School of Social Informatics
Learning to "connect" the arts and sciences
Taking on the challenge of creating new value
New ideas and practical skills are cultivated through the integration of humanities and sciences School of Social Informatics
In this age of great change, students' intellectual curiosity is expanding beyond the traditional frameworks of "humanities" and "science. School of Social Informatics embraces this expansion through its "integrated humanities and sciences" learning. Its unique curriculum cultivates new "creativity" and "practical skills" in students. In this article, we will introduce the specific content of learning and the appeal of the School through the real voices of students studying in School of Social Informatics.
Learning characteristics and curriculum
The most distinctive feature of School of Social Informatics is "learning that connects different fields." Through the fusion of "humanities and sciences" and the fusion of the academic fields of "humanity, society, and information," we create new value that has never been seen before. To achieve a fulfilling learning experience, we have a unique curriculum that emphasizes two points: developing basic skills and integrating different fields. In the first year, students will develop basic skills through "basic subjects" that teach English, mathematics, and computers, and "core subjects" that teach the overview of the three fields. From the second year onwards, students will increase their expertise through "liaison subjects" in interdisciplinary fields and "area subjects" in specialized fields. From the third year onwards, students will select two of the three academic fields and split into three courses: "society and information," "society and human," and "human and information," to study more specialized fusion fields.
Creating new value through the fusion of the academic fields of "human, society, and information"
Student roundtable discussion: "Broad learning leads to limitless possibilities"
As I continued to learn, I found my future direction
4th year, School of Social Informatics Department of Social Informatics
Hiroki Shiozaki
Selected course
The more you reach out, the more interesting things you can grab
4th year, School of Social Informatics Department of Social Informatics
Anna Furuta
Selected course
The fulfillment of my studies is beyond my expectations. It's a wonderful environment where I can try anything.
4th year, School of Social Informatics Department of Social Informatics
Rinko Yoshiyama
Selected course
■ "Integration of the arts and sciences" to bring out the individuality and potential of students
--Please tell us why you chose School of Social Informatics.
Furuta: When I was in high school, I didn't have a clear vision for my future. Then I learned about School of Social Informatics and felt that this was a place where I could learn a wide range of subjects and increase my options for the future, so I decided to go there.
Shiozaki: I also didn't fully understand my own aptitudes, so I was attracted to the fact that I could study both the humanities and sciences. I'm from Hokkaido, and my high school teacher was a graduate of this university, so he encouraged me to "jump into a new environment while you're still young," which also had a big influence on my choice of university.
Yoshiyama: I was originally interested in both psychology and programming, and I couldn't decide which faculty I wanted to attend. However, I learned that in School of Social Informatics, I could actually study both subjects before choosing my specialty, and that was the deciding factor for me to enroll.
--Please tell us about an experience you had while studying at our faculty.
Furuta: The class that left the biggest impression on me was Professor Waka Nanbu 's "Econometrics" class. I had no knowledge of "data analysis" before taking this class, but by having fun learning based on my own interests, I was able to experience the fun of analysis, which involves "creating your own hypothesis, collecting data, analyzing it, and getting results." Another class that left a similar impact was Professor Haruhiro Miya 's "Infrastructure Construction Exercise" *. I had the experience of building an actual network myself using various equipment, which gave me a sense of accomplishment.
*The current class name is "Infrastructure Construction Exercise/Network Construction Exercise"
Yoshiyama: Regarding your "Econometrics" class, how exactly do you go about your work?
Furuta: For example, let's say you have a hypothesis that "population growth is affecting the rise in crime rates." In that case, you would first collect data on population trends and crime numbers, and then combine and analyze the two. "Analysis" sounds difficult, but in reality, the most time-consuming part is finding the data that corresponds to what you want to prove and collecting large amounts of it.
Shiozaki: I was particularly impressed by Professor Iijima Yasuhiro 's "Introduction to Project Exercises" class. Through practical classes, I was able to learn the communication skills necessary to solve "problems without answers" that we face in the real world. From my third year onwards, I was able to participate in the management of classes as a student assistant, which further deepened my understanding of what I was learning. In addition, the international program "J-BINGO" gave me many opportunities to participate in internships at international organizations and interact with international students, which opened my eyes to the world.
Yoshiyama: I had a great realization from Professor Kariyado Toshifumi's "Workshop Design" class. In the class, we deepen self-understanding while interacting with others through various activities such as creative dance, theater, and video production. When I enrolled, face-to-face communication was limited due to the impact of COVID-19, and I was also somewhat reluctant. However, this class was the catalyst for the sudden creation of a community. After entering School of Social Informatics, I studied psychology and programming as I had hoped when I enrolled, but by being exposed to such a wide range of learning, I realized that I was interested in community formation.
Shiozaki: I also took the "Workshop Design" class last year, and I was surprised that the lecturers were well-known people and cultural figures who are active in society and who are rarely able to meet in person. Also, through the workshop, I was able to see myself objectively, which helped me to promote myself in my job search.
The "Introduction to Project Exercises" class in which Shiozaki served as SA
--Please tell us about your current research.
Furuta I specialize in economics. Mr. Toru Nagahashi In my seminar at the University of Tokyo, I am conducting research on the theme of "Strategies for the Promotion of Soy Meat in Japan." I chose this theme because I felt a sense of crisis about the world hunger problem. It is said that there are currently more than 800 million hungry people. Soy meat and other meat substitutes are said to be one solution to the hunger problem, but they are still unfamiliar in Japan, and even if they are available in supermarkets, few people will pick them up. As a step in my research, I will first deepen my understanding of the hunger problem itself, including the perspective of the SDGs. Next, I would like to use an analytical method called "text mining" to investigate "the impressions that Japanese people have of meat substitutes." Based on the results, I plan to consider "how to popularize meat substitutes more."
Shiozaki In Professor Iijima's seminar, I am conducting research aimed at "improving civic pride among Sagamihara citizens." Civic pride is a term that expresses "pride and attachment to the region," and is said to be highly related to the rate at which residents stay in the area. When talking about the appeal of a region, local specialties and tourist spots tend to be highlighted, but in Sagamihara City, which is popular as a commuter town, I am researching from the perspective of whether unique initiatives that make use of the region's individuality can be considered. Research is being conducted in groups, and as part of the efforts, we also participate in events. The other day, we set up a booth at the Sagamihara City festival "Oonokita Ginga Festival," where children enjoyed quizzes and other activities themed around Sagamihara City. We are also working with the Regional Development Division of Sagamihara City Hall to advance our efforts.
Mr. Furuta presenting "Soy Meat Promotion Strategy in Japan"
Yoshiyama: I was attracted to the theme of "community formation" in the "Workshop Design" class, and joined Professor Kagawa Shuta 's seminar. Currently, I am conducting a survey of the adventure playground "Ginga no Mori Play Park" at the request of Sagamihara City. The purpose is to collect the opinions of users through interviews, questionnaires, fieldwork, etc., and propose measures to make the park a better place. In December, we held a collaborative event between Aogaku and the park called "Ginmori Festival," where we played with children in tag games and giant karuta projects. Children's opinions are also reflected in the research. I recognized the commonality between my research and Shiozaki's research in that I am researching Sagamihara City, and I would like to incorporate the perspective of "civic pride" into my research.
Furuta:Fieldwork is fascinating. I'm also interested in it, but I haven't had a concrete idea of what to do. I learned a lot from hearing about examples from you two today.
A giant karuta card created with children at a seminar event (Yoshiyama, second from the left, bottom)
■ Learning to "connect" expands the future
--Please tell us about your plans after graduation.
Furuta: I plan to work as a network-related system engineer (SE) at an IT company. During my job search, I wasn't really aware of the relationship between my research and the job. However, thinking about it again, I think that the data analysis skills and ideas I acquired through my research will be useful when I make proposals to customers as a SE.
Shiozaki: In the future, I am considering opening my own business and working to become a certified public accountant. At School of Social Informatics, I was able to gain a new perspective by coming into contact with diverse values through interactions in seminars and classes. Furthermore, at J-BINGO, I was able to have a variety of experiences, such as listening to talks by people with overseas certified public accountant qualifications. As a result, I have developed a feeling that "I want to take on various challenges while I'm young and live a life that is more true to myself." I don't think I would have been able to grow this way if I had not gone on to Aogaku 's School of Social Informatics.
Yoshiyama: As I studied a wide range of subjects at this faculty, I began to hope for an industry that broadly supports daily life and industry. I considered trading companies and the steel industry, but ultimately I was drawn to "semiconductors," which support the development of IT, and decided to work in the semiconductor industry. I think the fact that I was familiar with IT during my undergraduate studies also had an influence. In fact, like Furuta, I had considered becoming a system engineer during my job search. When I first enrolled, I was surprised to find myself focusing on system engineers, which I had never expected to be a career option, but I feel that studying beyond the boundaries of the arts and sciences has greatly broadened my range of career options.
■ "The appeal of School of Social Informatics" from the students' perspective
--Did you learn anything new about your faculty or your own studies through this discussion?
Furuta: At School of Social Informatics I realized that "the more you reach out, the more interesting things you will find." I originally had the image of it being a faculty where you can learn a wide range of things, but this image was further strengthened through this roundtable discussion.
Shiozaki: I also felt the breadth of the learning areas offered by our faculty. And while the research themes of the three speakers were completely different, listening to them I discovered some similarities to my own research. For example, if Furuta-san changed his research theme from "alternative meat" to "civic pride" and continued his research, he might be able to propose it to Sagamihara City. Also, Yoshiyama-san's "Survey of the actual situation of play parks" reminded me of my experience when I set up a booth at the Onokita Galaxy Festival. Learning about the research of these two speakers, which seems completely different from my own research but has some overlapping elements, I really felt the "learning that integrates with other fields" that our faculty promotes.
Yoshiyama: When I'd heard about other seminars, I'd only vaguely thought, "They're doing difficult research," and hadn't had a chance to delve any deeper. But this time, when I heard the two of you talk about alternative meat and civic pride, I learned that the themes were things that were close to me, and I found them very interesting. What I gained from this faculty was even more than I expected. My knowledge of data analysis, which is a science-based subject, was useful in my humanities-based research, which was a survey of the actual conditions of play parks, and it greatly expanded my future options, including employment opportunities.
--What kind of place is School of Social Informatics? Please tell us again what is the appeal of the faculty.
Furuta: In a word, it is a faculty where various people can advance in various directions.
Shiozaki: I recommend this to people who want to learn something, but don't know what field is best for them. At School of Social Informatics I was able to learn a wide range of subjects and meet many new people. I think it's an amazing faculty where you can decide on your career path while you're learning.
Yoshiyama: I think that people who are interested in a wide range of things, or who are unsure of what to study, can do anything here. I think this is a faculty that "really broadens your possibilities."
* Individual interviews are included in the faculty's brochure.
Postscript to the discussion: What is Aogaku 's School of Social Informatics?
Hiroyuki Miyagawa, School of Social Informatics
School of Social Informatics was established 15 years ago as a faculty characterized by education and research that combines the humanities and sciences. In terms of the entrance examination method, about 70% of students are humanities students and about 30% are science students, which is exactly the same ratio of students in humanities and science courses in high school. Regardless of whether they are humanities or science students, the compulsory subjects in the first year include English, statistics, programming, social science-related subjects, human science-related subjects, and information science-related subjects. Over the past 15 years, the faculty has accumulated valuable experience and knowledge to support learning that combines the humanities and sciences, including the placement of mathematics and science-related subjects for students who entered through the humanities entrance examination and the operation of question rooms in each field for the purpose of learning support. From the third year onwards, students are assigned to one of three courses consisting of a combination of the fields of social science, human science, and information science, and we have devised a balance between the diversity and specialization of learning. Needless to say, the key to managing the curriculum of School of Social Informatics is how to design and implement science education for students who enrolled in the humanities, and humanities education for students who enrolled in the sciences, but my honest experience over the past 15 years has been that this is easier said than done. However, listening to this student roundtable discussion, I believe it was a great pleasure for all the faculty and staff involved in research and education in the faculty to hear the concept of our faculty expressed in the students' own words.
Lessons that support new value creation
■ Introduction to project exercises
We will clarify the essence of the issues facing companies and governments,
Searching for a solution
This is a class in which students work in small groups to address issues faced by companies and government agencies. After sorting out the essence of the issue, students seek solutions. Activities outside of class time, such as independent outside research and information gathering, are also required, and classes focus on progress reports and the study of knowledge and skills essential to problem solving. At presentations, students are asked to come up with original solutions, which are evaluated by external judges who presented the issues. Students come up with solutions to problems that have no answers, and experience the importance of group work and collaboration, as well as servant leadership.
■ Econometrics
Using data and statistical methods,
Clarifying socio-economic mechanisms and relationships
Econometrics is a field of study that uses economic theory to represent society as an economic model and elucidate socio-economic mechanisms and relationships using data and statistical methods. For example, by making estimates using income and consumption data, it is possible to numerically show how an increase in income affects consumption. Mastering data analysis techniques is not only useful for objective analysis in graduation research, but also a skill that can be utilized after employment.
■ Infrastructure construction exercises/Network construction exercises
Actual servers and networks
Set up, build and gain experience
In the past, network and server construction companies and administrators were required to have IT infrastructure construction and operation skills, but now, with the spread of cloud computing and advances in virtualization technology, even system developers need that knowledge. This class will solidify the basics of networks that you have already learned through classroom study by giving you practical experience in setting up and building actual servers, equipment, and networks. This practical experience can also be used as a basis for setting up cloud computing and virtualization.
Seminar Interview (AGU LiFE)
Interviews with current students and graduates (AGU LiFE)
*The years of employment, Position, activities, etc. of the people featured are, in principle, those at the time of the interview, unless otherwise noted.
