I Have a Dream… That Nagoya
University’s G30 NEXT shall Flourish
ー名古屋大学G30 NEXTへの熱い期待－
June 2nd, 2016, 18:30 -19:30

Kosuke Shobatake
正畠 宏祐
Designated Professor, Ph.D in Chemistry
InternaIonal EducaIon and Exchange,Nagoya University

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Contents• 1. My Short History (私の簡単な履歴)• 2. Work Hour Comparison between Students in US
and Japan （勉強時間－米国と日本の大学生の比較）• 3. Role of Teaching Assistants (TAs) （大学におけるTAの役割）• 4．NU’s Global 30 InternaIonal Programs(名大の英語だけで学位が得られるG30教育)• 5．I Have a Dream… That NU’s G30 NEXT Shall Flourish（名古屋大学G30 NEXTへの熱い期待）

21. My Short History (私の簡単な履歴)(1) Born on Dec. 16, 1941, at a port town, Kinoe, on anisland in the Inland Sea (瀬戸内海) near Hiroshima.
(2) In 1960 entered Kyoto University, Dept. of SyntheIc
Chemistry, School of Engineering (unIl 1st year of
doctor course)(3) Feb. 1967 I went to IIT in Chicago as a research
fellow to study infrared spectroscopy of metal
coordinaIon compounds unIl Aug. 1969.
(4) In 1968 university unrests (大学紛争) broke out inJapan. In Sept. 1969 I entered the graduate school(大学院) , Univ. of Chicago, Dept. of Chemistry.
31. My Short History – no.2
(5) Stayed in US and also in Germany unIl 1979 (Thesisadvisors at UChicago: Prof. Yuan T. Lee(李遠哲) andProf. S. A. Rice; ReacIon Dynamics using Molecular Beams).
Prof. Stuart A. RiceProf. Yuan T. Lee,Nobel Prize in Chemistry, 1986
https://nationalmedals.org/laureate/stuart-a-rice/ 2021/12/17

https://www.nobelprize.org/prizes/chemistry/1986/lee/facts/ 2021/12/17(6) Aug. 1979, Associate Professor, Inst. for Molecular
Science in Okazaki (岡崎)(7) Dec. 1994, Professor, Applied Chemistry Department,Nagoya Univ.; ReIred in 2006
(8) Oct. 2009, Global 30 Project Coordinator41. Short Personal History – No. 3
Impressions on the educaIon at Univ. of Chicago(1) Teaching assistant (TA) for Freshman Chemistry.
(2) TA’s duIes: 1) agend three lectures per week, 2) supervise atutorial class and a laboratory/week, 3) grade lab reports, andanswers for homework, and midterm and ﬁnal exams.
(3) Surprise: freshmen’s low math proﬁciencies!
Only four out of 25 students in my TA could solvea x2 + b x + c = 0. None of them knew about logarithm.
(4) One year later they changed quite a lot!!
(5) I found: If educaIon is properly oﬀered, students’ skills can bedramaIcally improved!

Eﬀorts spent for entrance examinaIons by Japanesehigh school pupils could become redundant!
5

2. Study Hour Comparison between Univ. Students inUS and Japan （勉強時間－米国と日本の大学生の比較）

2.1 QuesEon: For how many hours do university
students study in US and Japan?

• They say that students in Japan don’t study as hard as
American students. – Is it true?
• If yes, (1) give proof for it,• (2) tell me the reasons for it,• (3) Is it possible to improve the present situaIon?, and• (4) what should we do?

At NU, G30 NEXT with TGU can be a soluIon.
6

2.2 大学設置基準(日本)
2.2 Standards for Establishment of UniversiIes (Japan)

1. One credit(単位): Given for the study of 45
hrs.
Lecture course: 15 hrs
Tutorial course: 15 – 30 hrs
Laboratory: 45 hrs
2.
General pracIce: ～130 (>= 124) credits forgraduaIon in 4 years
3. Class weeks: At least 35 weeks/year7

2.2 大学設置基準(日本)
2.2 Standards for Establishment of UniversiIes (Japan)- ConInued

5.

How many hours should a student spend per
week and/or day?
(1) Total hours: 130×45 = 5,850 hr, 41.8 hr/w
(2)
Lecture and lab hours: [80×15+ 20×30 +30×45] 3,150 hr, 26.25 hr/w
(3) Outside of class= 2,700 hrs, 19.3 hr/w
3.9 hr/d (5 d/w) or 3.2 hr/d (6 d/w)
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2.3 US: Federal Definition of one Credit Hour
The Federal definition（米国政府の定義）：
One hour of classroom or direct faculty instruction
and a minimum of two hours of out-of-class student
work each week for approximately fifteen weeks; (fora total of 45 hours of work)
Or at least an equivalent amount of work as
required in this definition for other activities
including laboratory work, internships, practica,
studio work and other academic work leading toward
the awarding of credit hours.“92.4 GraduaIon Requirements in US
UniversiIes (米国の大学の卒業要件)
Typical PracIce

1. One credit: 45 work hours.

2. For graduaIon 128 credits should be acquired.
3. A student should spend for study = 5760 hours.
4. School weeks: 32 weeks/year
5. School years: 4 years
6. Students pay tuiIon fee for each course registered!)

As a result,Student spend 5760 hrs/(32×4) = 45 hr/week
Student spend 3840 hrs/(32×4) = 30 hr/week for learning
6.0 hr/d (5 d/w) AND 5.0 hr/d (6 d/w)
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2. Work Hour Comparison between University Students in USA and Japan（勉強時間－米国と日本の大学生の比較）

2.5.1 Survey Data -1
Study-hour distribuIons (%) of university students in US and Japan(Dependence on Grades and Disciplines)
Freshmen

Seniors

JPN, LAH
JPN, S&E
US, LAH
US, S&EMotohisa Kaneko （ 金子元久）, “学習させる大学”, IDE現代の高等教育,2009(11), pp 5-11.

0 h 1-10 h 11-20 h 21-30 h >31 h

0 h 1-10 h 11-20 h 21-30 h >31 h11

2.5.2 Average weekly work hours - dependence on gradeand ﬁeld of study (Bunkei or Rikei)
平均学習時間（学年別・専門別）

Study Type（学習勉強の種類）
Lectures, Tutorials, and Lab
1. Work relevant to Lectures,Japan Tutorials & Lab
2. Work for Graduation
Research
3. Study on Subjects of selfinterest
USA 1. Work relevant to Lectures &LabFreshmen (１年生）

Seniors （４年生）

Bunkei

Bunkei

Rikei

Rikei

17.8

20.0

9.8

9.7

5.7

6.5

4.2

6.0

5.2

17.2

-3.2

3.1

5.1

5.1

13.3

15.7

13.1

16.6

NSSE (NaIonal Survey of Students Engagement) Data from 360,000 randomly selected students
from 617 US colleges and universiIes. Many top private universiIes didn’t join this survey!
Note: Bunkei (文系）： Arts and HumaniIes, Social Sciences and BusinessRikei (理系) ： Science, Engineering, and Biological Sciences
Reference
Motohisa Kaneko （ 金子元久）, “学習させる大学”, IDE現代の高等教育, 2009(11), pp 5-11.

122. 5.3 Study hours of independent and“lazy” Japanese students
Study hours of independent and “lazy” Japanese students(per week)
Student’sDisciplines TypeLAH

SS Type
Non-SSTSAE

SS Type
Non-SST

MedicalSS T
Non-SSTPer
cent

Unit: hour. minutes
RecessSchool Days

Lecturesand LabStudy hourrel. Lectures

Field and/or Disciplines
LAH: Liberal arts and humaniIes,
SAE: Sciences, Agriculture, and Engineering,
Medical: Medical and HealthStudent’s TypeSS Type: Self-study Type, Non-SST: Non-self-study Type

Study hour
irel Lectures

ThesisResearchSum

Study
Hours

Reference
Urata Hiroaki, 浦田広明、IDE現代の高等教育、2009 (Nov., No. 515) pp.
20-25
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2. Study Hour Comparison between Univ. Students in US and Japan（勉強時間－米国と日本の大学生の比較）

Survey Data – 3 (of only Japanese Students)

Reference
Urata Hiroaki, 浦田広明、IDE現代の高等教育、2009 (Nov., No. 515) pp.
20-25
14

2. Study Hour Comparison between Univ. Students in US and Japan（勉強時間－米国と日本の大学生の比較）

2.6 Conclusions (結論)
In both US and Japan students have to study
almost equally well! (approx. 5 hours or so for outof-class work or private study).
(2) Students in US work evenly during four years.
(3) Students in Japan study much less than those in
US for out-of-class work.
(4) Approx. 17% of students study very hard in bothcountries.
(5) Senior students, especially rikei (理系) students, inJapan spend a lot more Ime for graduaIon
15research (卒業研究).
(1)

Group discussions on the need of private study (自習)
Following the Standards for Establishment of UniversiIes (大学設置基準) in Japan and Federal DeﬁniIon of one-credit hour (連邦政府の一単位の定義) in USA, students have to study approx. 5 hours
a day for out-of-class study.
Q 1. Why do you think this sort of rule is enforced? Do you think
it is needed?
Q 2. What skills do you wish to polish during your university life
and why?

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Probable Answers to Q1: Why needed?
(1) Definitely needed becausea) the contents taught in the lectures are limited.
b) reviewing and preparing for the lectures are vital toremember and understand what is taught in class.
c) various skills needed in the future are gainedby independent studies by themselves.

Probable Answers to Q2: What skills?
(1) English proficiencies.
(3) Creativity(5) Curiosity(7) Cultural Diversity(9) Qualifications(2) Communication skills(4) Positive thinking skills(6) Critical thinking skills(8) Japanese proficiency(10) Tenacity/perseverance17

3. Role of Teaching Assistants （大学におけるTAの役割）
3.1 Roles of Teaching Assistants in US UniversiIes.
1. TA works 13 hrs/week for 25 students in his/her class.
2. 4 Tas are needed for a class of 100 students.
3. Tas are vital for undergraduate and graduate educaIon,
especially at research-intensive universiIes.
◎ Reasons:(1) Professors don’t have to spend much Im e for teaching and thus
can spend a lot of Im e for research with TA’s help.
(2) Less expensive to hire a TA than a professor to do the same job.
(3) Tas teaching, which is vital for future duty as a professor.
(4) They believe that teaching is the best way to understand things.
(5) Students are forced to study and it is good for them.
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3.2 TA cost for undergraduate educaIon in US
Item

NumberUnit

Credits /course

3

credits

TA’s work hours

13

hr/week

Hourly wage ($/hr)

44.7($/hr)

Monthly payment

2,500 ＄/month

No. of students in a TA’s class
Tuition fee income for 25 students

25students

100,000＄

TA’s payment/Tuition fee income

7.5％

Total tuition fee income

168

million$TA Budget13

million$AssumpIons:
TuiIon fee: 42,000 $/yr, UG students: 4,000, TA’s monthly
payment: 2,500 $/month; Quarter system (three quarters/y)19

3.3-1 Nagoya University’s Present Typical TA Cost for a Course
and a Total TA Hiring Budget for all UG Courses Oﬀered with TAs
Item
No. of Credits/course
TA’s work hours/week
Hourly wage
TA cost for a Course
No. of students in a TA’s class

Number221,400
42,00080

unit
credits
hr/w
Y/hrYstudents

Course tuition fee for 80 students

2,637,785

YTA cost/tuition fee income
Total tuition fee income for UG
TA hiring budget

1.59
5.4E+098.5E+07%
Y
Y

Comment: 2 hr/w for TA’s work hours per week and 80 students
in a class is too short!

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3.3-2 NU’s TA Hiring Cost for a Course with a Beger Support anda Total TA Hiring Budget for all UG Courses Oﬀered with TAs
Item

Number241,400
84,00080

unit
credits
hr/wY/hrYstudents

Course tuition fee for 80 students

2,637,785

YTA cost/tuition fee income
Total tuition fee income for UG
TA hiring budget

3.18
5.4E+09
1.7E+08%
YYCredits /course
TA’s work hours/week
Hourly wage
TA cost for a Course
No. of students in a TA’s class

4 hr/w for TA’s work hours per week and 80 students in a classwill be minimum!

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3.3-3 NU’s TA Hiring Cost for a Course with a Beger Support anda Total TA Hiring Budget for all UG Courses Oﬀered with TAs
ItemNumber241400
84,00025unitcredits
hr/w
Y/hrY
students

Course tuition fee for 80 students

824,308

YTA cost/tuition fee income
Total tuition fee income for UG
TA hiring budget

10.2
5.36E+09
5.5E+08%
YY

Credits /course
TA’s work hours/week
Hourly wage
TA cost for a Course
No. of students in a TA’s classComment: 4 hrs/w for TA’s work hours per week and 25
students in a class is manageable by a TA.
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3.3-4 NU’s TA Cost for a Course with a Much Beger Support anda Total TA Hiring Budget for all UG Courses Oﬀered with TAsItem

Number2
61,400126,000
25unitcredits
hr/w
Y/hrYstudents

Course tuition fee for 25 students

824,308

YTA cost/tuition fee income
Total tuition fee income for UG
TA hiring budget

15. 2
5.4E+098.2E+08%
Y/y
Y/yCredits /course
TA’s work hours/week
Hourly wage
TA cost for a course
No. of students in a TA’s class23

4．NU’s Global 30 InternaIonal Programs(英語だけで学位が得られるG30教育)

4.1 NU’s G30 Project

Visit hgp://admissions.g30.nagoya-u.ac.jp/ en/(1) MEXT funding: started in 2009 ended in FY2014(2) Undergraduate as well as graduate programs(3) Curricula: the same as the exisIng NU programs.
(4) Oﬀer educaIon solely in English(5) First batch enrolled in October, 2011
(6) Not the numbers, but the quality of students
UG Programs: a total of ca. 200 students are studying(7) 5 UG Programs, later expanded to 6 Programs
24

4.2 NU’s G30 Undergraduate Programs
1.Auto-Eng: AutomoIve Engineering , School of Eng.
Departments: Mechanical Eng. and Electrical andInformaIon Eng.
2.Fundamental and Applied Physics: School of Sci. andSchool of Eng.
3. Chemistry: School of Sci., and School of Eng.
4. Biological Science: School of Sci. and School of Bioagr.
5. Social Science: School of Economics and Law School
6. Japan-in-Asia Cultural Studies: School of Legers(First batch enrolled in 2014)25

4.3 My Personal Comments on G30 UG
Education
Good Points:(1) Small class size, thus easy access to lecturers(2) A lot of homework imposed to students(3) Students study very hard due to lecturers’ efforts(4) Graduates of 2015 entered many good graduate
schools, including NU.
The success owes to G30 professors’ eﬀorts and small class sizes,
despite of the fact that number of hours for TA is only 2 hrs/w.
26

4.3 My Personal Comments on G30 UG
Education - continued
Weak points and proposed changes:(1) Course loads for freshmen seem too high.
(2)Contents offered may be too high, especially for
Auto-Eng, Physics, and Chemistry Programs.
(3)Longer TA’s work time (4 hrs/w) is needed inorder to make TA’s assistance more meaningful.
(4) For many courses lecture time should be madelonger (3 or 4 hrs/w instead of present 2 hrs/w) topromote more interactive lecturing between
lecturer and students.
27

5．I Have a Dream… That NU’s G30 NEXT Shall Flourish（名古屋大学G30 NEXTへの熱い期待）

5.1 NU MIRAI 2020

28

29

5.2 Expected Inﬂuence of G 30 Programs +TGU Project upon NU’s EducaIon(1) All of NU students will study much harder thannow.
(2) VarieIes of skills will improve dramaIcally.
(3) Especially, English proﬁciency will be dramaIcallybeger. They will be able to quickly collect allpieces of informaIon by themselves.
(4) They will be ready to start high levels ofresearches.
(5) Cultural exchanges among internaIonal andJapanese students will be more acIve.
(6) All meidai students will become globalized ciIzens3,0

5．I Have a Dream… That NU’s G30 NEXT Shall Flourish（名古屋大学G30 NEXTへの熱い期待)

5.3 What should we do to materialize the beger
academic environments?
1. Realization of the of TA’s contributions to education as
well as the presence of international students, visitors,and faculty members.
2. More TA budget: Consider up to ca.10% raise of thetuition fees for undergraduate students
3. Introduce a system to train TAs.
4. Encourage professors to give more interactive lecturers.
5. Encourage students to study harder.
31

QuesIon:
Do you agree that studying harder at NU is goodfor you?

Thank you very much for your agenIon!
ご静聴ありがとうございました32第３回 名古屋大学留学生・日本人学生文化交流会
3RD NU International Students Gathering

名古屋大学生・留学生が送る世界へのガイド！ 英語で話して友人をつくろう！
外国の文化・習慣・政治・経済等の説明を聴き、質問もしましよう！
Noon-2 pm
NU international students present a guide to the world!
Interested in diverse cultures around the globe?
Come and join us!

10 am-NoonSession:Cambodia
CanadaChina
EgyptIndiaKazakhstan
Mongolia
日時 : 11月3日（文化の日）10～16時
Pakistan
場所 : ES総合館３階、ES034＆035
Philippines 言語 : 英語（＆日本語）
Taiwan
平成27年度名大留学生支援事業の一つとして，Viet Nam

Session:India
Indonesia
Malaysia
New ZealandThailand
UKUSA

2 pm – 4 pm
Session:Japan
FranceKorea
本交流会を開催します。主に，日本人学生がSingapore
留学生と英語で話し、友達になることをめざ
Sri Lanka
しています。奮って参加下さい！！
Uzbekistan
参加費： 無料 Admission Free
もちろん、一部参加だけでも結構です。
Turkey
菓子・飲み物 Snacks and drinks served
お問い合わせは： Shobatake@nagoya-u.jp 内線 6531
又は、srishtikaundilya@gmail.com まで

正畠（しょうばたけ）まで

33No. 3 NUISG (Cultural Exchange Gathering) Survey (アンケート 結果)
3. Comment on this Gathering( 24 ) Very good. ( 18 ) Good. ( 1 ) So so. ( 0 ) poor
理由 Reasons:(a) Very organized event!
(b) Not many people showed up! (c) Informative,(d) The people who came were enthusiastic and food was provided.
(e) Lots of snacks and we get to interact with Japanese students.
(f) Met a lot of different people.
(g) Interesting to talk to everyone.
(h) Varieties of nationalities.
(i) Good opportunity to communicate with international students.
(j) いろいろな国について知れて良かったです。
(k) 異文化と触れあえるいい会合だから.
(l)早い段階で広報を行っていたらもっと人が集まったかも. Advertise thisevent much earlier.
(m) 英語の勉強になった。
(n) I could experience diverse cultures in only one room!
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