Contents
Academics
2-1 Improvement of liberal arts courses in doctoral degree program ....................................1
2-2 Timing of laboratory affiliation ..........................................................................................1
2-3 Establishing a system to enable viewing of degree theses .............................................2
2-4 Correcting grade gaps between courses .........................................................................2
2-5 Introduction of holidays between quarters .......................................................................3
2-6 Undergraduate minors ......................................................................................................3
2-7 Introduction of a registered auditing system for online classes .......................................4
2-8 Raising the English-language proficiency level of faculty members ................................4
2-9 Proactive use of class aids, guidelines and translation software in class........................5
2-10 Promoting opportunities to take proficiency tests for languages other than English .....5

Facilities
3-1 Securing eating space for people who bring their own lunches ......................................6
3-2 Places for activities such as unofficial student groups .....................................................6
3-3 Improvement of smoking area environments and promotion of campus smoking bans .7

Services
4-1 Personalization of the Tokyo Tech Mail News .................................................................7
4-2 Inconveniences in Tokyo Tech Portal and possible solutions .........................................7
4-3 OCW convenience improvements ....................................................................................8
4-4 Upgrading the Web System for Students and Faculty .....................................................9
4-5 Improving the way student groups use to reserve facilities .............................................9
4-6 Request for functional improvements to T2SCHOLA ....................................................10
4-7 Development of Tokyo Tech official apps ......................................................................10
4-8 Establishing a unified online lost-and-found system ......................................................10
4-9 Establishing a website with information on training facilities, etc. .................................10
4-10 Creating a system to check the credits required for graduation or completion ...........11
4-11 Increasing the collection of e-books and promoting their use......................................11
4-12 Continuing and expanding the books-by-mail service .................................................12
4-13 Adding payment methods at the University Co-op store .............................................12
4-14 Paperless study abroad procedures ............................................................................121

Tokyo Tech’s Responses toStudent Proposals in the 2020Student Survey

2-1 Improvement of liberal arts courses in doctoral degree program
Proposals
1. You should conduct a survey of doctoral students about liberal arts courses (format,
time, content, etc.) to better understand their busy lives and needs.
2. You should increase the variety of 600-level liberal arts courses. The content and formatof the new courses should be determined based on student opinion.
3. You should provide more information about the Course Survey of Study Effectivenessand other questionnaires and interview surveys the university conducts and how they
are used.
Responses[Points 1 and 3]
Considering the workload this would entail, it is not realistic to create, conduct andanalyze the results of a new survey for Tokyo Tech’s well over 1000 doctoral students.
Instead, we would prefer to use the Course Survey of Study Effectiveness to improveclasses. All instructors read the results of the Course Survey of Study Effectiveness.
They also read the “Requests for Classes” section of the attendance forms that students
fill out after each class and use them to improve future classes.
[Point 2]
We established a working group that is focusing on how to improve our liberal arts
courses in the doctoral degree program. It is currently discussing the matter.
2-2 Timing of laboratory affiliation
Proposals
1. Each department should establish a system that allows students to participate inlaboratory activities from their second year onward if they wish.
2. Each department should establish a system that allows students to affiliate themselveswith a laboratory from the third year onward if they wish.
Responses[About students participating in laboratory activities from the second year onward]
Because second-year students have just joined their departments, we want them to first
focus on acquiring basic knowledge in their fields of specialization by taking courses,
particularly 200-level courses. Before getting into laboratory activities, it is essential forstudents to go through laboratory/experiment courses to learn basic research methods
2and acquire basic safety management knowledge. This is why the research opportunity
courses that give students lab experience are offered as 300-level courses for third-year
students.
[About allowing students to affiliate themselves with laboratories from the third year]
Students are generally affiliated with laboratories during their fourth year, at the
beginning of their independent research project (IRP), and each department sets its own
requirements for when they begin their IRP. Taking specialized courses up to the 300
level before joining a lab confirms that they have acquired sufficient knowledge,
education, language skills and other communication skills to carry out their research.
This ensures that students who have just joined laboratories can smoothly start theirresearch activities and helps ensure that laboratory operations remain safe.
However, students that are particularly enthusiastic about research and want enter adoctoral degree program have the option of applying for the B2D scheme. Registeringfor B2D allows you to begin research during the second semester of your second-yearbachelor’s degree program and choose your preferred laboratory earlier than usual. We
encourage you to take up this challenge.
We received opinions stating that the third year is the more appropriate time forlaboratory affiliation and others saying that the fourth year is more appropriate. As such,
our understanding is that you are proposing the establishment of a system that allows
those who wish to belong to a laboratory from the third year to do so. Laboratory
affiliation is determined based on rules each department sets rather than according touniversity-wide rules. Most departments prioritize students’ choice of preferredlaboratory, and affiliation is determined by student grades to ensure fairness. Lab
capacity is also limited.
For these reasons, we believe that each department should discuss the matter todetermine whether to establish a system that allows interested students to join alaboratory in their third year. This takes each department’s particular circumstances into
account.
2-3 Establishing a system to enable viewing of degree theses
Proposals
3. Since doctoral dissertations are already published in the Tokyo Tech Research
Repository (T2R2), the full text or abstracts of bachelor’s and master’s theses — which
are currently only examined by each department — should also be published in the
T2R2.
4. The titles of doctoral dissertations and master’s theses should be posted not only within3the campus but also publicly on the university’s website, the website of each graduate
major, and so on.
Responses
・ The Degree Regulations require the publication of doctoral dissertations as a way toguarantee the quality of doctoral dissertations, which serve as proof of a researcher’sability to conduct independent research. This is part of a system that allows universities
to mutually guarantee the quality of doctoral dissertations related to the degrees they
award. Tokyo Tech already publishes doctoral dissertations on the T2R2.
・ We do not assume that bachelor’s theses on independent research projects, as well as
master’s theses, are to be published.
2-4 Correcting grade gaps between courses
Proposals
1. You should publish frequency distribution tables and various statistics (mean, standard
deviations, etc.) of anonymized grades on the OpenCourseWare (OCW) website
internally.
2. The results of course evaluation surveys should be posted internally on OCW along withthe syllabi.
Responses[Publication of grade distribution information on OCW]
Our response to similar proposals in Student Survey 2018 remains unchanged. We
believe that student performance evaluations should be absolute evaluations. We areconcerned that disclosing grade distributions may lead to, among other things,
instructors assessing student performance using relative measures. We also fear that it
may persuade students to select less-demanding courses. We therefore believe it isdifficult to disclose this information at this stage.
[Course Survey of Study Effectiveness posted on OCW].
We will carefully consider the results of the Course Survey of Study Effectiveness,
including the details and method of their disclosure.

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2-5 Introduction of holidays between quarters
Proposal
You should introduce weeklong holidays after the first and third quarters.
Response・ If conducting face-to-face classes next academic year and beyond is determined to
be problematic due to the pandemic, grading based on term-end assignments suchas reports may continue. We believe that is one reason for this proposal. We havebeen discussing the ideal format for post-pandemic classes at Tokyo Tech. We thinkthat in-person classes will be the foundation for our education, supplemented byonline sessions. We believe the current format will end, and that in-person exams forgrading will return after the pandemic. This may solve part of the problem.
This is the premise our response is based on. As mentioned at the campus meeting,
the Standards for the Establishment of Universities stipulate that classes should be
conducted over periods of 15 weeks per semester.
As of AY2020, Tokyo Tech has counted 7 100-minute class sessions (50-minuteperiod x 2) as one credit, and 14 100-minute class sessions as 2 credits. While theuse of 100-minute classes has reduced the number of class sessions, total classhours per credit have not decreased. Meanwhile, reducing the number of classsessions any further is difficult for legal reasons.
The introduction of 100-minute classes has several objectives. One of the mostimportant is to secure long vacations, such as summer vacation, so that students andfaculty can pursue research, extracurriculars, study abroad, internships and otheractivities. From a holistic perspective, we do not believe it is appropriate to shorten
long holidays — even by three or four days on either side — to make room for quarter
holidays.
2-6 Undergraduate minors
Proposals
1. You should establish a system that allows undergraduate students to takeundergraduate minors similar to the graduate minors currently offered primarily tomaster’s degree students.
2. You should recognize programs such as the Global Scientists and Engineers
Course (GSEC) and Confederation of the Four Universities Multidisciplinary
Program as undergraduate minors and issue certificates to those who complete
them.

5

Responses
・ In the educational reform we started in AY2016, we chose not to establish
undergraduate minors in the bachelor’s program because we wanted students tothoroughly acquire knowledge in their own specialized fields along with liberal arts
skills through wedge-shaped education, and also because of CAP systemconstraints.
However, we plan to discuss establishing undergraduate minors over the long term
as a way to provide students with learning opportunities beyond receiving a degree.
This will include opportunities to acquire a wide range of knowledge and skills
outside of their field of specialization from an early stage. We expect that students
will increase their mastery of their field of study and create additional strengths bytaking on new fields.
・ Please note that the graduate minors our graduate programs offer require students
to earn 16-20 credits. To be worthy of issuing certificates of completion, a minor
program must require that students acquire some minimum level of basic knowledgeof a subject outside their major field of study. Careful consideration must therefore
be given to setting credit requirements.
GSEC was established as an educational curriculum specializing in global mindset
training. The Confederation of the Four Universities Multidisciplinary Program wasestablished as a joint program with four other universities. Both are independent
programs that issue completion certificates. As such, we believe it is more
appropriate to maintain the individuality of these programs for the time being rather
than to incorporate them into Tokyo Tech undergraduate minors.
2-7 Introduction of a registered auditing system for online classes
Proposals
1. You should assess the demand for auditing by conducting a survey that asks how
many students audited in-person courses before the pandemic, and which courses
they audited.
2. You should conduct a survey of faculty members on why they do not allow auditingor distribute course materials, and create a system that allows auditing of all courses— except those to which the abovementioned reasons apply — including online
classes.
Response
The courses that make up the curriculum of each degree program are offered on theassumption that students will register for and earn credits for taking them. With that in6

mind, we do not currently envision introducing another official system — separate fromthe course registration system — for auditing courses or obtaining course materials forpurposes other than earning course credits. We will, however, carefully consider issues
regarding online courses, including the legal concerns about the provision of materials
for online classes (e.g., the public transmission of copyrighted works for conductingclasses) over the long term.
2-8 Raising the English-language proficiency level of faculty members
Proposals
1. You should conduct training in English-language speaking skills (including public
speaking) for all faculty, regardless of nationality.
2. You should introduce a program to assess the English-language proficiency levels ofJapanese teachers and improve their English-language skills based on thatassessment.
3. You should consider the English-language proficiency of potential faculty during thehiring process.
4. You should promote the hiring of more foreign faculty.
5. You should consider the compatibility between TAs and faculty.
Responses
We have been expanding the number of courses taught in English and holding annual
seminars for faculty members to help them improve their ability to teach in English. The
seminars are customized for Tokyo Tech and divided into two different difficulty levels
according to the faculty members’ English-language proficiency. In addition to theseannual seminars organized by the Center for Innovative Teaching and Learning (CITL),
we have planned and implemented individual seminars as requested by eachdepartment. Faculty who took the seminars commented that what they learned would
help them conduct better classes.
We will continue to encourage more faculty to actively participate in such seminars. We
will also be planning and implementing seminars with better content that enhance ourfaculty members’ ability to conduct classes in English.
2-9 Proactive use of class aids, guidelines and translation software in class
Proposal
1. You should encourage teachers to create English-language “cheat sheets”(reference sheets). This is something that could be left to TAs.
2. You need to create and distribute guidelines to instructors teaching classes inlanguages other than their mother tongue, outlining how to structure their classes
and what tools are available. You need to better support teachers who teach in7

languages other than their mother tongue, since most of them probably have little
experience doing so.
3. Purchase licenses for translation software so they can be used in class.
Response
CITL provides support for improving faculty members’ ability to teach in English. Someteachers use the 300 Classroom English Expressions for University Faculty e-book, which
Tokyo Tech purchased and set up for them to use, on their PCs or tablets. Please notethat how classes are conducted is basically left to the discretion of the instructor.
2-10 Promoting opportunities to take proficiency tests for languages other thanEnglishProposals
1. You should give students with high scores in language courses opportunities to takelanguage proficiency exams to boost their motivation for further study and toenhance future study abroad experiences. In particular, studying in Europe often
requires a certificate of language proficiency in the language of the country you areplanning to study in, so you should assist them in obtaining such certificates.
2. You should offer a class for international students that prepares them for theJapanese-Language Proficiency Test (JLPT).
3. You should provide international students with the opportunity to take the JLPT freeof charge.
4. You should create a system to support students with high scores in language
courses to study in countries where the language is spoken, to do internships inthose countries, etc.
Responses
・ Students registered in GSEC courses have opportunities to take English-language
tests and access an online English-language conversation program, and many
students want to take advantage of such opportunities. Although we currently use alottery system, we’d like to increase such opportunities as much as possible. We arealso providing new opportunities to improve English-language skills, such as ourtandem language exchange program with MIT and conversation sessions withstudents from partner universities through online training.
・ The Foreign Language Advisory Center in the Foreign Language Section of theInstitute for Liberal Arts offers consultations on proficiency exams of the respective
languages in study abroad destinations. It also supports students who are planningto study abroad by offering intensive courses in Spanish, German, Chinese, Russianand French, as well as seminar courses in each language aimed at preparing
students for study abroad.
8

・ There are no classes to prepare students for the JLPT, but there are briefing
sessions, reference books to read, and mock tests planned.
・ Currently, students are required to take the JLPT at their own expense.
・ The TASTE short-term language study abroad program also offers German-,French- and Chinese-language training programs so that students can develop theirlanguage skills beyond English. We also have many partner universities outside of
the English-speaking world, allowing students with high scores in language courses
to choose a destination where they can use their language skills.
3-1 Securing eating space for people who bring their own lunches
Proposals
1. You should create a space in the cafeteria where students can bring their own
lunches and eat outside of the busy lunch hours. You should also take measures
such as making students aware of the costs involved in disposing of garbage toensure that they take their garbage home.
2. You should make it known that classrooms can be used as places to eat lunch.
3. You should allow students to take dishes out of the cafeteria to classrooms where
food can be eaten.
Responses
・ It is possible to open the cafeteria hall to those who bring their own lunches outsideof congested hours as long as certain rules are in place and properly observed.
・ Considering the COVID-19 pandemic, we will try to let students know that they can
eat lunch in classrooms. When doing so, we will also inform students of the rules
regarding the use of classrooms for this purpose, including garbage disposal. We
ask that all students follow these rules when eating lunch in classrooms.
・ As for taking dishes out of the cafeteria, the University Co-op Cafeteria currently
offers takeout (served in disposable containers), so please use those. Eating foodinside or taking it out must be clearly distinguished, however, since the consumption
tax differs. Please understand that allowing dishes to be taken out of the cafeteria
may cause new problems such as dishes being lost, not returned properly, etc.
3-2 Places for activities such as unofficial student groups
Proposals
1. You should make lecture rooms available for activities.
2. You should consider adding more venues for activities.
Responses
・ Student use of lecture rooms is limited to use by official student organizations. As
such, unofficial student groups are not permitted to use them. There are several
9reasons why we cannot provide space for the activities of unofficial student groups.
One is that they have no faculty advisors, so it is unclear who is responsible for thegroups’ activities. Second, many have members from outside of Tokyo Tech. Third,such groups could be a front for cult religions. Finally, if the group is unofficial, it isdifficult for Tokyo Tech to handle matters responsibly when problems such asaccidents and incidents resulting from their activities occur.
・ Outdoor sports facilities, gymnasiums, etc. can be freely reserved from the 26th ofthe previous month, so please use the slots available. In addition, any student
groups — including unofficial ones — are allowed to make priority reservations offacilities if they are participating in major events held only a few times a year andtheir participation is approved, so please submit your event proposal to us first.
3-3 Improvement of smoking area environments and promotion of campus smoking
bans
Proposals
1. You should proactively disseminate information about improvements to the smoking
area environment (e.g., their gradual reduction and renovation, consideration of
installing partitions or individual smoking booths) to all students, faculty and staff via
the official Tokyo Tech website, social media accounts, etc. as part of the transition
to a smoke-free environment.
2. To discourage people from taking up smoking and get current smokers to stop, you
should inform all students, faculty and staff of the importance of not smoking, andintroduce programs that encourage quitting (e.g., smoking cessation apps, guidanceby occupational physicians at the Health Support Center) to smokers.
Responses
・ World No Tobacco Day (May 31) and No Tobacco Week (May 31 to June 6) posters
as well as nonsmoking promotion posters are displayed throughout the campus topromote awareness of the importance of not smoking.
・ We also presented Tokyo Tech’s “Roadmap for Preventing Passive Smoking(Toward a Campus-Wide Smoking Ban)” to students, faculty and staff to inform themof the measures we are taking to prevent passive smoking.
・ At orientations for new students, we explain to them that they should not get into thehabit of smoking. We also post information on smoking cessation counselingservices and smoking cessation outpatient clinics in each smoking area.
・ We put on nonsmoking promotion seminars (but are currently not doing so due tothe COVID-19 pandemic).

4-1 Personalization of the Tokyo Tech Mail News
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Proposal
1. You should set the language for Tokyo Tech Mail News to display only the language

a student has registered in the Web System for Students and Faculty.
Response
The Web System for Students and Faculty is equipped to send emails in Japanese to
students using the system in Japanese and in English to students using the system inEnglish. In principle, however, we send emails intended for all students in both
Japanese and English. As such, we will continue to send Tokyo Tech Mail News in both
Japanese and English.
4-2 Inconveniences in Tokyo Tech Portal and possible solutions
Proposals
1. You should extend the idle timeout time in Tokyo Tech Portal because it is too short.
2. You should investigate the reason for the Tokyo Tech Portal’s many login problems.
Responses[Regarding Proposal 1]
・ The idle timeout time is significant from the perspective of ensuring information
security, so it cannot be extended without careful consideration. We are planning toprovide a web app that disables the idle timeout in the post-login menu of the Tokyo
Tech Portal. As long as this web app is running, idle timeout will be disabled. Please
note, however, that use of the app will be at your own risk.
In addition, for information security reasons this app is designed for use only while
the user is connected to the campus network. When using the Tokyo Tech Portal offcampus, you can continue to use portal services even if the portal times out as long
you maintain access to the service you want to use (depends on the timeout settingof each service).
We would appreciate your understanding and cooperation.
[Regarding Proposal 2]・ Please contact the IT Service Desk (helpdesk@gsic.titech.ac.jp) with your specificsituation and information. Please note that the IT Service Desk may not be able todiscover the cause of the problem, since there is a great deal of information they
may not know, such as about your personal device or network. Also, please
understand that the IT Service team is small in number, so it sometimes takes a little
time to respond to questions.
Also, in light of the many comments from students about the portal login, etc., we areplanning to replace the current one-time password (OTP) with a time-based OTP
that uses a mobile app. This will improve the convenience of logging in to the Tokyo
11

Tech Portal while also ensuring a higher level of security.
There have been requests also from faculty and staff to change the Tokyo TechPortal’s post-login menu display. As a result of our deliberations, we have decided tomake the following revisions:① Put the most frequently used menus on top② Change the grouping according to the service③ Consider the differences in menu display according to a card type of theTokyo Institute of Technology’s IC cards④ Introduce a dynamic menu (menu display by sliding window protocol)
4-3 OCW convenience improvements
Proposals
1. You should renovate the Tokyo Tech OCW top page, including revising the images.
2. You should improve the UI and performance of the search function. You should set“Course Search” as the default and make “Site Search” and “Faculty Search”
advanced settings.
Response
While it is technically possible to renovate the Tokyo Tech OCW top page, it would entail
some cost. We will therefore need to consider a number of factors, including costeffectiveness, before deciding on a course of action for this matter.
As for the search functions, it would be difficult to modify the existing general-purpose
search engine. We will therefore need to consider a number of factors, including costeffectiveness, before deciding on a course of action for this matter.
4-4 Upgrading the Web System for Students and Faculty
Proposals
1. You should upgrade the Web System for Students and Faculty server to enhance theonline environment. To reduce congestion when grade-viewing demands are high, you
should also take measures such as disclosing grades by student number, bydepartment, and by specialized courses or liberal arts courses.
2. You should change the maintenance time for the Web System for Students andFaculty.
Responses
・ When upgrading the system server, our first priority is to replace aging hardware.
We will consider upgrading the server according to what the budget allows during
the next renewal period. We will also consider operational approaches to reducing
12the load on the server when viewing grades, etc.
・ In April 2021, the maintenance time of the Web System for Students and Faculty
was changed so that the system would be available before classes start. Under thecurrent operational framework — and due to the need for data migrations, humanerror checking and so on — it is not possible to make the system available any
earlier in the day as requested.
4-5 Improving the way student groups use to reserve facilities
Proposals
1. You should make sure that all student groups know (by making the fact constantly
visible on the reservation site) that there’s a penalty for reserving facilities they will notend up using, and that some groups have actually been found in violation andpenalized.
2. Rather than using complete first-come, first-served reservations, you should poolreservation applications for a certain period of time and then use a lottery or othermeans to determine which groups are granted the use of the facility, as necessary.
3. You should set fixed slots (time and facility used) for groups that use facilities on aregular basis to encourage other groups to use the facilities on different dates.
Responses
The method of reserving extracurricular activity facilities has been improved to someextent; starting in June of this year, facilities could be reserved online. As such, we would
like you to assess whether this new system alleviates the problem.
However, please understand that reservations by official student clubs and groups arenaturally given priority over those made by unofficial student groups and individuals due tothe frequency of the formers’ extracurricular activities and other factors.
In addition, we do not impose penalties on student groups that do not use extracurricular
activity facilities they have reserved. We do ask, however, that groups immediately
release the facilities so that other groups can use them.
4-6 Request for functional improvements to T2SCHOLA
Proposals
1. You should grant T2SCHOLA administrative privileges to TAs.
2. Teachers who will be using T2SCHOLA in their classes should ask for student
feedback on possible improvements and new functions they would like to see in
T2SCHOLA.
Response
13

The matter of T2SCHOLA administrative privileges for TA is under consideration.
4-7 Development of Tokyo Tech official apps
Proposals
You should create an official Tokyo Tech app that has following functions:
1. Automatic login function for the Tokyo Tech Portal
2. Portal functions such as viewing timetables, class cancellation and makeup class
information, syllabi, university announcements, etc.
3. E-learning features of T2SCHOLA, or links to T2SCHOLA
Response
There are no plans to develop an official Tokyo Tech app at this time. Starting in AY2022,
syllabus information will be available on T2SCHOLA.
4-8 Establishing a unified online lost-and-found system
Proposals
1. You should make managing lost-and-found items possible online.
2. You should introduce a website that allows Tokyo Tech students as well as faculty,
staff and outsiders to search for and view lost-and-found items at Tokyo Tech.
Response
In response to the Student Survey Proposal, we formed a team in May to establish an
online lost-and-found system. Because each campus has handled lost-and-found items
differently, centralizing the system requires creating guidelines. We are (as of June 30)
preparing these guidelines by consulting with the police from a legal perspective. Oncethe guidelines are prepared, we plan to make a dedicated lost-and-found page on theTokyo Tech website. We are currently discussing matters with the Public Relations
Division about where and how to post lost-and-found information on the site. Once
preparations are complete, we will notify students, faculty and staff and launch the new
system by the end of this fiscal year.
4-9 Establishing a website with information on training facilities, etc.
Proposals
1. You should make it easier to use training facilities by establishing a new information
aggregation site that provides more detailed information about the facilities and how to
use them.
2. You should provide a way of accessing information from the student point of view (toreduce the processes required to access information by providing a list of informationin the shallowest possible layer of the website).

14

Response
We answered a similar proposal by reducing the layers between the top page to the list of
extracurricular activities facilities guide on the website. That information is here:
Tokyo Tech Website Homepage / Current Students / Facilities / Extracurricular Activities
Facilities
4-10 Creating a system to check the credits required for graduation or completion
Proposal
1. You should create a system that allows students to easily check the credits requiredfor graduation/completion.
Response
・ Bachelors students can already check the department affiliation requirements andindependent research project application and graduation requirements on the Web
System for Students and Faculty. You can also check the items with ◎ and ○marks in the appendix table for your department’s degree program as listed in the
Study Guide on the Web System for Students and Faculty.
Please note that each department has its own rules regarding graduation
requirements. For example, some departments require basic science and technology
courses as a graduation requirement. Since it is difficult to incorporate all of these
individual rules into the Web System for Students and Faculty, we posted the following
note on the system: “Requirements differ depending on the department. Please review
the rules your department specifies in the Study Guide of the academic year you wereadmitted.”
Further, as explained at the time of admission, the most accurate source of
information on the bachelor’s degree program is the Study Guide, which is based on
the Institute Regulations and the Tokyo Institute of Technology Rules on
Undergraduate Study. Even if the Web System for Students and Faculty were
equipped with a function to check graduation requirements, in the end you will stillneed to review the Study Guide. In addition, the department makes the final decision
on graduation, etc., so you may have to check with your academic advisor or the chairof your department.
・ As for the graduate degree courses, we are planning to implement a system to show

how many credits students have earned in relation to the requirements forcompletion of the course on the Web System for Students and Faculty, just as we
did for the bachelor’s course. However, graduate degree programs include coursesthat permit the transfer of credits, so students will need to check their completion
requirements themselves based on the Study Guide. Since the graduate major you
are affiliated with determines graduate course completion, you will also need tocheck with your supervisor and the graduate major.
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4-11 Increasing the collection of e-books and promoting their use
Proposals
1. You should increase the size of the e-book collection.
2. You should tell more students about the existence of the e-book collection.
3. You should take measures to persuade students to use e-books.
Responses
We have been promoting the introduction of foreign e-books for several years. Since lastacademic year, we have also been focusing on buying domestic e-books. As of the end of
March 2021, Tokyo Tech offers 30,999 e-books (1,099 domestic books and 29,900
foreign books). This academic year, we will continue to give priority to the purchase of ebooks for use in classes and titles recommended by faculty members. We will also
conduct e-book trials of overseas publishers.
As for publicizing e-books, we post announcements on the official Tokyo Tech website
and the library website as well as on Facebook, Twitter, and the Tokyo Tech Mail News.
For your convenience, these e-books are also available on the Tokyo Institute ofTechnology E-Journal and E-Book List on the library website and through the librarycatalogue search. We would be grateful if you could suggest any other effective means for
informing our students.
4-12 Continuing and expanding the books-by-mail service
Proposals
1. You should continue the books-by-mail service even after the COVID-19 pandemic.
2. You should establish a permanent system that allows students to pick up books they
have reserved at the Tamachi Campus.
Responses
・ In light of the ongoing COVID-19 pandemic, we continue to offer the books-by-mailservice during AY2021. We have also made changes to the service to make it more
flexible.
・ The books-by-mail service is currently available to students, faculty and staff at the
Tamachi Campus. We will consider surveying the demand for the service you haveproposed.
Reference“【To Tokyo Tech Members】Books-by-mail service: FY2021”
https://www.libra.titech.ac.jp/info/news/20210331
4-13 Adding payment methods at the University Co-op store
Proposal16

1. You should introduce QR code-based payment services such as PayPay and LINE
Pay at the University Co-op stores and cafeteria.
Response
The National Federation of University Co-operative Associations does not offer thesystems required to accept payments through QR code-based payment services such as
PayPay and LINE Pay. For the Tokyo Tech University Co-op store to offer these services
on its own would entail additional accounting costs due to the need to manually match
revenue and deposits as well as paying and listing handling charges. Due to the difficult
business situation the COVID-19 pandemic has caused, we cannot afford to incur new
costs, and therefore cannot consider this proposal. The University Co-op store accepts
credit cards, cafeteria passes, public transport IC cards (PASMO, etc.), contactless
payment, iD, and QUICPay. Please use these payment methods.
4-14 Paperless study abroad procedures
Proposal
1. You should introduce electronic approval systems. In particular, you should introduce
electronic signatures to eliminate conventional personal seals.
Response
An online system for study abroad procedures, including an electronic approval function,
will be run on a test basis from around the fall/winter of AY2021 before becoming fully
operational from April AY2022.

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