| 授業名 | CRITICAL THINKING FOR SOCIAL ISSUES 2 |
|---|---|
| Course Title | CRITICAL THINKING FOR SOCIAL ISSUES 2 |
| 担当教員 Instructor Name | Qianting Lu |
| 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 Term2 |
| コード Couse Code | NUC016_N26A |
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 issues, analyze at-stake challenges globally, 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 issues, analyze at-stake challenges globally, 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.
Strengthen critical thinking 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.
Strengthen critical thinking 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 consideratio
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 consideratio
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 pair or small group discussions, 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）
Case 1: Cell Phones: Can elementary school children handle the responsibility? ...第2日（Day2）
Case 2: The Gender Gap: Is it impossible for men and women to communicate? .第3日（Day3）
Case 3: Global Food Shortage: Can it be solved?第4日（Day4）
Case 4: Global Population Growth: Is it a serious risk for humanity in the future? .第5日（Day5）
Case 5: The Internet: Does socializing in cyberspace do more harm than good?第6日（Day6）
Case 6: New Work Styles: Will the traditional work style fade away?第7日（Day7）
Case 7: GM Food: Should it be allowed?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。
*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 | 0 % |
| 授業内での挙手発言 Class Contribution | 35 % |
| クラス貢献度合計 Class Contribution Total | 35 % |
| 予習レポート Preparation Report | 10 % |
| 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 | 30 % |
| 期末試験 Final Exam | 25 % |
| 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
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
- Toru Nishimoto / Beryl Hawkins「Debating Current Issues」Seibido（2010）9784791931156
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
N.A.
担当教員のプロフィール About the Instructor
Qianting Lu obtained Ph.D. in English Literature from Nanyang Technological University, Singapore. Her research focuses on Asian diaspora, global Anglophone literature and life writing. Prior to joining NUCB Undergraduate School, she worked as a writing tutor and (senior) research assistant at the City University of Hong Kong.
Refereed Articles
- (2025) Anglicizing Chineseness and resisting self-Orientalism: A contrapuntal reading of Chinese writing in English. Literature, Critique, and Empire Today (formerly the journal of commonwealth literature)
Refereed Proceedings
- (2025). Imagined Homecoming: Memorializing and Translating Shanghai in Qiu Xiaolong’s Detective Novels. American Comparative Literature Association (ACLA) Annual Meeting 2025 .Panel: “Interdisciplinary Study of Homemaking: Mapping the Places, Routines, Memories, and Locales We Call Home”. 1. 2. Virtual