| 授業名 | CRITICAL THINKING FOR SOCIAL ISSUES 3 |
|---|---|
| Course Title | CRITICAL THINKING FOR SOCIAL ISSUES 3 |
| 担当教員 Instructor Name | 市川 裕理（Yuri Ichikawa） |
| 科目ナンバリングコード Course Numbering Code | ENG353 |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 学位 Degree | BSc |
| 開講情報 Terms / Location | 2026 UG Nisshin Term3 |
| コード Couse Code | NUC015_N26B |
授業の概要 Course Overview
Mission Statementとの関係性 / Connection to our Mission Statement
The "Case Method" is the principal learning methodology used at NUCB. Case method is a learning methodology built on learning by doing and which aims to prepare students for strategic decision-making in companies through the practice of real situations. Case method promotes increased content knowledge and critical thinking as well as positive attitudes towards learning as a critical part of the Frontier Spirit at NUCB.
Students will examine real-world cases, analyze gender-related challenges, and propose solutions grounded in research and social context.
The course will equip the students with essential English communication skills and global competences as stated in the mission of the university, such as "frontier spirit" and professional abilities necessary to bridge the gap between New Asia and the rest of the world.
Students will examine real-world cases, analyze gender-related challenges, and propose solutions grounded in research and social context.
The course will equip the students with essential English communication skills and global competences as stated in the mission of the university, such as "frontier spirit" and professional abilities necessary to bridge the gap between New Asia and the rest of the world.
授業の目的（意義） / Importance of this course
This course aims to:
Develop critical thinking skills by examining environmental issues.
Encourage evidence-based discussions using real-world cases and data.
Improve students' ability to analyze complex social problems and propose ethical and practical solutions.
Foster awareness of different stakeholders related to environmental issues.
Strengthen academic writing and debate skills in English through structured assignments, case analyses, and presentations as well as role plays.
Develop critical thinking skills by examining environmental issues.
Encourage evidence-based discussions using real-world cases and data.
Improve students' ability to analyze complex social problems and propose ethical and practical solutions.
Foster awareness of different stakeholders related to environmental issues.
Strengthen academic writing and debate skills in English through structured assignments, case analyses, and presentations as well as role plays.
学修到達目標 / Achievement Goal
At the end of the course, students should be able to:
Acquire basic skills for discussions (or presentations, etc.) in English.
Develop problem-solving skills by proposing solutions collaboratively.
Cultivate an attitude of communication that takes diversity and different cultures into consideration.
Acquire basic skills for discussions (or presentations, etc.) in English.
Develop problem-solving skills by proposing solutions collaboratively.
Cultivate an attitude of communication that takes diversity and different cultures into consideration.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG7 International Perspectives (BA)
受講後得られる具体的スキルや知識 Learning Outcomes
Students should be able to develop their analytical skills, critical and strategic thinking, and discussion skills.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 20 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 80 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
The class will begin with a short explanation of key concepts and assessment of students' preparedness for discussion. This will be followed by a 20-minute pair or small group discussion, culminating in a whole-class discussion. The session will conclude with a summary of the discussions and key takeaways.
授業スケジュール Course Schedule
第1日（Day1）
1. Course introduction: aims and goals, course schedule, course materials, grading policy and classroom policies.2. Introduction to Critical Thinking and SDGs
3. Discuss how to live together
●使用するケース
Case Analysis: What is global?SDG 4: Quality Education
第2日（Day2）
Attire●使用するケース
Case: What should we wear?SDG 11: Sustainable Cities and Communities
SDG 16: Peace, Justice, and Strong Institutions
第3日（Day3）
Inclusive SocietySDG 10: Reduce Inequalities
●使用するケース
Case: New typeface第4日（Day4）
Food problemSDGs 1: No Poverty
SDG 2: Zero Hunger
SDG 12: Responsible Consumption and Production
●使用するケース
Case: Palm oil and eating habits第5日（Day5）
Supply chainSDGs 1: No Poverty
SDG 2: Zero Hunger
SDG 12: Responsible Consumption and Production
●使用するケース
Case: Stakeholder mapping and trade-off第6日（Day6）
Work-life BalanceSDG 8: Decent Work and Economic Growth
●使用するケース
Case: Working style and private life第7日（Day7）
Case presentations成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
Attendance policy: More than three unexcused absences will result in exclusion from the course.
Late submissions will result in grade deductions unless prior approval is given.
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 10 % |
| 授業内での挙手発言 Class Contribution | 40 % |
| クラス貢献度合計 Class Contribution Total | 50 % |
| 予習レポート Preparation Report | 20 % |
| 小テスト Quizzes / Tests | 0 % |
| シミュレーション成績 Simulation | 0 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 30 % |
| 参加者による相互評価 Peer Assessment | 0 % |
| 合計 Total | 100 % |
定期試験 Final Exam
あり評価の留意事項 Notes on Evaluation Criteria
Active participation is essential. Students must read the assigned materials before class.Attendance policy: More than three unexcused absences will result in exclusion from the course.
Late submissions will result in grade deductions unless prior approval is given.
配布教材と教室における電子機器の利用マナーについて Guidelines for Classroom Technology and Proper Use of Course Materials
- ケースメソッド教育の中核は、積極的な参加と知識の共有です。この教育を支えるため参加者は授業中の電子機器（例：スマートフォン、ノートパソコン）の使用を制限するよう求められます。許可を得た場合でも、教室内では電子機器は、ケース討議に資する目的でのみ使用してください。授業中は、たとえケース討議に関連していても、検索エンジンや生成AIの使用は避けて下さい。
- 配布教材（ケースを含む）は指定された授業への参加以外の目的で利用しないで下さい。著者の権利、著作権、特定情報の機密性を保護するため、許可なく教材を個人や組織（生成AI を含む）に提供することはできません。このルールは、印刷物・電子教材のいずれにも適用されます。
- 詳細は「教室における電子機器の利用マナー・教材の適切な利用に関するガイドライン」を確認のうえ、教員の指示に従い、責任をもって遵守してください。
- Active participation and shared learning is at the core of the case method learning.Participants are asked to limit their use of electronic devices (e.g., laptops, smartphones) during classroom sessions in support of this model. Even with permission granted, devices should only be used in the classroom in service to the case discussion. Online searches and generative AI tools, even if related to the case discussion, are discouraged while class is in session.
- Students are prohibited from using the course materials (including cases) distributed by the university for any purpose other than participation in the designated class.Students must not input, process or test course materials with any artificial intelligence (AI) tools, bots, software, or platforms without the author’s permission. These actions violate the terms of use for the course materials and may also constitute copyright infringement.
- Please refer to the "Classroom Technology Guidelines / Guidelines for Properly Using Course Materials” for details, and follow the instructor’s directions. You are expected to comply with these guidelines responsibly.
教科書 Textbook
- 「Readings will be provided by the course instructor.」 （ ）
参考文献・資料 Additional Readings and Resource
Additional teaching and learning resources will be distributed on Google Classroom.
授業調査に対するコメント Comment on Course Evaluation
Students appreciate many opportunities to communicate in English and are encouraged to participate in class activities.
生徒の主体性を尊重し、なおかつアトラクティブな授業の進行により、みんなが注目しやすく飽きない授業。また、授業内容とテキストがわかりやすいため、親しみやすく、入ってきやすい。
内容がわかりやすい。プレゼンが多くて意見を言いやすい。先生が意見をいつも聞いてくれる。授業自体が楽しい。難しいところもあるけどやりがいを感じる。
生徒の主体性を尊重し、なおかつアトラクティブな授業の進行により、みんなが注目しやすく飽きない授業。また、授業内容とテキストがわかりやすいため、親しみやすく、入ってきやすい。
内容がわかりやすい。プレゼンが多くて意見を言いやすい。先生が意見をいつも聞いてくれる。授業自体が楽しい。難しいところもあるけどやりがいを感じる。
担当教員のプロフィール About the Instructor
Ichikawa Yuri holds a PhD in Education at Aichi University of Education. She has been devoting herself to the education of English in secondary schools (Aichi prefecture) and higher education (National Institute of Technology, Toyota College). Her research interests include implementing CLIL, in English classes where students collaborate to learn about social issues and SDGs. She has also engaged in educational activities aimed at fostering global citizenship.
Refereed Articles
- (2026) CLIL and Gender Issues: A Pathway to Critical Engagement and Cognitive Growth. JACET International Convention Selected Papers 12
- (2026) Relationship Between Machine Translation Use and English Writing Production. CELES Journal 55
- (2025) Methodology of English Education for Junior High and High Schools: From the Perspective of “Proactive, Interactive and Deep Learning” Using Tablets. CELES Journal 54
- (2025) Developing Intercultural Communicative Competence through International Exchange Video Contest. CELES Journal 54
- (2024) The Impact of Collaborative Dialogue for Creating Speech Manuscripts on the Production of English Speech: From the Perspective of CAF and Appropriateness of English Expression. CELES Journal 53
Refereed Proceedings
- (2026). Effect of Team Teaching as a Bridge to Take More Advanced Classes. International Symposium on Advances in Technology Education (ISATE 2025) .International Symposium on Advances in Technology Education (ISATE 2025). 1. 3. Toyota, Japan
- (2024). A Long relationship brings a synergistic effect to prompt students to join international exchange programs. International Symposium on Advances in Technology Education .International Symposium on Advances in Technology Education. 1. 3. Singapore
- (2023). Evaluation of international exchange activities focusing on global citizenship at Toyota KOSEN. 16th International Symposium on Advances in Technology Education .16th International Symposium on Advances in Technology Education . 1. 3. Matsue
- (2022). How input and output activities to foster a global mindset were implemented into the institutional project. 15th International Symposium on Advances in Technology Education 2022 .15th International Symposium on Advances in Technology Education 2022. 1. 3. Singapore