will constantly be updated.

The students read the case study, which typically is 10-15 pages in English, and write a A4-1page report to answer the questions given by the instructor. Depending on the class size, one group may give a presentation of the overview of the case, and then the class moves to an active discussion session facilitated by the instructor.

Second Language Games- & Task-Based Research

This course will examine approaches to conducting and interpreting research in the field of Games- and Task-based Language Teaching and Learning. The class is intended for those interested in second language teaching and those who want to work in the field of applied linguistics as language educators or researchers.

The content of the class with explore topics in research design and methods using games and tasks for foreign language learning purposes. Topics will cover a variety of areas, including Task-based assessment, sociocultural theory, survey design & use, discourse analysis, validity, and others, with a focus on classroom- and practical-based research applications for teachers and educators. Students will be expected to design their own task for research purposes, collect pilot research, and analyze and report results.

The course will be a mix of lecture, discussion, and groupwork that is designed to introduce new ideas, discuss and think through concepts from a contextualized and student-based perspective of second language teaching and engage in content through hands-on activities. Student participation and preparation is essential to success in the class.

This course will survey second and foreign language teaching methods with a focus on task-based approaches and research. This class is intended for those interested in second language teaching and those who want to work in the field of applied linguistics as language educators or researchers.


The content of the class will introduce task-based teaching, but then focus on a specific and recent aspect of task-based learning. Topics for the class will cover a wide number of second language learning areas, including pragmatics, motivation, acquisition, assessment, and more, integrating both research-based and practical (i.e., teaching) applications for the material. If you have previously taken my seminar on task-based learning, the content will be different.


The course will be a mix of online lecture, discussion, and groupwork that is designed to introduce new ideas, discuss and think through concepts from a contextualized and student-based perspective of second language teaching, engaging in content through hands-on activities. Student participation and preparation is essential to success in the class.


NOTE: This class will incorporate a hybrid style of instruction. Students will meet regularly on-campus each week (provided it is safe to do so), while lectures, readings, and assignments will be carried out using online modules. Those who are unable to participate in person on-campus can and should join via Zoom or other online platforms.