立命館大学シラバス

授業科目名	年度	学期	開講曜日・時限	学部・研究科	全担当教員	単位数
30213:Sustainable Development Goals (SDGs) in a Nutshell(G1)	2022	春セメスター	木3	経済学部,理工学部,食マネジメント学部,情報理工学部,生命科学部,薬学部,スポーツ健康科学部	MARQUEZ GIAN POWELL	2

キャンパス

BKC

授業施設

フォレストハウス１０３号教室

授業で利用する言語

英語

授業の概要と方法

N/A

受講生の到達目標

The main goal of this course is to encourage and prepare students to be involved in achieving their chosen Sustainable Development Goal (SDG). Specifically, students will:
1. Understand what are the 17 SDGs and the challenges in attaining them;
2. Learn science-based concepts in explaining and achieving SDGs;
3. Contemplate an integrated solution in achieving their SDG of interest using multidisciplinary approach, and;
4. Understand the importance and urgency of individual initiative in contributing to the SDG accomplishment.

事前に履修しておくことが望まれる科目

Language Note: The concepts in this course are challenging, and their expression requires nuance and precision. Students should take this class with the primary purpose of understanding the contents. They should not take this class with the primary purpose of developing their English language skills. No language support is offered in the course.

授業スケジュール

授業回数/ 担当教員（複数担当の場合）	テーマ
授業回数/ 担当教員（複数担当の場合）	キーワード・文献・補足事項等
Session 1	Course Overview -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Synchronous (Live) Class via Zoom (1st session is always online to avoid overcrowding of classroom)
Session 1	-Class rules and expectation -Course syllabus handout -Getting to know -Three core elements of sustainable developments -Law of Conservation of Mass-Energy and Sustainability Helpful Reference: • Youth Workers 4 Global Goals (N.D.). Module 1: What are the Sustainable Development Goals? https://www.salto-youth.net/downloads/toolbox_tool_download-file-2422/Module%201_EN.pdf
Session 2	Scale and Scope of SDG -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 2	-What are sustainability and sustainable development? -What are the 17 SDGs? -Why are SDGs important to you as a human? Helpful Reference: • Youth Workers 4 Global Goals (N.D.). Module 1: What are the Sustainable Development Goals? https://www.salto-youth.net/downloads/toolbox_tool_download-file-2422/Module%201_EN.pdf *1st Oral Activity: Class discussion about the awareness and support to SDGs
Session 3	Climate Action (SDG13) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 3	-What are global warming and climate change? -What are climate change refugees? -How can eco-engineering help poor communities face climate change? -How can climate action promote sustainable development? Helpful Reference: Siegert, M.J. (2017). Why should we worry about sea level change? Frontiers for Young Minds, 5, 41. https://doi.org/10.3389/frym.2017.00041 *2nd Oral Activity: Class discussion about the connection of climate change and SDGs
Session 4	Part 1: Poverty (SDG1), zero hunger (SDG2), and good health and well-being (SDG3), clean water and sanitation (SDG6) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 4	-What is poverty? -Can green revolution feed the world? -Why do we need to improve food production? -What is the role of green revolution on water and food shortages in India? Helpful Reference: • John, D.A., & Babu, G.R. (2021). Lessons from the aftermaths of Green Revolution on Food System and Health. Frontier of Sustainable Food Systems, 5, 644559. https://doi.org/10.3389/fsufs.2021.644559 *1st Writing Activity: Analysis of the documentary video
Session 5	Part 2: Poverty (SDG1), zero hunger (SDG2), and good health and well-being (SDG3), clean water and sanitation (SDG6) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 5	-How can poor escape poverty? -Global food system. Food abundance, obesity, and food waste. -How can alleviation of poverty, eradication of hunger, promotion of good health and well-being, and improvement of water quality and sanitation contribute to sustainable development? -How safe is GMO and its role in future food supply? Helpful Reference: • Daveiga, C.T., Parsons, E.M., & Jeong, J. (2020). Biofortification: Battling Hidden Hunger. Frontiers for Young Minds, 8, 114. https://doi.org/10.3389/frym.2020.00114 *3rd Oral Activity: Class discussion about the public consumption of GMO
Session 6	Decent work and economic growth (SDG8) and reduced inequalities (SDG10) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 6	-How can we decouple economic growth from environmental destruction? -What is green job? -What can we do to reduce economic inequality? -What are the roles of having decent work, driving economic growth, and reducing economic inequality in promoting sustainable development? Helpful Reference: • Ward, J., Chiveralls, K., Fioramonti, L., Sutton, P., & Costanza, R. (March 12 2017). The decoupling delusion: rethinking growth and sustainability. https://theconversation.com/the-decoupling-delusion-rethinking-growth-and-sustainability-71996 *4th Oral Activity: How can traditional business be converted to a green or sustainable business?
Session 7	Education (SDG4), and gender equality (SDG5) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 7	-What are gender equity and equality, and their role in sustainability -Where does gender inequality start? Helpful Reference: • Jacobs, E.G. (2020). Why neuroscience needs girls: gender diversity drives scientific discovery. Frontiers for Young Mind, 8, 37. http://dx.doi.org/10.3389/frym.2020.00037 Assign Group number and topic 2nd Writing Activity: Analysis of a documentary video Based on the assigned topic below, your group will record a 10-to-12-minute video about the topic and submit on Session 11, 9:00: Topics of Group Presentation (8%) for Session 1. O’Leary et al., 2016- Effective coverage targets for ocean protection. https://doi.org/10.1111/conl.12247 2. Österblom et al., 2017- Emergence of a global science- business initiative for ocean stewardship. https://doi.org/10.1073/pnas.1704453114 3. Vijay et al., 2016- The impacts of Oil Palm on recent deforestation and biodiversity loss. https://doi.org/10.1371/journal.pone.0159668 4. Wan et al., 2017- Assessment and characterisation of Ireland’s Green tides (Ulva species). https://doi.org/10.1371/journal.pone.0169049 5. Eshoo et al., 2018- Design, monitoring and evaluation of a direct payments approach for an ecotourism strategy to reduce illegal hunting and trade of wildlife. https://doi.org/10.1371/journal.pone.0186133
Session 8	Final Group Project Proposal -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 8	-Group Meeting to Finalize the Final Group Project Topic and Start Proposal (Submission Deadline of Final Group Project Proposal: Session 9, 17:00, Manaba+R > Projects) Check the course syllabus handout for the Sample Format
Session 9	Affordable and clean energy (SDG7), and industry, innovation, and infrastructures (SDG9) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 9	-What are renewable energies (R.E.) and their role in sustainability? -What can we do to make R.E. more reliable? -What is the role of energy in future biomass demand? -What is renewable energy policy paradox? -How can sustainable innovation and industrialization promote sustainable development? Helpful Reference: • Uzwyshyn-Jones, M. (April 9 2021). Hydrogen vs Electric, which is the future for transportation? https://ysjournal.com/hydrogen-vs-electric-which-is-the-future-for-transportation/ 3rd Writing Activity: Relationship of R.E. and Future Society Final Group Project Paper Proposal Submission Deadline: Session 9, 17:00, Manaba+R > Projects
Session 10	Sustainable cities and communities (SDG11), and responsible consumption and production (SDG12) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 10	-What is carbon footprint? -What is zero waste hierarchy? -Can sustainable city be built? -What is the role of information and communication technologies (ICT) in sustainable city? -How can responsible consumption and production promote sustainable development? Helpful Reference: • Borges, L. A.; Nilsson, K.; Tunström, M.; Dis, A. T.; Perjo, L.; Berlina, A.; Costa, S. O.; Fredricsson, C.; Grunfelder, J.; Johnsen, I.; Kristensen, I.; Randall, L.; Smas, L.; Weber, R. (2017): White Paper – Nordic Sustainable Cities. Available online at: https://norden.diva-portal.org/smash/get/diva2:1297072/FULLTEXT01.pdf *5th Oral Activity: What does a sustainable city look like?
Session 11	Part 1: Life below water (SDG14), and life on land (SDG15) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 11	-What is marine protected area? How can they support sustainable fishing? -How does household consumption affect life on land? -How are life on land connected to life below water? -How can we protect marine and terrestrial biodiversity while driving sustainable development? Helpful Reference: • Lujan-Vega C, Ortega-Alfaro J, Cossaboon J, Acuña S and Teh S (2021) How Are Microplastics Invading the World?. Frontiers for Young Minds, 9, 606974. https://doi.org/10.3389/frym.2021.606974 *6th Oral Activity: Plastic solution Group Presentation (Recorded Video and Presentation) Submission Deadline: Session 11, 9:00
Session 12	Part 2: Life below water (SDG14), and life on land (SDG15) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 12	Topics: Group Presentation 1. O’Leary et al., 2016- Effective coverage targets for ocean protection. https://doi.org/10.1111/conl.12247 2. Österblom et al., 2017- Emergence of a global science- business initiative for ocean stewardship. https://doi.org/10.1073/pnas.1704453114 3. Vijay et al., 2016- The impacts of Oil Palm on recent deforestation and biodiversity loss. https://doi.org/10.1371/journal.pone.0159668 4. Wan et al., 2017- Assessment and characterisation of Ireland’s Green tides (Ulva species). https://doi.org/10.1371/journal.pone.0169049 5. Eshoo et al., 2018- Design, monitoring and evaluation of a direct payments approach for an ecotourism strategy to reduce illegal hunting and trade of wildlife. https://doi.org/10.1371/journal.pone.0186133 *Last Week for Giving Approval for the Optional Volunteer Work (Volunteer Work is Optional)
Session 13	Peace, justice, and strong institutions (SDG16), and partnerships for the goals (SDG17) -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 13	-How can R.E. promote peace? -What is the role of developed nations in supporting corruptions in the Global South? Helpful Reading: • Transparency International (March 10 2016). How to stop corruption: 5 key ingredients. https://www.transparency.org/en/news/how-to-stop-corruption-5-key-ingredients *7th Oral Activity: How can foreign government undermine an effort against corruption?
Session 14	Food-energy-water (FEW) nexus -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 14	-What is FEW nexus? -How are FEW connected? -How did FEW nexus use in Sahara desert project? Helpful Reference: • Zhuang, J., et al. (January 25 2021). Solving Shared Problems at the Food, Energy, and Water Nexus. https://eos.org/science-updates/solving-shared-problems-at-the-food-energy-and-water-nexus 8th Oral Activity: FEW nexus approach in solving food shortage in the desert Final Group Project Paper Deadline: Session 14, 17:00
Session 15	Final Examination -If BCP level 3 or above: Synchronous (Live) Class via Zoom -If BCP level 2 or below: Face-to-Face or Synchronous (Live) Class via Zoom (both available; either is okay)
Session 15	-Feedback on the final exam. -Final message.

授業実施形態

N/A

授業外学習の指示

Students are expected to study about 4 hours before or after each class meeting. Out-of-class work includes class preparation, post class review, research, and group and individual works along with any assignments. Generally, any homework, including reading assignments, are important during class discussion and activities, hence should be done prior. All readings listed in Class Schedule are compulsory: it is the students’ responsibility to keep up with readings and discuss them in class. Most articles for reading assignments have free access, if not they are available in the library.

English language and materials will be used in the class to study the course contents. Hence, this course is NOT an ENGLISH LANGUAGE CLASS. If your English language level is not high enough to correctly express your ideas in written and oral formats, then you are EXPECTED to DOUBLE your study efforts and proactively ask questions during the class.

Generally, any homework, including reading assignments, are important during class discussion and activities, hence should be done prior.

Students will submit their assignments, essays, projects, and surveys either through Manaba+R or University Email Address. Class announcements and reminders will be posted through Manaba+R. Therefore, familiarize yourself in Manaba+R and check your university emails. If students fail to submit assignments, tests, essays, and other related class requirements that will be announced through Manaba+R or university email due to failure in checking their Manaba+R or university emails, then students will not be considered excused and will get an F letter grade. All checked and graded written assignments, papers, or essays will be returned through Manaba+R as "Comments". Feedback comments are also included in the returned submissions.

Group Presentation guidelines: Check course syllabus handout

Final Group Project guidelines: Check course syllabus handout

Final Exam guidelines: Check course syllabus handout

Students are required to free their schedule during class hours/session. This means you cannot have part-time jobs, club activities, etc. during our class hours/session.

成績評価方法

種別	割合(%)	評価基準等
定期試験（筆記）	0
レポート試験（統一締切日を締切とするレポート）	0
上記以外の試験・レポート、平常点評価（日常的な授業における取組状況の評価）	100	Class Participation = 60% - Writing activities: 3 x 6% = 18% - Oral activities: 8 x 4% = 32% - Group Presentation: 8% - Attendance: 2% Final Group Project = 25% Final Exam = 15%

成績評価方法(備考)

For Student Attainment Objectives 1, 2, and 3, students will have class activities and group work (60%) to assess the comprehension of the lecture and reading assignments.

In response to the Main Objective and Attainment Objective 4, students will complete a group project (25%) in which they will write a review paper about a specific topic related to their SDG/s of interest. The students will use this group project to develop their leadership and social skills while giving meaning to the different knowledges tackled throughout the semester.

In response to Student Attainment Objectives 1 and 2, the final examination (15%) will be given on the last day of the class. It will evaluate the basic understanding of the contents of the lectures. Logic and critical thinking will be given importance in the evaluation.

受講および研究に関するアドバイス

Detailed Course Syllabus Handout will be provided on the first meeting (Week 1).

The Global Issues in SDGs will be looked at through the perspective of Science and Technology (Science-based approach on various social, political, or economic issues).

Students are EXPECTED to be proactively involved in activities and projects which require group effort. Failure to contribute to the group activities, ESPECIALLY the GROUP PROJECT, means "F" as Final Grade. Approach your Professor before the start or after the end of the class if you have problems either to individual requirements or group projects.

Late assignment policy
Late papers and assignments will be penalized 5% per late-day. Submissions will not be accepted after 10 days of being late. However, this rule does not apply if you are seriously ill or in an emergency. It is your responsibility to inform me of such circumstances and you are asked to present a proof.

Academic integrity matters!
Violations of ethical conduct that relate to academic integrity will be punished according to our university's regulation. Academic integrity violations include, but are not limited to; plagiarism, work done for one course and submitted to another, deliberate falsification of data and interference with other student’s work.

教科書

教科書(使用頻度、その他補足)

参考書

書名	著者	出版社	ISBNコード
Standards for the Sustainable Development Goals	UN, ECE	UN	ISBN: 9789211171815
Interdisciplinary Approaches for Sustainable Development Goals	Zielinski, T., Sagan, I., Surosz, W.	Springer	ISBN 978-3-319-71788-3
Designing the Purposeful World: The Sustainable Development Goals as a Blueprint for Humanity.	Wilson, C.	Routledge	ISBN-13: 978-0815381327

参考書(使用頻度、その他補足)

These books will support the learning processes, but free alternatives are available online.

参考になるwwwページ

Helpful Reading List

1. S1 and S2- Youth Workers 4 Global Goals (N.D.). Module 1: What are the Sustainable Development Goals? https://www.salto-youth.net/downloads/toolbox_tool_download-file-2422/Module%201_EN.pdf

2. S3- Siegert, M.J. (2017). Why should we worry about sea level change? Frontiers for Young Minds, 5, 41. https://doi.org/10.3389/frym.2017.00041

3. S4- John, D.A., & Babu, G.R. (2021). Lessons from the aftermaths of Green Revolution on Food System and Health. Frontier of Sustainable Food Systems, 5, 644559. https://doi.org/10.3389/fsufs.2021.644559

4. S5- Daveiga, C.T., Parsons, E.M., & Jeong, J. (2020). Biofortification: Battling Hidden Hunger. Frontiers for Young Minds, 8, 114. https://doi.org/10.3389/frym.2020.00114

5. S6- Ward, J., Chiveralls, K., Fioramonti, L., Sutton, P., & Costanza, R. (March 12 2017). The decoupling delusion: rethinking growth and sustainability. https://theconversation.com/the-decoupling-delusion-rethinking-growth-and-sustainability-71996

6. S7- Jacobs, E.G. (2020). Why neuroscience needs girls: gender diversity drives scientific discovery. Frontiers for Young Mind, 8, 37. http://dx.doi.org/10.3389/frym.2020.00037

7. S9- Uzwyshyn-Jones, M. (April 9 2021). Hydrogen vs Electric, which is the future for transportation? https://ysjournal.com/hydrogen-vs-electric-which-is-the-future-for-transportation/

8. S10- Borges, L. A.; Nilsson, K.; Tunström, M.; Dis, A. T.; Perjo, L.; Berlina, A.; Costa, S. O.; Fredricsson, C.; Grunfelder, J.; Johnsen, I.; Kristensen, I.; Randall, L.; Smas, L.; Weber, R. (2017): White Paper – Nordic Sustainable Cities. Available online at: https://norden.diva-portal.org/smash/get/diva2:1297072/FULLTEXT01.pdf

9. S11- Lujan-Vega C, Ortega-Alfaro J, Cossaboon J, Acuña S and Teh S (2021) How Are Microplastics Invading the World?. Frontiers for Young Minds, 9, 606974. https://doi.org/10.3389/frym.2021.606974

10. S12- O’Leary et al., 2016- Effective coverage targets for ocean protection. https://doi.org/10.1111/conl.12247

11. S12- Österblom et al., 2017- Emergence of a global science- business initiative for ocean stewardship. https://doi.org/10.1073/pnas.1704453114

12. S12- Vijay et al., 2016- The impacts of Oil Palm on recent deforestation and biodiversity loss. https://doi.org/10.1371/journal.pone.0159668

13. S12- Wan et al., 2017- Assessment and characterisation of Ireland’s Green tides (Ulva species). https://doi.org/10.1371/journal.pone.0169049

14. S12- Eshoo et al., 2018- Design, monitoring and evaluation of a direct payments approach for an ecotourism strategy to reduce illegal hunting and trade of wildlife.
https://doi.org/10.1371/journal.pone.0186133

15. S13- Transparency International (March 10 2016). How to stop corruption: 5 key ingredients. https://www.transparency.org/en/news/how-to-stop-corruption-5-key-ingredients

16. S14- Zhuang, J., et al. (January 25 2021). Solving Shared Problems at the Food, Energy, and Water Nexus. https://eos.org/science-updates/solving-shared-problems-at-the-food-energy-and-water-nexus

授業内外における学生・教員間のコミュニケーションの方法

manaba+R,学生との直接対話,その他(教員より別途指示）

備考

1. It is STRONGLY advised to read the readings in advance. You may clarify and confirm what you have read during the class.

2. Read and understand the Course Syllabus Handout. It will be used throughout the course. Writing guidelines, detailed course contents, submission deadlines, course schedule, and other important information about the course can be found in the Course Syllabus Handout. The content will not change. If there will be changes, it will be announced in Manaba+R course news.

3. Schedules, Deadlines and course requirements indicated in the course syllabus handout will not change unless extraordinary circumstances happened. On the other hand, deadlines and course requirements announced during the class are negotiable/flexible, but students need to initiate the negotiation with the instructor and with acceptable reasons.

4. If you have questions, suggestions, clarification or personal concerns about the course which you have not/couldn’t addressed/address during the class, please contact your instructors for an out-of-class consultation. It is highly encouraged and is expected that you communicate proactively with your Instructor. But please do this during working hours, not at midnight.

5. Learning at University is different from High school. Please be prepared emotionally and mentally and adjust your learning expectations accordingly. Please watch this video: https://youtu.be/_U_oY6O-frQ

【科目ナンバリング・カリキュラムマップはこちらから/Click here to see the Curriculum-Map and Course-Numbering】
URL:http://www.ritsumei.ac.jp//students/pathways-future/course/curriculum.html