シラバス参照
シラバス参照
| 科目一覧へ戻る | 2024/01/31 現在 |
| 科目名／Subject | グローバル商学特講（教育学のビジネスへの応用：日米比較の視点から） |
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| 担当教員（所属）／Instructor | 池田 真介(商学部), David Nurenberg(非常勤講師) |
| 授業科目区分／Category | 昼間コース 学科別専門科目 |
| 開講学期／Semester | 2023年度／Academic Year 前期／Spring Semester |
| 開講曜限／Class period |
火/Tue 4,火/Tue 5,木/Thu 2 (The first class will be on June 20th) |
| 対象所属／Eligible Faculty | 商学科 |
| 配当年次／Years | 3年,4年 |
| 単位数／Credits | 2.0 |
| 研究室番号／Office | |
| オフィスアワー／Office hours |
| 更新日／Date of renewal | 2023/02/28 | ||
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| 授業の目的・方法 ／Course Objectives and method |
This course is designed for undergraduate business students and aims to explore the ways in which business leaders can learn from the practices, strategies, and perspectives of teachers and other educators, with a focus on comparing and contrasting business applications in the United States and Japan. Through reading and discussion of relevant articles, case studies, and group projects, students will gain a deeper understanding of the key principles of effective teaching and learning, creativity, problem-solving, teamwork, leadership, and ethical and social responsibility. The methods by which this course will operate will be a combination of lecture, discussion, group/collaborative work and case study. Each week students will apply what we learn to real-life and simulated case studies from both the education and business worlds. |
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| 達成目標 ／Course Goals |
By the end of the course, students will be able to: 1. Understand the key principles of effective teaching and learning and how these can be applied in the business world. 2. Appreciate the importance of empathy, active listening, and communication skills in both education and business. 3. Analyze the ways in which business leaders can foster a culture of continuous learning and growth. 4. Evaluate the role of creativity, innovation, and problem-solving skills in both education and business. 5. Apply the principles of project-based learning and design thinking to business problems and challenges. 6. Reflect on the ethical and social responsibilities of business leaders and educators, and how these intersect. 7. Develop skills in collaboration, teamwork, and leadership, and how these can be leveraged in both education and business. 8. Consider all of the above goals in the dual context of both Western-style and Japanese-style educational and business environments |
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| 授業内容 ／Course contents |
Sessions 1 - 2: Introduction to the course and its goals The importance of continuous learning and growth in the business world Lifelong learning and growth mindset in education The inquiry cycle Double-loop learning, revision and continuous improvement Sessions 3 - 4: The principles of effective teaching and learning, comparing US and Japanese classrooms and philosophies of instruction Learning theory: Constructivism vs. Behaviorism Bloom’s taxonomy and Webb’s Domains of Knowledge (lower order vs. higher order learning) Management skills: Conceptual, analytic, interpersonal, technical and management Key concepts: Backwards design, with a focus on standards Goals and objectives Curriculum-Unit Lesson as analog for Strategic plan tactical plan operational plan Planning for contingencies Session 6: Principles of engagement and buy-in Teachers and students Managers and employees Companies and clients Session 7: Management and leadership in the classroom and in the business world Types of leadership Degrees of autonomy (students, employees) Sessions 8-9: Building effective teams in classrooms and in organizations Tuckman’s stage theory Delegation of authority and role-taking Individual and team accountability and evaluation/assessment Session 10: Principles of effective assessment in schools and in the business world Traditional vs. competency based assessment Multiple means of assessment Data-driven planning / altering plans in response to assessment data Session 11: Empathy and perspective-taking Session 12: Creativity, innovation, and problem-solving skills * Problem and project-based learning * Design thinking Session 13: Ethical and social responsibilities and dilemmas Session 14: Time for students to work independently on their final presentations Session 15: Final presentations and course wrap-up Note: This course plan is a starting point and may be adjusted based on the needs and interests of the students in the course. |
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| 事前学修・事後学修 ／Preparation and review class |
Students are supposed to read specified materials in advance. Please look at the next section. | ||
| 使用教材 ／Teaching materials |
Students will be assigned some brief course readings ahead of each class session. These readings will not exceed 20 pages per session. Each reading will include at least one relevant case study for examination. |
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| 成績評価の方法 ／Grading |
Student knowledge will be assessed through the following methods: Class discussions and participation: (15%) Class is designed to be discussion based. Students will be expected to share their opinions and analysis with classmates and with the professor, and to participate in various simulation activities. Case studies (50%) Following each class session, students will be expected to a brief (1 paragraph) responses to the case studies, where they apply the concepts from the course to the facts of the case. Final presentation (35%) Students, working in teams, will select a case study and engage in an extended analysis where they relate course concepts to the case. They will present their analysis to the class in an engaging manner which reflects the principles of effective instruction that we studied. |
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| 成績評価の基準 ／Grading Criteria |
Each assignment will be assessed and graded based on rubrics (see Appendix A in Remarks). For case studies and for the final presentation, students will have the opportunity, if they wish, to revise based upon instructor feedback. Students can resubmit their revised assignments for a new grade, at no penalty. The instructor will always take the better of the two grades. Students are expected to cite any outside resources they use in the creation of their materials, including any online tools or AI generators. Failure to do so may result in the instructor not accepting their work. |
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| 履修上の注意事項 ／Remarks |
The schedule of this course is intensive: the first class will be held on June 20th, with three classes a week for five weeks onward. Appendix A: Grading Rubrics Class discussions and participation: (25%) Class is designed to be discussion based. Students will be expected to share their opinions and analysis with classmates and with the professor, and to participate in various simulation activities. Rubrics: Does not yet meet standards (No credit) Partially meets standards (C) Meets standards (B) Exceeds standards (A) Speaking and listening Does not speak in class OR disrespects classmates’ ideas, or the instructor Occasionally provides opinions, asks questions, contributes to group conversation. Often provides opinions, asks questions, contributes to group conversation. Consistently provides opinions, asks questions, contributes to group conversation. Makes frequent references to classmates’ ideas and builds off them. Engages in respectful debate when challenging ideas. Case studies (50%) Following each class session, students will be expected to a brief (1 paragraph) responses to the case studies, where they apply the concepts from the course to the facts of the case. Rubrics: Does not yet meet standards (No credit) Partially meets standards (C) Meets standards (B) Exceeds standards (A) Demonstrates knowledge and understanding of the case (40%) Definite misunderstandings OR lack of information Unclear if you understood Basic understanding evident Thorough and advanced understanding evident. Demonstrates knowledge and understanding of relevant course concepts (40%) Definite misunderstanding or lack of information You did not apply the concepts in an effective or relevant way Unclear if you understood or correctly applied the concepts Basic understanding evident – applications are clear Thorough and advanced understanding evident – applications are both clear and creative/innovative. Composition (20%) Text is almost impossible to understand – must be rewritten Text evinces some errors or confusion; is sometimes difficult to understand Text is understandable, follows conventions of written English Text is understandable, follows conventions of written English, and is highly engaging Final presentation (25%) Students, working in teams, will select a case study and engage in an extended analysis where they relate course concepts to the case. They will present their analysis to the class in an engaging manner which reflects the principles of effective instruction that we studied. Rubrics: Does not yet meet standards (No credit) Partially meets standards (C) Meets standards (B) Exceeds standards (A) Demonstrates knowledge and understanding of the case (40%) Definite misunderstandings OR lack of information Unclear if you understood Basic understanding evident Thorough and advanced understanding evident. Demonstrates knowledge and understanding of relevant course concepts (40%) Definite misunderstanding or lack of information You did not apply the concepts in an effective or relevant way Unclear if you understood or correctly applied the concepts Basic understanding evident – applications are clear Thorough and advanced understanding evident – applications are both clear and creative/innovative. Engagement and demonstration of effective teaching practices (20%) Presentation demonstrated severe confusion or missing elements Information was not always clearly conveyed, or was not concise. Conveyed information successfully and concisely. Utilized effective visuals, participatory activities, analogies and other techniques we learned to engage and effectively teach material. |
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| 実務経験者による授業 ／Courses conducted by the ones with practical experiences |
該当しない／No | ||
| 授業実施方法 ／Method of class |
①面接授業／Face-To-Face class | ||
| 遠隔授業 ／Online class |
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