⿅児島⼤学 ⼤学院理⼯学研究科
グローバル⼈材育成⽀援室
令和 3 年度活動報告書
Global Development Office2021 Annual Report

令和 4 年４⽉１⽇
⿅児島⼤学⼤学院 理⼯学研究科
グローバル⼈材育成⽀援室i

ii

Global Development Office (GDO) ミッション: ⿅児島⼤学理⼯学研究科の学⽣と教員をグローバル⼈材にするための⽀援。
1. 海外研修の企画を運営する
2. 海外研修⽀援
理⼯学研究科の海外研修⽀援（準備など）、個⼈的な海外研修の相談（ビザ、⽣活など）、
教員と学⽣係に留学⽣サポート

3. ランゲージサポート
英語学習サポート、英語ワークショップなど、理⼯系英語論⽂の校閲・発表⽀援、理⼯学研
究科内の国際交流⽀援

GDO メンバー︓室⻑︓冨安 卓滋 教授
副室⻑︓新留 康郎 教授 ⽊⽅ ⼗根 教授
室員︓Bo Causer 特任助教 ・ 橘まき 特任専⾨員

⽬次:
1. ⽀援室活動内容

p. 1

2. ⽀援室における会議実施状況

p. 2

3. 2021 年度

事業費報告

p. 2

4. 研修費⽤および参加学⽣のための⽀援⾦

p. 3

5. GOES 参加学⽣

p. 3

終了後の進路・GOES Alumni Information

6. GOES 海外研修

p. 5

7. GOES Home 2021 – 理⼯系国際コミュニケーション特別研修

p. 6

8. GOES Home

アンケート （結果）

p. 10

空

p. 13

9. GOES Home Administration
10. GOES Home 2022 空

p. 14

11. Global Professional Week 2021 空

p. 14

12. TOEIC

空

13. English Language Support for Global Communication 空

p. 16
p. 19

iii

はじめに
2015 年冬の募集から始まった GOES プログラム、「理⼯学研究科イノベーションプログラム
海外研修プログラム(Graduate Overseas Engineering & Science studies)」は、2020 年度に「⼤学院⽣のための体験学習・海外研修 (Graduate Overseas Experiential Studies)」として、全学の⼤学院⽣に広く⾨⼾を開放し、今年度で第 7 期となりました。残念ながら昨年度に引き続き、コロナ禍のために実際の海外派遣は実施できませんでしたが、オンラインで⾏われた語学研修
GOES HOME を通じて、プログラム参加者は、海外とのつながりを実感し、学びを深めることができたのではないかと考えています。学修の成果は、学⽣⾃⾝が作成したホームページとして公開されていますので、⿅児島⼤学⼤学院理⼯系グローバル⼈材育成⽀援室（以下⽀援室）のホームページからご参照ください。
本年度の⽀援室は、Bo 特任助教、橘特任専⾨員と副室⻑ 2 名（新留教授、⽊⽅教授）に室⻑の 5 名で運営されました。本年度も GOES 関連プログラムだけではなく、Global Professional
Week などの企画を通じて、コミュニケーションの道具としての英語を使いこなし、異なる専⾨分野や、異なる⽂化的背景をもった⼈とも⼗分なコミュニケーションをとれる資質を備えた「グローバル⼈材」の育成に取り組んできました。本報告書は、それらを中⼼とした⽀援室の 2021 年度の活動を紹介するものです。
グローバル⼈材育成は⿅児島⼤学全体で取り組むべき課題であり、それには、さまざまな⽅
⾯からのご指摘ご意⾒が活かされるべきだと考えています。本報告書にお⽬通しいただき、
グローバル⼈材育成⽀援室の活動に対してご意⾒等頂ければ幸いです。
最後になりましたが、GOES HOME プログラム実施に関しては、進取の精神基⾦より⽀援⾦をいただきました。また、理⼯学研究科⼭⼝研究科⻑はじめ理⼯学研究科教職員の皆様のご協⼒をいただき、⽀援室の活動をつつがなく実施することができました。⽀援室の活動に関わった全ての皆様に⼼より感謝申し上げます。
2022 年 2 ⽉
理⼯学研究科グローバル⼈材育成⽀援室室⻑ 教授 冨安 卓滋

iv

1. ⽀援室活動内容
4
⽉

・GOES HOME2021 説明会
・GOES HOME2021 受付開始
・理⼯系グローバル⼈材育成のためのアカデミックイングリッシュ

5⽉

・GOES HOME2021 実施準備
・GOES HOME2021 説明会
・海外研修⽀援⾦（本学ならびに JASSO）⼿続き・理⼯系グローバル⼈材育成のためのアカデミックイングリッシュ・グローバル⽉例会議6・GOES HOME2021 実施準備

⽉

・GOES HOME2021 学⽣インタビュー
・GOES Manual 作成
・理⼯系グローバル⼈材育成のためのアカデミックイングリッシュ・グローバル⽉例会議7
⽉・GOES HOME 2021 実施準備
・Glocal Camp 実施準備・グローバル⽉例会議・理⼯系グローバル⼈材育成のためのアカデミックイングリッシュ

8⽉

・GOES HOME2021 参加者第 1 回 TOEIC 実施（Listening & Reading IP 及び Speaking オンライン受験）
・GOES HOME2021(8/16-9/17)
・Glocal Camp 実施準備・グローバル⽉例会議・令和２年度事業実施報告書 配布
・理⼯系グローバル⼈材育成のためのアカデミックイングリッシュ

9・GOES HOME2021(8/16-9/17)

⽉

・Glocal Camp2021 説明会
・Glocal Camp2021（9/24-9/30）実施
・2022 年度海外留学⽀援制度・JASSO（協定派遣）プログラム申請
・グローバル⽉例会議実施

10
⽉

・GOES HOME2021 参加者第 2 回 TOEIC 実施（Listening & Reading IP 及び Speaking オンライン受験）
・Global Professional Week2021 実施準備・グローバル定⽉例会議・English Workshop

11

・Global Professional Week2021 実施準備

⽉

・本学海外研修⽀援事業プログラム申請
・グローバル⽉例会議実施
・English Workshop

1

12・Global Professional Week（12/6-12/10）実施

⽉

・202２年度進取の精神基⾦申請
・グローバル⽉例会議実施
・English Workshop

1・グローバル⽉例会議実施

⽉・事業実施報告書作成
・GOES HOME202２プログラム企画⽴案
・GOES HOME 2022 説明会
・English Workshop

2

・GOES HOME 2022 説明会

⽉・事業実施報告書作成
・English Workshop

3・グローバル⽉例会議

⽉・事業実施報告書作成
・GOES HOME202２ 説明会

2. ⽀援室における会議実施状況
業務の円滑な進⾏と適切な運営のため、以下 2 種類の会議を実施した。
A．グローバル⼈材育成⽀援室⽉例会議主席者︓室⻑、副室⻑、特任助教、特任専⾨員
主な内容︓業務進捗報告、事業実施における重要事項の議論・確認
開催⽇時︓5/12, 6/18, 7/20, 9/3, 10/11, 11/29, 1/17, 3/1
B．グローバル⼈材育成⽀援室定例会議
出席者︓室⻑、特任助教、特任専⾨員
主な内容︓業務進捗報告、イベント実施計画や学⽣募集の戦略について討議
開催回数︓21 回

3. 2021 年度

事業費報告

費⽤

詳細

予算⾦額

執⾏額

消耗品

⽂具、事務⽤品

80,00080,514

印刷

パンフ・チラシ

65,000

7,400

プログラム

コピー機使⽤料0

⽂集作成・印刷0

事業実施報告書印刷

42,660TOEIC IP テスト

合計

2

232,820

English Camp10,666

Global Professional Week

0

オンライン環境整備
研究活動費

170,000

研究活動

35,0000100,000

65,000450,000

439,060

4. 研修費⽤および参加学⽣のための⽀援⾦
2021 年度海外研修 GOES プログラムはオンラインで開催され、研修費⽤と参加学⽣対象の⽀援⾦は次の通りである。
１．GOES HOME オンライン研修費⽤
CELT オンライン研修
語学学校授業料（諸経費込み）

1930AUD(≒\165，000)×14

ホームステイ費⽤, 渡航費, ⼊国ビザ申請費,
海外旅⾏傷害保険
合計なし
約 2,310,000

２．⽀援⾦
⽀援⾦は以下について申請し次の通り承認された。条件を満たした学⽣が⽀援⾦を利⽤した。
① ⿅児島⼤学学⽣海外研修⽀援事業（タイプ B）
・授業科⽬名︓理⼯系国際コミュニケーション海外研修
・採択⽀援学⽣数︓15 名
・受給⼈数︓14 名② 独⽴⾏政法⼈⽇本学⽣⽀援機構海外留学⽀援制度（協定派遣タイプ B）
・プログラム名︓⼤学院理⼯系イノベーション海外研修プログラム
・奨学⾦⽀給割当⼈数︓30 名
・受給⼈数︓０名
なお、2021 年度はコロナ禍により学⽣を海外に派遣しなかったため、⽀援⾦②については変更届を提出し、利⽤しなかった。

5. GOES 参加学⽣

終了後の進路・GOES Alumni Information

3

4

6. GOES 海外研修
GOES in 2021
In 2021 border closures due to the pandemic once again forced us to cancel the GOES study
abroad program. Although some schools in Japan were sending students to the USA for study, we did
not have the capacity to guarantee the security of our students for a 10-12 week program in the USA.
With the Australian borders closed, we once again took advantage of the UWA CELT online program,and further developed the Kagoshima-based camp experience, so that students could ‘study abroad’virtually through the GOES Home program.

5

7. GOES Home 2021 – 理⼯系国際コミュニケーション特別研修
Part 1: Online English lessons with UWA CELT
CELT once again offered a special class for KU students that focused on building their basic
language skills, through education centering on Australian culture. Opportunities for language
exchange with students attending CELT in person were also incorporated into the custom program.
Two KU students who scored well on the CELT placement test were offered the chance to join regularclasses.
In 2020 we provided cho-rei in case students encountered difficulty with the CELT classes. As
students did not encounter any difficulty, this year students joined the classes independently, and once
again no trouble was reported. CELT provided comprehensive attendance reporting. Prior to thebeginning of the course we agreed that due to the possibility of illness and unavoidable research
activity, students could request up to three absences. Several students made requests which were
granted. One student ‘s supervisor assigned a full week of seminar work which the student had notpreviously been aware of. At first the student was anxious to miss a week of CELT classes in order tocomply with the professor’s request, however we discovered that the student had not informed theirprofessor about their participation in the GOES Home program. We advised that they do so, and theprofessor kindly excused the student from his seminar work, where it overlapped with the CELT course.
As in 2020 the CELT classes were mainly conducted using Zoom, and assignment content wasdelivered through the CELT VLE (Virtual Learning Environment), Schoology. The program outline
provided by CELT is shown on the facing page.

Part 2: Glocal Camp
Following MEXT recommendations for a local program component for credit courses, we once
again held a week-long Camp after the CELT program ended. In 2020 we called it English Camp, but in
2021 we refined the camp program, and although it was held entirely in English, it focused on bringing
local knowledge to a global platform, so it was re-named Glocal Camp. As in 2020 the purpose of thecamp was threefold:
1. For students to be able to apply the English they had learned online at CELT,
2. To help students deepen their awareness of the digital skills they were building throughparticipating in online lessons, and to develop their understanding of authorship in online
settings,
3. To contribute to Regional Development through the Kagoshima-Perth Sister City relationship.
Once again it was unclear whether we would be able to hold the camp face-to-face, or whether it would
need to be held online, we prepared activities that could be adapted to either situation. With the fifth
COVID wave peaking in August, it was not possible to hold a socially-distanced camp on campus as we
had in 2020. However, it was possible for students to gather for a short time for special field work.
Students were divided into two groups, with each group visiting a local company. Students who did notwant to join the field trip physically, were supported to join virtually via Skype.
After visiting their chosen site, students proceeded to develop web pages to add to the site createdby the 2020 cohort, working remotely. Each group spent a half day planning together on Zoom withthe support of the instructor, and the other half of the day conducting research about their topic andbuilding their web pages.
Their work can be seen via the following links:
https://goesgakusei.eng.kagoshima-u.ac.jp/energy
https://goesgakusei.eng.kagoshima-u.ac.jp/what-is-marine-port-kagoshima

6

7

Glocal Camp Handbook:88. GOES Home アンケート・結果
プログラム後、アンケートを⾏った。プログラム参加者は 14 名で、そのうち 13 名から回答があった。CELT 語学学校と Glocal Camp のそれぞれに対して回答を求め、その結果をグラフと表に⽰した。
CELT 語学学校
参加学⽣は語学学校を⾼く評価しました。

授業の内容はいかがでしたか？
まあ⾯⽩かった

特に伸びた英語能⼒は何だったと思いますか？

とても⾯⽩かった
Speaking

どちらとも⾔えない

Reading0

Listening

2
4

9

Writing

0
1

10

9

期間（ 5 週間）はいかがでしたか？

頻度（ 5 ⽇ / 週）はいかがでしたか？

⻑かった/多かった⻑かった/多かった

ちょうど良かった

ちょうど良かった

短かった/少なかった

短かった/少なかった

1

0
4
6

6

9

時間 (4 時間半 / ⽇）はいかがでしたか？
⻑かった/多かった

ちょうど良かった

短かった/少なかった

1

2

10

後輩へ CELT オンライン授業を勧めますか？
はい

いいえ

13

10

11

Glocal Camp
参加学⽣は Glocal Camp を⾼く評価しました。

企業訪問はいかがでしたか？
とても⾯⽩かった

⾯⽩かった

どちらとも⾔えない

課題内容（ WEB サイト構築）はいかがでしたか？
とても⾯⽩かった
⾯⽩かった
どちらとも⾔えない

2

3
2

3

8
8

期間（ 5 ⽇間）はいかがでしたか？
⻑かった/多かった

ちょうど良かった

時間（ 6 時間 / ⽇）はいかがで短かった/少なかった

したか？
⻑かった/多かった

1

1

ちょうど良かった
短かった/少なかった

0

11

4

後輩へ GLOCAL CAMP への参加を勧めますか？
はい

いいえ

2

11

12

9

9. GOES Home Administration
Preliminary preparations
The online component of the GOES Home program was the same as in 2020, so no special
preparation was needed. Students took their placement tests online after the GDO office registeredthem. Tuition was generously supported by Kagoshima University’s Spirit of Enterprise fund, and this13

year Kagoshima University paid UWA CELT directly, eliminating the need for students to makepayment and be reimbursed.
Since we had decided in advance to hold the GOES Home program in 2021, we were able toprovide information during orientation for new Masters’ students. Program information was also
included in the orientation package of the Graduate School of Agriculture, Forestry and Fisheries. 14
students registered for the course, with 7 students from the Graduate school of Science andEngineering, and 7 from the Graduate School of Agriculture, Forestry and Fisheries. Students wereinterviewed to determine their eligibility for funding support.
In 2021, TOEIC became available online and on-demand, so students were able to take TOEIC
from home at their convenience. With this additional flexibility, it became feasible to hold both the
Listening/Reading and Speaking tests.
For the Glocal Camp, connections were made through the Kototsukuri Center and two local
companies (Asada Mesh, Yonemori Construction) were able to provide tours for GOES Home
students to introduce their Glocal Camp project.

Follow-up
After the CELT course and Glocal Camp were over, students were once again given the TOEIC
Listening/Reading and Speaking tests to establish their improvement in English. This is discussed indetail on page 13. They were also given the opportunity to share their experience with other students,
during Global Professional Week (this page). Their contribution to support the Spirit of Enterprise aimsof helping local industry were considered to be fulfilled through the development of their website.

10. GOES Home 2022
Although there had seemed to be some possibility for re-starting GOES Overseas Study
program in 2022, the Omicron wave of early 2022 caused reconsideration, with borders remaining
closed and risks high. Therefore in 2022 the GOES Home program will be run once again. Somestudents are eager to study abroad before they graduate, so information sessions will focus onreasons why actual travel remains restricted, and how the GOES Home program can prepare students
for future opportunities.

11. Global Professional Week
新型コロナウィルスの感染拡⼤を受け、今年も Global Professional Week はオンラインで実施した。去年と同じように、グローバル⼈材育成⽀援室とコトづくりセンターとの共催で開催することにした。参加募集は学内メールとチラシ・ポスター（上）で⾏い、以下のとおり多様な内容を⽤意した。
１）基調講演・Global is Digital – 特任助教ボウ コーザー
２）オンライン時代の国際研究活動 – 化学⽣命・化学⼯学専攻 助教 新地 浩之先⽣
３）若⼿グローバル⼈材︓⼤学院⽣の感想交流会 – コトづくりセンターと共催
４）オンライン時代の学⽣のための精神衛⽣サポート – ⽯⾛知⼦先⽣（共通教育センター）、今村智佳⼦先⽣（障害学⽣⽀援センター）
５）研究科と来年の海外研修・説明会 – 室員６）English Workshop: SDG 8 Decent Work & Economic Growth – 室員14

若⼿グローバル⼈材︓⼤学院⽣の感想交流会
研究インターンシップ・GOES Home 特別研修の感想交流会として、参加者による発表と次年度以降の希望者との交流会を⾏った。新⼤学院⽣の参加も呼びかけ、参加者は 56 名であった。
研究インターンシップの部では、地域コトづくりセンターの役割、研究インターンシップの流れについての事業説明、研究インターンシップ経験者の報告（海洋⼟⽊⼯学（博⼠前期課程 2 年（実施時））より、CRS 株式会社での経験談を報告。CRS 株式会社は⿅児島県内企業・⿅児島⼤学での共同研究実施企業であり、研究のテーマや、インターンシップ⽣として企業で働くことにより得られた気づきや、その後の学⽣⽣活への影響など、経験者ならでは報告がなされた。
GOES Home の部では、オンライン語学研修での流れや授業の感想、他国学⽣との交流の様⼦など経験に基づいたコメントがあり、続く交流会（ブレイクアウトルーム）では、授業と研究⽣
活・アルバイトとの両⽴や、英語の上達具合など、参加者はより具体的に質問をすることができた。
研究科と来年の海外研修・説明会

Due to uncertainty about the future of overseas travel, with borders in several countries still closed,
recruitment for the GOES program was not considered to be possible during Global Professional Week.
However, it was felt that students ought to be made aware of what the Graduate School of Science andEngineering was planning in regards to future programs. Therefore two information sessions werescheduled as usual, and we were able to explain the uncertainty we are facing in planning, and what we15

could and could not consider, to students who were curious about overseas studies opportunities
through the university.
English Workshop: SDG 8 Decent Work & Economic Growth

After arrangements for an outside speaker fell through, the regularly scheduled English workshop washeld on the last day of Global Professional Week.

12. TOEICIn 2021 we were able to access information which gave more robust context for the TOEIC
scores. First, CELT shared the placement and testing scores for our students with us, and we were alsoable to conduct the TOEIC speaking test both before and after the program, for the first time.
CELT uses a standardized test from Cambridge university for its initial placement test. The
results are given in accordance with the Common European Framework of Reference for Languages(CEFR). These results were converted to a score which aligned with one of the 7 course levels at CELT.
Both the student data and conversion key can be seen as follows:

16

CELT Course level key

Only three students moved up a level over the 5-week course, however given the skill sets describedin the key above, a drastic improvement within such a short period of time would be unrealistic.
Although some students indicated that they had difficulty understanding the test format/instructions
for online testing and were not able to ask for assistance, those who moved up a level would havetested very close to the higher level when they started.
In contrast, the TOEIC scores demonstrated more incremental improvement, although somestudents tested lower on the post-program test than on the pre-program test. This is consistent withdata collected in other years. Scores for both the TOEIC Speaking Test and the TOEIC
Listening/Reading test can be seen as follows:

17

TOEIC Speaking Test
160
140
120
100
80
60

150

140
130

90

110
100

110

70

70

80

90

100
80 80

70

80

90

120

100

100
90 90 90

70

120
100

70

40

50

20
0
1

2

3

4

5

6

7

Speaking (前)

8

9

10

11

12

13

14

Speaking (後)Although most students showed improvement in their speaking scores, two
students dropped and two had no change. Only student 11 dropped on both the speaking
and listening/reading tests. TOEIC also provided information on student pronunciationand intonation. The resul ts are as follows:

PRONUNCIATION ( 前 )
Low

Mid

PRONUNCIATION ( 後 )

High

Low

Mid

0

1

High

3

6
8
10

INTONATION ( 前 )
Low

Mid

INTONATION ( 後 )

High

Low

0

Mid

High

1
4
6

10

18

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While the majority of students improved their pronunciation, there was a surprising drop
in intonation level. It is speculated that this may be due to the students’ shift to hearing
and mimicking their Australian teachers, perhaps unsuccessfully.
The TOEIC Listening/Reading scores can be seen below for comparison.

TOEIC Listening/Reading Test
1000
900
805

700

710

400

545
460

425

760
710

670

600
500

895
860

890

800

525
470

550

540
455 450

550

595
535

595

525 510

445
395

300

325

305
275

200
100
0
1

2

3

4

5

6

7

LR Score (前)

8

9

10

11

12

13

14

LR Score (後)Similar to previous years, three students dropped their scores. Student 10 had moved up a levelaccording to the CELT data, suggesting an anomaly in testing conditions. A paper is planned for laterin 2022 examining the issues surrounding the use of TOEIC as a metric for language improvement
measurement.

13. English Language Support for Global Communication
English Workshop
From October to February, English Workshop was held online. In order to provide a common
discussion topic, the workshops were centered on the SDGs. Each week the workshop addressed a
different SDG. Students needed to register for one workshop to receive the session’s login information.
They could then participate in all subsequent sessions freely, and share the login information withfriends. The workshops were open to both students and staff, with permission from the Dean of the
Graduate School. regular members included two staff and one graduate student from the Graduate
School of Agriculture, Forestry and Fisheries. Two other staff were occasional members, and three
graduate students joined one session each. Two other students signed up but did not join any sessions.

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Courses
GDO supported the teaching of two courses in addition to regular GDO business.
1. Academic English for Science & Engineering Professionals (M1)
In 2020 the number of students enrolling in this course jumped considerably, just as the
pandemic hit and it became necessary to shift the courses online. This created a problem in thatstudents with very low English ability struggled to complete the assignments. Due to the disparity inability, these students required much extra support in completing the coursework, and although thecourse was scheduled to take 8 weeks, a considerable number of students took the full 16 weeks of thesemester to complete.
In order to better understand the student needs, in 2021 the course was divided into 4 sections:
Semester 1, first 8 weeks high level, first 8 weeks low level, last 8 weeks general level, and 16 weeks
general level. All students were free to select which section to join.
The high level students benefitted from being together, and were comfortably able tocomplete the course work as expected. Some of the students in the low level class had difficulty inunderstanding the assignments, in addition to having low language ability. Some of those students
elected to transfer into the 16 week section. The students remaining in the low level 8 week section
struggled with the assignments but were able to complete them. Many of the students in the generallevel section in the second half of the semester reported choosing that section because they felt they
were too busy at the beginning of the semester, and thought they would have more time later. For
most of these students, they discovered that they were if anything, busier in the second half of thesemester, and had some difficulty picking up a new course part way through the semester. The students
who were most successful in completing the assignments were those who joined the 16 week session.
The original schedule for this course was the first 8 weeks of the term, and I had long felt that
although the number of teaching hours remained the same whether the course was held over 8 weeks
or 16, students didn’t have enough time to process what they were learning in the 8 week format. The

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2020 class showed problems with the pedagogical design of the course in high resolution. Class size
made the management of active learning assignments difficult, both for the instructor and the students.
The wide range in English ability paired with a large class size made it difficult to design assignmentsthat were aligned with student ability, and to provide targeted feedback during lesson times. Finally,
the 8 week period did not allow enough time for the instructor to provide timely feedback on eachassignment, or for students to be able to incorporate the feedback into their next assignment.
By holding several sessions it became clear that although high level students grouped together
could successfully complete the assignments in the given time, the 8 week format still limited placed
limitations on how much feedback could be given and incorporated into the next assignment. The
struggles of the lower level groups strongly indicated that the content of the course was also achallenge and that they could benefit from a course with less independent work. Overall the work
produced by the students in the 16 week session tended to be more thoughtful, the student-teacher
relationship developed well, and these students came to office hours with questions more often.
On the basis of this experience it was decided that from 2022 there should be two separate
courses, one for students with lower English ability, and one for students with higher English ability.
Each course should run for 16 weeks, and in order to compliment the overseas study (online and real
travel) the lower level course should run in the first semester, to support those studying abroad insummer with improving their ability before the study abroad. The course for higher level students
should run in the second semester, to provide an opportunity for students with high English ability
returning from abroad in keeping up their acquired level. (While students can take both courses, they
can only receive credit for one.)The course ‘Global Science Communication’ was developed for students with lower English
ability. By looking at how their field of research is communicated to the general public, in English,
students will not only learn English vocabulary and expressions used in their field, they will also develop
a better understanding of the context of their research, globally.
The course ‘Technology in the City’ was developed for higher level students. Students can usedtheir existing English ability to look at how their research contributes to the shaping of our humanenvironment, in the process improving their research skills, especially in searching for relevant andaccurate information in English. From 2022 these two courses will replace the Academic English course.
2. English for Engineering II (Mechanical Systems Engineering B4)
The course from 2020 was repeated in 2021. Students in 9 labs collaborated within their lab
to produce their own English-language lab-group webpages. These webpages were run on the freeversion of Wordpress, were not linked to search engines, and were dismantled after the course ended.
On these pages the students wrote about companies related to their research area, and developed aproduct and business plan for a hypothetical product based on the research activity in their labs.

Research Support
GDO continued to support research activity through proofreading. There were over 25
requests from students, faculty and office staff for English document checks throughout the year.

14.室員感想⽂集
令和３年度を振り返って
今年度も、昨年度に引き続き新型コロナの感染拡⼤で混乱が続いた年でした。今年も GOES 海外研修は実施できず、GOES Home としてオンライン語学研修を実施しました。⽀援室の活動としては、昨年の実績により、オンラインでの語学研修の効果を実感したうえでの業務であったた
め、⾃信をもって学⽣さんに GOES Home をお勧めすることができたと思います。今や、技術的

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には、世界中の学会・シンポジウム等に移動時間を気にすることなく、参加費⽤は格安で参加できるようになりました。でも、やはり、そういった機会に参加するには、「語学」という壁は存在し、それを乗り越える⾃信が必要だと思います。GOES Home に参加した 14 名の学⽣は、オンラインで英語を学んだことで、英語⼒がついたのはもちろんのこと、英語を話すこと、英語でコミュニケーションをとることの⾃信がついたとの感想が多く聞けたことはとても嬉しいことでした。また実際に海外に⾏くことができるようになったら、皆さんには、より⾃信をもって⼈との交流や学会での発表に取り組んでほしいと願います。
最後に、今年度も研修が無事実施できたことは研究科⻑をはじめ、研究科教員、事務職員の皆様のご協⼒のおかげと感謝し、引き続きご⽀援いただけますようお願い申し上げます。
特任専⾨員 橘 まき

We enter the third year of the pandemic stretched and tired. Each wave of new
infections, with new disease variants, reminds us of the impossibility of planning ahead.
Border closures continue to hobble international collaboration and as a coordinator ofinternational study programs, the scope of what is possible has been severely curtailed.
Thankfully, our partners in Australia have been happy to continue providing online
language lessons for our students, and thankfully our students have been able to improvetheir English and broaden their understanding of the world without leaving home.
Together we are learning new ways of working and new ways of connecting with eachother. Most of us are learning the importance of caring for and protecting each other. We
are learning things we’d never imagined we would learn, and out of this challenging time,
there are glimmers of hope, small moments of joy. The Black Plague lasted 7 years, and its
repercussions were felt for decades afterwards. Our world has been forever changed, andour work now is to carry the good that we have created into the future. Although there isa tendency to turn inwards when we are threatened, it is exactly at that time that we needto look beyond ourselves, and to reach out to others. Whether we are able to physicallytravel or not, international collaboration is essential, and we will continue to support theefforts of students and faculty in building a stronger, kinder future.
特任助教 Bo Causer, D.Eng.

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