2014 Survey: Tokyo Tech’s Responses to Student Proposals

3-1 Developing students’ communication skills
Proposal
We would like to see an increase in the number of courses that aim to develop students’communication skills through teaching methods such as active learning, as well as
improvements to existing courses.
Response
Lectures will be held in an active-learning format by faculty members who have completed
relevant training. The Center for Innovative Teaching and Learning was established in 2015
with the aim of improving the overall quality of education at Tokyo Tech. The center focuseson the development of teaching methods that enhance students’ communication skills
through techniques such as active learning. Faculty members also receive training related tocourse design that utilizes such methods.
3-2 Defining learning objectives
Proposal
1. We propose creating a table containing information on each department’s curriculum,
which maps out all the courses and their relation to one another.
2. We would also like to hold a large-scale thesis research presentation and invite as
many first- to third-year undergraduate students as possible, or a presentation at the lecture
theater where a selected number of senior students who have shown outstanding
performance will present their research to their juniors to showcase what they have studied
and learned.
Response
1. We are planning to clarify the objectives for each science and engineering course in the
study guide, course syllabus, etc. Regarding how courses offered to undergraduate students(in their second year and above) are related, this will be examined by faculty members ofmajor courses by participating in some of the courses offered to first-year undergraduate
students, and observing what kind of courses tend to influence the students’ major selection.
2. There are already several departments that offer opportunities for senior students topresent their graduate research work to their juniors, which are announced on thedepartment’s homepage. Students should check with the department to see if they are able1

to participate due to seat limitations at the venue.
3-3 Public relations for educational programs
Proposal
We propose producing a pamphlet that lists all the graduate-level educational programs at
the Institute, and distributing it at the entrance ceremony. Additionally, the PR staff of eachprogram should promote their research to the students of each laboratory during theapplication period.
Response
This information is provided in the Study Guide as well as on the CD-ROM that is
distributed at enrollment. Due to budgetary limitations, we cannot create additional
pamphlets. Some Graduate Majors provide contact details in the above-mentioned Study
Guide and CD-ROM, which can be useful for students. Additionally, several departments
have been giving presentations during orientation for newly enrolled students. These
provide information on laboratories, research, graduate programs, and more. Other schools
and departments are also planning to do the same.
3-4 Course evaluation surveys
Proposal
For a quick and easy way to collect surveys, we propose a fixed time slot on the last day ofclass during which students can fill in and submit them.
We would also like the survey results for each individual course syllabus published alongwith OCW.
Response
For the collection of surveys, we shifted from the previous online format to a hard copy
survey in 2015, which is distributed to faculty members before the final class. Whether or not
the survey can be completed during the class period will depend on the faculty member andlesson content.
Course surveys are conducted to provide an evaluation of the course and to make
improvements for the following academic year. Therefore, we cannot allow students toselect courses provided in the current term or quarter. However, how course evaluation
surveys can be used or presented to the students is an important topic and will be discussed
within the administration.
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3-5 Improving liberal arts education
Proposal
1. We propose offering multiple classes for popular courses to allow more students toattend.
2. We propose a facility within the Institute for Liberal Arts (to be established in 2016)
where students can submit requests for particular courses to be offered.
3. We propose a system that will consider creating a particular liberal arts course when it
has been requested by a certain number of students.
4. We would like teachers of the Confederation of the Four Universities to lecture at eachother’s universities.
Response
1. The new liberal arts education was introduced so that students will have a chance toclarify their interests and future career, and register for courses that support their aspirations.
Additionally, we are trying to develop shared criteria in setting course levels, which iscurrently unclear. Through such initiatives, we expect that the problem of uneven dispersal
and popularity of particular classes will be addressed.
2. Before 2015, we recruited Student Kickoff Members who were tasked with making
proposals regarding Tokyo Tech’s liberal arts education. We have not yet decided if and how
the Institute for Liberal Arts will incorporate the opinions of students from 2016 with regard to
this matter.
3. Students of the Center for Liberal Arts have succeeded in establishing a course under
their own initiative in the past. We support these types of initiatives and promoteindependent learning.
4. The objective of the Confederation of the Four Universities is to provide a learning
environment in which students can learn at each other's universities as opposed to asking
lecturers to teach at partner institutions. Therefore, if students wish to attend lectures bypartner university instructors, they may visit the other universities.
3-6 Liberal arts education at Suzukakedai campus
Proposal
We propose continuing the creation of liberal arts and basic science courses andlanguage courses for students affiliated with laboratories at Suzukakedai campus, even after
the education reform. We also propose increasing the number of long-distance learning
courses and courses offered via video streaming, as well as improvement in their quality andcontent.
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Response
Currently, liberal arts and basic science courses for undergraduates are only offered at
Ookayama, while some at the graduate level are offered at Suzukakedai campus. However,
we currently do not plan to offer these courses via video streaming. As for international
interaction courses, two Academic Presentation courses are currently available to graduate
students at Suzukakedai campus each term, and will continue to be offered after theeducation reform under a new course name. In addition, special foreign language courses
will be offered at Ookayama campus during summer and spring vacation.
3-7 Thesis and report supervision
Proposal
We propose that reports submitted by first-year undergraduates taking liberal arts
education courses be returned upon review.
Response
Unfortunately, submitted reports cannot be returned. However, students will receive
feedback on their writing through Tokyo Tech Visionary Projects, required liberal arts andbasic science courses, in which they will write book reviews and present their ideas andopinions in small groups, as well as through the Liberal Arts Final Report course, to be taken
during the third year of undergraduate studies. In addition, Academic Writing is also offered(though limited to first-year undergraduates) as an elective.
3-8 Conducting lectures in English
Proposal
We propose that undergraduate students receive course syllabi in English, as well as
course material with technical terms written in both English and Japanese. We also propose
increasing the number of undergraduate courses taught in English from the current three
percent to ten percent, as well as making some of the courses mandatory.
Under the education reform, all courses at the graduate level are to be taught in English.
However, in order for Japanese students to learn relevant terms in Japanese, we suggestthat the percentage of graduate courses taught in English be seventy to ninety percent(currently forty percent) — not one hundred percent.
Response4

We are planning to increase the number of undergraduate courses taught in English fromthe current three percent to ten percent, as proposed.
We will also provide course material that covers important technical terms in both English
and Japanese as we acknowledge that students will eventually be required to become
accustomed to listening, reading, writing and speaking in English.
However, undergraduate courses that are not required courses will continue to be taught
primarily in Japanese, as they aim to equip students with a general foundation in scienceand technology before they engage in their specific research field. Therefore, taking major
courses in English will not be a requirement for students.
3-9 Increasing support for students studying abroad
Proposal
We would like to have occasions for students who have studied abroad to share theirexperiences at “F” seminars or required courses with other students to spark an interest in
English or to help build their confidence in acquiring skills. We also propose that Tokyo Tech
invite successful graduates with overseas study experience to come and explain how it canbroaden one’s horizons and why it is important for their future careers.
Response
Currently, “My Study Abroad” debriefing sessions are held for each program once every
two weeks during class. These sessions are advertised through Mail News reports,
electronic bulletin boards, and posters, etc. We also offer lectures on studying abroad during
open campus.
However, such sessions are typically attended by students already interested in studying
abroad, and we have yet to reach out to students who have not shown any interest. We
need to increase our efforts, following the example of some “F” seminar courses, as well as
invite graduates with international experience to appeal to these students. This year, we arealso planning to have Global Scientists and Engineers Course graduates who areinternationally active to give lectures at a symposium.
HUB-ICS is also a good place to learn about and develop an interest in studying abroadas there are many events held there which promote international exchange.
3-10 English courses
Proposal
We propose that Tokyo Tech hold a seminar to describe the content of each English 1
class so students will be able to understand which best suits their needs and interests. For
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English 1 classes that have a large number of applicants, students will be chosen at random.
Response
For current English courses 1 to 4, classes are divided based on skill set and thus different
course material. In addition, evaluative criteria will not differ significantly among the English
classes. This will also apply to required courses offered after 2016.
English 1 is a required course for newly enrolled undergraduates. Because the course iseight weeks, we are concerned that students will feel pressured to choose classes after theseminar. Therefore, by allowing us to appoint students to each class and designing classes
that cater to their various interests, we can maintain diversity while satisfying the needs andinterests of the various students.
3-11 Fairness in course content and evaluation
Proposal
We propose that the midterm and final exam be combined in order to align the direction of
the courses that students have difficulty choosing, as we proposed in the 2012 “5.4.1 Course
evaluation.”
We also propose (1) offering courses that are designed to suit the students’ objectives, (2)providing a syllabus stating the course objective and evaluative criteria for each course, and(3) preparing various courses which allow students to register according to their level andinterests.
Response
Since 2016, we have requested that instructors communicate closely with each otherwhen a course is taught in multiple classes simultaneously to ensure consistency of content.
Moreover, as foreign language courses are small in scale, we expect that they will
naturally foster an intimate learning environment in which the classes are developed by bothstudents and faculty members. As such, we do not believe that the unification of theexaminations will necessarily foster a favorable learning environment. Satisfaction withcourses is thought to be influenced not only by the level and content of the course itself, butalso by various factors such as the availability of electives. We are aiming to provide
sufficient information, for instance, by improving the content of the course syllabus so thatstudents will be able to choose courses that best suit their needs.
3-12 Promoting interaction between laboratories
Proposal
6In order to promote interaction between various laboratories, we would like to hold joint
training camps for departments, research fields, and neighboring laboratories in the samebuilding. Additionally, we propose that it be a requirement for students, in particular doctoral
degree students, to present and exchange their research work with neighboring laboratories.
Response
There are already activities in which multiple laboratories participate in collective researchpresentations or training camps. In addition, although it is not a requirement, there areoccasions on which students that are engaged in graduation research exchange their ideas
and plans with students of various departments through a shared presentation session.
3-13 Ethical guidelines for research in science and technology
Proposal
We propose that Tokyo Tech offer classes in research ethics in science and technology,
not as liberal arts and education courses, but as fixed courses in the curriculum of thedepartment or field of study.
Response
We are planning to implement courses in research ethics in science and technology in all
degree programs.
3-15 Special School Education Research Courses
Proposal
Currently, there is little recognition regarding the Special School Education Research
Courses. As such, we propose that Tokyo Tech make an effort to (1) understand the extent
to which the courses are burdening the students, (2) enhance transparency and publicize
detailed information regarding the courses for each Graduate Major in an organized manner,and (3) develop a system in which participating students will be able to provide feedback on
the courses.
We also propose that Tokyo Tech pay close attention to the status of special educational
programs, provide latest updates, and offer proposals aimed at improving the quality ofthese courses.
Response
Special School Education Research Courses have been established to advance anddiversify graduate school education, develop an interdisciplinary and mobile educational
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facility that is not restricted to conventional research boundaries, and fulfill the objective ofGraduate Majors that provides an advanced graduate school degree program to equip
students with practical skills.
We ask that students provide feedback to their Academic Supervisors and departments inorder for instructors and advisors to understand their needs.
We acknowledge the inevitable burden that courses pose upon students.
Details regarding status, updates, and other proposals are provided in the Learning Guide
for Graduate-Level Education.
4-1 Improving communication skills
Proposal
We understand that we cannot expect all administrative staff to be skilled in all the
languages spoken by international students. Therefore, we propose the provision of tabletswith translation functions, or manuals that instruct administrative staff on how to provide
student services in English.
Response
Unfortunately, it would be very difficult to prepare a manual to cover all inquiries andstudents’ needs. Tablets with translation functions are currently available at the Student
Division office.
4-2 Standardizing administrative staff services
Proposal
We propose that administrative staff who work at office counters standardize or develop ashared routine for their use of language, replies, and communication in general.
We also propose that administrative staff provide instructions on how students are to
make inquiries at office counters.
Response
There is a university-wide effort to improve the quality of service provided to students. One
way to achieve this is through Customer Satisfaction Training. This training session isoffered every year and is open to all administrative staff, but is made a requirement for
personnel who work at counters, as they deal with students on a regular basis (e.g., theStudent Division and the Student Support Division). The training offers guidelines on
appearance, use of language, and greetings, etc. This training is aimed at developing amore flexible form of student service as opposed to a standardized routine. We ask that8

students be clear when making inquiries at office counters.
4-3 Improving office counter services
Proposal
We propose establishing a general office counter at Tokyo Tech, which should becoordinated with the opening hours of all other office counters.
Response
We do not currently plan to implement a general office counter, but when there is aninquiry from outside Tokyo Tech, the Student Division will direct the matter to the appropriate
department.
4-4 Providing bulletin information in English
Proposal
We propose that English translations be provided for information sources that arecommonly used by international students.
Response
Mail News, which is also distributed to international students, is provided in both Japaneseand English. We recognize the importance of providing online information in the two
languages, and we intend to eliminate any gaps that may currently exist. Other notifications,in particular those that are regularly distributed, have been translated, stored, and are being
utilized for other opportunities.
Bulletin information that concerns international students will be reviewed based on
importance and urgency, and will be issued in both languages.
The learning portfolio system that was introduced after the 2016 education reform is also
being prepared in English.
4-5 Improving efficiency of administrative requests and paperwork
Proposal
We propose that students be able to terminate credit registration via the Web System forStudents and Faculty.
Response
Enabling the termination of credit registration via Web System for Students and Faculty9will be discussed.
4-6 Simplifying the login procedure for Tokyo Tech Portal
Proposal
We propose holding a discussion between students and the system admin of the Tokyo
Tech Portal (Information Infrastructure Division) regarding simplifying the login procedure forthe portal site.
Response
We are well aware of the demand to simplify the login procedure, especially due to theincreased use of smartphones. The current login system has been developed to protect
personal information stored within the system. Modifying the login procedure would involve
not only the system administration and students, but also each department that provides thevarious web services. In addition to this, simplifying the login procedure would mean
lowering the security level, which leaves us vulnerable to serious security threats. Therefore
we regret that we cannot comply with this request.
4-7 Web System for Students and Faculty
Proposal
After the education reform, we propose that the Web System for Students and Facultyinclude a function that allows students to view their progress in terms of fulfilling graduationor completion requirements.
Response
Graduation and completion requirements vary depending on the department andGraduate Major, which makes it difficult to create the proposed function. However, we will dowhat we can to enhance the usability of the system.
4-8 Regarding the Tokyo Tech Mail System
Proposal
Not all students use commercial email applications to access the email system of Tokyo
Tech portal. Therefore, we propose modifying the Tokyo Tech email system so users canbrowse through emails without needing to zoom in on the inbox. For instance, usability could
be enhanced by limiting the function for smartphone users. That should simplify the userinterface and improve user experience.
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Response
We are currently working on a Tokyo Tech email system designed specifically forsmartphone users. We will launch the service as soon as the necessary preconditions havebeen met.
4-9 Regarding Tokyo Tech Portal
Proposal
We propose adding a function to Tokyo Tech Portal that enables students to customize
the accessibility within the portal site and enhance the general usability. We also propose
facilitating student surveys within the portal that periodically compile the needs and interestsof the students.
Response
We have and will continue to conduct surveys through the Tokyo Tech Portal system thatwill be used to improve the quality and method of education at Tokyo Tech.
4-10 OCW and OCW-i
ProposalWith regard to OCW’s course search, we propose that Tokyo Tech enhance usability by
categorizing search results by the academic year in which the courses were offered, provide
a step-by-step process for publishing lecture material, and provide services that support
faculty members with matters relating to copyright when uploading information to OCW.
Response
It is true that the search function of OCW, based on Google’s search algorithm, hascaused confusion among students in the past because old courses were displayed at the topof the search results.
This matter was addressed in 2016 by adding an archival function to OCW thatcategorizes information and displays the course syllabus according to the academic year inwhich it was offered.
There are currently two systems in OCW. The first system, “OCW,” is open to all Tokyo
Tech students as well as the general public. “OCW-I,” on the other hand, is intended
specifically for students who are currently taking a course, and provides necessary
information such as class cancellations, etc. Course material will be distributed among these
two systems accordingly. Material for many courses could not be provided on the course
11syllabus due to copyright. However, all courses after 2016 will be required to offer a syllabus.
As a result, a course syllabus with more detailed information will be made available to thegeneral public, not just the students taking courses.
4-11 Use of web systems by international students
Proposal
We propose that the Institute provide international students with English manuals for
OCW-i, hold seminars that explain how to use the various web services provided by Tokyo
Tech, and create a consultation center where international students can go for assistanceregarding the use of various web services.
Response
We will see what we can do with regard to creating an English manual for OCW-i.
Staff at the Student Division offer support to international students regarding web services
such as the Web System for Students and Faculty.
4-12 SSL-VPN
Proposal
We propose creating a troubleshooting center where students who experience issues with
SSL-VPN can diagnose problems by answering several questions, which are then reported
to the system admin.
Response
With regard to SSL-VPN’s compatibility with operating systems and various browsers, weare updating the system to enable access for as many users as possible. Currently, theTokyo Tech IT service desk serves as a troubleshooting center for issues relating to
SSL-VPN. As such, please report all problems to them.
4-13 Class cancellation due to natural disasters
Proposal
We propose that Tokyo Tech fix a time to distribute information regarding classcancellations due to disasters.
Response
We post information on the Tokyo Tech homepage as soon as weather warnings are
12issued, so students can check before commuting to Tokyo Tech. This was announced via
email to students and faculty members on October 2014.
4-14 Evacuation routes and instructions
Proposal
We propose that faculty provide evacuation instructions during the first class.
Response
Information and instructions regarding evacuation can be found at classroom entrances,
as well as on Tokyo Tech’s homepage. Please note that evacuation routes and instructions
vary according to the location of the classroom. This, in addition to other information
received on the first day, may be difficult to remember. Therefore, students are encouraged
to point out and share the information located at classroom entrances with each other, as
well as the following link.
http://www.titech.ac.jp/enrolled/facilities/rooms/index.html

4-15 Evacuation routes and danger spots
Proposal
We propose installing signs that indicate evacuation routes, as well as a briefing during
disaster drills that informs students of danger spots and how and when these locations canbecome hazardous.
Response
Evacuation routes vary according to the situation and nature of the disaster. Please follow
the instructions of the emergency evacuation team.
As for danger spots, we will continue to locate these potentially hazardous areas andindicate them using colored tape.
4-16 Distributing response manuals in case of major earthquakes
Proposal
We propose that disaster response manuals be placed in accessible areas, such as infront of the main building, during disaster drills. Additionally, since it is likely that this manual
may be overlooked if distributed along with many other documents during matriculation, we
propose it be distributed during the Guidance for Newly Enrolled Students.
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Response
The manual is distributed to newly enrolled undergraduate students during generalorientation. It is true that disaster response manuals can get mixed up with other documents,
but this is inevitable as opportunities to distribute material to students are limited. We havealso placed the manual in front of the Student Division counter, hallways of lecture halls, andother accessible locations.
4-20 Opening up laboratories
Proposal
We propose that Tokyo Tech make an effort to open up the closed culture of its
laboratories by leaving laboratory doors open or installing glass walls, for example.
Response
Glass doors are now being used in new and renovated facilities.
4-21 Cleaning up ginkgo nuts
Proposal
We propose that Tokyo Tech follow the example of Kawasaki City and their action plan toclear up ginkgo nuts.
Response
Fallen ginkgo nuts are collected by cleaning staff every day. This is not an easy task, as
weather conditions can make it difficult. Kawasaki City is a very difficult example to follow, as
their plan was made possible by substantial funding. We are planning, however, to reduce
the problem by pruning the trees.
5-1 Increasing free space areas
Proposal
We propose a trial extension to the opening hours of Refresh Rooms and free-spaceareas. Additionally, we propose introducing a system for students to see, in real time, whichclassrooms are open for free use.
Response
We have had many issues with extended opening hours for free-space areas. Therefore,14

we find this proposal difficult to implement unless students can show that they can
responsibly self-manage the facilities.
5-2 Providing nap rooms
Proposal
We propose providing nap rooms or permitting napping in free spaces between 10:00 and
22:00.
We would also like Co-op shops to sell pillows, so that students may take naps at theirdesks.
Response
We understand that some laboratories have nap rooms. However, we feel that students
should manage their time accordingly to get a sufficient amount of sleep at home, and cantherefore not agree to facilitating nap rooms.
5-3 Improving cafeteria services
Proposal
We propose inviting catering services, as well as the installation of Office Glico Systems(food vending machines), in Suzukakedai and Ishikawadai laboratories.
Response
At the Ishikawadai campus, the Co-op shop sells lunch in the Ishikawadai Bldg.1 3 Fl.
However, Tokyo Tech has not introduced the Office Glico System on any of its campuses.
Please provide your proposal in detail in order for it be discussed by the administration andits feasibility assessed.
Additionally, as Ishikawadai only sells lunch lunchboxes, we are considering installing a
mini-shop on campus as part of the welfare and benefit policy.
As for Suzukakedai, we are not considering expanding the services currently provided by
the Co-op.
5-4 Improving the Wi-Fi network
Proposal
Even within large facilities (e.g., Main Bldg., West Bldg. 3), Wi-Fi access is often unreliable
or inaccessible. As access to Wi-Fi on campus is essential for learning, as well as forstudent life in general, we propose installing additional network access points to improve15

wireless network connectivity.
Moreover, we propose introducing a system where students are able to provide feedback
on areas where the wireless network is unreliable or inaccessible. We propose creating anadvertisement or installing a dedicated web page on the titech-pubnet (i.e., Report network
connectivity issues), that allows students to provide feedback on any connectivity issues
they encounter on campus.
Response
We will continue to discuss how to improve connectivity, especially in public spaces. As
for the proposal, please inquire to the General Administration Group, Student Division forconnectivity issues in classrooms, and the Student Support Division for other locations.
When you contact the office, please be very specific where you encountered the connectivity
issue.
Additional information can be found below.
(On-campus wireless network)
http://www.noc.titech.ac.jp/wlan/index.shtml
5-5 Bookshop
Proposal
We propose a trial expansion of the Co-op bookshop by moving and/or downscaling thecurrent snack and food vending section. We propose displaying items that are not usuallyseen in the library (e.g., novels, magazines).
Response
We will discuss this particular proposal in accordance with the relocation of Co-op
services on Ookayama campus. One location that we have in mind is the Communication
Lounge (No.1 cafeteria, 2 Fl). However, this is not a decision to be made solely by Co-op. It
must be decided within the framework of Tokyo Tech’s welfare and benefit policy.
5-6 Bicycle parking spaces
Proposal
We propose conducting a survey to ask students where they feel more parking spaces arenecessary, as well as where they feel parking spaces are over-abundant. Additionally, as weunderstand that it is not feasible for Tokyo Tech to provide parking spaces that are fully
equipped with roofs, we instead propose Co-op sell seat covers for bicycles.
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Response
There are currently enough parking spaces for all registered bicycles. Therefore, itappears that students are parking in unauthorized spaces around campus.
As bicycles are generally considered as a means to commute (not for getting aroundcampus), it is difficult to construct parking spaces around the building entrance.
5-8 Using campus facilities at night
Proposal
Until the study areas within Refresh Rooms and the library are expanded, we request
permission to use unused classrooms as an alternative study space at night. We would also
like to request an extension to the period of use for students (not just clubs).
Response
We cannot agree to students using vacant classrooms at night. First, it is not feasible toinstall more security systems such as those seen in the library. Secondly, it is difficult tooversee how classrooms are actually being used at night.
5-10 Using Suzukakedai’s sports facilities
Proposal
We propose the use (with lighting) of the tennis courts at night.
We request that Tokyo Tech continue to supervise students who display questionable
manners (e.g., leaving garbage behind), as well as requiring them to obey reservation rules.
We ask students to reflect upon their manners and strictly abide by the rules of use.
We also request that Tokyo Tech consider introducing an online reservation system. Userauthentication can be processed through the student ID card, PIN, and matrix code. Thissecurity layer will limit accessibility to Tokyo Tech students.
Response
The use of Suzukakedai’s tennis courts at night is offered to faculty staff, and we havealso considered opening the courts to students. However, permitting students to use thetennis courts at night requires careful consideration, especially with regard to obligation(court management) and responsibility. Currently, the only option for students to use thecourts at night is to make reservations with the approval and physical presence of faculty
during reservation.
As for manners, we distribute a checklist (e.g., using court brushes after use, not leaving
garbage behind) that is to be submitted after use. Despite this agreement, some students
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have left behind garbage and old tennis balls. Such conduct requires us to closely monitor
students’ use of the tennis courts.
Internet reservation systems not only require system development and management, butalso require securing budgetary allowances, which is very difficult. Careful consideration andmeasures need to be taken regarding potential issues (e.g., issuing duplicate accounts,
account lending). As long as there is no practical way to identify system violations anddirectly issue warnings to the violators, the installation of the proposed system cannot be
developed.
5-11 Increasing convenience store business hours
Proposal
We propose extending the business hours of the Seven-Eleven on the Ookayama
campus.
Response
According to Seven-Eleven, they cannot extend their business hours on Saturday nor
open the store on Sunday, as there are not enough customers.
5-12 Sports facilities at Ookayama
Proposal
We propose extending the opening hours of the training center and the Ookayama
campus tennis courts. Currently, the tennis courts are open only during summer vacation,
but students would like to be able to use them during holidays and long term recess.
Response
Extending the opening hours of the training center requires additional management costs,
which is not currently feasible.
Regarding the use of the tennis courts, we must keep our current schedule in order tomaintain safety standards, and would prefer not to disrupt the practice time of the soft tennis
club, upon which the schedule is based. In addition, because the tennis courts are in a quiet
residential area, we are particularly concerned with the manners of students, as we haveseen irresponsible conduct in the past. Without a practical way to manage this concern, we
cannot allow access to students other than during summer vacation.
5-13 Relocating smoking areas
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Proposal
Many students would like to see the smoking areas relocated but are not sure where to
make such requests. Therefore, we propose the creation of a system that enables such
requests to be made to Student Division and Student Support Division staff.
Also, it is important that students know details of the safety and hygiene committee of
each building and how the aforementioned requests can be communicated to the committee
members.
Response
Regarding smoking areas, there is a contact information section available on the General
Safety Management Center website.
Students can also communicate their requests via the website, which will be delivered tothe appropriate building manager in charge of installing, removing, and relocating smoking
areas. The request will be communicated to the safety and hygiene committee upon
approval of the building manager.
Homepage (Japanese): http://www.gsmc.titech.ac.jp/
喫煙について (Regarding smoking) --> Contact Information

5-14 Installing soundproof rooms
Proposal
We propose constructing soundproof rooms in buildings or areas where music practicetakes place. We understand that the use of the music practice room in West Bldg. 8 isrestricted due to events, but we also propose that outdoor practice during test periods bebanned as many students are trying to study.
Response
Although the construction of soundproof rooms is not easy due to space and funding
requirements, we will see what can be done.
However, we cannot ban outdoor music practice as it limits the student’s practice time andthus his/her progress.
5-15 Extending opening hours of the library
Proposal
We propose extending the opening hours of the library to 8:45 to 23:00 during the19midterm/final exam period (approximately ten days before the exams) since students tend touse the library more frequently during these times.
Response
We are planning to change the opening hours of the library due to the introduction of thequarter system. We will take into consideration Tokyo Tech’s yearly schedule, the number oflibrary visitors, and budget.
5-16 Adjustment of library air conditioning
Proposal
We would like a more enthusiastic effort to maintain a comfortable study environment in
the library, such as installing thermal insulation in walls and fans/stoves on each floor.
Response
We have acted on this request by adjusting the temperature of each floor according to theweather conditions, placing fans on the second floor, etc. We will continue to pay close
attention to temperature and conditions in the library.
5-17 Library collection
Proposal
We would like to propose that the library continue to prioritize the provision of academic
material such as academic journals that will aid in students’ research.
Response
We have been advertising popular books and bestsellers through displays and exhibitions
to attract the attention of students. We would appreciate any feedback from students
regarding what kind of advertising would be effective.
We will strive to maintain our reputation as a world-class research institution by balancing
digital scholarly data, like electronic journals, with the maintenance of learning material(mainly books).
5-18 Book return box
Proposal
We understand that installing a book return box anytime soon would be difficult since weare not aware of the issues we may encounter. Therefore, we would like to propose the trial
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installation of a book return box in the Ishikawadai area and Midorigaoka area.
Response
We will continue to discuss this inquiry while taking into consideration the associatedmanagement and funding aspects.
5-19 Improving cell phone reception in the library
Proposal
We propose that Tokyo Tech make an effort to stabilize the cellular reception inside thelibrary and lower-level/basement floors as well as install routers to prepare for futuredisasters.
Response
We also acknowledge the need to improve the reception in the basement, particularly froma safety and disaster prevention perspective. We will conduct necessary investigations toaddress this issue.
5-20 Making the cafeteria food healthier
Proposal
We propose changing the layout of the food items around the cash register, so that it’seasier for students to take vegetable plates and other small dishes, while also providing
detailed information regarding the items.
Response
We will consider changing the layout (the cold menu section in particular) in order topromote small dishes. We are already promoting small dishes and healthy eating habits, andwill continue to so.
5-21 Indicating allergenic substances on cafeteria menus
Proposal
We request that seasonal menus, in addition to regular food menus, list all food allergens
contained in the dishes.
Response
The cafeteria, which is a member of the University Co-op Union, operates under the21system of the Tokyo Business Association of University Cooperatives, and as such generally
provides information on the ingredients, dishes, and prices for “common menus.” Common
menus are required to display allergenic substances on their price cards and POP menus.
Additionally, universities and union members are able to create their own menus
according to the needs of its users/consumers. However, the ingredients will be sharedacross the union members (universities). This is an important standard in order to maintainthe safety of the food. For original menus developed at each university, there is no system inplace that requires the indication of allergenic substances.
This also applies to seasonal menus, which are only offered by some Co-op university
cafeterias. The current system similarly does not require seasonal menus to indicate
allergenic substances on their menus, price cards, POP menus, etc.
5-22 Improving the lunch menu in the cafeteria
Proposal
We propose the creation of new lunchtime dishes that can still be enjoyed even after going
cold, and using ingredients that pose a lower risk of food poisoning. In addition, we also
propose selling small portions of dishes such as salads, as well as new types of lunchboxes
such as Makunouchi-bento, which include a variety of sides.
Response
Unfortunately we are not able to comply with this request, as developing new menus isextremely difficult given the Institute’s current limitations and may require new business
partners and even fully renovating the kitchen areas. This request has been noted, and will
be considered as a future topic of discussion.
5-23 Improving the halal menu in the cafeteria
Proposal
We propose that Tokyo Tech expand the halal menu.
Response
Currently, halal menus are available at Cafeteria No.2 and the Suzukakedai cafeteria. Due
to current resource limitations, it is difficult to drastically renew or expand the halal menu. We
must also note that this condition is not likely to change in the foreseeable future.

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