This course provides students with opportunity to understand roles of water, atmospheric, and biological environments as well as landscapes in urban space, and to propose environmental recreation plans. First students try to understand a target area from the view points of natural environments, local people's awareness, governance, and history through literature reviews and fieldworks. Then students propose specific, concrete plans in line with subjects given, considering the recreation of the target area well matched with the environements. The target area changes every year.
This course aims that students understand holistic views of the target area from various aspects such as water, atmospheric and biological environments, as well as histotry and residence awareness, and propose improvement plans with creative minds. Students learn the importance of literature reviews and fieldworks through the course, and learn how to integrate the information acquired and put them into the plan. Students work in a group, and learn the importance of group-works and the leaderships in each group. The proposal should consider not only the environmental and technical aspects but security and cost evaluations as well. Students can learn various ways of presentations, such as poster and oral presentations, mid-term and final reports. Through these presentations students are expected to acquire how to write and discuss logically to others.
By the end of this course, students will be able to:
1) understand environmental problems as complex system (atmoshpere, landscapes, water, biology, history, people consciousness)
2) understand the importance of literature reviews and fieldworks, and interpret all the results in integrated ways
3) grasp environmental problems in holistic ways based on field and literature surveys, and propose specific plans
4) propose plans not only from environmental/technical points of view but from security/financial points of view
5) present these results logically by various ways (poster and oral presentations, reports)
water quality/hydrology, ecology, atmopshere, landscape, people's awareness, water amenity/governance
|Specialist skills||Intercultural skills||✔ Communication skills||✔ Critical thinking skills||✔ Practical and/or problem-solving skills|
Basically students work in a group, and work on the subjects independently. Roles for the literature reviews and fieldworks are decided within the group, and should be executed by the person in charge. Bring back the results and explain to other members of the group, and discuss how those can be utilized for the proposal. Lectures from government or civil group sectors are made. Lectures on field observations, various types of presentations are give by teachers and teaching assistants.
|Course schedule||Required learning|
|Class 1||Guidance, explanations on target area||Division of roles in each group, group discussion on the target area|
|Class 2||Site visit||Visit the site and discuss and summarize what you felt in each group groups|
|Class 3||Preparatory survey||Literature reviews about the topics (water quality/hydrology, atmosphere, landscapes, biology, people consciousness, history, governance/amenity)|
|Class 4||Preparatory survey and guidance for field observation Explanation from goverment/civil group sectors||Literature reviews about the topics (water quality/hydrology, atmosphere, landscapes, biology, people consciousness, history, governance/amenity)|
|Class 5||Field observation (common)||Field observations, separated into water quality/hydrology, atmosphere/landscape, and biology groups|
|Class 6||Organizing results obtained from field observation (Field observation optional extra day)||Organize fieldwork results, preparation of mid-term report|
|Class 7||Summarizing surveyed results, discussion about proposal items, making poster||Making poster, submission of mid-term report|
|Class 8||Proposal of environment recreation plan (1st day) + planning of request observation, talks from goverment/civil group sectors||Preparation of concrete environmental creation plans, additional observation (request observation) planning|
|Class 9||Interim presentation (poster)||Poster presentation|
|Class 10||Proposal of environment recreation plan (2nd day) + conducting request observation||Preparation of concrete environmental creation plans, conducting additional observation (request observation) if necessary|
|Class 11||Proposal of environment recreation plan (3rd day) + conducting request observation||Preparation of concrete environmental creation plans, conducting additional observation (request observation) if necessary|
|Class 12||Proposal of environment recreation plan (4th day) + preparation for final presentation (request observation if needed)||Preparation of slides and materials for final presentation (request observation if needed)|
|Class 13||Proposal of environment recreation plan (5th day) + preparation for final presentation||Preparation of slides and materials for final presentation|
|Class 14||Final presentation and submission of final report (the deadline of the report may be extended)||Oral presentation using slides and other materials if necessary|
To enhance effective learning, students are encouraged to spend a certain length of time outside of class on preparation and review (including for assignments), as specified by the Tokyo Institute of Technology Rules on Undergraduate Learning (東京工業大学学修規程) and the Tokyo Institute of Technology Rules on Graduate Learning (東京工業大学大学院学修規程), for each class.
They should do so by referring to textbooks and other course material.
Reference list will be indicated in the lecture handout
Distribute lecture handout
Attendance/attitude during class (30 %), presentation (30%: mid-term and final presentations. Additional points given if you join Q&A actively. Ranking for the proposal will also be considered), Reports (25 %: mid-term report and final report), personal evaluation (15 %)
No special requirments