2022

Diversity & Inclusion Teaching
Assistants (DITA) Notes

INCLUSIVE
TEACHING
AS PRACTICED BY INSTRUCTORSPreface
The Center for Inclusive Leadership (CIL) aims to promote inclusive leadership in
research, education, and practice. It has introduced Diversity and Inclusion
Teaching Assistants (DITA), a new support system to assist faculty in practicing
and promoting inclusive teaching in classrooms and to provide more TA
opportunities that help develop inclusive leadership mindsets among students.
This new system will also contribute to CILʼs research efforts in the field of
inclusive teaching.

DITA Purpose
Promote inclusive teaching
Identify effective practices for inclusive teaching at APU
Understand the inclusive climate of APU
Foster inclusive leadership mindsets and practices
among students at APU

The Inclusive Teaching Notes—Inclusive Teaching as Practiced by Instructors
is a collection of inclusive teaching practices and insights from instructors who
have worked with DITAs in their classes. The Inclusive Teaching as Experienced
by Students are based on 252 students’ responses to a survey conducted by CIL
in classes with the DITA support to understand how students experience
inclusive teaching and identify effective practices for inclusive teaching.

https://en.apu.ac.jp/cil/
https://www.facebook.com/CILsecretariat

TABLE OF CONTENTS
VR Workplace Inclusive Seminar Program........................................................01
PARDO Phillip Dean
Introduction to Environmental Studies EA.......................................................04
MAHICHI Faezeh
Globalization and Law.......................................................................................09
HIRANO Miharu
Major Seminar I..................................................................................................11
PROGLER JosephInternational Peace Studies...............................................................................14
HEO Seunghoon Emilia
Peer Leader Training I........................................................................................18
ROUX Petrus Willem
Intermediate English B (EJ) / Elementary English B (EG).................................20
BERGER Maiko
Resort Management/Development JA...............................................................25
YOUN Seung Ho
Introduction to Environmental Studies EB.......................................................28
MAHICHI Faezeh
Tourism Policy and Planning SA........................................................................33
KUBO Takayuki
Conflict Resolution............................................................................................36
HEO Seunghoon Emilia
Community Development.................................................................................40
KIMURA Rikio
Research Methods and Academic Writing........................................................43
GHOTBI Nader
Tourism Development and Planning EA...........................................................45
BOUKAMBA Kimo H.

観光開発と計画JA.................................................................................................48
久保隆行

TABLE OF CONTENTS
Technology Management...................................................................................51
MIYAZAKI Kumiko
Human Rights....................................................................................................55
HIRANO Miharu
MBA Business Ethics..........................................................................................57
KIM Rebecca ChungHee
Marketing Research...........................................................................................61
LEE Geunhee
Community Development.................................................................................64
KIMURA Rikio
Industrial Ecology EA ........................................................................................67
MAHICHI Faezeh
Preliminary Seminar for Environment and DevelopmentEA............................72
JONES Thomas E.
Leadership & Organisational Behaviour............................................................75
SAITO Hiroaki
Environment & Society......................................................................................78
JONES Thomas E.
Major Seminar II.................................................................................................81
PROGLER Joseph
Peer Leader Training I.......................................................................................84
ROUX Petrus Willem
Sociology of Tourism.........................................................................................86
BOUKAMBA Kimo H.
Special Studies (Development Economics).......................................................88
KIM Sangho

観光地マーケティングJA........................................................................................90
久保隆行
Project Management in Development in EA.....................................................93
KIMURA Rikio

TABLE OF CONTENTSInternational Law EA.........................................................................................96
HIRANO Miharu
Product Development........................................................................................98
MIYAZAKI Kumiko
Health and Wellness Tourism..........................................................................102
MEIRMANOV Serik
Human Rights
HIRANO Miharu

人権論........................................................................................105

Consumer Behavior..........................................................................................107
LEE Geunhee
MicroeconomicsEB............................................................................................110
KIM Sangho

産業論.........................................................................................................114
久保隆行
MICE

Research Methods and Academic Writing........................................................117
GHOTBI Nader
Introduction to International Relations..........................................................120
HEO Seunghoon Emilia

VR Workplace Inclusive Seminar Program

Professor PARDO Phillip Dean
EnglishVarious classes with focus on MBA
APM
SP 2022

Course Overview
Mostly Accounting and Auditing classes

In your opinion, what is inclusive teaching? What is it not?
I believe that inclusive teaching is not just having a diverse group of people within alearning environment, but also to foster an environment that fulfills the needs ofeveryone, empowers the discussion regarding different perspectives, and encourage
everyone to delve deeper into the reasoning behind differing perspective, giving them
new insights, they might have not gotten otherwise. In my case this is done differently at
every level… For example Graduates because of the 8 week schedule seem to do bestwhen working on weekly mini cases in small teams that stay constant thru ought thesemester with weekly feedback by the professor, this work is buttressed by constantpractice over the 8 weeks using the Wiley Plus Learning system which gives themcomplete control, immediate marking and rigorous coverage of the material… Midterm
quiz and final individual corporate 10K analysis round out the path to attainment of theclass objective. This mix of individual and group projects is assisted by the appointmentof group coaches / leaders with a proven background in Accounting or Finance.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
We researched the technology of virtual reality and now believe we can equalize thephysical limitations of everyone, providing for the needs of every participant better if thistechnology is integrated into the program. In addition, we can both customize andmoderate the discussion within such environment in a way that would be suitable for theenvironment. The so called metaverse is at its beginning but despite costs issues wewere able to hold small administrative meetings, participate in a metaverse casecompetition which the APU team won against heavy competition and establish a close
relationship with SMOBLER studios/ SANDBOX who are sponsoring AVENTIS
University’s Metaverse degree program in Singapore.

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How did you help students understand course learning
objectives and expectations?
In the Accounting courses that are under my control the learning objectives andexpectations are made clear from the first day… a thorough review of the syllabus as wellas making sure that students understand that they must register with Wiley plus to dotheir homework and mini quizzes, also by including as much material as possible inmanaba so that most questions are answered. It's important to cater to all student levels
when formulating these methodology's so I assume that all students know little about the
subject being taught and that they are initially very confused because of the different
teaching styles that available at APU.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
The course is structured so that the grading is very evenly divided on homework, shortassignments, quizzes as well as individual assignments. In this subject it is not necessary
to emphasize group projects because most of the information needs to be understood on
an individual basis. This is done through the Wiley Plus system, however I do ask forvolunteer coaches to assist students as needed and in accounting1, the teachingassistant is normally very well versed in the subject. Midway through the course I review
the grading to make sure that everybody understands what they should be focused on it
and again in the last class I make sure that they understand that the individual project isvery important to their final grade.

How did you make group work more inclusive in your class?
Most group work in Accounting is done at the MBA level because Accounting 1 and 2 isall about basic knowledge and practice. Albeit it is made clear that I encourage students
to assist each other on basic homework on Wiley Plus because it is Algorithmic in Natureand each student receives a different version of the same problem; therefore if a student
helps another student it is probable that the work will be done by the student being
helped. This view has been confirmed anecdotally by my interviews of students who
were having difficult and were helped by their peers. However, when group work isdone, the group are chosen by myself and a student with proven ability is included ineach group.

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How did your TA support your practice of inclusive teaching inclass?
Through conducting research and a survey (see below) looking into the general interestand viability of virtual reality learning in APU Ritsumeikan, we were able to investigate
the possibility of implementing virtual learning and prepare a report that goes in depths
on the implementation of virtual learning.
He also researched the current literature and available news and press information.
Cost is always a factor and we found that they are falling fast but network connectivity
and stability may be a factor in adopting meta learning in classes at APU. One can only
imagine what would happen to the mobile network at APU if a large portion of students
started using META at the same time. These issues were made clearer by the work doneby the TA and they will be the subject of the special report in the weeks ahead.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
https://forms.gle/axN2ViuTxu6wyGWK903

Introduction to Environmental Studies EA

Associate Professor MAHICHI Faezeh
English50 students
APS
SP 2022

Course Overview
The course was designed to help students to understand the basic concepts andprinciples of environmental studies and environmental issues covered in the course.
Upon completion of the course, students were expected to be able to analyze the causesof various environmental issues and preventable measures.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. We
tried to apply active learning methods to encourage every student to participate in theirown and other group members’ learning process.
The class had mainly three actors: 1) the instructor, 2) the TA, and 3) the students.
The 52 registered students were grouped based on students’ international/domestic,
English/Japanese by the TA and the instructor in 15 groups composed of 3~4 students(to have a relatively mixed students based on their language skills and backgroundknowledge). The students, with the support of TA and instructor, were instructed andencouraged to work inclusively throughout the course in the following three main course
activities:
1. ‘Lecture Questions’ submission in Manaba: The lecture questions were follow
up assignments for each class. Based on the learning design of the course, thesequestions have guided the students to review the content discussed in each class. Eachgroup members were encouraged to read the other members’ submitted assignment andcomment on them, as a part of the inclusive learning process. The students’ submission
indicated that the assignments had great values and as effective procedures haveencouraged the students to study more and engage with their fellow group members.
2. ‘News Sharing’ submission in Manaba: Since the inclusive groups were formed, it waspossible to encourage the students to share a recent news articles related to the course
content from their home countries. Same as the lecture questions, each group members
were encouraged to read the other members’ assignment and comment on them, as apart of the inclusive learning process.

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3. ‘Final Group Project’: All group members had to join in and work on a final groupproject based on writing a report on the assigned theme of; “Beppu Global Garden
Organic Farm to Saving Fireflies and Ourselves”, in which was related to the course. As
the groups were composed of students from different nationalities and backgrounds, it
had the potentiality to learn extensive skills such as research, time management and skills
for effective group communication and group work, to create the project about the value,
importance, educational role and contribution to biodiversity conservation andsustainability concepts.
In my opinion, inclusive teaching does not include one way transferring of knowledge
from the instructor to the students, nor accepts passive role of the students in thelearning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
1. Since our class was conducted hybrid, the instructor and TA always guided thestudents to conduct active discussion. The students were encouraged to share the casestudies from their own country. Additionally in the middle of the class, the instructor
always interacted with the students by asking multiple questions for individual responses
or discussions in group, and we connected offline and online students with Zoom
breakout rooms. These interactions create an inclusive environment encouraging
students to share their own opinions and knowledge.
2. Besides that, in every beginning and the end of each class, Professor and TA always
reminded students that the teaching team is always open to any questions throughemails regarding the class materials, group works, assignments, etc. The students also
were given exception of attending the class in the cases of experiencing technicalproblem or health issues. The performance of each student was closely monitored byProfessor and TA and extra supports were offered to students with low performancethrough direct email communications.

How did you help students understand course learning
objectives and expectations?
The class syllabus was explained by the instructor in the first day of the class. Also, after
the 4th class, the group division is informed to the students and the group work began.
We explained to students in detail during the class on how to do assignment on Manaba.
In addition, the assignment submission guidelines were shared in Manaba so the students
could read the directions all the time.
During the semester, we evaluated the student’s group work performance and shared
the scores with each individual student to encourage the students to keep improving
their scores. In addition, the TA frequently has notified the importance of group work and05encouraged them to do their assignments as well as offering extra supports. By
publishing students’ grades regularly, some inactive students’ performance has
improved, and they perform better in the later part of the course.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In most of the classes, instructor has asked students to discuss with their group in breakout room about the topic that just discussed in the class. A Respon code was provided
that every group to submit the name of zoom breakout room-inactive members so thatafter the class, the TA could email and encourage them to be active in break out room
discussion. After coming back from break out room to main room in Zoom, TA wasinstructed to call random group number or inactive group number to challenge them byanswering the questions asked in the class. This activity has increased their sense of
responsibility as a student for being active in the class discussions. After calling random
groups, the instructor also welcomed any volunteer group to share any interestinganswers.
In addition to that, at the end of each class, the class assignments were given to thestudents in which were lecture assignments and news sharing related to the class topic.
The reported cases needed to be from each student’s home countries. In this way, thestudents were instructed to search and get updated about the assigned topics from theirhome country as pre-lecture readings. On some occasions, students were encouraged toshare with the whole class what they found about environmental condition especially intheir country.
Finally, in the end of the semester, the students were instructed to work on a group final
project of writing a to reflect the topic that invited guest speakers from the local volunteer
group, Kamegawa Environment Protection club (KEPC). The focus of the talk was on thepast, present, and future of Kamegawa environment in Beppu in particular fireflies andsea turtle habitats. The final group project was designed in a way that required group
inclusive planning and actions, a mixture of researching and writing a report as well as
designing make a visual report and suggestions for the Beppu Global Garden (BGG)
organic farming and organic food production system. The pedagogical design of the class
was teaching the theories and providing the knowledge as well as the practical planningand implementation.

How did you make group work more inclusive in your class?
Students learned from a variety of sources, giving them a realistic view on how industrial
ecology can contribute to the sustainability. The course provided the knowledge andhelped to cultivate the perspectives based on the outside of the box thinking. Groups06were formed evenly in such a way that promoted the multi-ethnic, multi-lingual andbackground knowledge of students. By reading the cases outside of their own country,
students could the differences and variety of problems occurring in the world. Moreover,the final group project was designed in a way that required group inclusive collaboration,planning and actions, a mixture of conducting researching and writing the report.

How did your TA support your practice of inclusive teaching inclass?
The role of the TA was one of many hats. In a class with so many students, wearing thecorrect hat at the right time was one of the many challenges that a TA must face. The TA
played the role of discussion facilitator, logician, guide, and senpai. Listed below weresome of the many tasks completed by the TA's:
1. Fielding questions from students through Manaba, email, Zoom chat, etc. Since theprofessor could not focus on every possible problem or question that may come up
during the course, the role of a TA was to facilitate the class.
2. Zoom flexibility. In the age of COVID, the TA must be able to know ZOOM and all of
its functions. This includes being able to switch groups quickly, full use andknowledge of on-screen annotations, and polls, etc.
3. Guide and Senpai. TA was the senior student for the current students, and a bridge
between the Professor and the course students. TA as role model student has guided
the course students through the weekly coursework.

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Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited guest speakers the local volunteer group, Kamegawa Environment
Protection club (KEPC). The focus of the talk was on natural environment of Kamegawa
area in Beppu in particular, the fireflies and sea turtle habitats. With the extensive
knowledge and experience in the field, they have shared with the students, theimportance of biodiversity conservation and their 20-years of volunteer works for
safeguarding the nature in Kamegawa region. At the end of the talk, they received somequestions from the student, and it was translated and explained by the TA.
The students were instructed to inductively work with their group members, utilize theknowledge they have received through the course and KEPC members’ talk andimplement biodiversity conservation framework in:(a) producing organic crops in BGG, (b) raising awareness of the value of organic farmingin biodiversity conservation in general and protection of fireflies of Hiya River inparticular, and (c) recommendations for sustaining the inclusive collaboration among APU
students and community.

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Globalization and Law
Associate Professor HIRANO Miharu
English150 students
APS
SP 2022 Q1

Course Overview
We currently live in a world where a web of interdependence is felt at a global scale. In
this era of global governance, international law is no longer exclusively used by
diplomats and professionals at international organizations; it has become an essential
tool for local administrative officials, business persons, journalists and activists. We, as
citizens, also need to understand the fundamentals of international law, in particular theways in which international institutions function, since much of local public policies or
private business activities cannot be separated from influential standards set through theprocess of global governance. This course is, thus, for anyone who wishes to better
understand the increasingly complicated world we live in from a legal lens.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching includes creating an enabling environment and using methods that
foster active engagement of students with knowledge apprehension, critical thinking,and their application.
Inclusive teaching should be designed in a manner that fits both active students andpassive students. The challenge often arises with the latter.
Inclusive teaching can be ensured by carefully assessing whether any teaching styles
or contents have discriminatory impacts on some students.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
With the support of TAs in the large hybrid classroom, I have implemented group works
and maintained dialogues with students by adopting systematic methods.

How did you help students understand course learning
objectives and expectations?
It was elaborated in the detailed syllabus distributed on the first day (also made available
on manaba) and explained in the first class.

09

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were asked to prepare for the lecture by conducting reading assignments
and answer quiz before attending a class.
Instructor asked students questions time-to-time, which were answered byvolunteering students.
Instructor also collected questions from students. It used chat function, managed byTAs.
At the end of each class, students were asked to reflect on the class contents andwrite comments into Respon, to which the instructor provided responses to before
the next class.
Students were asked to write five review assignments in the course. Eachassignment required 300 words minimum. Students could submit the assignment asa group if they so wished. The instructor gave feedback by picking one example
essay (anonymous)
The final report was used to measure the attainment of the course objective and took
40% of the overall grade, but students could use Review Assignment when
preparing part of it.

How did you make group work more inclusive in your class?
I asked students to form groups voluntarily or by assigning students to certain groups
based on student ID numbers.
TAs assisted facilitation of discussions in Zoom breakout rooms.

How did your TA support your practice of inclusive teaching inclass?
Group work observation and facilitation (especially in Zoom)
Sending chat message with instructions or referenceCollect questions from students via chat and list up for the instructor.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
https://miharu-hirano.notion.site/2022-SP-1Q-Globalization-and-Law74dcd6ddc6614b26b6c1de96cb6599ce

10Major Seminar I
Professor PROGLER Joseph
English16 students
APS/CSM
SP 2022

Course Overview
Students work collaboratively and independently on developing research skills and topics
for their graduation thesis, including academic writing, verbal presentations and peer
reviewing.

In your opinion, what is inclusive teaching? What is it not?
Since their inception, schools, colleges and universities have been characterized by aone-size-fits all model of curriculum, teaching and learning. This model, while born of thenecessity of industrialized manufacturing of objects, does have some presumed
benefits.It suggests, particularly for managers, a system based on interchangeability,
predictability and uniformity, in which the parts appear to fit together. But thisindustrialized model does not fully recognize human diversity. In terms of cultural,
economic, physical, social and political differences, people are broadly, almost
unimaginably, diverse. Applying a one-size-fits all industrial model to this wondrous
diversity, seemingly in the name of equality, has built in unexamined form of
discrimination into systems education. Inclusive teaching recognizes human diversity andstrives to rise to the challenge of moving beyondthe industrial model.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
An often overlooked aspect of redressing the one-size-fits-all problem of industrializedteaching is related to class size and teaching context. For example, large lecture courses
differ considerably from small seminars. While I would welcome a DITA for any courses
in the future, the DITA for SP2022was for a small seminar course. I thought this would
be a good opportunity to integrate inclusive teaching into a course in which student
inclusivity can be monitored. Large classes may bring other challenges.
Beyond recognizing diversity, what matters most for inclusive teaching is to encourage
students to feel welcome and comfortable regardless of differences. In the small seminarcourse,this was achieved in a number of ways. The course involves both in-classmeetings and a significant online component. The latter was developed long before

11corona disrupted in-class teaching. For in-class meetings, students are encouraged to ask
questions at any time. This enables immediate feedback on learning progress.
For the online component, students complete short assignments in a discussion forum,and then are asked to peer review each other’s assignments. This helps students to get
to know one another at their own pace, creating an effective balance of immediate inperson feedback and delayed online feedback.

How did you help students understand course learning
objectives and expectations?
The seminar has weekly short assignments, which involve write a paragraph or two andthen peer-reviewing one another’s assignments. The assignment goals and procedures
are clearly explained both in-class and online, and students can ask questions both inclass and online any time, including via an email to the professor. Emails, which include
an inquiry specific to a particular student, are answered within 24 hours, usually on thesame day. The TA made important contributions in helping students to understandassignment guidelines and procedures by monitoring online as well as in-person
questions. After class, we discuss some of these questions and in conversation often findways to help particular students. This achieves a balance between collective andindividualized instruction in the seminar.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
As noted above, the class has a discussion forum. It is a public forum in the sense thatstudents can read each other’s comments and replies. It is not public beyond thoseenrolled in the course. These assignments are peer-reviewed by the students themselves.
This serves multiple purposes. It helps students to get to know one another and theirresearch interests. It also helps them to understand peer review in practice a crucialcomponent of academic research. This is further enhanced by asking students to engage
with published research that has gone through a peer-review process, providing a kind ofhands-on experience with developing, writing, revising and sharing one another’s
research.

How did you make group work more inclusive in your class?
Class meetings, which are considered collective contact time with the professor,
resemble TED Talks in that the professor, after having carefully reviewed student
assignment and the TA’s feedback, further develops the academic qualities andquestions that arise from students in each assignment. This is an informative focus of theclass meetings and creates an atmosphere of the entire class being part of one group,
which I prefer to call a learning community. Beyond the crucial weekly contact time withthe professor as a learning community, students work online at their own pace onvariousassignments. That also creates a group learning atmosphere, in which students
pair up with peer review partners. Students also work together in informal groups basedon overlaps between their research interests.
12How did your TA support your practice of inclusive teaching inclass?
The TA attended all the class meetings, and while the professor was reflecting upon andexplaining the course content and assignments, the TA would carefully monitor each
student reaction. At times, this would lead to advising the professor to temper thelecturing and so I have learned to be more succinct in these talks. The students are also
encouraged to participate in discussions after the talks by asking questions and offering
thoughts from their own assignments. The TA helped to encourage this type ofparticipation by noting that while some students speak in class often, others are morehesitant. As I am often focused on delivering an informative, well-organized talk based on
students assignments I may call on those eager students more frequently. The TA helped
me to achieve a more balanced approach.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Much of what could be included here was already described above, so let me reflect
further on some of those points. As a third year course, the Major Seminar is focused on
encouraging and assisting the students to identify their own individual research interest,and developing that into a viable research topic, which they will pursue in their fourthyear as a graduation research project. As this is not simply individualized instruction,
close attention is paid to maintaining a learning community atmosphere that helps all
students feel included even though they may differ in research interests and learning
styles. By definition, like many classes at APU, diversity is the norm and it is a main assetof our university. Yet, we may not always recognize the diversity in how students may
approach learning. Having a DITA in the small seminar class provided a microcosm ofwhat may be applied, in different ways, to the larger lecture courses. However, this also
helped me to understand that we, as teachers and administrators, have to pay closer
attention to the different learning styles among our students and find ways to rise to thechallenge of incorporating those into the more complex large lecture course, which
emanate from and adhere more closely to the one-size-fits-all model. Strategies likegroup work can help, in a sense, by recognizing and then working with “many sizes.”
However, in large lectures the time needed to achieve effective group work detracts fromthe point of having a professor teach a course by basically relegating the professor tobeing a facilitator or manager of numerous group interactions. This has the danger ofnegating the professor’s role as someone who has expertise and something offer about aparticular topic and, in some cases, pedagogy. This remains a challenge for the larger
lecture courses. Having a DITA for the smaller seminar course brought these big issues
into clearer focus. If offered the opportunity in Fall 2022 to apply for a DITA I would
prefer one for Major Seminar II so that I can further develop the small class dynamics andskills described above. Having received other project related TAs (e.g., for Multicultural
Collaborative Learning) I noticed that while the TAs are helpful theirprovision for only one
quarteror term does not offer enough time to full develop the sought after outcomes.
13International Peace Studies
Associate Professor HEO Seunghoon Emilia
English
SP : 41 Students, FA : 37 Students
APS
SP 2022 Q1, FA 2022 Q1

Course Overview
Just like in personal relations, countries constantly create, break or rebuild their relations
with other countries. It is not because country X has built up once a friendly relationshipwith country Y that they remain friends forever. Human nature dictates that it is easier tobreak a relationship than to rebuild a broken one. In other words, it is perhaps easier tohate someone we once loved than to love someone we once hated. However we all haveexperienced in our life the pain that “division” brings to us. We may know what peacemeans (or at least how it looks like). But we do not always know how to achieve it. Not
everyone is capable of rebuilding a broken relationship. This 200 level course ininternational relations and peace studies (IRP) invites undergraduate students to think
about what Abraham Lincoln once said: “I destroy my enemies when I make them myfriends”. The course first offers a broad overview of key concepts and ideas ininternational peace and reconciliation studies. We then explore various actors who
contribute to rebuilding a broken relationship across national borders through readings,
discussion, pop quizzes, and group work. Finally, the course engages students to reflect
upon a fundamental question: “How can I contribute to make a change I wish to see in
our world?"

In your opinion, what is inclusive teaching? What is it not?
In my opinion, inclusive teaching (incl.T hereafter), an art of dialogue between and among
instructor and students, refers to, but not limited to, the following three elements: First, inthe most basic idea, incl.T refers to pedagogical methods that invite students feel
welcomed and comfortable participating in class regardless of their origin, nationality,
gender, culture, religion, and political affiliation. Second, in International Relations (IR)classrooms, incl.T encourages students, exposed to various, often conflicting andcompetitive, national narratives to learn and reflect the issues through the eyes of others.
Third, incl.T promotes teaching methods that are interactive and interdisciplinary, using
multiple pedagogical tools such as music, visual arts, kinesthetic learning in both lecturing
and group activities.
What incl.T is not is the exact opposite: a teaching style that risks making students feel
excluded depending on their personal affiliation; that presents a one-sided narrative or14

selective part of a whole story; and that makes little efforts in diversifying pedagogicaltools to encourage students learn IR in a more passionate and exciting way.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Before each class started, I showed a short music video clip related to the course theme.
Examples include U2 Ukraine support music live, Heal the world by Michael Jackson,
Semina la pace by Gen Rosso etc. It helped students to get interested in the course andconcentrate for one koma. I opened a discussion forum on Manaba Threads to invite
students to share their idea of music related to the peace theme and selected a couple ofthem from the mid semester. Besides, DITAs were always present in and outside theclassroom to respond to students’ inquiries, difficulties, or questions.

How did you help students understand course learning
objectives and expectations?
I clearly stated the course learning objectives and expectations in the detailed syllabus(uploaded on Manaba before the class started) and spend enough time during the firstclass to explain it one by one. For details, see International Peace Studies (IPS) syllabus
2022SP. I and DITA reminded students of the learning objectives and expectations
during the semester: I for example wrapped up today’s class and introduced the nextclass theme by repeating the objectives and expectations. DITA created a re-cap
sessions via zoom or on Manaba that allowed students to freely share their idea,
concern, or learning point of each classes.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
[1] While the lecture content was based on book chapters and academic journal articles,
I allowed students to read novels (we offered a suggested reading list that include forexample The Night by Elie Wiesel, Pachinko by Minjin Lee, Sunflower by Simon
Wiesenthal... ) that helps students grasp the concept of peace and invited them topresent their impression and reflection.
[2] DITA was in charge of managing the discussion forum on Manaba. Every week, we
had international news forum where students pick up a news related to the course
content and present it, or other week by week theme (e.g. during the visualizing IR week,
students could share their visit to gallery, museum etc. that helped them reflect onpeace).
[3] During the last week, students formed groups and chose various methods (e.g. street
art presentation as story telling method, game play, pre-recorded video for a theatreplay) to present what they have learned during the semester.
15

How did you make group work (if any) more inclusive in yourclass?
During the very first class, I created a who’s who card game on Manaba (Each student
briefly present themselves including a nickname and list three points that identify themuniquely). I tried to remember their nickname and called them at least once during thesemester. I sometimes read the three points (very fun elements) and asked them toidentify themselves, which played like a game. It helped them all to feel relaxed andwelcomed and get to know each other better. When the classes were on-campus only,
this was not a big problem but now that the course turned to hybrid or online due to the
COVID19 situation, it is difficult for students to have a sense of belonging or to motivatethem to get to know each other.
To make group work activities more inclusive during the semester, I and DITA madeefforts to prepare them in advance (e.g. pre-assigned questions or essays as spending
some time to learn about the content help students become more active in sharing theirpoint of view about an issue), found a way to make groups with students from APU andexchange students. We for example distributed national flag card and asked them to findstudents from the same continent to make a group.

How did your TA support your practice of inclusive teaching inclass?
DITA was present in class every week and took special care of online students whenever
the instructor was concentrated on lecturing. DITA was also in charge of dealing withstudents email related to the course inquiries. DITA also offered wrap up sessions,tutoring sessions on academic writing, and re-cap sessions for difficult content wheneverstudents asked for help. In addition, we had helpers (two former IPS students
volunteered to participate in class) to offer help on academic writing for completing thefinal research paper or on rehearsing the thematic presentation.

16

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
One of the best results for inclusive teaching/fostered diversity is to see students’ selfmotivated participation in class activities regardless of their background.
In IPS class, I suggested students to express their thought on peace concept via drawing.
Several Japanese language based students find it hard to discuss abstract concepts in
English. This artistic/non-verbal method motivated them to actively and inclusively
participate in the class.
Examples17Peer Leader Training I

Associate Professor ROUX Petrus Willem
English40 students
EDLSC
SP 2022

In your opinion, what is inclusive teaching? What is it not?
The opportunity to accommodate diversity in the classroom and use it as an advantage
for learning. It means to actively use the power of existing differences to learn aboutothers, explore the politics of difference and utilize the advantages to improveunderstanding between cultures, genders, ages and status or power.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
Include students in learning design of the course, make sure that each group is balanced
in terms of culture, nationality, gender, etc.
Actively design activities that equalize opportunities for exchange, participation and tolearn about existing differences.

How did you help students understand course learning
objectives and expectations?
We discussed learning objectives & expectations in the first class.
Students did reflection feedback after each class to understand class content.
Students completed a mid-term and final reflection on course contents
Opportunities for questions and discussion were offered after every 3 classes.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Group discussion
Q&A sessions with the instructor and TAGroup projects to apply their learning and understanding
Groups were responsible for teaching content to their classmates through aninnovative learning game18How did you make group work more inclusive in your class?
Students were divided according to nationality & gender
Students with special needs were included (in coordination with theirneeds/requests)

How did your TA support your practice of inclusive teaching inclass?
We discussed plans and ways to foster intercultural communication, which the TA
actively supported and cultivated to help students understand the power and impact ofsharing their diversity and unique background.
We worked together as a team (instructor & TA) to help students understand the needfor continued cooperation between one another. The TA was instructed to actively
encourage and demonstrate skills such as active listening, allocating roles and support
the use and practice of taking leadership in groups.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Group leaders were chosen at the beginning of the semester, with the understandingthat each group member will take a turn to act as a leader for the group. These decisions
and schedules were decided by each group freely. Group leaders were responsible forleading discussions, giving feedback and/or collate opinions from the group during shortpresentations.

19Intermediate English B (EJ) / Elementary
English B (EG)
Associate Professor BERGER Maiko
EnglishIntermediate English B (EJ) : 19 students,
Elementary English B (EG) : 20 students
Center for Language Education
SP 2022

Course Overview
Intermediate English B: Students will work to develop reading skills and vocabulary to a
B1 level on the Common European Framework of Reference for Languages (CEFR).
Elementary English B: Students will work to develop their reading skills and grammar andvocabulary to an A1 to A2 level on the Common European Framework of Reference for
Languages (CEFR).

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching means creating an environment in which every student feels welcomeand comfortable, and feel they can ask questions, voice their ideas or concerns if needed.
In an inclusive environment, both online and in-person students, and students with orwithout special needs can learn as much from the class. It also includes providing
students with options that meet their preferred learning styles. This can be achieved byallowing both paper based and digital forms of assignments, or by providing many kindsof communication tools between the students and the instructor. It can also mean thatboth students with higher and lower competencies can work together and learn fromeach other.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Things I did to create a positive environment include the following: greet each student asthey enter classroom; play songs the students like during the break time; always respondto their emails speedily and politely; use ClassNotebook to communicate with each
student after each class; offer multiple office hours that suit the students’ availability;communicate via Instagram about APU-related posts, announcements, and responding
to some DMs, plus celebrate class members’ birthdays together. According to a survey I
created, most of the students agree that they felt at ease in class.

20

They also agree that the above approaches have been effective.

Other comments by students who had DITA include the following:“The teacher was approachable.”; “She praised me a lot.”; “I liked it when she and the TAread the textbook together for us.”; “After explaining grammar to us in English, looking at
our expression, she explained to us in Japanese. It was very easy to understand.”How did you help students understand course learning
objectives and expectations?
For one, students had access to the syllabus via Manaba and ClassNotebook. On
ClassNotebook welcome page was the course schedule, which was updated each week,
and students are reminded of the quarterly, weekly, and daily tasks, assessments andassignments. To help students on a daily basis, I spent the first minute of each classshowing the day’s goal, written on the whiteboard, instructing the students to note down
their personal objective in the journal section of the ClassNotebook, and asking them tospend a few minutes at the end of the class to reflect on their learning by assessing theirown work.
Below we can see that this goal setting was effective.

21

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
One thing was to introduce Language Learning Strategies(https://ellsdatabase.weebly.com) and encouraging the students to choose skills theywant to improve, and try various learning strategies. This is incorporated as part of thecourses in Elementary English B and Intermediate English B. In addition, when assigning
independent learning tasks, I gave a new notebook to every student and encouraged
them to make use of it in any way they like. As can be seen from the survey result, theabove methods are seen favorably by the students. Other methods included making theEnglish lessons as practical, fun and useful as possible for students.

22

How did you make group work more inclusive in your class?
To start with, I place my students’ name cards on the desks before they enter classroom,so students are seated randomly each time. This enables the students to talk to everyone
equally and get to know each other quickly. If you do not do this, students choose to sit in
the same place each time – on one side of the classroom will be all male and the otherside all female students. Pairs are set according to their seating arrangements, andwhenever possible, I got my students to work in pairs or small groups. Once in a while,
we did a whole class activity, in which students needed to talk to many different people
in a short time. For online students, I sometimes asked different students to work withthem. For a student with a hearing aid, I sometimes handed my FM microphone to thestudent’s partner so they could talk easily.

How did your TA support your practice of inclusive teaching inclass?
In Intermediate English B (EJ), we started the semester with several online students, but
in the end we had just one student in China, and the TA’s support was indispensable.
She often served as a partner for the student, who was shy and took some time to warmup.
In Elementary English B (EG), both the students’ English level and their motivation can below. The course is very busy, with a strong focus on learning grammar. In a conventionalway, students often find it difficult to connect their English classes with their life.
However, thanks to the DITA, students were able to communicate with a native speakerof English, hear her authentic voice and opinions, and were able to connect the grammar
knowledge with the practical usage. I think DITA motivated the students to work harderand enjoy learning. In that sense, we can say that through actively engaging with the TA,
the students felt they were ‘included’ as the language user, and not just a foreign
language learner.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I will share an example exchange between the students, myself and the TA, which
encouraged reflective learning. I also asked DITA to write occasional reflections, withsome notes about students or about lecturers, which helped me reorganize or revise
lesson plans. While not all the students made use of the class journal, despite reminders
and time to fill it in each time, many students did set a learning objective each time, andnoted down their own assessments, reflective comments or questions. Some students
used their study plan notebook more as a communication tool. Even though my otherclass, Intermediate English B (EA), was not part of DITA project, several of its students
used the notebook a lot more than the DITA class. Many of the things I attempted also
helped non-DITA class since I plan lessons in a similar way but with even moreenthusiasm because they do not receive the extra TA support.
23

Example from Intermediate English B (EJ)

Example from Intermediate English B (EJ) TA Journal

Example from Elementary English B (EG)

Example from Elementary English B (EG) TA Journal

24

Resort Management/Development JA
Associate Professor YOUN Seung Ho
Japanese
219 Students
APS
SP 2022 Q1

Course Overview
This course provides an understanding of the nature of the resort industry and theprocess of resort development; introduces the critical concepts of the resort, thedefinition of resort development and management, its opportunities to revitalize thelocal community, and the group exercise to achieve a successful resort industry career.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching aims to create a learning community that encourages all students totake part in learning and achieve their academic goals. All students work in a supportiveand flexible learning environment and get together with other students regardless ofcultural and language differences. Therefore, no matter where they come from andwhich language they speak as of their first language, all students in a classroom feeladvantage and comfortable together in classes. As a consequence, they can develop
meaningful social relationships with their classmates. On the other hand, in a noninclusive learning context, students tend to work separately in a classroom to achieve a
personal academic goal only. Due to the inflexible learning environment and nonsupportive class structure, students cannot benefit from diversity and inclusion.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
Inclusive teaching was implemented in the course of Resort Development (1Q in Spring
Semester, 230 registered students). In the first week of the course, the instructor
explained the importance of team working and what a supportive learning environment
is. Team building activities (e.g. self-introduction as a team member, setting up a team
name, team goal and objectives) were also conducted. The instructor also provided a
range of opportunities for students to learn more about each other in order to help
students feel more comfortable and develop a sense of community in the class. During
the course, students carried out a range of group activities which helped students
develop further meaningful social relationships with their group members. Lecture ppt
and materials were also carefully designed to enhance understanding of the lecture
contents and to gain accessible benefits.

25

How did you help students understand course learning
objectives and expectations?
At the beginning of the course (week1), the instructor introduced learning objectives of
the course. The teaching philosophy about inclusive teaching methods employed in thecourse and course guideline were also introduced. The instructor clearly stated common
expectations for all students, ground rules, teaching structure, and assignments. The
syllabus also included guidelines and detailed information that supported all students
learning. As an individual assignment, the instructor asked students: “Why did you
resister the course and what do you wish to learn?” to gather information about
students’ needs and demands. Through student comments and feedback during thecourse (e.g. review reports submitted by students), the instructor continued to monitor
how they understood course learning objectives. Additionally, TA students actively
supported all students in and out of the classroom through emails. By understanding
different needs and demands, the instructor made specific reasonable adjustments. At
the end of the course, the instructor asked students to report how the course affected
their learning and their suggestion to make the course even better.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Active learning and use of a variety of teaching methods
The course employed active learning methods. The teaching methods include various
learning activities that enhance student engagement (e.g. case study, quiz, discussion,
student presentation, group activities, guest speakers, etc.). Additionally, lecture contents
and information were delivered in various ways (e.g. verbal, visual, written, videos,graphs, etc.).
Group activities and group project
The course of Resort Development was designed as project-based learning, which ismore engaging for students than conventional text-based learning. Due to personal
differences between group members (e.g. personality, ethnicity, previous educational
experience), the group works often generates anxiety and stress. Therefore, at the
beginning of the course, the instructor offered an opportunity for students to learn more
about each other to help everyone feel comfortable and develop a sense of team andcommunity. Additionally, to foster the spirit of team and community, which creates an
inclusive learning environment, the instructor asked students to discuss an idea thatmakes group members feel like team members and potential problems and ways ofhandling them. Their contributions to group activities and group projects (e.g. setting arole, ground rules and agreements) were also discussed. The instructor provided snacks
every time to create a more comfortable environment during group activities and foster
their creative thinking. After each group activity, students were asked to produce a short26

report reviewing their group activities. Finally, instructors checked whether all students
were achieving the desired learning outcomes at the end of the course.
Setting a goal by students
At the beginning of the course, the instructor asked students to set a goal for their group
activities. The goals should be realistic and appropriate as well as achievable. The
instructor believes setting a goal gave the students self-regulated learning tools with
their group members.
Flexible meeting hours and format
By offering various time options, the instructor tried to remove barriers to students
meeting with the instructor. During the course, the instructor invited students by setting
up flexible meetings (e.g. meetings on zoom), meeting structures (e.g. individual
meetings, group meetings), and meeting schedules.

How did your TA support your practice of inclusive teaching inclass?
During the course, TA students offered invaluable support to students and positively
impacted inclusive learning. In this course, TA students played two prominent roles ininclusive learning: setting up a flexible and active learning environment and supporting
students registered. Firstly, TA students were responsible for organizing teachingmaterials that were essential to the smooth running of group activities in the classroom.
TA students set up equipment, including whiteboards, papers, pens, and post-it, andtidied up afterwards. Secondly, they helped students and groups who required additional
support during the course. During the group activities in the classroom, TA students
supported learning activities by floating and acting as a mentor. TA listened to students’concerns and shared their opinions.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

27

Introduction to Environmental Studies EB
Associate Professor MAHICHI Faezeh
English50 students
APS
SP 2022

Course Overview
The course was designed to help students to understand the basic concepts andprinciples of environmental studies and environmental issues covered in the course.
Upon completion of the course, students were expected to be able to analyze the causesof various environmental issues and preventable measures.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. We
tried to apply active learning methods to encourage every student to participate in theirown and other group members’ learning process.
The class had mainly three actors: 1) the instructor, 2) the TA, and 3) the students.
The 52 registered students were grouped based on students’ international/domestic,
English/Japanese by the TA and the instructor in 15 groups composed of 3~4 students(to have a relatively mixed students based on their language skills and backgroundknowledge). The students, with the support of TA and instructor, were instructed andencouraged to work inclusively throughout the course in the following three main course
activities:
1. ‘Lecture Questions’ submission in Manaba: The lecture questions were follow
up assignments for each class. Based on the learning design of the course, thesequestions have guided the students to review the content discussed in each class. Eachgroup members were encouraged to read the other members’ submitted assignment andcomment on them, as a part of the inclusive learning process. The students’ submission
indicated that the assignments had great values and as effective procedures haveencouraged the students to study more and engage with their fellow group members.
2. ‘News Sharing’ submission in Manaba: Since the inclusive groups were formed, it waspossible to encourage the students to share a recent news articles related to the course
content from their home countries. Same as the lecture questions, each group members
were encouraged to read the other members’ assignment and comment on them, as apart of the inclusive learning process.

28

3. ‘Final Group Project’: All group members had to join in and work on a final groupproject based on writing a report on the assigned theme of; “Beppu Global Garden
Organic Farm to Saving Fireflies and Ourselves”, in which was related to the course. As
the groups were composed of students from different nationalities and backgrounds, it
had the potentiality to learn extensive skills such as research, time management and skills
for effective group communication and group work, to create the project about the value,
importance, educational role and contribution to biodiversity conservation andsustainability concepts.
In my opinion, inclusive teaching does not include one way transferring of knowledge
from the instructor to the students, nor accepts passive role of the students in thelearning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
1. Since our class was conducted hybrid, the instructor and TA always guided thestudents to conduct active discussion. The students were encouraged to share the casestudies from their own country. Additionally in the middle of the class, the instructor
always interacted with the students by asking multiple questions for individual responses
or discussions in group, and we connected offline and online students with Zoom
breakout rooms. These interactions create an inclusive environment encouraging
students to share their own opinions and knowledge.
2. Besides that, in every beginning and the end of each class, Professor and TA always
reminded students that the teaching team is always open to any questions throughemails regarding the class materials, group works, assignments, etc. The students also
were given exception of attending the class in the cases of experiencing technicalproblem or health issues. The performance of each student was closely monitored byProfessor and TA and extra supports were offered to students with low performancethrough direct email communications.

How did you help students understand course learning
objectives and expectations?
The class syllabus was explained by the instructor in the first day of the class. Also, after
the 4th class, the group division is informed to the students and the group work began.
We explained to students in detail during the class on how to do assignment on Manaba.
In addition, the assignment submission guidelines were shared in Manaba so the students
could read the directions all the time.
During the semester, we evaluated the student’s group work performance and shared
the scores with each individual student to encourage the students to keep improving
their scores. In addition, the TA frequently has notified the importance of group work and29

encouraged them to do their assignments as well as offering extra supports. By
publishing students’ grades regularly, some inactive students’ performance has
improved, and they perform better in the later part of the course.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In most of the classes, instructor has asked students to discuss with their group in breakout room about the topic that just discussed in the class. A Respon code was provided
that every group to submit the name of zoom breakout room-inactive members so thatafter the class, the TA could email and encourage them to be active in break out room
discussion. After coming back from break out room to main room in Zoom, TA wasinstructed to call random group number or inactive group number to challenge them byanswering the questions asked in the class. This activity has increased their sense of
responsibility as a student for being active in the class discussions. After calling random
groups, the instructor also welcomed any volunteer group to share any interestinganswers.
In addition to that, at the end of each class, the class assignments were given to thestudents in which were lecture assignments and news sharing related to the class topic.
The reported cases needed to be from each student’s home countries. In this way, thestudents were instructed to search and get updated about the assigned topics from theirhome country as pre-lecture readings. On some occasions, students were encouraged toshare with the whole class what they found about environmental condition especially intheir country.
Finally, in the end of the semester, the students were instructed to work on a group final
project of writing a to reflect the topic that invited guest speakers from the local volunteer
group, Kamegawa Environment Protection club (KEPC). The focus of the talk was on thepast, present, and future of Kamegawa environment in Beppu in particular fireflies andsea turtle habitats. The final group project was designed in a way that required group
inclusive planning and actions, a mixture of researching and writing a report as well as
designing make a visual report and suggestions for the Beppu Global Garden (BGG)
organic farming and organic food production system. The pedagogical design of the class
was teaching the theories and providing the knowledge as well as the practical planningand implementation.

How did you make group work more inclusive in your class?
Students learned from a variety of sources, giving them a realistic view on how industrial
ecology can contribute to the sustainability. The course provided the knowledge andhelped to cultivate the perspectives based on the outside of the box thinking. Groups

30were formed evenly in such a way that promoted the multi-ethnic, multi-lingual andbackground knowledge of students. By reading the cases outside of their own country,
students could the differences and variety of problems occurring in the world. Moreover,the final group project was designed in a way that required group inclusive collaboration,planning and actions, a mixture of conducting researching and writing the report.

How did your TA support your practice of inclusive teaching inclass?
The role of the TA was one of many hats. In a class with so many students, wearing thecorrect hat at the right time was one of the many challenges that a TA must face. The TA
played the role of discussion facilitator, logician, guide, and senpai. Listed below weresome of the many tasks completed by the TA's:
1. Fielding questions from students through Manaba, email, Zoom chat, etc. Since theprofessor could not focus on every possible problem or question that may come up
during the course, the role of a TA was to facilitate the class.
2. Zoom flexibility. In the age of COVID, the TA must be able to know ZOOM and all of
its functions. This includes being able to switch groups quickly, full use andknowledge of on-screen annotations, and polls, etc.
3. Guide and Senpai. TA was the senior student for the current students, and a bridge
between the Professor and the course students. TA as role model student has guided
the course students through the weekly coursework.

31

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited guest speakers the local volunteer group, Kamegawa Environment
Protection club (KEPC). The focus of the talk was on natural environment of Kamegawa
area in Beppu in particular, the fireflies and sea turtle habitats. With the extensive
knowledge and experience in the field, they have shared with the students, theimportance of biodiversity conservation and their 20-years of volunteer works for
safeguarding the nature in Kamegawa region. At the end of the talk, they received somequestions from the student, and it was translated and explained by the TA.
The students were instructed to inductively work with their group members, utilize theknowledge they have received through the course and KEPC members’ talk andimplement biodiversity conservation framework in:(a) producing organic crops in BGG, (b) raising awareness of the value of organic farmingin biodiversity conservation in general and protection of fireflies of Hiya River inparticular, and (c) recommendations for sustaining the inclusive collaboration among APU
students and community.

32

Tourism Policy and Planning SA
Professor KUBO Takayuki
English17 students
GSA
SP 2022 Q1

Course Overview
This course is designed to respond to the following questions on Tourism Development:
What is Tourism? What is Tourism Policy?
Why Tourism Policy is necessary?
What should be planned under Tourism Policy?
How to conduct survey for Tourism Planning?
How to create a Plan for Tourism?

In your opinion, what is inclusive teaching? What is it not?
Inclusive education means that all students who wish to take a class would not only
simply attend the class but also participate in activities set up inside and outside theclassroom, and have the opportunity to learn from each other, including instructors.
Students can always receive support for inclusive learning.
I don't think classes that focus on one-sided information provision from instructors as
inclusive education. On the other hand, it is necessary for the students themselves tohave an awareness of actively participating in inclusive education, and I think that
instructors need to draw out their motivation.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
During the orientation for the first class, I explained that this class is an inclusive
learning class and explained that all students would be cared by the instructor and
DITA.
During the group work, instructor and TA communicated with each group member
and gave guidance to avoid students to drop out of the group work.
I have set up a reporting space in Manaba to make students easy to ask questions
and consult individually to the instructor.

33

How did you help students understand course learning
objectives and expectations?
During the orientation for the first class, I explained the goals of the class in detail andexplained that the instructor's goal is for all students to achieve the goals and get good
grades.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Assuming that the lecture PPT materials will be distributed electronically the afterclass, students were encouraged to take notes during the class and review using the
PPT materials after the class.
At the end of each class, students were asked to submit a short report for theirreview work.

How did you make group work more inclusive in your class?
When forming groups, students are divided into several types based on how wellthey are working on assignments submitted in advance so that active students andnon-active students can be distributed to each group in a well-balanced manner.
In each group work, I and the TA walked around to check if there were any students
left behind.

How did your TA support your practice of inclusive teaching inclass?
During the group work, my TA walked around the groups to support their work.
At the group work presentation, my TA managed the presentation time of eachgroup.
Outside of classroom, my TA checked the submission status of assignments
submitted to Manaba and reported to the me. If necessary, I asked my TA to contact
the students individually and assist their difficulties.
My TA gave the students brief feedback comments on their learning declarations to
Manaba.

34

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
For this course, I assigned students to analyze and make a tourism policy plan for
Beppu Kitahama area for their group work subject since many of them live at AP
House 4 near Kitahama area. They did not only work inside the classroom but also
outside the classroom at the project site, walking around the site discussing eachother.
Since many of the group work presentations were excellent, I selected twooutstanding groups and created an opportunity to present to the local tourism
stakeholders such as B-Biz Link, Beppu City Hall, Toyonokuni millennium tourism
area (DMO), and other organizations.
I hope the linkage between APU graduate students and the local stakeholders
become stronger taking this opportunity.

↑Group work inside the classroom including online students↑Specialty set presentation to the local tourism stakeholders
in Beppu (at AP House 4 conference room)

35

Conflict Resolution
Associate Professor HEO Seunghoon Emilia
English6 students
Graduate Program
SP 2022 Q1

Course Overview
This IR major course invites graduate students to critically think about the rationale ofconflict resolution and peace building as a political concept as well as a social
phenomenon in international relations. After a brief overview of basic concepts in thefield, we first examine traditional methods to conflict resolution such as negotiation,
mediation or international organization. We then explore twenty-first century
approaches ranging from nonofficial diplomacy, soft power, reconciliation, and peaceeducation. Particular attention is given to who and how, in other words, actors involved(e.g. policy makers, state leaders, civil society, international or regional organizations,NGOs, youth, historians, teachers, artists) and methods used to facilitate the crafting ofconflict resolution and sustainable peace

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching (incl.T hereafter), an art of dialogue between and among instructor andstudents, refers to, but not limited to, the following three elements: First, in the mostbasic idea, incl.T refers to pedagogical methods that invite students feel welcomed andcomfortable participating in class regardless of their origin, nationality, gender, culture,religion, and political affiliation. Second, in International Relations (IR) classrooms, incl.T
encourages students, exposed to various, often conflicting and competitive, national
narratives to learn and reflect the issues through the eyes of others. Third, incl.T
promotes teaching methods that are interactive and interdisciplinary, using multiple
pedagogical tools such as music, visual arts, kinesthetic learning in both lecturing andgroup activities.
What incl.T is not is the exact opposite: a teaching style that risks making students feel
excluded depending on their personal affiliation; that presents a one-sided narrative or
selective part of a whole story; and that makes little efforts in diversifying pedagogicaltools to encourage students learn IR in a more passionate and exciting way.

36

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating inclass?
For graduate students course (small number, online only), it is important to spend sometime for ice breaking at the very first class. Instead of starting right away with the course
syllabus explanation or course content, I allowed myself to spend some time to introduce
myself and invited each of them to talk about their own research interest, why joining
this class or their newly started life in Beppu. It helped them to feel comfortable andwelcomed.
Before each class started, I showed a short music video clip related to the course theme.
Examples include U2 Ukraine support music live, Heal the world by Michael Jackson,
Semina la pace by Gen Rosso etc. It helped students to get interested in the course andconcentrate for one koma. I opened a discussion forum on Manaba Threads to invite
students to share their idea of music related to the peace theme and selected a couple ofthem from the mid semester.
Besides, our DITA was always present in and outside the classroom to respond to
students’ inquiries, difficulties, or questions.

How did you help students understand course learning objectives
and expectations?
I clearly stated the course learning objectives and expectations in the detailed syllabus(uploaded on Manaba before the class started) and spend enough time during the firstclass to explain it one by one. For details, see Conflict Resolution (CR) syllabus 2022SP. I
and DITA reminded students of the learning objectives and expectations during thesemester: I for example wrapped up today’s class and introduced the next class theme byrepeating the objectives and expectations. DITA created a re-cap sessions via zoom or on
Manaba that allowed students to freely share their idea, concern, or learning point ofeach classes

In your class, what were the multiple ways for students to engage
with your course materials and demonstrate their learning?
[1] I created weekly pop quizzes and essay assignment, suitable for graduate level. DITA
created a potential pop quiz question list on Manaba threads so that students could typetheir own suggestion of pop quizzes (based on the weekly reading). If well made, I
selected some of them and made them as the real pop quiz questions, which motivatedthem to do the readings before coming to the class. We also randomly chose pop quizzes
to provide feedback in the following week or essays to provide writing review.
[2] While IR subject courses in undergraduate program are often filled with IR major
students, the graduate level course in IR is often formed with students who are notmajored in IR, and who have never taken any introductory courses in political sciences
and international relations previously. I therefore invited them to watch a movie during

37the semester (Freedom Writers) to discuss racial discrimination, how to bring peace back,and the role of individual agency. I prepared a list of reflection question sheet to complete
and invited students to fill it out before engaging in a group discussion.

How did you make group work more inclusive in your class?
[1] While the lecture content was based on book chapters and academic journal articles, I
allowed students to read novels (we offered a suggested reading list that include forexample Blood Brothers by Elias Chacour, All the Light We Cannot See by Anthony
Doerr, An Artist of the Floating World by Kazuo Ishiguro...) that helps students grasp theprocess of conflict resolution and invited them to present their impression and reflection.
[2] DITA was in charge of managing the discussion forum on Manaba. Every week, we
had international news forum where students pick up a news related to the course
content and present it, or other week by week theme (e.g. during the visualizing IR week,
students could share their visit to gallery, museum etc. that helped them reflect onpeace).
[3] Instead of individual research project (frequently practiced for graduate level courses),
I suggested students to work in pair on a paper to present. Since the theme is conflict
resolution each student in a group was assigned to work for the opposing view of aconflicting issue and come up with a solution.

How did your TA support your practice of inclusive teaching inclass?
DITA was present in class every week to deal with any unexpected technical problem
and was in charge of dealing with students email related to the course inquiries. DITA
also offered wrap up sessions, tutoring sessions on academic writing, and re-cap
sessions for difficult content whenever students asked for help. Due to the fact that most
students were non IR major, DITA’s role in constantly motivating students to participate
in the class and listen to their difficulties was crucial.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
For CR class, I designed the course content, topic, and readings in a way that encourages
students, exposed to conflicting and competitive national narratives to learn and reflect
the issues through the eyes of others. Few examples are as follows:38

Example 1. “Moral or money?” Is it more important to “sincerely” apologize or tomaterially compensate after a war/colonial experience/ethnic conflict? (e.g. Willy Brandt’s
kneeling down versus Nicholas Sarkozy’s speech) Readings supporting narratives fromboth sides were provided as well as the opportunity to discuss under the instructor and
DITA’s guidance.
Example 2: “Remember or forget?” Does remembering lead to reconciliation? Isn’t itbetter sometimes just to simply forget? Students were invited to conduct a mini research
on a case from both former aggressor and victim side (e.g. Katyn massacre in PolishRussian relations, Mao Mao rebellion in UK-Kenya relations, bi-national museum
construction in Franco-German relations, Armenian genocide in Turkey-Armenia
relations, Nanjing massacre in Japanese-Chinese relations…) and share the conflicting
narrative in class under the instructor and DITA’s guidance.

39

Community Development
Professor KIMURA Rikio
English49 students
APS
SP 2022 Q1

Course Overview
This course is for students who are interested in community-level development aspracticed internationally as well as domestically. This course aims at helping students
deepen their understanding on theories and practices of community development. In
particular, this course is designed to enable students to delve into epistemologies that
underpin theories and practices. In addition, through the multi-disciplinary approach, it isexpected that students learn various facets of community development. Furthermore,this course also attempts to equip students with some practical perspectives, methods,
and even behaviors as “community development workers” in their current and futuresettings—whether through professional community development organizations, in APU,
in communities where they (will) live, in organizations where they will work, or even in
their families.

In your opinion, what is inclusive teaching? What is it
not?
Inclusive teaching is where student feel that they are supported by an instructor, TAs
and their group peers so that they feel the sense of belonging. Inclusive teaching is also
where students feel that their differences and uniqueness are valued.
To be more specific, inclusive teaching is, first of all, interactive teaching where there areregular exchanges of ideas even in a lecture so that their diverse perspectives are
represented in the classroom and they feel included. It also includes effective group workwhere there is mutual help and respect between students so that they feel included intheir groups and their unique perspectives are valued (Kimura et al., 2021). Finally, it isalso teaching where there is democratic space where students are empowered and an
instructor is disempowered towards equalizing their power relationship in order tocreate the sense in which students feel that this is ‘our class.’ Inclusive teaching is notpredominantly didactic teaching where an instructor keep lecturing and treat students anempty container, into which the instructor deposits knowledge.
Kimura, R., Shin, K., Cutting, M. and Mahichi, F. (2021). Inclusive Leadership Education ina Multicultural Educational Setting: A Review of Conceptual Models, Practices andMeasurements, the Center for Inclusive Leadership Discussion Paper.

40How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I made myself and TAs approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. TAs and I also strived
for facilitating mutual help among students in their small groups. I also held an
Appreciative Inquiry Workshop in one of the sessions to make the class the best learning
experiences for students and to empower the voice of students (Kimura, 2017).
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.

How did you help students understand course learning
objectives and expectations?
I verbally explained what I wrote for the first question in the classroom so that students
would be cognitively aware of the expectations of the class. Additionally, TAs and I tried
to ‘walk the talk’ in the classroom so that students would feel that we were really trying
to meet the expectations.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were required to submit mini assignments on Manaba before each session.
This was for them to consolidate what they learned in the classroom. The significant
portion of the class time was spent on group work where students learn by discussing
and exchanging ideas with their peers. The major part of their group work was used forgroup case study analysis, which is a modified pedagogy of the case method. Finally,
students wrote the final paper, in which they employed and operationalized concepts
and theories learned from the course to craft a community development manual.

41

How did you make group work (if any) more inclusive in yourclass?
I had pre-session meetings (30 minutes each ) with my TAs to particularly discuss group
work of the day. I had done this practice when I was doing MCL through the academic
office and the Pedagogy Grant research and the DITA research through the CIL. I had
also accumulated the facilitation and intervention tips for TAs particularly through my
MCL experience and shared those to my TAs so that they would utilize those whenworking with small groups (Kimura 2020).
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.

How did your TA support your practice of inclusive teaching inclass?
I made myself and TAs approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. TAs and I also strived
for facilitating mutual help among students in their small groups.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass. Please feel free to attach a photo, link or file.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.

42

Research Methods and Academic Writing
Professor GHOTBI Nader
English20 students
APS
SP 2022 Q1

Course Overview
Teaching the structure of master’s dissertation and the standards of academic writing
and research methodology.

In your opinion, what is inclusive teaching? What is it not?
Teaching that allows all students to get engaged with the process and not feel as being
left alone.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By treating all students equally, with respect, and encouraging them to speak up
whenever they need teaching support.

How did you help students understand course learning
objectives and expectations?
By both explanations in the classroom and through Manaba assignmengts.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Provision of feedback on all their assignments, answering their questions, anddiscussion of issues and examples.

43How did you make group work more inclusive in your class?
I used the TA to form smaller groups of students with special needs.

How did your TA support your practice of inclusive teaching inclass?
My TA answered every question respectfully and provided his own time to answer
questions outside of class to the students. He properly used the relevant pronouns when
discussing questions or topics with the individual students. Nicholas gave each student
the time and space to feel comfortable asking their questions and stating their findings
regardless of the situation, interruption or not to the class. He was attentive to details
that each student required in each circumstance and was patient with every pupil in thecourse. In return the students were respectful to my TA and everyone got alongswimmingly along the course of the class.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
We had a lot of discussions, engaging students to make comments on one another andproviding their input. They have been able to feel privacy and sacredness of our talks.

44Tourism Development and Planning EA
Assistant Professor BOUKAMBA Kimo H.
English33 students
APS
SP 2022 Q1

Course Overview
This course is designed to introduce the students to the importance, principles, andprocesses of planning in tourism, as a response to the consequences of unplanned
tourism development. By employing theory frameworks and concepts from development,planning, policy and governance, the course also explores the sustainable imperative as
well as the role of various stakeholders and the challenges involved in planning tourism
development. The course is designed to comply with Articles 1, 3, and 6 of the UNWTO’s
Global Code of Ethics for Tourism.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is a teaching approach that acknowledges diversity of students andstrives to fulfil their learning needs regardless of their identity or background.
Accordingly, this teaching approach promotes the inclusion of diverse perspectives aswell as a classroom climate which stimulates students’ participation.
On the other hand, inclusive teaching is not a teaching style that is rigid andunidimensional in its focus. For instance, basing all of the course content and case study
examples upon a dominant cultural context. This may potentially (1) undermine the needfor representation, hence negatively affecting class participation; and (2) deny key
opportunities for all students to expand and broaden their horizons based on the opinionof others.

45

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
After session 2, subsequent classes started with a review of content previously
covered. This encouraged the students to feel more relaxed and willing to participate.
After covering the main lecture using PowerPoint presentations, students were given
group tasks, which they had to present by the end of the class session.
New groups were frequently formed in order to provide all students with a fair
opportunity to work with different classmates.
Requirements for longer group presentations stipulated that all group members
should have an equal opportunity to present.
Fellow students were encouraged to ask questions to their classmates during grouppresentations.

How did you help students understand course learning
objectives and expectations?
Prior to the course registration period, students were provided with a course syllabus,
which gave a brief overview of the objectives and chapters to be covered during thecourse.
During the first class session "Course overview", each student was given a moredetailed breakdown of the key sections to be covered during each class session. Thatparticular document served the purpose of guiding the learner's pre-class studyschedule in order to improve their understanding of the course learning objectives,
expectations, attentiveness and the quality of class discussions.
During each of the subsequent classes, learning objectives which were integrated inPowerPoint slides, were first discussed at the start of the lesson.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
A formative assessment style was implemented by designing four (4) gradedassessments at various stages of the course. These included two grouppresentations, one midterm test, and one final exam.
Aside from graded assessments, all classes (from the second week onwards) werestarted with a review of previously covered content.
Students were encouraged to contact the lecturer by email for appointments to get
more help on content they found difficult to understand.

46

How did you make group work more inclusive in your class?
New groups were frequently formed in order to provide all students with a fair
opportunity to work with different classmates.
A randomized method was used to pool students within breakout rooms on Zoom.
At times, students attending in person were required to work in separate groups
from those online to expedite the communication process and improve the efficiencyof the discussion.
Roles within groups were sometimes assigned (note taker, timekeeper etc…)

How did your TA support your practice of inclusive teaching inclass?
The TA was sometimes tasked to identify conflicts of personality within groups for
subsequent improvement.
The TA also circulated the microphone during the session to encourage students toexpress their opinions.
The TA integrated groups during activities to energize the discussions and improveparticipation.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Class session 3 included a Google image
demonstration exercise to illustrate how
destinations are represented in terms ofthe notions of “place” versus “space”.

Class session 5 emphasized theimportance of inclusion and listening to thevoices of marginalized groups.

47

観光開発と計画JA
久保隆行 教授
日本語
186 students
APS
SP 2022 Q2

Course Overview

本コースは、受講生が観光開発にかかわる以下の課題に応える能力を身に着けることを目標に設計しています。
観光・ツーリズムとは何か？観光開発とは何か?
観光開発がなぜ必要なのか？
観光開発において何を開発するのか？
観光開発のためにどのように調査を進めるのか？
観光開発の計画をどのように立案するのか？

In your opinion, what is inclusive teaching? What is it not?

私にとってのインクルーシブ教育とは、開講する授業の受講を希望する受講生は全員もれなく授業を聴講するだけでなく、授業内外で設定された活動に参加し、教員も含
めてお互いに学ぶ機会があり、それが実現するようなサポートも受けられる状態を意味します。
教員からの一方的な情報提供を主とした授業はインクルーシブ教育とは言えないと思います。一方で、受講生本人もインクルーシブ教育を能動的に受講するという意識を持つ必要があり、そのモチベーションを教員は引き出す必要があると思います。
今回は、ハイブリッド形式で200名近い受講生を2つの教室に配置しながらもインク
ルーシブな授業を行うという大きなチャレンジを試みました。

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?

初回の授業オリエンテーションの際に、本授業はダイバーシティインクルーシブ授業であることを説明し、すべての学生は教員とDITAによってケアを受けることができることを説明しました。
グループワークでは、教員とTAが各グループメンバーとコミュニケーションを取り、グループワークから脱落する学生が出ないように注意を払いながら指導しました。
教員に対して個別に質問や相談がしやすくなるようにManabaに専用の申告の場を設置しました。
48

How did you help students understand course learning
objectives and expectations?

初回の授業のオリエンテーションの際に授業の到達目標を詳細に説明し、教員の目標は受講生が全員到達目標を達成して良い成績を取ることであると説明しました。
In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?

講義のPPT教材を授業終了後に電子的に配布することを前提に、受講生は授業中にノートを取り、授業後にPPT教材を使いながら復習するように促しました。
毎回の授業の終業後に受講生に復習としてショートレポートを提出させ、提出後受講生が相互にフィードバックを返して相互学習を促しました。

How did you make group work more inclusive in your class?

グループを作る際に、積極的な学生とそうでない学生がバランスよく各グループに配分されるように、事前に提出させた課題の取り組み状況などから学生をいくつかのタイプに分けて混ぜ合わせるように工夫しました。
先に述べましたが、毎回のグループワークではTAと分担して巡回して取り残されている学生がいないかどうか確認しました。

How did your TA support your practice of inclusive teaching inclass?

授業中には、受講生からのチャットによる質問を管理してくれました。
グループワーク中に各グループの巡回を教員と分担して行いました。
グループワーク発表会では、各グループの発表時間の管理をしてもらいました。
授業外では、受講生がManabaに提出した課題の提出状況を確認して教員に報告してくれました。必要に応じて学生と個別に連絡をとって課題提出を促してもらいました。
Manabaへの学生の学びの申告に対して簡潔なフィードバックコメントを返してもら
いました。

49

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

今セメスターの授業は、原則として受講生全員が対面形式で教室にて受講することが求められた一方で、密を避けるため200名近い受講生を同一の教室に収容することができないため、毎回受講生が教室に来る意義のある教授法について工夫が求められました。
その方法として、隣接する大教室を２つ同時に使用する方法をとりました。片方の教室にて教員が講義を行い、もう片方の教室にＴＡが隣の講義の内容をZoomで受信して教室のスクリーンとスピーカーを通して講義が行われている教室と同じ環境を作るように工夫しました。さらに、オンラインのみでの受講生も多数いたため、3つの異なる空間での授業を一体的に行うように、それぞれの教室や受講生の部屋からの音声も双方向で授業中にディスカッション等を通じて共有できるように努めました。
グループワークについては、2つの教室にて各グループに分かれて、各グループがグ
ループワークを行う際には教員とTAがそれぞれのグループを見回って指導し、さらにオンラインのグループに対しても各ブレークアウトルームに入ってＴＡと分担して指導を行うといった複雑なオペレーションを行いました。
今回は通常のＴＡとＤＩＴＡの2名と教員の3名体制でしたので何とかこのような授業が出来たと実感しており、受講生の満足度も高かったのではないかと感じています。来セメスター以降もこのような手間のかかるオペレーションを行うために、Ｄ
ＩＴＡの配置を強く望むところです。

↑教室Aのグループワークの様子↑片方の教室にて教室Aと教室Bに対して講義を同時に配信
し、双方からの発言も双方にて共有（Zoom受講生も含む）↑教室Bのグループワークの様子

50Technology Management
Professor MIYAZAKI KumikoEnglish28 students
GSM
SP 2022 Q2

Course Overview
The management of technological innovation is one of the most important challenges ofbusinesses today. Innovation has become the fundamental driver of competitiveness offirms of all sizes in virtually all sectors and nations. This course aims to teach the basic
concepts, tools, related to strategic management of technology. Strategic managementof technology covers topics such as types of innovation, innovation models, innovation
strategy, building an innovative organization, managing technological collaborations,management of research and development, managing R&D globalization, managementof innovation in new products and services and managing intellectual property.

In your opinion, what is inclusive teaching? What is it not?
In traditional teaching, the lecturer provides knowledge to the students. In inclusive
teaching, the role of the instructor changes to one who is not only a knowledge
provider, but a facilitator, guiding the students to learn. This is based on theassumption that we recognize that the cultural background, interests, learning goals,
as well as the strengths and weaknesses of students are all different. In inclusive
teaching, the students feel welcome and comfortable, they will be encouraged to speak
up and actively participate in the classes, so that they can learn from one another. It is
important that the students understand that there is no single right answer. They should
not be afraid to make mistakes.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
In the first Introduction class, I explained that students could use Chat, or raise their handto ask questions if they needed further explanation or clarification on what I was saying.
Although teaching material for management of technology and innovation is usuallybased on cases of developed countries and leading edge technologies, the course wasdesigned so that the students from developing countries felt comfortable, by including
cases of technological catching up in developing countries such as India and Thailand.
I restated the key points in different ways during the class to make it easier for students
to understand.

51

I started each lecture by discussing 2-3 interesting current news topics and interpreted
them using the concepts covered in the course. I think this aroused their interest intechnology management. The DITA would also give a 6-7 minutes talk at the beginning.
(explained later in this report).
The Zoom function, Live transcript was always set, so that who had difficulty in hearing
and understanding could also read the sentences. Before the class started, for about 10
minutes, we played background jazz music so that students could relax.

How did you help students understand course learning
objectives and expectations?
In the first class, I explained what were the course learning objectives, expectations, thecourse structure and how students will be evaluated. The evaluation would consist of 3
parts, participation, individual assignment and group work. I explained that simply
attending classes would not be sufficient, as they were expected to actively participate inclass discussions. I also explained clearly how group work will be evaluated. (It will bebased on a combined assessment of 1. How much they have learned from the course ,2. How much effort they have made towards the group work, 3. The quality of the
final presentation including how well they performed in Q and A. In addition to the group
work, I emphasized the importance of the 3 individual assignments.

In your class, what were the multiple ways for studentsto
engage with your course materials and demonstrate theirlearning?
I gave a copy of the PPT slides one or two days in advance. In Manaba I uploaded all thereading material for each class a few weeks before the class. During the class, breakout
sessions took place so that they could work in a group. (A goal was set for each break out
session and afterwards, a member of the groups presented what they discussed). Somebreakout sessions took place in random groups. In others, when students were working
on their Group project, the groups were pre assigned. On several occasions a video(lasting about 10 minutes) of interviews of leading professionals engaged in Technology
management or social innovation around the world was shown and discussions took
place. (UK, USA, Europe, India). On several occasions, I invited guests(from UK,
Thailand, Korea) to give a short presentation so that students would be able to acquirea global perspective.

52

How did you make group work more inclusive in your class?
In the beginning of the course, the DITA carried out a survey to find out the students’names, nationality, the country of residence, and gender. The DITA used theinformation obtained to assign the groups so that diversity could be maximized. Oncethe students started their group work, attention was paid so that they could work
together smoothly. We asked students to contact us if there were any problems. If forexample, students could not reach someone in the group, we provided some help so thatthey could find one another. When the students submitted their group work, they werealso asked to submit peer assessment so that the evaluation would be fair. In one group,
the peer assessment did not seem to be so fair, so I had a discussion with the members
and in the end they revised theirassessment to reflecteach person’s contribution.

How did your TA support your practice of inclusive teaching inclass?
Each lecture began by the DITA (Thinn Nu Soe)’s 6-7 minutes presentation. She would
give a wrap up of the key points learned in the previous lecture, and also talk about
current news topics of interest. The DITA would take note of all the students who raised
a question or made a comment. She noted down the names, the number of comments
made in each class. At the end of the course, the data was compiled and sent to me. (Iused the data for evaluating participation).
The DITA would also check what students were saying in Chat so that I could take action.
Outside the class, when students had a question, they would ask the DITA. If she could
not answer, I would answer the questions. When the final group presentations took
place, the DITA asked some questions as well as managing the time keeping.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you
appliedinclusive teaching or fostered diversityand inclusion inyour class.
In one lecture on Innovation in Services, group work was carried out. Students in a groupwere asked to :Map out the customer experience as a process flow (or cycle)for one of the following
services.
Vacation travel, Grocery shopping, Automobile purchase, Dental care
Students were asked to draw a map of the process flow and analyze points forinnovation possibilities. Afterwards, each group presented their group work. I think they
were able to learn from one another and the process flows for Dental care and Vacation
travel showed that they had done the assignment in a creative way.

53

An International Conference on Management of Technology ASIALICS was held in June.
Since some seminar members and I gave presentations, students in my class wereencouraged to attend it. I think they were able to broaden their perspective by attending
ASIALICS.
Thinn Nu Soe who was the DITA commented as follows“I am writing this letter to express my gladness at being a DITA in Sensei's class.
I improved my knowledge and skills as a DITA.
I realized that I developed my interpersonal and negotiation skills.I communicatedabout diversity and inclusion among students who came from different cultures indifferent countries.
I'm glad I was able to support the student's needs and help them learn more bysupporting their lecture assessments according to Sensei's helpful guidance.
Sensei, thank you so much for promoting my knowledge and skills while I was doing
DITA in your class.
I learn from you a lot of good habits, such as (1) reading the sophisticated news
through the BBC, New York Times, and Japan Times, (2) preparing the PowerPoint
with precise information, and (3) sharing valuable knowledge with other people.
Thanks for giving me that opportunity.”
Sincerely,Your student
Thinn

54

Human Rights
Associate Professor HIRANO Miharu
English150 students
APS
SP 2022 Q2

Course Overview
The protection and promotion of human rights have become one of the key purposes ofmodern international society. When speaking of human rights, people often makerecourse to ethical, moral, or religious grounds. We can also see that the contents ofhuman rights are sometimes shaped through politics or social discourses. In theinternational society that we live in with diverse historical and cultural backgrounds,
international law plays a crucial role in providing a common ground for discussion andseeking accountability by victims.
In this course, students will learn international human rights law, including its history,basic principles, and institutional mechanisms. In addition to understanding the contents
of international human rights law, students will acquire basic competency in legal
thinking, writing, and research, which will enable them to contribute to making oursociety respect the inherent dignity and promote freedom of all members of the humanfamily.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching includes creating an enabling environment and using methods that
foster active engagement of students with knowledge apprehension, critical thinking,and their application.
Inclusive teaching should be designed in a manner that fits both active students andpassive students. The challenge often arises with the latter.
Inclusive teaching can be ensured by carefully assessing whether any teaching styles
or contents have discriminatory impacts on some students.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
With the support of TAs in the large hybrid classroom, I have implemented group works
and maintained dialogues with students by adopting systematic methods.

55

How did you help students understand course learning
objectives and expectations?
It was elaborated in the detailed syllabus distributed on the first day (also made available
on manaba) and explained in the first class.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were asked to prepare for the lecture by conducting reading assignments
and answer quiz before attending a class.
Instructor asked students questions time-to-time, which were answered byvolunteering students.
Instructor also collected questions from students. It used chat function, managed byTAs.
At the end of each class, students were asked to reflect on the class contents andwrite comments into Respon, to which the instructor provided responses to before
the next class.
Students were asked to write five review assignments in the course. Eachassignment required 300 words minimum. Students could submit the assignment asa group if they so wished. The instructor gave feedback by picking one example
essay (anonymous)
The final report was used to measure the attainment of the course objective and took
40% of the overall grade, but students could use Review Assignment when
preparing part of it.

How did you make group work more inclusive in your class?
I asked students to form groups voluntarily or by assigning students to certain groups
based on student ID numbers.
TAs assisted facilitation of discussions in Zoom breakout rooms.

How did your TA support your practice of inclusive teaching inclass?
Group work observation and facilitation (especially in Zoom)
Sending chat message with instructions or referenceCollect questions from students via chat and list up for the instructor.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
https://miharu-hirano.notion.site/2022-SP-Human-Rights8608dc00959c49f8bf836c9b94f5f7fa
56

MBA Business Ethics
Professor KIM Rebecca ChungHee
English32 students
APM
SP2022 Q2Course Overview
The course takes a cross-cultural approach to business ethics and CSR (corporate social
responsibility). This subject examines business from an ethical and sustainable
perspective. In particular, it explores the existence of corporations in liberal democracies
and contemporary capitalist societies; ethical concerns surrounding multinational
corporations and globalization; various issues of applied ethics; management of businessethics; and sustainable concerns on business (e.g., CSR, CSV [creating shared value], UN
SDGs [UN sustainable development goals], and ESG [environmental, social, andcorporate governance]). The main concepts and theories underpinning the businessethics and CSR fields will be introduced, and you will have the opportunity to use thesein understanding business related issues. Teaching will consist of a mixture of lectures,class exercises, simulation, group discussions, mock viva, and the use of multi-media.
Considerable emphasis will be placed on student participation in class, with the aim ofpromoting ethical and sustainable reflection on the many important issues that surroundbusiness-society relations. Ultimately, the aim of the subject is to enable you to recognize
and reflect upon complex ethical problems with a view to enhancing your analytical,
decision-making, and managerial skills.

In your opinion, what is inclusive teaching? What is it not?
To make inclusive environment in teaching and learning is the key. I think how to educate“transferable skills” is critical in inclusive teaching. Students, by learning and developing
an appetite for reflective, adaptive and collaborative learning, the transferable skill andinterpersonal skills for effective listening, negotiating, persuasion and presentation, canbe learned.

57

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
I’ve initiated the new occasion to create inclusive and active environment “SDGs for ALL
MBA Contest”. It’s designed for students to ponder REAL issues or cases of the SDGs
and share with the other students. It makes students to feel more enjoyable bypresenting and discussing the world challenges and opportunities and most importantly,
to develop problem-solving skill. Students made the evaluation by themselves. It makes
students to critically evaluate and assess a range of proposed options for the global
society.

58

How did you help students understand course learning
objectives and expectations?
MBA discussion is different to the UG one. In this regard, I gave some kind of polite butvery critical warning at the beginning of the class that the expectation to MBA students isdifferent to UG students – such as “Never forget that you are “reading and working” for a
postgraduate qualification.”. Beyond regular lectures, I provided full supplement reading
list and selected journal list along with emphasizing the fact that “this is an intellectuallychallenging subject that requires you to demonstrate the ability to analyze, synthesize
and offer critique.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Beyond contemporary research and case studies, I used kind of ‘imaginary story’ ofbusiness ethics, KAL NUT rage scandal and Viva examination. By researching andexperiencing these different tools/methods, students can understand that each one’s
approach to ONE ethical problem is different according to each nation’s institutional
context. It makes students to learn professional practical skills of self-awareness,
openness and sensitivity to diversity in terms of norms and responsibility.

How did you make group work more inclusive in your class?
Diversity is the key for group designation. At the first class, I asked each one to introduce
their working experience, background and what they want to learn in this Business Ethics
class. In addition, my DITA TA asked to each one their nationalities through manaba. All
these components were considered in group designation.

How did your TA support your practice of inclusive teaching inclass?
I taught main theories, practices and issues by interactive lecture and discussion. After
that, I usually ask my DITA TA to facilitate case study discussion by using theories thatthey’ve learned in the class. The TA should find the issues and “encourage” theintellectual and inclusive debates as possible as he can, not only debates by some big
voices – that’s my proposal to the DITA TA.

59

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
In the group presentation, students should assess each other and SHOULD ASKCRITICAL QUESTIONS to the other groups. It’s not a regular presentation for justlistening to it. It is important for student to learn how to critically and systematicallydebate with multi-sided understanding of business ethics in global market. Mature
students were happy to share their experiences and were capable of encouraging eachother by asking critical (many times, constructive) questions.

60Marketing Research
Professor LEE Geunhee
Japanese
82 students
College of International Management
SP 2022 Q2

Course Overview

マーケティング・リサーチとはマネージメントが意思決定するための情報を組織的な方法に基き開発し供給することである。この科目ではマーケティング・リサーチプロセスの各々の重要な過程を学習することによりリサーチ・メソドロジーの基本を習得する。
In your opinion, what is inclusive teaching? What is it not?
In my opinion, the inclusive teaching should clear two huge obstacles that students have.
1) To get themselves involved in the classroom more and 2) To be open to different andvarious ideas.
1. Inclusive teaching should encourage many students to get involved in the classsetting as much as possible. Due to the different cultural backgrounds andpersonalities, students have hesitation to speak up in front of other students, but
continuous training can encourage them to be motivated to get involved in many
class activities more.
2. Some students are not very open to different and various ideas of others due to thelack of experience to share and listen to variety of ideas and opinions.
By sharing opportunities with students to speak up, share and listen to different ideas,
and be more active in discussions, students can understand the true value of the“inclusive class setting”.

61How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
1. Never say “no” to any answers from students. First, you let them know that there are
no ultimate and firm answers in the social science. Then, whenever they answer yourquestion, you first start off with “That’s a very brilliant idea” and explain what you
think about the answer.
2. Try to share opportunities to speak and answer as much as possible. Sometimes, only
small portion of students have the courage to speak up. It’s great thing that there arethose types of students and letting them speak first is a good start of having aninteractive class environment. But, later, it is always important that you share theopportunities with other students too.
3. Giving bonus points for sharing their opinions and answering professor’s questions isgood. It truly encourages students to be engaged more and learn the joy of being
active in the classroom.

How did you help students understand course learning
objectives and expectations?
1. It is always important to make it clear about the course learning objectives andexpectations in the beginning of the class (orientation).
2. In the middle of the class, you emphasize the learning objectives and expectations
again, so students can refresh their memories and understandings about them.
3. When finishing the whole course, you explain them once again by connecting allclass contents with those objectives and expectations, so students can relate what
they have learned throughout the course with what they were expected to learned
from the start.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
1. For them to engage with my course, I normally give them an opportunity of group
works and bonus points for their motivation.
2. They are also asked to use a Facebook group to share their reports and leavecomments on others’ reports, so they can exchange their knowledge andunderstanding with others.
3. Students are also asked to deliver a final presentation that can sum up all the classcontents that they could have learned throughout the whole quarter.

62

How did you make group work more inclusive in your class?
1. Group members are expected to be diverse. By having members with different
gender, ages, and nationality, they can understand the importance of inclusiveness.
2. Students also have an opportunity to conduct a peer evaluation, so they can evaluate
and judge how other students performed in the group work subjectively andobjectively.

How did your TA support your practice of inclusive teaching inclass?
DITA is asked to observe what happens in the classroom very carefully and have ameeting with the instructor from time to time. As DITA takes other classes as a normal
student, he/she shares his/her opinion about the difference of what myself is doing andwhat other professors are doing in other classes. Then, we discuss how I can improve myown class in more positive and engaging manner.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
1. Facebook group pagehttps://www.facebook.com/groups/gleesmarketingclub
2. Class movie
https://youtu.be/9qzR_dPBw40
3. Final Presentation
https://www.facebook.com/100011742537746/videos/2172885149526753/

63

Community Development
Professor KIMURA Rikio
Japanese
67 students
APS
SP 2022 Q2

Course Overview
This course is for students who are interested in community-level development aspracticed internationally as well as domestically. This course aims at helping students
deepen their understanding on theories and practices of community development. In
particular, this course is designed to enable students to delve into epistemologies that
underpin theories and practices. In addition, through the multi-disciplinary approach, it isexpected that students learn various facets of community development. Furthermore,this course also attempts to equip students with some practical perspectives, methods,
and even behaviors as “community development workers” in their current and futuresettings—whether through professional community development organizations, in APU,
in communities where they (will) live, in organizations where they will work, or even in
their families.
Standards for Course Completion
1. Students should be able to explain concepts, approaches, and practice of community
development.
2. Students should be able to identify epistemologies that underpin theories andpractices.
3. Students should be able to analyze a community development project frommultifaceted perspectives.
4. Students should be equipped with some practical methods of community development
as well as increasingly desirable behaviors as community development worker.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is where student feel that they are supported by an instructor, a TA
and their group peers so that they feel the sense of belonging. Inclusive teaching is also
where students feel that their differences and uniqueness are valued.

64

To be more specific, inclusive teaching is, first of all, interactive teaching where there areregular exchanges of ideas even in a lecture so that their diverse perspectives are
represented in the classroom and they feel included. It also includes effective group workwhere there is mutual help and respect between students so that they feel included intheir groups and their unique perspectives are valued (Kimura et al., 2021). Finally, it isalso teaching where there is democratic space where students are empowered and an
instructor is disempowered towards equalizing their power relationship in order to create
the sense in which students feel that this is ‘our class.’
Inclusive teaching is not predominantly didactic teaching where an instructor keep
lecturing and treat students an empty container, into which the instructor deposits
knowledge.
Kimura, R., Shin, K., Cutting, M. and Mahichi, F. (2021). Inclusive Leadership Education ina Multicultural Educational Setting: A Review of Conceptual Models, Practices andMeasurements, the Center for Inclusive Leadership Discussion Paper.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I made myself and a TA approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. A TA and I also strived
for facilitating mutual help among students in their small groups. I also held an
Appreciative Inquiry Workshop in one of the sessions to make the class the best learning
experiences for students and to empower the voice of students (Kimura, 2017).
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.

How did you help students understand course learning
objectives and expectations?
I verbally explained what I wrote for the first question in the classroom so that students
would be cognitively aware of the expectations of the class. Additionally, TAs and I tried
to ‘walk the talk’ in the classroom so that students would feel that we were really trying
to meet the expectations.

65

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were required to submit mini assignments on Manaba before each session. Thiswas for them to prepare for the session. The significant portion of the class time wasspent on group work where students learn by discussing and exchanging ideas with
their peers. The major part of their group work was used for group case study analysis,
which is a modified pedagogy of the case method. Finally, students wrote the final paper,in which they employed and operationalized concepts and theories learned from thecourse to craft a community development manual.

How did you make group work more inclusive in your class?
I had pre-session meetings (30 minutes each ) with my TA to particularly discuss group
work of the day. I had done this practice when I was doing MCL through the academic
office and the Pedagogy Grant research and the DITA research through the CIL. I had
also accumulated the facilitation and intervention tips for TAs particularly through my
MCL experience and shared those to my TA so that she would utilize those whenworking with small groups (Kimura 2020).
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.

How did your TA support your practice of inclusive teaching inclass?
I made myself and a TA approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback to students’ inquiries. A TA and I also strived
for facilitating mutual help among students in their small groups.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.
Kimura, R. (2017). Creating Classrooms for ‘the Best Learning Experience’ throughAppreciative Inquiry, Ritsumeikan Higher Education Studies (17),pp.131-149.

66

Industrial Ecology EA
Associate Professor MAHICHI Faezeh
English52 students
APS
SP 2022 Q2

Course Overview
The focus of the course is on the material and energy cycles that sustain our living“Industrial Ecosystem”. As an interdisciplinary field, Industrial Ecology (IE) focuses on thesustainable combination of business sector, technology, environment, and society. The
main goal of IE is to transfer industrial processes; as the integrated ecological processfrom linear systems to a closed loop system, so-called Circular Economy (CE).
Upon completion of the course, students were expected to understand better how we
can integrate environmental concerns into our economic activities and maintain thesustainable interactions of industrial activity with the environment.

In your opinion, what is inclusive teaching? What is it not?
The teaching method for this class was “Inclusive Learning and Inclusive Teaching”. We
tried to apply active learning methods to encourage every student to participate in theirown and other group members’ learning process.
The class had mainly three actors: 1) the instructor, 2) the TA, and 3) the students.
The 52 registered students were grouped based on students’ international/domestic,
English/Japanese by the TA and the instructor in 15 groups composed of 3~4 students(to have a relatively mixed students based on their language skills and backgroundknowledge). The students, with the support of TA and instructor, were instructed andencouraged to work inclusively throughout the course in the following three main course
activities:
1. ‘Lecture Questions’ submission in Manaba: The lecture questions were follow
up assignments for each class. Based on the learning design of the course, thesequestions have guided the students to review the content discussed in each class. Eachgroup members were encouraged to read the other members’ submitted assignment andcomment on them, as a part of the inclusive learning process. The students’ submission
indicated that the assignments had great values and as effective procedures haveencouraged the students to study more and engage with their fellow group members.
2. ‘News Sharing’ submission in Manaba: Since the inclusive groups were formed, it waspossible to encourage the students to share a recent news articles related to the course67content from their home countries. Same as the lecture questions, each group members
were encouraged to read the other members’ assignment and comment on them, as apart of the inclusive learning process.
3. ‘Final Group Project’: All group members had to join in and work on a final group projectbased on writing a report on the assigned theme of; “From Beppu Global Garden Organic
Farming to Sustaining our Community”, in which was related to the course. As the groups
were composed of students from different nationalities and backgrounds, it had thepotentiality to learn extensive skills such as research, time management and skills for
effective group communication and group work, to create the project about the value,
importance, educational role and contribution to building sustainable communities.
In my opinion, inclusive teaching does not include one way transferring of knowledge
from the instructor to the students, nor accepts passive role of the students in thelearning process.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
1. Since our class was conducted hybrid, the instructor and TA always guided thestudents to conduct active discussion. The students were encouraged to share the casestudies from their own country. Additionally in the middle of the class, the instructor
always interacted with the students by asking multiple questions for individual responses
or discussions in group, and we connected offline and online students with Zoom
breakout rooms. These interactions create an inclusive environment encouraging
students to share their own opinions and knowledge.
2. Besides that, in every beginning and the end of each class, Professor and TA always
reminded students that the teaching team is always open to any questions throughemails regarding the class materials, group works, assignments, etc. The students also
were given exception of attending the class in the cases of experiencing technicalproblem or health issues. The performance of each student was closely monitored byProfessor and TA and extra supports were offered to students with low performancethrough direct email communications.

How did you help students understand course learning
objectives and expectations?
The class syllabus was explained by the instructor in the first day of the class. Also, after
the 4th class, the group division is informed to the students and the group work began.
We explained to students in detail during the class on how to do assignment on Manaba.
In addition, the assignment submission guidelines were shared in Manaba so the students
could read the directions all the time.

68During the semester, we evaluated the student’s group work performance and shared
the scores with each individual student to encourage the students to keep improving
their scores. In addition, the TA frequently has notified the importance of group work andencouraged them to do their assignments as well as offering extra supports. By
publishing students’ grades regularly, some inactive students’ performance has
improved, and they perform better in the later part of the course.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In most of the classes, instructor has asked students to discuss with their group in breakout room about the topic that just discussed in the class. A Respon code was provided
that every group to submit the name of zoom breakout room-inactive members so thatafter the class, the TA could email and encourage them to be active in break out room
discussion. After coming back from break out room to main room in Zoom, TA wasinstructed to call random group number or inactive group number to challenge them byanswering the questions asked in the class. This activity has increased their sense of
responsibility as a student for being active in the class discussions. After calling random
groups, the instructor also welcomed any volunteer group to share any interestinganswers.
In addition to that, at the end of each class, the class assignments were given to thestudents in which were lecture assignments and news sharing related to the class topic.
The reported cases needed to be from each student’s home countries. In this way, thestudents were instructed to search and get updated about the assigned topics from theirhome country as pre-lecture readings. On some occasions, students were encouraged toshare with the whole class what they found about environmental condition especially intheir country.
Finally, in the end of the semester, the students were instructed to work on a group final
project of writing a to reflect the topic that invited guest speakers, Mr. Eisuke Kumano,
the chairman of AMITA holdings (https://en.amita-hd.co.jp/). The focus of the talk was onwaste management and recycling the material cycle contributing to the sustainable
societies. The final group project was designed in a way that required group inclusiveplanning and actions, a mixture of researching and writing a report as well as designing
make a visual report and suggestions for the Beppu Global Garden (BGG) organic
farming to sustaining our community. The pedagogical design of the class was teaching
the theories and providing the knowledge as well as the practical planning andimplementation.

69

How did you make group work more inclusive in your class?
Students learned from a variety of sources, giving them a realistic view on how industrial
ecology can contribute to the sustainability. The course provided the knowledge andhelped to cultivate the perspectives based on the outside of the box thinking. Groups
were formed evenly in such a way that promoted the multi-ethnic, multi-lingual andbackground knowledge of students. By reading the cases outside of their own country,
students could the differences and variety of problems occurring in the world. Moreover,the final group project was designed in a way that required group inclusive collaboration,planning and actions, a mixture of conducting researching and writing the report.

How did your TA support your practice of inclusive teaching inclass?
The role of the TA was one of many hats. In a class with so many students, wearing thecorrect hat at the right time was one of the many challenges that a TA must face. The TA
played the role of discussion facilitator, logician, guide, and senpai. Listed below weresome of the many tasks completed by the TA's:
1. Fielding questions from students through Manaba, email, Zoom chat, etc. Since theprofessor could not focus on every possible problem or question that may come up
during the course, the role of a TA was to facilitate the class.
2. Zoom flexibility. In the age of COVID, the TA must be able to know ZOOM and and allof its functions. This includes being able to switch groups quickly, full use andknowledge of on-screen annotations, and polls, etc.
3. Guide and Senpai. TA was the senior student for the current students, and a bridge
between the Professor and the course students. TA as role model student has guided
the course students through the weekly coursework.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I have invited a guest speaker, Mr. Eisuke Kumano, the chairman of AMITA holdings. The
focus of the talk was on waste management and recycling the materials contributing to
the sustainable material cycle. With the extensive knowledge and experience in the field,
he has shared with the students, the importance of waste management and current
development of the field. First, he taught the students a brief history of the waste
management and sustainability in Japan. He emphasized the sustainable material cycle
and how it can change the industry and society. He introduced some cases that thecompany AMITA holdings worked on and explained the process around the project. At
the end of the session, he received some questions from the student, and it wastranslated and explained by the TA.

70

The students were instructed to inductively work with their group members, utilize theknowledge they have received through the course and Mr Kumano’s talk and implement
circular bioeconomy framework in:(a) producing organic crops in Beppu Global Garden (BGG), (b) the supply chain from
BGG to the markets/shops through transportation, marketing for sales and raisingawareness of the value of organic products to customers, and (c) recommendations forsustaining the inclusive collaboration among APU students and community.

71

Preliminary Seminar for Environment andDevelopmentEA
Professor JONES Thomas E.
English16 students
APS
FA 2022

Course Overview
The seminar deals with a range of topics according to the students’ interests andespecially related to protected area management and environmental management. We
exchanges ideas to develop analytical thinking while instilling, reviewing and improving
core research skills as outlined below. This course also discusses:What are today’s major environmental and social problems?
What are the respective responses of citizens, business and government actors?
Can overlapping individual and collective concerns be realigned along sustainablechannels?
Focusing on hands-on issues such as energy and waste management we seek out
examples of global best-practise.

・・・In your opinion, what is inclusive teaching? What is itnot?
APU is an ongoing experiment in inclusive teaching to try and establish a moreinternational learning environment in Japan. In my class, we try to steer students
towards inclusive learning by:encouraging conversations about diversity, equity, and inclusion
meeting the needs of a diverse student mix in actual and online classrooms
encouraging students to be respectful of other students’ opinions

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By establishing ground rules such as:
Allowing all speakers to say their piece
Be respectful of other students’ opinions“Pass the baton” – one speaker at a time
Keep confidentiality & ask permission to use photos etc.

72

How did you help students understand course learning
objectives and expectations?
This course aimed to help students understand course learning objectives andexpectations by:Stating them clearly at the start of class & sharing the slides to each class at the endof lesson (previously I shared them before class, but found students were less likely
to listen!)
Posting on Manaba News (esp. upcoming deadline reminders etc)
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
For the Grade Evaluation Method we used a mix of in-class Manaba quiz & Respon
assignments, together with periodic review tests taken outside class hours to engage
with course materials and demonstrate their learning of fundamentals. In addition, extra
reading material was provided in the form of DOIs, video or podcast links or PDFs forinterested students to carry on reading in their own time. Also there was a Flipgrid casestudy video presentation with several stages.

How did you make group work more inclusive in your class?
By encouraging students to meet and mix in and out of classroom hours via a Flipgrid
case study video presentation with several stages

How did your TA support your practice of inclusive teaching inclass?
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals
Having international students as TAs, together with foreign faculty teaching theclass in Nihongo, encourages the students (especially Japanese students) to reconsider their idea of multicultural learning environment. Some are quite resistant
and we do get some complaints, but many also rise to the challenge to develop their“APU spirit” as true global citizens.

73Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

74

Leadership & Organisational Behaviour

Associate Professor SAITO Hiroaki
English40 students
College of International Management
FA 2022 Q1

In your opinion, what is inclusive teaching? What is it not?

とは、学生の異なる年齢・国籍・背景・スキルなどに関わらず、個人が様々な方法で、Input & Outputをする機会を多く持つことで、学びを深められる学習環境を提供すること。またそうすることで、「講師→『学生』」の一方的な講義ではなく、「講師→『学生』←クラスメイト」というPeer-learningの環境を提供すること。
一方、「そうではない状態」というのは、講師が一方的に「情報伝達系」の講義を行ったり、特定の学生のみがコース内で発言し、それにより講義内容が左右され、マイノリティーの学生の意見・価値観を汲み取れない状態で講義を行ってしまう状態のこと。
Inclusive Teaching

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?

をはじめ、Q1の中で以下３つのことを何度か行った。
このコースは情報伝達の座学ではなく、ただ受け身で座って聞いていればパスできるコースではないと伝えること。
2. クラスルームを「船」と捉え、乗組員である履修生が自分たちで努力をするように、彼らを「学生」と呼ぶ言い方をせず、「クルー」と呼んだり、講義の始まりには常にテーマソングをかけたりすることで、彼らが主役であることをリマインドすること。
3. 一人一人の意見・姿勢・インプットがこのコースという「学びの旅」を作り上げると伝え続けること。
また、一人一人に自己紹介をする時間を作り、全員が多くのクラスメイトの名前や顔を覚えやすくした。
講義内で学生が質問をした時や意見を述べたときは、講師は必ず「ありがとう」＋「その質問や意見の良い点」を伝えた上で、さらに深く考えていくためにはどうできるかという助言をした。そのように「誰もが発言しやすい環境」を作ることで、Week１に比べると、数多くの学生が自分たちから発信するという姿勢をつけていた。
Session 1
1.

75

How did you help students understand course learning
objectives and expectations?

すべてを「Course Overview」を伝える時間として、アサイメントの内容はもちろん、コースの内容を話す時間に費やした。具体例として、コースのAims &Objectives、Clarification of Expectation、そして履修生がこのコースで果たさなくてはい
けない使命に関して伝えた。また、Session 3 & 6にて、このリマインダーも行った。
Session 1

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?

講義１００分を「講義時間」と「グループワーク」に分けた。グループワークの内容としては、その日の講義内容で紹介したものに即したものを行った。こうすることにより、学んだ理論・コンセプトをどのように自分たちの課題や普段の生活に活用したらいいのかということを学んでもらった。
2. 毎週必ず、講義で学んだ様々な理論・コンセプトの中から２つ選び、それについての Lecture ReviewをResponにて提出してもらった。
1.

How did you make group work more inclusive in your class?

たちをうまく活用することで、グループワークをよりInclusiveなものにするように心がけた。例として、（講師ではなく）TAが履修生の前に立って指揮をすることで、TA
が講義に関与する程度が増え、履修生の間で「このコースは先生からだけ学ぶものではなく、TAにもどんどんわからないことは聞いてもいいんだ。頼ってもいいんだ。」という意識を育てた。グループワーク中は必ず講師およびTAがグループを周り、ディスカッションなどをファシリテートした。
また、クラス内でPeer-learningを促進することでInclusive な環境を作った。その例として、Team PresentationをCompetition形式にした。まず、プレゼンテーションを全てのチームに行ってもらうのだが、そこでオーディエンス・チームはプレゼン・チームがプ
レゼンを終わった後に必ず「よかった点」「改善点」を述べる。そして、ほぼ全てのチームからフィードバックをもらうことで、講師やTAからだけではなく、クラスメイトから意見をもらいながら成長していくというInclusiveな学びの環境づくりをした。
TA76

How did your TA support your practice of inclusive teaching inclass?

今回DITAにて採用したTAは、残念ながらあまり機能しなかった。よって、上記のTAの活動に関しては、正規TAが行ったことである。今回DITAで雇用したTAには、正規で雇用したTAのアシスタントとして働いてもらった。次回の改善点としては、ノミネートする前にしっかりと働けるTAを見つけたい。
Please share and describe any specific activity, groupwork, lecture
content or any materials through which you applied inclusive
teaching or fostered diversity and inclusion in your class.

77Environment & Society
Professor JONES Thomas E.
English158 students
APS
FA 2022

Course Overview
Development dynamics are posing major challenges for society in terms of managing
the adverse environmental impacts of industrialization, urbanization and globalization.
This course discusses:
What are today’s major environmental and social problems?
What are the respective responses of citizens, business and government actors?
Can overlapping individual and collective concerns be realigned along sustainablechannels?
This course examines environmental and social impacts of industrialization,
urbanization, and globalization, providing perspectives from within Japan and aroundthe world. Focusing on hands-on issues such as energy and waste management wewill seek out examples of global best-practise.

・・・In your opinion, what is inclusive teaching? What is it not?
APU is an ongoing experiment in inclusive teaching to try and establish a moreinternational learning environment in Japan. In my class, we try to steer students towards
inclusive learning by:encouraging conversations about diversity, equity, and inclusion
meeting the needs of a diverse student mix in actual and online classrooms
encouraging students to be respectful of other students’ opinions

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
By establishing ground rules such as:
Allowing all speakers to say their piece
Be respectful of other students’ opinions“Pass the baton” – one speaker at a time
Keep confidentiality & ask permission to use photos etc.

78How did you help students understand course learning
objectives and expectations?
This course aimed to help students understand course learning objectives andexpectations by:
Stating them clearly at the start of class & sharing the slides to each class at the endof lesson (previously I shared them before class, but found students were less likely
to listen!)
Posting on Manaba News (esp. upcoming deadline reminders etc)
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
For the Grade Evaluation Method we used a mix of in-class Manaba quiz & Respon
assignments, together with periodic review tests taken outside class hours to engage
with course materials and demonstrate their learning of fundamentals. In addition, extra
reading material was provided in the form of DOIs, video or podcast links or PDFs forinterested students to carry on reading in their own time. Also there was a Flipgrid casestudy video presentation with several stages.

How did you make group work more inclusive in your class?
By encouraging students to meet and mix in and out of classroom hours via a Flipgrid
case study video presentation with several stages

79

How did your TA support your practice of inclusive teaching inclass?
Having TAs introduce specific learning objectives and assignments
Having TAs or students provide model examples for specific learning goals
Having international students as TAs, together with foreign faculty teaching the classin Nihongo, encourages the students (especially Japanese students) to re-consider
their idea of multicultural learning environment. Some are quite resistant and we doget some complaints, but many also rise to the challenge to develop their “APU
spirit” as true global citizens.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

80

Major Seminar II
Professor PROGLER Joseph
English25 students
APS
FA 2022

Course Overview
Major Seminar II instructs students on how to conduct academic research in the
Humanities and Social Sciences. Students complete exercises and assignments andsubmit a semester report that will be developed into their graduation thesis in 2023. The
course also includes a significant participation component, including discussions in classand online and peer reviewing each other’s work

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching takes into account the different learning styles of students fromdiverse socio-cultural backgrounds and tries to strike a balance between that diversity
teaching the course content. The major seminar is an open-ended course in the sensethat there are certain general goals, such as learning how to design and carry out aresearch, but the specific content for each semester varies depending on the interestsand backgrounds of the students. In this way, the course content remains while theapproach to delivering that content is customized according to the diversity of students.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
For the first time since before corona moved classes online, the seminar met fully inperson on campus. In the classroom, now that barriers were removed, we arranged
chairs in a circle to discuss the course content. This assures that students all have an
equal opportunity to contribute to class discussions. It was remarkable to watch students
arrive to class early to help arrange the desks, and sit facing one another while sharing
their research interests and program. We also ran the class on Zoom, as there was one
student who was doing study abroad but still wanted to join, and there were a couple ofstudents who couldn’t come to campus due to illness but who also could feel welcome
and included.

81

How did you help students understand course learning
objectives and expectations?
Each week there was an assignment that students complete individually and then poston the course discussion forum. These included working with primary sources, readingsome material and sharing their views, and practicing to do a literature review for theirown research. Once the assignments are completed, classmates are asked to peer review
two assignments and in the next meeting we discuss and reflect on the peer review. The
goal is twofold: to get to know one another’s work and to improve.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
There are three main ways for students to engage in the course content. First, they
complete and post an assignment individually; second, they review one another’s
assignments on the course forum: and third, we discuss the reviews and the professor
adds commentary to improve student work. This semester there was anothercomponent, in which students participated in a college-wide seminar conference topresent a draft or early version of their research in progress. Some worked in teams.

How did you make group work more inclusive in your class?
Seminar classwork takes into consideration the different topics that students areinterested in and the professor, working with the DITA, rises to that challenge tries tofind a common ground among them to help foster communication and sharing of one
another’s works in progress. The overall goal to create a learning community in which all
members participate and with which students share their experiences.

How did your TA support your practice of inclusive teaching inclass?
The DITA was crucial in the success of the seminar. She went above and beyond thenormal duties of a TA. As a PhD student at APU who also completed her MA at APU, theDITA was able to offer insights on research from her own direct experiences. Students
greatly respected her work and the approaches that she shared. Most importantly, theDITA contributed to offering individual feedback to students. She replied in detail todrafts of the semester report, which I then collated to offer general guidance to the entire
group, and then advising students how to revise their drafts into the final version of thesemester report. The DITA also moderated the college-wide seminar conference andmade students feel welcome, both online and in the classroom. We also had an activity
off campus in which some students attended and/or participated in live cultural eventsand the DITA was involved with both.

82

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
The high points of the semester were in the seminar conference and the live music
events. For the conference, all students worked on a presentation to deliver at theconference. The presentations were based on preliminary research for their graduation
thesis. Students were very enthusiastic about about working together and learning about
one another’s research in a practical way. The group is diverse in many ways, so theirresearch reflects this inherent diversity and students felt included in the group while also
gaining confidence about their own research. The second high point involved music
performances, two on campus and one off campus, in which students who sang or
played instruments performed for their peers and/or members of the larger community.
Those who did not play or sing at these events noted in particular that they felt very
welcome as spectators. We hope to do these again.

83

Peer Leader Training I
Associate Professor ROUX Petrus Willem
English40 students
EDLSC
FA 2022

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching allows everyone in class to feel at ease in terms of their identity, forthem to feel free to express and join the learning process and slowly find their way
toward a feeling of belonging in the classroom and making their learning personal.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
Explained the philosophy behind the course and identified the roles of everyone in class.
Also explained my own position and stance regarding inclusivity & diversity
management.
Employed a DITA, who explained his purpose in class.

How did you help students understand course learning
objectives and expectations?
We discussed learning objectives & expectations in the first class.
Students did reflection feedback after each class to understand class content.
Students completed a mid-term and final reflection on course contents .
Opportunities for questions and discussion were offered after every 3 classes.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Group discussion
Q&A sessions with the instructor and TAGroup projects to apply their learning and understanding
Groups were responsible for teaching content to their classmates through aninnovative learning game
Post presentations
Online survey & feedback (weekly)

84How did you make group work more inclusive in your class?
Students were divided according to nationality & gender
Students with special needs were included (in coordination with their needs/requests)
We created different ways in which participation and assessment could be administeredand joined. This really helped to speak to the diversity of learning in our class.

How did your TA support your practice of inclusive teaching inclass?
We discussed plans and ways to foster intercultural communication, which the TA
actively supported and cultivated to help students understand the power and impact ofsharing their diversity and unique background.
We worked together as a team (instructor & TA) to help students understand the needfor continued cooperation between one another. The TA was instructed to actively
encourage and demonstrate skills such as active listening, allocating roles and support
the use and practice of taking leadership in groups.
The TA was invited to prepare a short lecture, on a leadership topic & experience,
followed by Q&A. In this way, student perspectives could be brought into the classcontent.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Group leaders were chosen at the beginning of the semester, with the understandingthat each group member will take a turn to act as a leader for the group. These decisions
and schedules were decided by each group freely. Group leaders were responsible forleading discussions, giving feedback and/or collate opinions from the group during shortpresentations.

85Sociology of Tourism
Associate Professor BOUKAMBA Kimo H.
English98 students
APS
FA 2022

Course Overview
This course provides students with the opportunity to develop their knowledge ofSociology issues in the field of Tourism. Part 1 of the course introduces tourism as asociological phenomenon before introducing sociology as a discipline as well as its
various perspective. This part concludes with an introduction to methods used insociological research. Part 2 presents culture, sex, and gender as important drivers of
tourist behavior before extending this perspective into the themes of typologies,
motivation, consumption and authenticity within the tourism context. The final part (Part3) focuses on the tourist destination with particular attention paid to the societal
dimension of sustainability within the context of tourism development and its impacts on
host-guest relationships.
*This course is designed to comply with Articles 1, 2, 7 and 8 of the Global Code of
Ethics for Tourism by UNWTO

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is a form of teaching that recognizes that learning experiences are
subjected to a wide range of situational factors which need to be accounted for. It
therefore promotes respect for diversity, enables participation as well as the anticipationof diverse learning needs and preferences. Inclusive teaching is centered on the learners
needs. It is more flexible as compared to traditional teaching approaches.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
A positive classroom environment was created by having clearly defined guidelines
which were developed prior to the start of the course, and revised during the first day ofclasses with the participation of all students. This power-sharing method allowed
students to feel involved. Also, I constantly reminded the students that “it’s by falling thata baby learns how to walk”. Hence, it’s by not being not being afraid to answer/ask
questions that they will learn more.

86

How did you help students understand course learning
objectives and expectations?
The course structure was clearly broken down on the first day. Each class included thelesson’s objectives and how it fitted within the overall objectives. These were constantly
reviewed at the beginning of each class. Student’s expectations were communicatedthrough a transparent assignment design which included the purpose as well as thesections of the work covered.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Teaching included lectures supported by PowerPoint presentations and group
discussions. A range of evaluations allow students to demonstrate their learning. These
included class quizzes, group assignments and group presentations. Accordingly,
students had the opportunity to learn from the teacher also from their peers.

How did you make group work more inclusive in your class?
Students were asked to form groups cased on a number of predetermined factors. These
included a balance between genders (40/60 or 30/70 if possible), seniority levels (having
a combination of first year students together with seniors), and country of origin (at least
5 different nationalities per group).

How did your TA support your practice of inclusive teaching inclass?
My TA was crucial in understanding the individual needs of students during the lesson.
The TA was very helpful in collecting and managed students’ feedback during group
discussions and assignments.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass. Please feel free to attach a photo, link or file.

87Special Studies (Development Economics)
Professor KIM Sangho
English13 students
GSA
FA 2022 Q1

Course Overview
This course introduces the practice of econometrics. It deals with applications ofstatistical methods to testing and estimating economic relationships. The main topics
cover a review of statistical inference, the linear regression model, extensions of thebasic linear regression model, and problems that arise when analyzing panel data bymeans of regression models. We will use the Stata software in data analysis, and you
will become familiar with the program.

In your opinion, what is inclusive teaching? What is it not?
I think inclusive teaching means providing an opportunity to learn and grow foreveryone taking my course, irrespective of their academic background. Even though
GSA is graduate school, our student level is widely distributed from someone without
economics background to having majored in economics and even practiced it. Also,
academic preparation differs greatly from country to country depending on country’s
educational development. It is hard to find a teaching level to include all of them toattain certain knowledge in this very technical course, which is also essential for
quantitative research. I tried to teach not only theory but practice, so every student
obtains useful and practical knowledge regardless of student’s background. I also
explain theories in their practical context intuitively.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
This is a graduate course, and we are engaged with professional learning. I giveenough time for every student to follow teaching material and instruction about
software program. I always repeat and review whenever important and difficult
concepts come up. I try to get them to follow every step when teaching programming
software. I don’t assume that they know very much about econometrics even though
there are some students with prior knowledge. To those who have prior knowledge, I
try to give extra knowledge to inspire them by teaching how we can interpret thetheory and model in real world. Because they are given their own individual final report,
they can also have an opportunity to learn by applying their learning.

88How did you help students understand course learning
objectives and expectations?
My objective is clear: First, teach students how to use econometrics programming
software and teach them models that they can apply to their own research. Secondly,
give them an opportunity to learn about applied econometrics through econometrics labclasses. I give them an opportunity to learning-by-doing while preparing for the final
report. After learning my course, every student starts to use the program, and then theylearn econometrics by doing. This is practical way of learning and teaching well fit withstudents. I know students who passed my course can use econometrics model in theirresearch. I teach them how to swim to survive not kicking and strokes beautifully, which
they will be interested in eventually.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
I gave them homework to collect data by teaching them how to collect and launch theirown research in a way to preparing for final report. After teaching each chapter, I
followed teaching with computer practice. I introduce Stata by showing them
introductory videos I made personally. I show them three videos for three chapters. AfterI instruct them econometric model, then I teach them how to apply them in practice byusing Stata. That is just step-by-step demonstration everyone can follow.

How did your TA support your practice of inclusive teaching inclass?
I tried to utilize DITA to send her to anyone who has a problem following Stata teaching
because she had learned it and used it for a year. I think there are students who asked a
lot of questions from her and got help from TA. It helped include some of slow learners insoftware programming. She also volunteered to give private lesson in using Stata andpreparing data and final report. I know some students used her assistance.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
I made videos to teach students Stata software. Because it is done without permission
from publishers, I cannot open it publically. I ask students follow the video of threechapters. This will make students familiar with the software. Individual final report helps
students to apply learning to actual empirical studies. I give them feedback by asking
them to present their project at the final class.

89

観光地マーケティングJA
久保隆行 教授
日本語124 students
APS
FA 2022 Q1

Course Overview

本コースは、受講生が観光開発にかかわる以下の課題に応える能力を身に着けることを目標に設計しています。
観光・ツーリズムとは何か？観光開発とは何か?
観光開発がなぜ必要なのか？
観光開発において何を開発するのか？
観光開発のためにどのように調査を進めるのか？
観光開発の計画をどのように立案するのか？

In your opinion, what is inclusive teaching? What is it not?

私にとってのインクルーシブ教育とは、開講する授業の受講を希望する受講生は全員もれなく授業を聴講するだけでなく、授業内外で設定された活動に参加し、教員も含
めてお互いに学ぶ機会があり、それが実現するようなサポートも受けられる状態を意味します。
教員からの一方的な情報提供を主とした授業はインクルーシブ教育とは言えないと思います。一方で、受講生本人もインクルーシブ教育を能動的に受講するという意識を持つ必要があり、そのモチベーションを教員は引き出す必要があると思います。
今回は、ハイブリッド形式で200名近い受講生を2つの教室に配置しながらもインク
ルーシブな授業を行うという大きなチャレンジを試みました。

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?

初回の授業オリエンテーションの際に、本授業はダイバーシティインクルーシブ授業であることを説明し、すべての学生は教員とDITAによってケアを受けることができることを説明しました。
グループワークでは、教員とTAが各グループメンバーとコミュニケーションを取り、グループワークから脱落する学生が出ないように注意を払いながら指導しました。
教員に対して個別に質問や相談がしやすくなるようにManabaに専用の申告の場を設置しました。
90

How did you help students understand course learning
objectives and expectations?

初回の授業のオリエンテーションの際に授業の到達目標を詳細に説明し、教員の目標は受講生が全員到達目標を達成して良い成績を取ることであると説明しました。
In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?

講義のPPT教材を授業終了後に電子的に配布することを前提に、受講生は授業中にノートを取り、授業後にPPT教材を使いながら復習するように促しました。
毎回の授業の終業後に受講生に復習としてショートレポートを提出させ、提出後受講生が相互にフィードバックを返して相互学習を促しました。

How did you make group work more inclusive in your class?

グループを作る際に、積極的な学生とそうでない学生がバランスよく各グループに配分されるように、事前に提出させた課題の取り組み状況などから学生をいくつかのタイプに分けて混ぜ合わせるように工夫しました。
先に述べましたが、毎回のグループワークではTAと分担して巡回して取り残されている学生がいないかどうか確認しました。

How did your TA support your practice of inclusive teaching inclass?

授業中には、受講生からのチャットによる質問を管理してくれました。
グループワーク中に各グループの巡回を教員と分担して行いました。
グループワーク発表会では、各グループの発表時間の管理をしてもらいました。
授業外では、受講生がManabaに提出した課題の提出状況を確認して教員に報告してくれました。必要に応じて学生と個別に連絡をとって課題提出を促してもらいました。
Manabaへの学生の学びの申告に対して簡潔なフィードバックコメントを返してもら
いました。

91

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

・今学期から久々に完全対面形式でのグループワークを行うにあたり、毎回の授業内でグループワークの環境を変える工夫をしました。具体的には、毎回の授業ごとにグルー
プごとに座席の配置を変更しました。授業前にManabaにて座席表（下記）を掲示し、受講生たちはそれを確認しながら座席に着席することにより、毎回気持ちをリフレッシュ
しながらグループワークに取り組めたのではないかと思います。
・さらに、グループごとに座席を決めることにより、欠席している学生の把握がしやす
くなり、DITAによって欠席しがちな学生を個別にサポートしてもらいました。

92

Project Management in Development in EA
Professor KIMURA Rikio
English17 students
APS
FA 2022 Q1

Course Overview
This course is for students who are interested in administration and management ofinternational development projects. This course aims at helping students understandand experience the whole project cycle of planning, implementation, and evaluation
through lectures, workshops, and assignments. In this course students will go throughpractical-based workshops and assignments where they will operationalize
concepts/theories learned from lectures toward the real or pseudo-real problems andsituations.
Standards for Course Completion
1. Students will be able to explain the nature of development projects.
2. Students will be able to explain the role of information in project development.
3. Students will increase their abilities to frame projects.
4. Students will increase their understanding on the managerial aspects of projects
5. Students will increase their abilities to evaluate projects
6. Students will acquire multicultural competency

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is where students feel that they are supported by an instructor, a TA
and their group peers so that they feel the sense of belonging. Inclusive teaching is also
where students feel that their differences and uniqueness are valued.
To be more specific, inclusive teaching is, first of all, interactive teaching where there areregular exchanges of ideas even in a lecture so that their diverse perspectives are
represented in the classroom and they feel included. It also includes effective group workwhere there is mutual help and respect between students so that they feel included intheir groups and their unique perspectives are valued.
Inclusive teaching is not predominantly didactic teaching where an instructor keep
lecturing and treats students as an empty container, into which the instructor deposits
knowledge.

93How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
I made myself and a TA approachable and available by using a positive welcoming tone
and practicing prompt and sincere feedback/support to students’ inquiries/requests,
including feedback to their assignments and having enough time to explain about and toreceive questions on major assignments.
A TA and I also strived for facilitating mutual help among students in their small groups.
As mentioned later, pre-sessions meetings helped us to discuss about how to makestudents feel comfortable in small group work. We have implemented groupinterventions based on such discussion, particularly for Japanese students, whose
English abilities are weak, to make them feel included.

How did you help students understand course learning
objectives and expectations?
I added the learning objective of inclusiveness—the actual term used was cross‘multicultural competency’—to the course learning objectives in the syllabus. And a TA
and I tried to ‘walk the talk’ (for mutual help and care) in the classroom so that students
would feel that we were really trying to meet the expectations. I also implicitly
reinforced the expectation for improving multicultural competency by making students
go through a class questionnaire survey on mutual help in multicultural group work, afacilitation checklist, peer evaluations, etc.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
The significant portion of the class time was spent on group work where students
discussed and exchanged ideas with their peers. The major part of their group work wasused for group case study analysis, which is a modified pedagogy of the case method.
Related to this, students worked on project-making and decision-making with theirgroup peers as the mid-term and final projects, thereby gaining those practical skills.
Basically, students ‘learned by doing.’ Students also engaged with on-line discussion
with other classmates through Manaba’s discussion threads as assignments.

94How did you make group work more inclusive in your class?
I had pre-session meetings (30 minutes each) with my TA to particularly discuss group
work of the day in a pre-session meeting and to reflect on how group work went in thelast session and strategize interventions for group work in the day’s session. I have also
accumulated the facilitation and intervention tips for TAs through this experience andshared those to my TA so that she would utilize those when working with small groups(Kimura 2020).
In addition, the first two sessions of this class covered cross-cultural management andrelated activities to heighten students’ cross-cultural awareness. These activities not only
fostered the understanding of and the respect to the cultural differences of groupmembers, but also functioned as ice breaking for group work. In these two sessions, I
provided students with tips for group facilitation as facilitation skills are an effective tool
for multicultural group work.
Kimura, R. (2020). Fostering Multicultural Collaborative Group Work in a Large Class:Comprehensive Course Design and Strategic Use of Teaching Assistants, Ritsumeikan
Higher Education Studies (20),pp.97-114.

How did your TA support your practice of inclusive teaching inclass?
The TA gave directions for group work, reconciling conflicts between members, andmaking group work inclusive of everyone (particularly Japanese students). Because ofher work experience in the international organization, she was instrumental foraccomplishing in all these tasks and particularly cared for Japanese students who
struggled with language issues. Because of her, group work became more inclusive.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Most of what I have done is documented in Kimura (2020).

95

International Law EA
Associate Professor HIRANO Miharu
English90 students
APS
FA 2022 Q1

Course Overview
We currently live in a world where a web of interdependence is felt at an international
scale. In this modern era, international law is no longer exclusively used by diplomats andprofessionals at international organizations; it has become an essential tool for local
administrative officials, business persons, journalists and activists. We, as citizens, alsoneed to understand the fundamentals of international law, since our political decisions
and the significant portion of any government’s policies have international implications.
This course is, thus, for anyone who wishes to better understand the increasingly
complicated world we live in from a legal lens.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching includes creating an enabling environment and using methods that
foster active engagement of students with knowledge apprehension, critical thinking,and their application.
Inclusive teaching should be designed in a manner that fits both active students andpassive students. The challenge often arises with the latter.
Inclusive teaching can be ensured by carefully assessing whether any teaching styles
or contents have discriminatory impacts on some students.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
With the support of TAs in the large hybrid classroom, I have implemented group works
and maintained dialogues with students by adopting systematic methods.

How did you help students understand course learning
objectives and expectations?
It was elaborated in the detailed syllabus distributed on the first day (also made available
on manaba) and explained in the first class.

96

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were asked to prepare for the lecture by conducting reading assignments
and answer quiz before attending a class.
Instructor asked students questions time-to-time, which were answered byvolunteering students.
Instructor also collected questions from students. It used chat function, managed byTAs.
At the end of each class, students were asked to reflect on the class contents andwrite comments into Respon, to which the instructor provided responses to before
the next class.
Students were asked to write five review assignments in the course. Eachassignment required 300 words minimum. Students could submit the assignment asa group if they so wished. The instructor gave feedback by picking one example
essay (anonymous)
The final report was used to measure the attainment of the course objective and took
40% of the overall grade, but students could use Review Assignment when
preparing part of it.

How did you make group work more inclusive in your class?
I asked students to form groups voluntarily or by assigning students to certain groups
based on student ID numbers.
TAs assisted facilitation of discussions in Zoom breakout rooms.

How did your TA support your practice of inclusive teaching inclass?
Group work observation and facilitation (especially in Zoom)
Sending chat message with instructions or referenceCollect questions from students via chat and list up for the instructor.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
https://miharu-hirano.notion.site/2022-FA-1Q-International-Law861c2d8250f44554b2aba0936376292a

97

Product Development
Professor MIYAZAKI KumikoEnglish220 students
APM
FA 2022 Q1

Course Overview
Leading technology based companies need a distinctive product and a powerfulproduct strategy to remain competitive. This course aims to teach the basic concepts,
business models, tools, and frameworks for developing new products and services andhow they are accepted in the market.

In your opinion, what is inclusive teaching? What is it not?
In traditional teaching, the lecturer provides knowledge to the students. In inclusive
teaching, the role of the instructor changes to one who is not only a knowledge
provider, but a facilitator, guiding the students to learn. This is based on the assumptionthat we recognize that the cultural background, interests, learning goals, as well as thestrengths and weaknesses of students are all different. In inclusive teaching, thestudents feel welcome and comfortable, they are encouraged to speak up and actively
participate in the classes, so that they can learn from one another. It is important thatthe students understand that there is no single right answer. They should not be afraid
to make mistakes.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
In the first Introduction class, I explained that students can use Chat, or raise their handto ask questions if they needed further explanation or clarification on what I was
saying. Although teaching material for product development is usually based on casesof developed countries and leading edge technologies, the course was designed so thatthe students from developing countries felt comfortable, by letting students to think ofproduct or service which may be based on local needs in developing countries. I
restated the key points in different ways during the class to make it easier for students
to understand.

98

I started each lecture by discussing 2-3 interesting current news topics and interpreted
them using the concepts covered in the course. I think this aroused their interest in
product development. The DITA would also give a 7-8 minutes talk at the beginning.
(explained later in this report). The Zoom function, Live transcript was always set, so that
who had difficulty in hearing and understanding could also read the sentences.
Before the lecture started, we played easy listening jazz.
A discussion board was set up in manaba so that students could write comments,
leading to additional discussions outside class

How did you help students understand course learning
objectives and expectations?
In the first class, I explained what were the course learning objectives, expectations, thecourse structure and how students will be evaluated. The evaluation would consist of 3
parts, participation,individual assignments and group work. I explained that simply
attending classes would not be sufficient, as they were expected to actively participate inclass discussions. I also explained clearly how the group work will be evaluated. (It will bebased on a combined assessment of
1. How much they have learned from the course,
2. How much effort they have made towards the group work,
3. The quality of the final group session including the video they made as well as how
well they performed in Q and A.
In the Q and A, they were evaluated both in terms of their ability to raisequestions to another group, and their ability to answer questions. In addition to the group
work, I emphasized the importance of the 2 individual assignments.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
I gave a copy of the PPT slides one or two days in advance. In Manaba I uploaded all thereading material for each class a few weeks before the class. During the class, breakout
sessions took place so that they could work in a group. (A goal was set for each breakout session and afterwards, a member of the groups presented what they discussed).
Some breakout sessions took place in random groups.
In others, when students were working on their Group project, the groups were preassigned. On several occasions a video (lasting about 10 minutes) of interviews ofleading professionals engaged in new product development around the world wasshown.

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How did you make group work more inclusive in your class?
In the first week, the DITA carried out a survey to find out the students’ names,
nationality, the academic year. The DITA used the information obtained to assign thegroups so that diversity could be maximized. Once the students started group work,attention was paid so that they could work together smoothly. We asked students tocontact us if there were any problems. If for example, students could not reach someone
in the group, we provided assistance so that they could find one another. When thestudents submitted their work, they were also asked to submit peer assessment
so that the evaluation would be fair. In case, the peer assessment did not seem fair (forexample, if one person got 50% and the others only got 10%) we contacted the groupmembers and asked them to reconsider the peer evaluation or asked each person in thegroup to provide a peer evaluation of other members (excluding his/her score) and we
calculated the average score.

How did your TA support your practice of inclusive teaching inclass?
Each lecture began by the DITA (an MBA student Alfredo from Peru)’s 10 minutes
presentation. He would give a wrap up of the key points learned in the previous lecture,
and also talk about current news topics of interest. The DITA would take note of all thestudents who raised a question or made a comment. He noted down the names, thenumber of comments made in each class. At the end of the course, the data wascompiled and sent to me. (I used the data for measuring the participation).
The DITA would also check what students were saying in Chat so that I could takeaction.Outside the class, when students had a question, they would ask the DITA. If he
could not answer, I would answer When the final group sessions took place, the DITA
asked some questions as well as managed time keeping. He also talked with thestudents in groups which had some problems, such as those related to peer evaluation.
So overall the DITA did a great job.

100

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
As explained above, by using a combination of the way I taught this course and thanks to
the DITA, I think students were able to experience a fruitful learning experience.
For group work, the 37 groups worked on a development plan for a new product or aservice.…
There were many ‘smart’ products such as smart bed, smart watch, smart wallet, smart
trash collector, smart robot, smart pet collar, smart suitcase. Some products were hightech related, such as a drone hub, holograms, virtual reality fitting room(for clothes).
virtual travel goggle. Several products were related to sustainability, such as deskcleaning lamp, shoe cleaner, portable fridge, trash collector, some wereunique products related to the needs and seeds in a developing country, such as bamboo
made water bottle, edible cutlery. There was also a skin care product made from Onsen
in Oita prefecture. The students were able to apply the concepts they learned in thelectures to create an interesting product/service development plan.
I will attach here the comments from Alfredo Kohel, the DITA;“As a graduate student, I was surprised by the high level of product development
projects presented and the participation of undergraduate students during the class.
There weremore than 220 students from 35 different countries in the class, and groupprojects were carefully created based on diversity. Given the number of students, classparticipation was limited; therefore, the Manaba forum was also available for them topost any discussions or questions they had before and after the class. Both TA and DITA
joined the breakout rooms during class to check if all members were included during theassignments' dialogue. If students had issues with their team members, we were always
available to be contacted and tried to make things work among them.”101Health and Wellness Tourism
Professor MEIRMANOV Serik
English17 students
APS
FA 2022 Q1

Course Overview
This course is a comprehensive introduction to Public health. Much of the course will
focus on five questions: What do people get sick, disabled and die from; Why do they
suffer from these conditions? Which people are most affected? Why should we careabout such concerns? What can be done to address key health issues, hopefully at least
cost, as fast as possible, and in sustainable ways? The course will cover not only Asia
Pacific area but also global issues with a focus on low- and middle-income countries,
the health of the poor, and health disparities. Particular attention will be paid
throughout the course to health systems issues, the linkages between health anddevelopment, and health matters related to global interdependence. The course will
cover key concepts and frameworks but be practical in orientation.
Besides the theoretical learning, this course would support Active learning. One of theforms of which is Project-based learning. Students, after dividing into the group, aresupposed to plan and implement the health and wellness tourism-related project.
Which should be reported as a group presentation (10-15 min pre-recorded video
presentation might be set as an option) and with submission of the project report.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching is education process when classes are designed in a way thatstudents from various backgrounds be able to equally participate in learning process
and be able to express their thoughts.
Inclusive teaching also should utilize different ways of teaching like active learning,group discussion and group project.
In my course I intended to utilize inclusive teaching.
First of all, the content of the course including information about Public Health fromdifferent Asia Pacific countries and beyond. During the class, students from different
nationalities were welcomed to share their experience from their countries, which
included Timor-Leste, China, India, Indonesia, Kirgizstan, Thailand, Uganda, Uzbekistan
and others.
Students participated in group discussion during the class and each group had mixtureof students from various backgrounds such as county of origin and gender.
Each class member was welcomed to express their opinion while other participants
were able to provide their arguments in a respectful manner.
102How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
From the first class I created a Padlet, where everyone provides their names, researchinterests, hobby and image of their favorite place. So all students were able to see thebasic information about classmates. As an icebreaking I asked everyone introduce
themselves, so students were happy to know that there are representatives fromdifferent countries and regions. Sharing information about their hobbies instantly createda connection between many students with similar hobbies.

How did you help students understand course learning
objectives and expectations?
From the first class the syllabus was explained in detail.
I also asked students what they would like to learn from this course, so they could
verbalize their expectation.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were able to access to all PPT files of lectures and textbook which wasavailable from APU library online.
I also listed additional materials available at the library on the syllabus.
Students were able to demonstrate their learning during in class discussions andassignments.

How did you make group work more inclusive in your class?
All groups were formed in such way so they include members from different
backgrounds.
For group discussions students were asked to utilize experience and knowledge fromtheir countries.
The topic of group project was intended to include different destination

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How did your TA support your practice of inclusive teaching inclass?
TA was very helpful during group discussion and following the group projects.
As one student participated online, TA was also helpful to make sure that online student
was able to participate in all in class activities.
TA was also helpful to provide students with reminders of the deadlines and activities.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
This is the sample of icebreaking activity on Padlet. Students made their self-introduction
and shared them.

104Human Rights

人権論

Assistant Professor HIRANO Miharu
Japanese
113 students
APS
FA 2022 Q2

Course Overview「人権」は、私たちが生きる現代社会において、もっとも基本的な価値の一つです。人権が語られるとき、その根拠は倫理や宗教に求められたり、あるいは内容が政治的ない
し社会的に決められたりします。多種多様な歴史や文化的背景を持つ国際社会の中で、一人ひとりの人権が守られ、その理想を実現するためには、普遍的な人権基準を設定
し、共通言語の下で議論できなければなりません。これを可能にするが、国際法として存在する人権です。この授業では、国際人権法の歴史、内容、制度、その背景にある価値観などについて学びます。また、単に頭で人権法を理解するだけでなく、人権に根差した社会を作り上げる一員として必要な、法的に考え主張を展開するための基本的なス
キルの修得を目指します。
In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching includes creating an enabling environment and using methods
that foster active engagement of students with knowledge apprehension, criticalthinking, and their application.
Inclusive teaching should be designed in a manner that fits both active students andpassive students. The challenge often arises with the latter.
Inclusive teaching can be ensured by carefully assessing whether any teachingstyles or contents have discriminatory impacts on some students.

How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
With the support of TAs in the large hybrid classroom, I have implemented group works
and maintained dialogues with students by adopting systematic methods.

How did you help students understand course learning
objectives and expectations?
It was elaborated in the detailed syllabus distributed on the first day (also made available
on Manaba) and explained in the first class.

105

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
Students were asked to prepare for the lecture by conducting reading assignments
and answering quizzes before attending a class.
Instructor asked students questions time-to-time, which were answered byvolunteering students.
Instructor also collected questions and comments from students.
At the end of each class, students were asked to reflect on the class contents andwrite comments into Respon, to which the instructor provided responses to before
the next class.
Students were asked to write five review assignments in the course. Eachassignment required 120 characters minimum. Students could submit theassignment as a group if they so wished. The instructor gave feedback by picking
one example essay (anonymous)
The final report was used to measure the attainment of the course objective and took
40% of the overall grade, but students could use Review Assignment when
preparing part of it.

How did you make group work more inclusive in your class?
I asked students to form groups voluntarily or by assigning students to certain
groups based on student ID numbers.
TAs assisted facilitation of discussions in Zoom breakout rooms.

How did your TA support your practice of inclusive teaching inclass?
Group work observation and facilitation (especially in Zoom)
Sending chat message with instructions or referenceCollect questions from students by delivering microphones and also via chat.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
https://miharu-hirano.notion.site/2022-JA-136b9c68532c4eb58281ffd781c7938d

106Consumer Behavior
Professor LEE Geunhee
English230 students
College of International Management
FA 2022 Q2

Course Overview
Marketing begins and ends with consumers, from determining consumer needs andwants to provide consumer satisfaction. Thus, the clear understanding of consumers is
critical in successfully managing the marketing function.
The purpose of this course is to introduce you to the study of consumer behavior.
Usually, we will take the perspective of a marketing manager who needs knowledge ofconsumer behavior in order to develop, evaluate, and implement effective marketingstrategies. We will examine many concepts and theories from behavioral sciences andanalyze their usefulness for developing marketing strategies.

In your opinion, what is inclusive teaching? What is it not?
In my opinion, the inclusive teaching should clear two huge obstacles that students have.
1) To get themselves involved in the classroom more and 2) To be open to different andvarious ideas.
1. Inclusive teaching should encourage many students to get involved in the classsetting as much as possible. Due to the different cultural backgrounds andpersonalities, students have hesitation to speak up in front of other students, but
continuous training can encourage them to be motivated to get involved in many
class activities more.
2. Some students are not very open to different and various ideas of others due to thelack of experience to share and listen to variety of ideas and opinions.
By sharing opportunities with students to speak up, share and listen to different ideas,
and be more active in discussions, students can understand the true value of the“inclusive class setting”.

107How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
1. Never say “no” to any answers from students. First, you let them know that there are
no ultimate and firm answers in the social science. Then, whenever they answer yourquestion, you first start off with “That’s a very brilliant idea” and explain what you
think about the answer.
1. Try to share opportunities to speak and answer as much as possible. Sometimes,
only small portion of students have the courage to speak up. It’s great thing that
there are those types of students and letting them speak first is a good start ofhaving an interactive class environment. But, later, it is always important that you
share the opportunities with other students too.
1. Giving bonus points for sharing their opinions and answering professor’s questions isgood. It truly encourages students to be engaged more and learn the joy of being
active in the classroom.

How did you help students understand course learning
objectives and expectations?
1. It is always important to make it clear about the course learning objectives andexpectations in the beginning of the class (orientation).
2. In the middle of the class, you emphasize the learning objectives and expectations
again, so students can refresh their memories and understandings about them.
3. When finishing the whole course, you explain them once again by connecting allclass contents with those objectives and expectations, so students can relate what
they have learned throughout the course with what they were expected to learn fromthe start.

108

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
1. For them to engage with my course, I normally give them an opportunity of group
works and bonus points for their motivation.
2. They are also asked to use a Facebook group to share their reports and leavecomments on others’ reports, so they can exchange their knowledge andunderstanding with others.
3. Students are also asked to deliver a final presentation that can sum up all the classcontents that they could have learned throughout the whole quarter.

How did you make group work more inclusive in your class?
1. Group members are expected to be diverse. By having members with different
gender, ages, and nationality, they can understand the importance of inclusiveness.
2. Students also have an opportunity to conduct a peer evaluation, so they can evaluate
and judge how other students performed in the group work subjectively andobjectively.

How did your TA support your practice of inclusive teaching inclass?
DITA is asked to observe what happens in the classroom very carefully and have ameeting with the instructor from time to time. As DITA takes other classes as a normal
student, he/she shares his/her opinion about the difference of what myself is doing andwhat other professors are doing in other classes. Then, we discuss how I can improve
my own class in more positive and engaging manner.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Facebook group pagehttps://www.facebook.com/groups/gleesmarketingclub
Class movie
https://youtu.be/B28IFjcoMUQ

109

MicroeconomicsEB
Professor KIM Sangho
English86 students
APM
FA 2022 Q2

Course Overview
This course will introduce students to microeconomic theory. The course covers thefundamental theories of the consumer, the firm and markets. Lectures will help students
to understand how microeconomics can be applied as a practical tool for both managerial
and public policy decision-making in the real world. Therefore, special emphasis will beplaced on extended applied examples that consist of topics including the analysis ofdemand, cost and market efficiency, the design of pricing strategies, investment andproduction decisions, and public policy analysis.

In your opinion, what is inclusive teaching? What is it
not?
Inclusive teaching refers to teaching practices that are designed to accommodate diverse
students and create a welcoming and inclusive environment for all students. It recognizes
the diversity of student backgrounds, abilities, and learning styles and aims to support
student success by creating equitable learning opportunities. Inclusive teaching is not:1. One-size-fits-all: Inclusive teaching does not rely on a single teaching style orapproach that is applied to all students regardless of their individual needs andcharacteristics.
2. Exclusionary: Inclusive teaching does not exclude or discriminate against any
students based on their race, ethnicity, gender, religion, or other personal
characteristics.
3. Static: Inclusive teaching is not a one-time initiative, but rather a continuous processof reflection, improvement, and adaptation to changing student populations andneeds.
4. Unwelcoming: Inclusive teaching does not create an unwelcoming environment forany students, but instead fosters a sense of community and respect for all students.
5. Inflexible: Inclusive teaching is not rigid and inflexible but is instead responsive tochanging student needs and adaptable to different learning styles and backgrounds.

110How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating
in class?
To create a positive classroom environment that welcomes and encourages all students
to participate:
1. Encourage active participation from all students and provide opportunities forstudents to engage with course material and each other.
2. Foster a sense of community in the classroom by building rapport with students,
encouraging group work, and creating opportunities for students to get to know eachother.
3. Be open and approachable and encourage students to ask questions and share theirperspectives.
4. Be mindful of cultural differences and ensure that all students feel respected andvalued.
5. Offer constructive feedback and be open to receiving feedback from students on
ways to improve the classroom environment and their learning experience.

How did you help students understand course learning
objectives and expectations?
To help students understand course learning objectives and expectations:
1. Provide a detailed syllabus that outlines the course schedule, reading materials,
assignment due dates, and assessment methods.
2. Provide regular updates and reminders on course content, deadlines, andexpectations, and encourage students to ask questions or seek clarification.
3. Encourage students to take an active role in their learning by asking questions,seeking feedback, and participating in discussions and group activities.
4. Offer opportunities for students to review and reinforce their understanding ofcourse objectives and expectations through activities such as quizzes, exercises, orgroup discussions.
5. Encourage ongoing communication with students throughout the course and provide
opportunities for students to provide feedback on their learning experience.

111

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
To engage students with course materials and allow them to demonstrate their learning:
1. Class discussions: Encourage students to participate in class discussions and share
their perspectives and insights on course material.
2. Encourage group work and collaboration through group projects and activities.
3. Encourage students to give presentations on course topics or work on group projects
that involve presenting their findings.
4. Use quizzes, exercises, and exams to assess student understanding and recall ofcourse material.

How did you make group work more inclusive in your class?
To make group work more inclusive in the classroom:
1. Assign group members: Assign group members in a way that encourages diversity
and inclusiveness, such as rotating group members or randomly assigning them.
2. Clarify roles and responsibilities: Clearly define each group member's role andresponsibilities to ensure that all students are contributing to the group work.
3. Encourage active participation: Encourage active participation from all groupmembers and provide opportunities for all students to share their perspectives andideas.
4. Foster open communication within the group and encourage all students to feel
comfortable sharing their thoughts and opinions.
5. Evaluate group work based on individual contributions as well as the collective
efforts of the group to ensure that all students are held accountable for their
participation.

112

How did your TA support your practice of inclusive teaching inclass?
A teaching assistant (TA) supported inclusive teaching by collaborating with the
instructor on designing group presentation and implementing it.
This includes:
Making groups by considering country background:
Designing presentation outlines to provide to students as guidelines:
Assisting group works at the end of lectures by Providing feedback to students
on their work, and help students understand course objectives and expectations:
Encourage active participation from all students:
And organizing group presentation held during the last two lectures.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
In this class I have conducted a group presentation, by dividing in 15 groups each groupmust present the case study and should link with contents in the lecture. I have
instructed them to submit a group presentation plan to ensure students understandwhat they are going to present. The plan includes a presentation topic, brief explanation
about their case study, roles of each member, and way they are going to communicate
each other. In addition, I also asked students to do a group report after the presentation
to make sure that all members are working together and there is no freerider in thegroup.
Then, I allotted the last two lectures for group presentation, in which each grouppresented about 10 minutes followed by two-minute Q&A session. I asked them tosubmit their presentation files to the designated Manaba project room.
I replaced the final exam with group presentation with 30% grade total.
It was an interesting experience and students liked it.

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産業論
久保隆行 教授
日本語
MICE

72 students
APS
FA 2022 Q2

Course Overview

観光の目的は、レジャー（余暇）目的とビジネス（業務）目的に大別することができる。本コースは、ビジネスを目的とした観光をとりあげ、まずその実態を把握する。さらに、ビジネス・ツーリズムの具体的な手法としてMICE（Meeting, Incentive,
Convention, Exhibition)に焦点をあて、理論と事例によってMICEによるビジネス・ツーリ
ズムの方法論を習得することを目的とする。
In your opinion, what is inclusive teaching? What is it not?

私にとってのインクルーシブ教育とは、開講する授業の受講を希望する受講生は全員もれなく授業を聴講するだけでなく、授業内外で設定された活動に参加し、教員も含
めてお互いに学ぶ機会があり、それが実現するようなサポートも受けられる状態を意味します。
教員からの一方的な情報提供を主とした授業はインクルーシブ教育とは言えないと思います。一方で、受講生本人もインクルーシブ教育を能動的に受講するという意識を持つ必要があり、そのモチベーションを教員は引き出す必要があると思います。

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?

初回の授業オリエンテーションの際に、本授業はダイバーシティインクルーシブ授業であることを説明し、すべての学生は教員とDITAによってケアを受けることができることを説明しました。
グループワークでは、教員とTAが各グループメンバーとコミュニケーションを取り、グループワークから脱落する学生が出ないように注意を払いながら指導しました。
教員に対して個別に質問や相談がしやすくなるようにManabaに専用の申告の場を設置しました。

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How did you help students understand course learning
objectives and expectations?

初回の授業のオリエンテーションの際に授業の到達目標を詳細に説明し、教員の目標は受講生が全員到達目標を達成して良い成績を取ることであると説明しました。
In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?

講義のPPT教材を授業終了後に電子的に配布することを前提に、受講生は授業中にノートを取り、授業後にPPT教材を使いながら復習するように促しました。
毎回の授業の終業後に受講生に復習としてショートレポートを提出させ、提出後受講生が相互にフィードバックを返して相互学習を促しました。

How did you make group work more inclusive in your class?

グループを作る際に、積極的な学生とそうでない学生がバランスよく各グループに配分されるように、事前に提出させた課題の取り組み状況などから学生をいくつかのタイプに分けて混ぜ合わせるように工夫しました。
先に述べましたが、毎回のグループワークではTAと分担して巡回して取り残されている学生がいないかどうか確認しました。

How did your TA support your practice of inclusive teaching inclass?

授業中には、受講生からのチャットによる質問を管理してくれました。
グループワーク中に各グループの巡回を教員と分担して行いました。
グループワーク発表会では、各グループの発表時間の管理をしてもらいました。
授業外では、受講生がManabaに提出した課題の提出状況を確認して教員に報告してくれました。必要に応じて学生と個別に連絡をとって課題提出を促してもらいました。
Manabaへの学生の学びの申告に対して簡潔なフィードバックコメントを返してもら
いました。

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Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.

・今学期から久々に完全対面形式でのグループワークを行うにあたり、毎回の授業内でグループワークの環境を変える工夫をしました。具体的には、毎回の授業ごとにグルー
プごとに座席の配置を変更しました。授業前にManabaにて座席表（下記）を掲示し、受講生たちはそれを確認しながら座席に着席することにより、毎回気持ちをリフレッシュ
しながらグループワークに取り組めたのではないかと思います。
・さらに、グループごとに座席を決めることにより、欠席している学生の把握がしやす
くなり、DITAによって欠席しがちな学生を個別にサポートしてもらいました。

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Research Methods and Academic Writing
Professor GHOTBI Nader
English25 students
GSA
FA 2022 Q2

Course Overview
Practicing academic writing to write up a masters dissertation.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching requires instructors to make well-planned pedagogical choices thatwould support students’ sense of belonging, increase their competence in a subject, andboost their interest in the course material. It would mean creating a learning community,
where students are willing to talk and support each other in a learning process. Inclusive
teaching is informed by an instructor’s value system, beliefs (one has to be flexible, open
to students’ needs), knowledge (one has to have a preliminary understanding of
pedagogy or psychology of student behavior). Most importantly, I believe the quality ofinclusive teaching is dependent on an institutional support, available services, andresources. Inclusive teaching is, indeed, joint work between educators and university
stakeholders pursuing the common aim in supporting students’ learning progress.

How did you create a positive environment in your classroom
so that all students feel welcomed and comfortableparticipating in class?
I implement more inclusive (formative) assessment practices in my Academic Writing
course. Particularly, I give students individual feedback on their own research projects sothat they can revise their materials each week, progress at their own pace without being
graded. I emphasize that the final grade would mirror students’ progress and theirindividual efforts throughout the course. I create a learning community in my class where
I encourage students to reflect over their minor/major issues I pointed at whencommenting on their assignments. If students are active in discussions, I would validate
an individual’s contribution and respond to the given comment. I don’t impose any
burden or pressure on students or force them to speak unless they want to. I ask for theiropinion on the preferred pace of the lecture, or the assignment deadlines. I respond totheir inquiries by email timely, and I am willing to ensure reasonable accommodations if
there are any special circumstances for that.

117How did you help students understand course learning
objectives and expectations?
My course learning objectives can be accessed in an online format through the syllabus
on campus terminal. I made them clear and as simple as they could be so that students
had a good understanding and adequate expectations of the outcome before joining thecourse.
At the beginning of the course, I would devote a significant amount of time to clarifying
the learning goals for students along with my teaching strategy and views.

In your class, what were the multiple ways for students toengage with your course materials and demonstrate theirlearning?
In my class students are free to share their knowledge and demonstrate their academic
and communicative abilities in different ways (by completing surveys, written
assignments, or by simply raising a hand in a class discussion). Throughout the course, I
would emphasize the importance to listen to other group members, respect their ideas,hold each member accountable, etc.

How did you make group work more inclusive in your class?
Group work, though being an important aspect of inclusive teaching, is not a part of mystrategy as an instructor given some inconsistency in offline student attendance and myteaching approach. Despite this, through class discussions (occurring synchronously on
Zoom and in class) I would encourage students to think of challenges in academic writing
they’d encountered so far in a variety of ways, explain their perspectives, and sharethose with their peers.

How did your TA support your practice of inclusive teaching inclass?
TA would support student learning by responding to students’ inquiries regarding thesyllabus, lecture content, grading system, etc. both in-person and by email. I would
instruct her to encourage students to speak out, facilitate class discussions and remind
students of different opportunities for class participation (for example, aside from givinga speech in class, student could also provide a comment on Zoom). Also, I would
encourage my current TA to collaborate and seek for advice on inclusive assistance frommy previous students who have similarly worked with me in class. In addition, I asked TA
to update manaba page with course news and provide students with necessary info on
resources and services available at APU for student academic growth and mental
support (like Counseling Room, Writing Assistance, etc.).

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Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
Ensuring accessibility of all course materials, the information on available services andresources is my priority in conducting inclusive teaching. For example, on my manaba
page all presentations, reading materials, course information updates are available inonline formats and can be accessed at any time of the course. Upon request I mightprovide a student with a hard copy of the materials. It’s the main principle of any inclusive
design for teaching. Also, during the class lecture I always enable captions in a Zoom
meeting so that students can view subtitles in case if they might have technical issues
with sound or have difficulty in hearing.

119Introduction to International Relations
Associate Professor HEO Seunghoon Emilia
English44 students
APS
FA 2022 Q2

Course Overview
This introductory course starts by reflecting on the naissance of International Relations(IR), as an academic discipline and as a field of competing perspectives and stories about
our world. It then focuses on actors performing on the international stage before
exploring selected sets of historical and contemporary issues. Taking the flippedclassroom approach (a self-reliant process of reading and writing before coming to theclass), this course aims at spending two months together to deeply think, share, anddiscuss IR in order to understand better how we would like to shape our world—thesymbol of Ritsumeikan Asia Pacific University.

In your opinion, what is inclusive teaching? What is it not?
Inclusive teaching (incl.T hereafter), an art of dialogue between and among instructor andstudents, refers to, but not limited to, the following three elements: First, in the mostbasic idea, incl.T refers to pedagogical methods that invite students feel welcomed andcomfortable participating in class regardless of their origin, nationality, gender, culture,religion, and political affiliation. Second, in International Relations (IR) classrooms, incl.T
encourages students, exposed to various, often conflicting and competitive, national
narratives to learn and reflect the issues through the eyes of others. Third, incl.T
promotes teaching methods that are interactive and interdisciplinary, using multiple
pedagogical tools such as music, visual arts, kinesthetic learning in both lecturing andgroup activities.
What incl.T is not is the exact opposite: a teaching style that risks making students feel
excluded depending on their personal affiliation; that presents a one-sided narrative or
selective part of a whole story; and that makes little efforts in diversifying pedagogicaltools to encourage students learn IR in a more passionate and exciting way.

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How did you create a positive environment in your classroom sothat all students feel welcomed and comfortable participating inclass?
As IR issues tend to be heavy and hard to dig into it (e.g. crimes against humanity, war,
global climte change, etc.), I tried to start the class with anecdotes, newspaper articles
review. I also invited students to share their own interest in each topic. I also tried toremember their name and call upon them as much as I can to create a family-likeatmosphere.
Before each class started, I showed a short music video clip related to the course theme.
Examples include U2 Ukraine support music live, Heal the world by Michael Jackson,
Semina la pace by Gen Rosso etc. It helped students to get interested in the course andconcentrate for one koma. I opened a discussion forum on Manaba Threads to invite
students to share their idea of music related to the peace theme and selected a couple ofthem from the mid semester. Besides, DITAs were always present in and outside theclassroom to respond to students’ inquiries, difficulties, or questions.

How did you help students understand course learning objectives
and expectations?
I clearly stated the course learning objectives and expectations in the detailed syllabus(uploaded on Manaba before the class started) and spend enough time during thefirst class to explain it one by one. For details, see Introduction to International Relations
syllabus 2022FA. I and DITA reminded students of the learning objectives andexpectations during the semester: I for example wrapped up today’s class and introduced
the next class theme by repeating the objectives and expectations. DITA created a re-cap
sessions via zoom or on Manaba that allowed students to freely share their idea, concern,or learning point of each classes.

In your class, what were the multiple ways for students to engage
with your course materials and demonstrate their learning?
While the lecture content was based on book chapters and academic journal articles, I
allowed students to read novels (we offered a suggested reading list that include forexample The Night by Elie Wiesel, Pachinko by Minjin Lee, Sunflower by Simon
Wiesenthal...) that helps students grasp the concept of peace and invited them to present
their impression and reflection.
DITA was in charge of managing the discussion forum on Manaba. Every week, we hadinternational news forum where students pick up a news related to the course content
and present it, or other week by week theme (e.g. during the visualizing IR week,
students could share their visit to gallery, museum etc. that helped them reflect onpeace).
During the last week, students formed groups and chose various methods (e.g. street art
presentation as story telling method, game play, pre-recorded video for a theatre play) topresent what they have learned during the semester

121How did you make group work more inclusive in your class?
During the very first class, I created a who’s who card game on Manaba (Each student
briefly present themselves including a nickname and list three points that identify themuniquely). I tried to remember their nickname and called them at least once during thesemester. I sometimes read the three points (very fun elements) and asked them toidentify themselves, which played like a game. It helped them all to feel relaxed andwelcomed and get to know each other better.
To make group work activities more inclusive during the semester, I and DITA madeefforts to prepare them in advance (e.g. pre-assigned questions or essays as spending
some time to learn about the content help students become more active in sharing
their point of view about an issue), found a way to make groups with students from APU
and exchange students.

How did your TA support your practice of inclusive teaching inclass?
DITA was present in class every week and took special care of online students whenever
the instructor was concentrated on lecturing. DITA was also in charge of dealing withstudents email related to the course inquiries. DITA also offered wrap up sessions,tutoring sessions on academic writing, and re-cap sessions for difficult content wheneverstudents asked for help. In addition, we had helpers (two former IPS students
volunteered to participate in class) to offer help on academic writing for completing thefinal research paper or on rehearsing the thematic presentation.

Please share and describe any specific activity, groupwork,
lecture content or any materials through which you applied
inclusive teaching or fostered diversity and inclusion in yourclass.
THEME 1. IR Post
I suggested students to debate on whether cultural boycotts are constructive and write ashort op-ed as a group for a newspaper. Please contact the instructor to have access tothe student work file.
THEME 2. Creating an APU museum on contested histories
I asked students to share a specific historical event interpreted differently by two statesand suggested them to design a museum on APU campus to help students from allaround the world to learn the past from various angles. Please contact the instructor tohave access to the museum design created by students.

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