Developing Global Leadership in four Years
GLAP students accumulate a wide variety of learning experiences in order to become a new type of global leader. After graduation,
students are expected to enter graduate programs anywhere in the world, or become active players in multi-national corporations or
international organizations, such as non-profit or non-governmental organizations.
Tutorial 1&2, considered to form the core of GLAP courses, are offered in classes consisting of a maximum of 5 students. The classes are held once a week durin g the Spring and Fall Semesters in the 1st year and aim to comprehensively improve English skills such as critical reading, academic writing, presentation. Students read two textbooks (to pics are selected from Humanities and Social Sciences) per term. Before each session, stude nts read the assigned materials and prepares for presentations. During the class, after student s’ presentations, instructors and students confirm their understanding and have discussion. When the class has reached the end of the textbook, students are required to write an essay (e.g, analytical essay with research questions). Tutorial 1&2 encourages students ’ all-round learning by preparation and review through active participation in classroom activities. Full support is provided from the instructors, and stimulating interactions between instructors and stud ents are offered. Students may experience hard times as they develop their skills, however , these classes are challenging and satisfying.
GL111 is a leadership class that uses problem-based learning. G LAP students have to work with international students and Japanese students from other departments to complete a project that resolves a real problem proposed by the client. In this global environment, students learn about diversity as they communicate with people from different backgro unds. They also learn to put themselves in other people’s shoes, by feeling the pain of the client, through investigati ng the problem. Beyond problem solving, students also learn three elem ents of leadership: sharing goals, setting examples, and enabling others. For example, to learn about goal shaning, students express their personal leadership goal at the beginning of every session, and reflect at the end. By working on the project, students learn to work together in small teams and experience failure and success at the same time. Sometimes the group works wel l, but occasionally conflict also happens. To help them to understand their learning from this real experie nce, students reflect on their group work, give positive and negative feedback to their team members, and receive feedback from others. Many students tell us that such f eedback is very helpful, and it is very important to learn to receive and give feedback. For many people, it is important, but very difficult, to express their own opinion about other people. Final ly, students learn that feedback is a very important thing for knowing oneself, by respecting and receiving feedback.
The United States has one of the most diverse and complex syste ms of higher education in the world. It is a highly sought after multi-billion dollar industry with significant impact on American society. From its origins in religiosity to its goals for educating a work force, higher education’s impact and purpose are continuously evolving. This course will give students historical foundations while providing a framework for the industry ’s modern day complexities. Students will research, analyze, and debate various issues that challenge hig her education today including: admissions, diversity, the For Profit sector, paying for college, social life, curriculum, and the influence of organizations like U.S. News, Moody ’s, and the student loan industry. The course provides a platform for students to study and debate an industry they currently consume.