|Lecturer||Tomohiro EGASHIRA, Associate Professor|
|Department||Institute of Liberal Arts & Sciences, 2013 Spring|
|Recommended for:||1st year students in the Faculty of Letters, Agriculture, Informatics (Natural), Science, and Engineering (I, III, IV, V) (2・1.5 hours / session One session / week 15 weeks / semester)|
Discovery Seminars are, more than anything, introductory classes. The purpose of Discovery Seminars is for students to acquire the skill that is most fundamental to study in a university, language. To actively create time for students to use their own words, class time is devoted to discussion, debate, and giving presentations. Through this, I believe that students achieve independent classroom participation. Moreover, this seminar plays an important role in students’ making friends at the beginning of campus life during their first semester of their first year when they are nervous and anxious. Among the many lectures that have dozens of students and small seminars that are devoted to a single prescribed subject, this Discovery Seminar only has first year students and is an excellent opportunity for students to make friends. With these intentions in mind, during the Discovery Seminar, we tried to make this class pleasant and friendly. To achieve this,
Moreover, I attempted to make the class fun for the instructor as well, and though I may have been aided by the personalities of the students, I believe that I managed to create an atmosphere that encouraged students to befriend each other. Additionally, through playing games during the 2nd, 3rd, and 5th class meetings, we learned the meaning and goal of university study (mastering the ability to acknowledge multiple ways of thinking, avoiding being influenced by biases or prejudices, and understanding the importance of exchanging opinions).
The goal of this class is to foster the skills that students need to study at university, reading, writing, listening, speaking, debating, and giving presentations. Therefore, we made educational problems our topic, which can be discussed easily regardless of each student’s departmental affiliation. Moreover, we also aim to cultivate students’ skill at interpersonal relationships, which are integral to University life. Except for the first and last meetings, where students give presentations on their feelings about the class, the specific contents of this course are divided into three topics.
There is no assigned textbook.
There are no special reference materials.
I came to Nagoya University myself a year ago in October, so feel like a “first year” myself. I am looking forward to hearing students’ opinions.
|1||Introduction, lecturer and students self-introductions|
|2||Studying at University and making friends game 1: exchanging various ways of thinking, sailors and fiancé game|
|3||Studying at University and making friends game 2: removing bias and prejudice, first impression game|
|4||How to search for books and articles in the library|
|5||Studying at University and making friends game 3: the importance of exchanging opinions, NASA game|
|6||Discussion: what to you think about bullying?|
|7||Debate: what do you think about “Yutori Education” (stress-free education)?|
|8||Discussions on various materials 1: Newspaper editorial|
|9||Discussions on various materials 2: Film|
|10||Discussions on various materials 3: Picture book|
|11||Making reference materials|
|12||Student research presentation 1|
|13||Student research presentation 2|
|14||Student research presentation 3|
|15||Talk about what you learned in this course|
Grades will be given as follows: presentation=40%, contribution to in-class discussions=40%, final report=20%. Students are allowed to withdraw from the course.
May 07, 2020