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- Undergraduate major in Mechanical Engineering
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- 工学院，物質理工学院，環境・社会理工学院共通科目
- Liberal arts and basic science courses
- First-Year Courses
- School of Science
- School of Engineering
- School of Materials and Chemical Technology
- School of Computing
- School of Life Science and Technology
-
School of Environment and Society
- Department of Architecture and Building Engineering
- Department of Civil and Environmental Engineering
- Department of Transdisciplinary Science and Engineering
- Department of Social and Human Sciences
- Department of Innovation Science
- Graduate major in Technology and Innovation Management
- Common courses
- Liberal arts and basic science courses
- Academic unit or major
- Humanities and social science courses
- Instructor(s)
- Nakano Tamio Suzuki Takeo
- Class Format
- Exercise
- Media-enhanced courses
- Day/Period(Room No.)
- Mon5-6()
- Group
- 2
- Course number
- LAH.C501
- Credits
- 1
- Academic year
- 2022
- Offered quarter
- 1Q
- Syllabus updated
- 2022/4/10
- Lecture notes updated
- -
- Language used
- Japanese
- Access Index
-
Course description and aims
In this course, students learn facilitation skills through practices in the "Tokyo Tech Visionary Project" undergraduate course. Students will learn facilitator-type leadership in contrast to traditional leading-type leadership. The main purpose of the facilitation is to support learners to be able to engage in learning by themselves and help them work well as a member of a team. After leaning basic facilitation skills, students participate in the "Tokyo Tech Visionary Project" undergraduate course as facilitators. The aim of this course is that students can acquire practical facilitation skills through practices in the undergraduate course. Students are also expected to be roll models for undergraduate students.
Student learning outcomes
By the end of this course, students will be able to:
1) explain the differences between leading-type leadership and facilitator-type leadership.
2) apply some of facilitator skills to real situations.
3) realize their facilitation activities can help and facilitate undergraduate students' learning.
Keywords
Facilitation, Facilitator, Leadership, Supportive Type, "Tokyo Tech Visionary Project"
Competencies that will be developed
| Specialist skills | Intercultural skills | ✔ Communication skills | ✔ Critical thinking skills | ✔ Practical and/or problem-solving skills |
Class flow
The first part of the course learns the facilitation theory and skills by workshop and participating in the "Tokyo Tech Visionary Project" class. In the second half, students will actively participate as facilitators at the small class of "Tokyo Tech Visionary Project" and promote students' learning. After each facilitation activity, students are required to submit a retrospective report. Students are required to watch lecture of auditorium of "Tokyo Tech Visionary Project" for the next class.
Course schedule/Required learning
| Course schedule | Required learning | |
|---|---|---|
| Class 1 | Introduction to facilitation | Watch the 1st lecture of "Tokyo Tech Visionary Project" and write the summary and response as homework. |
| Class 2 | Facilitation Practice | Watch the next lecture of "Tokyo Tech Visionary Project" and prepare facilitation |
| Class 3 | Facilitation activities in the small class of "Tokyo Tech Visionary Project" (1) | Reflect your facilitation activities. Watch the next lecture of "Tokyo Tech Visionary Project" and prepare facilitation |
| Class 4 | Facilitation activities in the small class of "Tokyo Tech Visionary Project" (2) | Reflect your facilitation activities. |
| Class 5 | Reflection workshop of facilitation activities | Watch the next auditorium lecture of "Tokyo Tech Visionary Project" and prepare facilitation |
| Class 6 | Facilitation activities in the small class of "Tokyo Tech Visionary Project" (3) | Reflect your facilitation activities. |
| Class 7 | Reflection workshop of facilitation activities | Reflect your facilitation activities and submit as a report. |
Out-of-Class Study Time (Preparation and Review)
To enhance effective learning, students are encouraged to spend approximately 100 minutes preparing for class and another 100 minutes reviewing class content afterwards (including assignments) for each class.
They should do so by referring to textbooks and other course material.
Textbook(s)
Distributing the material, if necessary
Reference books, course materials, etc.
・Tamio Nakano（2017）, "How to create a learning environment to learn each other" Iwanami Shoten （in Japanese)
・Tamio Nakano (2001), "Workshop", Iwanami Shinsho (in Japanese)
・Tamio Nakano (2003), "Facilitation Revolution", Iwanami Shoten (in Japanese)
・Tamio Nakano (2013), "Guidebook for Facilitators", Nakanishiya Shuppan (in Japanese)
・Tokihiko Mori (2008), "Toolbox for Facilitaors", Diamondo-sha (in Japanese)
Assessment criteria and methods
1. Contribution to the class activities: 20%
2. Activities in the TokyoTech Visionary Project and its reflection reports (30%)
3. Final reprot (50%)
Related courses
- LAH.C401 ： Leadership Workshop
- LAH.C101 ： Tokyo Tech Visionary Project
Prerequisites (i.e., required knowledge, skills, courses, etc.)
Student must have successfully completed the 'Leadership Workshop' with a score of 80 or over.
Contact information (e-mail and phone) Notice : Please replace from "[at]" to "@"(half-width character).
tamio.nakano[at]me.com
Other
This class is the subject of the Graduate Student Assistant (GSA) program. Students who have taken a score of 80 or over will be awarded a certificate of GSA-F (Facilitation) from the Center for Innovative Teaching and Learning.
