日本語 English
| 開講年度/ Academic YearAcademic Year |
20252025 |
| 科目設置学部/ CollegeCollege |
全学共通科目・全学共通カリキュラム（言語系）/University-wide Liberal Arts Courses (Language Courses)University-wide Liberal Arts Courses (Language Courses) |
| 科目コード等/ Course CodeCourse Code |
FU339/FU339FU339 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
Face-to-Face |
| 授業形式/ Class StyleCampus |
語学/LanguageLanguage |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
火3/Tue.3 Tue.3 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
LNE2011 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選登録/Lottery RegistrationLottery Registration（定員：25人/ Capacity：25） |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
|
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
言語自由科目 グローバル・スタディーズ領域 |
・Understand and appropriately use a range of technical vocabulary and idiomatic expressions common to the field of the global challenges, sustainability and SDG.(C and L)
・Identify and comparatively analyze major causes of sustainability issues in developing countries (C and L)
・Ask follow-up questions, participate and lead small group discussions with classmates in response to lectures, videos or readings. (L)
・Categorize and assess information collected from various media sources (C and L)
・Apply note-taking strategies to summarize and synthesize information from lectures and other data sources and present the findings in a clear and understandable manner (L)
・Communicate persuasively using presentation skills, visual media/graphics, and written text to describe, explain and evaluate existing solutions to sustainable issues (L)
・Apply the gained knowledge by collaboratively developing and presenting research-based, culturally-appropriate projects for achieving sustainable goals(C and L).
・Evaluate classmates' and public awareness of the issues through survey design and other research strategies obtained during the course (L)
(L = language objective (including communication, C = content objective)
In this course, students will study the United Nations’ Sustainable Development Goals (SDGs) and develop an international mindset. SDGs and the reasons for their creation will be introduced as well as essential vocabulary related to sustainability. Students will have opportunities to research and analyze specific goals that interest them and critically reflect on the methods, initiatives and policies that may lead to solving the issues. Students will be encouraged to actively engage in class discussions, self-initiated research and collaborative projects to form their own opinions about specific issues related to SDGs and express their reasoning/arguments in spoken and written forms.
| 1 | Introduction to SDGs and SDGs targets Ranking SDGSs Language/Communication: developing good discussion questions Vocabulary topics: understanding sustainability |
| 2 | Identify and discuss major causes of issues related to No Poverty (#1) Discussion topic: "Are you a 'have' or 'have not'? Language/Communication: reflective writing: persuasive expressions Vocabulary topics: understanding poverty indicators |
| 3 | Identify and discuss major causes and solutions of issues related to Zero Hunger (#2) Language/Communication: note-taking, annotating and summarizing Vocabulary topics: understanding overpopulation, malnutrition, permaculture |
| 4 | Project 1 : research and analyze the effectiveness of a specific policy, technique or technology that can help to achieve SDG 1,2 targets (Problem/Solution presentation) PAIR WORK Researching and comparing poverty indicators/situation in two country of your choice. |
| 5 | Project 1: Problem/solution presentation Facilitating discussion Self-reflection |
| 6 | Identify and discuss major causes of issues related to general health (#3) Language/Communication: Reading skills 1: skimming and scanning Vocabulary topics: nutrition, contagious diseases, health maintenance, pressing world health issues |
| 7 | Identify and discuss major causes of issues related to well-being and mental health (#3) Language/Communication: ranking and comparing active listening Vocabulary topics: mindfulness, depression, and self-care Ranking and comparing |
| 8 | Project 2 Mental Health Campaign: plan and design a project to explore and promote mental health and well-being for university students in Japan. Design a survey and create a campaign to raise students' awareness of the importance of mental health. Language/communication: language for data description and persuasion. |
| 9 | Project 2: Promotion presentation in pairs Peer- and self-evaluation Summarize and present information in graphic organizers. Self–and group-evaluation |
| 10 | Quality education in the developed world Language/communication: understanding statistical data Vocabulary topics: innovative education, student-centered learning, employability |
| 11 | Education in the developing world and social justice Language/communication: understanding statistical data Vocabulary topics: inclusion, equity, literacy, social outcomes of education, school attendance, and completion factors Relating to statistical data |
| 12 | Gender equality Language/communication: reporting information from the media Vocabulary topics: understanding gender identities, equality, and equity Reporting information |
| 13 | Final Project Introduction and Preparation: Explore and present a sustainable goal Compiling vocabulary list Collect and summarize information. |
| 14 | Project 3: Present and discuss Reflective discussion and writing Final self–grading and evaluation |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit.
Please prepare for classes and review the materials accordingly.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Participation(30%) Homework assignments and mini research projects(40%) Final presentation(30%) |
| 備考 (Notes) | ||
| If you do not attend 80% or more of the scheduled classes, you will not be considered for course evaluation. You will not earn credit for more than three absences. Four or more absences will result in a failed grade. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| No textbooks are required for this course. |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Will be provided during the semester. |
【履修目安】CEFR B2相当：英検 準1級-1級・GTEC 1190-1349点・TOEFL iBT 72-94点・IELTS 5.5-6.5
【Approximate English Requirement】Around CEFR B2：Eiken Level Pre-1～Level 1・GTEC1190-1349・TOEFL iBT 72-94・IELTS 5.5-6.5)
・Understand and appropriately use a range of technical vocabulary and idiomatic expressions common to the field of the global challenges, sustainability and SDG.(C and L)
・Identify and comparatively analyze major causes of sustainability issues in developing countries (C and L)
・Ask follow-up questions, participate and lead small group discussions with classmates in response to lectures, videos or readings. (L)
・Categorize and assess information collected from various media sources (C and L)
・Apply note-taking strategies to summarize and synthesize information from lectures and other data sources and present the findings in a clear and understandable manner (L)
・Communicate persuasively using presentation skills, visual media/graphics, and written text to describe, explain and evaluate existing solutions to sustainable issues (L)
・Apply the gained knowledge by collaboratively developing and presenting research-based, culturally-appropriate projects for achieving sustainable goals(C and L).
・Evaluate classmates' and public awareness of the issues through survey design and other research strategies obtained during the course (L)
(L = language objective (including communication, C = content objective)
In this course, students will study the United Nations’ Sustainable Development Goals (SDGs) and develop an international mindset. SDGs and the reasons for their creation will be introduced as well as essential vocabulary related to sustainability. Students will have opportunities to research and analyze specific goals that interest them and critically reflect on the methods, initiatives and policies that may lead to solving the issues. Students will be encouraged to actively engage in class discussions, self-initiated research and collaborative projects to form their own opinions about specific issues related to SDGs and express their reasoning/arguments in spoken and written forms.
| 1 | Introduction to SDGs and SDGs targets Ranking SDGSs Language/Communication: developing good discussion questions Vocabulary topics: understanding sustainability |
| 2 | Identify and discuss major causes of issues related to No Poverty (#1) Discussion topic: "Are you a 'have' or 'have not'? Language/Communication: reflective writing: persuasive expressions Vocabulary topics: understanding poverty indicators |
| 3 | Identify and discuss major causes and solutions of issues related to Zero Hunger (#2) Language/Communication: note-taking, annotating and summarizing Vocabulary topics: understanding overpopulation, malnutrition, permaculture |
| 4 | Project 1 : research and analyze the effectiveness of a specific policy, technique or technology that can help to achieve SDG 1,2 targets (Problem/Solution presentation) PAIR WORK Researching and comparing poverty indicators/situation in two country of your choice. |
| 5 | Project 1: Problem/solution presentation Facilitating discussion Self-reflection |
| 6 | Identify and discuss major causes of issues related to general health (#3) Language/Communication: Reading skills 1: skimming and scanning Vocabulary topics: nutrition, contagious diseases, health maintenance, pressing world health issues |
| 7 | Identify and discuss major causes of issues related to well-being and mental health (#3) Language/Communication: ranking and comparing active listening Vocabulary topics: mindfulness, depression, and self-care Ranking and comparing |
| 8 | Project 2 Mental Health Campaign: plan and design a project to explore and promote mental health and well-being for university students in Japan. Design a survey and create a campaign to raise students' awareness of the importance of mental health. Language/communication: language for data description and persuasion. |
| 9 | Project 2: Promotion presentation in pairs Peer- and self-evaluation Summarize and present information in graphic organizers. Self–and group-evaluation |
| 10 | Quality education in the developed world Language/communication: understanding statistical data Vocabulary topics: innovative education, student-centered learning, employability |
| 11 | Education in the developing world and social justice Language/communication: understanding statistical data Vocabulary topics: inclusion, equity, literacy, social outcomes of education, school attendance, and completion factors Relating to statistical data |
| 12 | Gender equality Language/communication: reporting information from the media Vocabulary topics: understanding gender identities, equality, and equity Reporting information |
| 13 | Final Project Introduction and Preparation: Explore and present a sustainable goal Compiling vocabulary list Collect and summarize information. |
| 14 | Project 3: Present and discuss Reflective discussion and writing Final self–grading and evaluation |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
At Rikkyo University, students are required to spend 45 hours of study (including class time) per credit.
Please prepare for classes and review the materials accordingly.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Participation(30%) Homework assignments and mini research projects(40%) Final presentation(30%) |
| 備考 (Notes) | ||
| If you do not attend 80% or more of the scheduled classes, you will not be considered for course evaluation. You will not earn credit for more than three absences. Four or more absences will result in a failed grade. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| No textbooks are required for this course. |
| その他 (Others) | |||||
|---|---|---|---|---|---|
| Will be provided during the semester. |
【履修目安】CEFR B2相当：英検 準1級-1級・GTEC 1190-1349点・TOEFL iBT 72-94点・IELTS 5.5-6.5
【Approximate English Requirement】Around CEFR B2：Eiken Level Pre-1～Level 1・GTEC1190-1349・TOEFL iBT 72-94・IELTS 5.5-6.5)