Project coordination: Maria Richter-Babekoff, Advisor for International Affairs School of Science and Center for Teacher Education and Educational Research TU Dresden

• Nobuko Ohmido, Graduate School of Human Development and Environment, Kobe University
• Yoshiko Kato, Graduate School of Human Development and Environment, Kobe University
• Takanobu Watanabe, Graduate School of Human Development and Environment, Kobe University
• Kiichi Fukui, Graduate School of Pharmaceutical Sciences, Osaka University
• Hideaki Takabe, Institute of Laser Engineering, Osaka University
• Susann Lederer, Public Relations Advisor, TU Dresden
• Andrea Reinartz, Head of Centre for Teacher Education and Educational Research (ZLSB), TU Dresden

• Nobuko Ohmido, Graduate School of Human Development and Environment, Kobe University
• Kiichi Fukui, Graduate School of Pharmaceutical Sciences, Osaka University
• Qiang Xu, Director of AIST-Kyoto University Chemical Energy Materials Open Innovation Laboratory (ChEM-OIL), Principal Researcher of the National Institute of Advanced Industrial Science and Technology (AIST), and Adjunct Professor of Kobe University
• Thorsten Mascher, general microbiology, TU Dresden
• Thomas Schmidt, plant cell and molecular biology, TU Dresden

• Stefan Wanke, botany, TU Dresden

• Oliver Zierau, zoology, TU Dresden

• Stefan Kaskel, inorganic chemistry, TU Dresden

• Jan Weigand, inorganic molecular chemistry, TU Dresden

• Rene Schilling, probability theory, TU Dresden

• Kai Zuber, nuclear and particle  physics, TU Dresden

• Anja Besand, didactics of civic education, TU Dresden

• Susanne Narciss, psychology of teaching and learning, TU Dresden

• Gesche Pospiech, didactics of physics, TU Dresden

• Marcus Schütte, primary education/mathematical education

• Axel Gehrmann, didactics and instructional research, TU Dresden

• Hideaki Takabe,  high energy density, Helmholtz-Zentrum Dresden-Rossendorf, Dresden

Venue: Kobe University

Venue: Takigawa Memorial Hall, Kobe University

Moderation: Prof. Takanobu Watanabe, Kobe University

 Simultaneous Scientific Workshops

Prof. Thorsten Mascher
Chair of General Microbiology, TU Dresden
Research interests: Antibiotic stress responses and resistance; bacterial gene regulation and signal transduction; Bacillus subtilis as a platform organism for synthetic biology applications; phenotypic heterogeneity and multicellularity of bacterial populations

For more information, see Prof. Mascher's website or Google Scholar profile

Prof. Thomas Schmidt
Chair for Plant Cell and Molecular Biology, TU Dresden
Research interests: genome and chromosome analysis of higher plants, in particular: structure, evolution and chromosomal dynamics of repetitive DNA as the main component of plant nuclear genomes

For more information, see Prof. Schmidt's website

Prof. Stefan Wanke
Professor at the Institute of Botany, TU Dresden
Research interests: plant biodiversity, evolutionary genomics and phylogenetics, plant interactions, plant breeding 

For more information, see Dr. Wanke's Google Scholar profile or researchgate website

Prof. Oliver Zierau
Professor of Zoology, TU Dresden
Research interests: characterisation of the cellular and molecular effect of phyto-oestrogens in in vitro and in vivo test systems; the influence of oestrogen on carcinogenesis; the development of pre-screening test for the structurally independent detection of anabolic steroid doping

For more information, see Prof. Zierau's researchgate website

Bridge Dresden–Japan: Biology Workshop

Room: B210 (B Building)

Wednesday, 05.09.2018

Thursday, 06.09.2018

Prof. Stefan Kaskel
Chair of Inorganic Chemistry I, TU Dresden, Head of Department Chemical Surface and Reaction Technology at the Fraunhofer Institute for Material and Beam Technology (IWS)
Research interests: energy materials, environmental materials, light and surfaces as well as industrial inorganic chemistry

For more information, see Prof. Kaskel's website

Prof. Jan J. Weigand
Chair of Inorganic Molecular Chemistry, TU Dresden
Research interests: the development of modern and novel concepts in main group chemistry with particular emphases on reactivity studies and sustainable applications; the development and application of multifunctional ligands in coordination chemistry and solvent extraction to recover high-tech metals such as rare earths or precious metals and other strategic elements from various sources in the context of urban mining; the development and improvement of innovative catalyst systems via synthetic and post-synthetic strategies for application in petrochemical industry and resource change to biogenic and fossil residues

For more information, see Prof. Weigand's website

Furthermore, the following associate professors, chair owners at the Faculty of Chemistry and Food Chemistry, TU Dresden, are going to join the workshop:

Prof. Alexander Eychmüller
Physical Chemistry, TU Dresden

For more information, see Prof. Eychmüller's website

Prof. Michael Ruck
Former Vice-Rector of TU Dresden until the end of 2017

For more information, see Prof. Ruck's website

Prof. Eike Brunner
Chair of Bioanalytical Chemistry

For more information, see Prof. Brunner's website

From Molecules to Materials

Organized by:
Stefan Kaskel (TU Dresden), Jan J. Weigand (TU Dresden), Qiang Xu (AIST-Kyoto University ChEM-OIL)

Venue: 2^nd floor meeting room, iCeMS Main Building, Yoshida-Ushinomiya-cho, Sakyo-ku, Kyoto [One-minute walk from KyodaiSeimon-mae Stop (Kyoto City Bus)]

www.icems.kyoto-u.ac.jp/en/access/

Scope:

Progress in science significantly benefits from interdisciplinary and international collaboration and networking. The satellite symposium brings together Japanese and German scientists from all chemical disciplines to encourage cooperation and exchange through minds. From synthesis to function, whether molecules or materials are involved, chemical science will further continue to unravel novel phenomena and provide solutions for a sustainable society.

Topics:

• Molecular Chemistry, Supramolecular Chemistry, Solid State Chemistry, Physical Chemistry, Nanochemistry, Catalysis, Energy Materials, Chemical Engineering, Separation, Environmental Chemistry, Resource Sustainability

Wednesday, September 5^th:

Please leave 5 minutes for questions!

Thursday, September 6^th:

Please leave 5 minutes for questions!

The Chemistry Symposium is part of the

Second Interdisciplinary and Research Alumni Symposium iJaDe2018

September 3rd to 7th | Kobe, Japan

September 3rd to 7th | Kobe, JapanSeptember 3rd to 7th | Kobe, JapanSeptember 3rd to 7th | Kobe, JapanSeptember 3rd to 7th | Kobe, Japan

https://tu-dresden.de/mn/internationales/veranstaltungen/symposien-kolloquien/2018-japan-dresden-symposium/copy2_of_interdisziplinaeres-deutsch-japanisches-symposium

Prof. Rene Schilling
Chair of Probability Theory, Institute of Mathematical Stochastics, TU Dresden
Research interests: stochastic analysis; jump processes; stochastic (partial) differential equations; pseudo-differential operators

For more information, see Prof. Schilling's website

The mathematics' workshop programme can be found on the TU Dresden's Chair of Probability's website.

The latest status of the programme can be downloaded as PDF here.

Talks by:

• Hiroaki Aikawa (Hokkaido University)
• Jiro Akahori (Ritsumeikan University)
• Björn Böttcher (TU Dresden)
• Wojciech Cygan (TU Dresden)
• Kenji Handa (Saga University)
• Yuri Imamura (Tokyo University of Science)
• Yu Ito (Kyoto Sangyo University)
• Kamil Kaleta (Wroclaw University of Science and Technology)
• Viktoriya Knopova (TU Dresden)
• Masaharu Nishio (Osaka City University)
• Liang Song (Tsukuba University)
• Tomoko Takemura (Nara Women's University)
• Atsushi Takeuchi (Osaka City University)
• Yoshihiro Tawara (Nagaoka National College of Technology)
• Kazutoshi Yamazaki (Kansai University)
• Kouji Yano (Kyoto University)

Prof. Hideaki Takabe
Researcher for high energy density at Helmholtz-Zentrum Dresden-Rossendorf, Dresden

For more information, see Helmholtz Zentrum Dresden-Rossendorf's website

Prof. Kai Zuber
Group leader, Chair of Nuclear and Neutrino Physics, Institute of Nuclear and Particle Physics, TU Dresden
Research interests: understanding and measuring rare nuclear disintegration; development and precision characterisation of high-purity radiation detectors; determination of physical properties of atomic nuclei -- investigating nuclear reactions; evaluating current measurement data and participation in large-scale experiments on neutrino physics, in particular on neutrinoless double beta decay

For more information, see the Institute for Nuclear and Particle Physics' website

Joint Symposium of TU Dresden and Osaka University on Frontiers of Mathematics and Physics

September 5th (Wed.) @ Nambu Hall

September 6th (Thur.) @ H701

From Germany

Prof. Axel Gehrmann (responsible for Workshop programme)
Chair of General Didactics and Instructional Research, Director of the Centre for Teacher Education and Educational Research (ZLSB); Visiting Professor at Curriculum Center for Teachers, Tokyo Gakugei University (TGU) (2/2016 – 8/2016)
Research interests: history and theory of school and teaching; empirical teacher and teacher training research; regional school development/educational governance; lateral entry into the teaching profession; indicator-based educational reporting

For more information, see Prof. Gehrmann's website and ZLSB's (Centre for Teacher Education and Educational Research) website

Prof. Anja Besand
Chair of Didactics of Civic Education, TU Dresden
Research interests: Civic education, new media and politics, educational science - how people learn about politics and how they construct their ideas about living together in society

For more information, see Prof. Besand's website at TU Dresden (German)

Prof. Susanne Narciss
Chair of Learning and Instruction, TU Dresden
Research interests: designing and evaluation of interactive learning tasks; designing and evaluating feedback in instructional contexts; multimedia tools for learning and instruction; psychological processes in academic writing; self-regulated learning with web-based learning environments

For more information, see Prof. Narciss' website

Prof. Gesche Pospiech
Chair of Didactics of Physics, TU Dresden
Research interests: mathematics in physics teaching; modern physics at school; media in physics teaching;concept development

For more information, see Prof. Pospiech's website

Prof. Marcus Schütte
Chair of Primary Education/Mathematical Education
Research interests: linguistic presentation of mathematical learning processes; learning mathematics against the backdrop of linguistic-cultural plurality; inclusive maths learning; early mathematical learning processes in kindergarten and the family; empirical teaching research with a focus on interpretative teaching research; combination of specific mathematic-didactic, predominantly reconstructive-interpretative approaches with developmental psychology approaches; transitions between day nursery and primary school as well as primary and secondary schools; basic informational competences in primary school

For more information, see Prof. Schütte's website

From Japan

Presentations:

• Prof. Takanobu Watanabe (responsible for Workshop programme, Kobe University)
• Prof. Yoshiko Kato  (responsible for Workshop programme, Kobe University)
• Prof. Juniji Besso  (Hyogo University of Teacher Education)
• Prof. Atsushi Ito (Konan Women’s University)
• Prof. Kenji Maehara  (Tokyo Gakugei University)
• Prof. Shiho Miyake  (Kobe College)
• Prof. Noriyasu Nagasawa  (Hyogo University of Teacher Education)
• Prof. Yasuyuki Okabe  (Kobe University)
• Ass. Prof. Masatoshi Suzuki  (Hyogo University of Teacher Education)
• Miyuki Uemura (Kobe University Secondary School)
• Prof. Jun Yoshinaga  (Kobe University)

Workshop Participants:

• Prof. Mariko Kaneko (Tokyo Gakugei University)
• Prof. Akira Kawamura (Kansai University of International Studies)
• Prof. Nobuyuki Kurebayashi (Tokoha University)
• Prof. Shigeki Mayama (Tokyo Gakugei University)
• Prof. Akiko Takahashi (Nanzan University)
• Ass. Prof. Kemma Tsujino (Osaka City University)
• Ass. Prof. Ryuta Yamamoto  (Shizuoka University)
• Prof. Masaki Yoshioka (Kyoto Prefectural University)

Design of Learning and Teacher Education in Germany and Japan

Room: B208 (B Building)

 Wednesday, 5th September

Thursday, 6th September

SCIENCE EDUCATION

Prof. Dr. Gesche Pospiech/Florian Simon (TU Dresden)
Teacher preparation for implementing interdisciplinary learning arrangements at out-of-school places with focus on physics
In Germany for the last twenty years great efforts have been made to increase interest and motivation of male and female students in the area of science by establishing so-called out-of-school laboratories. These initiatives were accompagnied by research concerning the outcome. In this process teaching-learning laboratories in the context of teacher preparation were established where future teachers gain experience in guiding students in interdisciplinary learning arrangements. This contributes to the success of the laboratories and benefits future teachers providing own teaching experience. In addition to out-of-school laboratories other learning arrangements at places outside of school e.g. museums were established for interdisciplinary approaches. These include STEM subjects (Science, Technology, Engineering and Mathematics) as well as arts or social science showing the relevance of physics for everyday life. This workshop will discuss specific problems in integrating out-of-school places in regular school teaching and in organizing work at the out-of-school places themselves. Furthermore it will present examples how to design adequate university seminars for future teachers.

Prof. Dr. Shiho Miyake (Kobe College)
Short communication but big impact: how a picture story helps young people to learn endangered species
Conservation of endangered species is the most urgent task to be solved for the global environment. According to a government survey, nearly 20% of Japanese citizens said that they did not want to cooperate with conservation of threatened species. To increase awareness of the issue of endangered species and how their survival relates to all citizens, it is necessary to develop accessible teaching materials.
My research group has developed a picture-story based on the relationship between wildlife and humans, including a conflict perspective. In this article, the effect of our picture story will be considered. We focused on Asian elephants as contents of the picture story. I edited the final story into three minutes of digital video, and 37 people (undergraduate students, 18-19 years old) watched it.
The students responded to the impact of the picture story on four main points: (1) ethical/moral aspect; (2) emotional aspect; (3) ecological aspect; and (4) visual appearance aspect. Regarding what they learned from the picture story, students brought up three issues: (1) humans’ impact on wildlife; (2) factors in the decrease in the Asian elephant population; and (3) how we should behave for future environment.
Various species of animals are affected by different problems with respect to humans. I would like to continue research to raise the conservation awareness of people by focusing on other endangered target animals and different methods of providing teaching materials.

CIVIC EDUCATION

Prof. Dr. Anja Besand/Tina Hölzel (TU Dresden)
Civic education or: democratic/citizenship education in school and teacher training
The aim of this presentation is to give an overview about civic education in Germany. To talk about and understand how civic education in school and teacher training programs works, we need to focus on three steps. By the first step civic education is analyzed as a school subject with a very special history in Germany. Secondly it is important to take a look at the standards in the field of civic education. Therefore, we introduce two of the main standards: the process and the performance standard. Final we consider how civic education teachers are trained for the future. For this purpose the current circumstances, challenges and developments of civic education and teacher training will be discussed.

Prof. Jun Yoshinaga/ Keiko Suga (Kobe University)
The issues of civic education in Japanese school
Our interest is to develop the school lessons for cultivating citizenship which holds a balance of self -involvement and logical thinking in judgments on political issues. In Japan, as the age of voting rights has been lowered to 18 years, educational methods of civic education in the high school classes have been actively discussed. Especially, a following issue has been focused. It is the gap between guaranteeing students the political neutrality from teachers’ political opinions and motivating students to make actual political judgments and to participate in actual political processes. In this presentation, first, we introduce some representative or characteristic lesson practices of civic education in Japan, including our own practices. Next, we will make clear the prospect of solving the above issue. Finally, some discussions will be held based on political and educational history and current movements in Japan and in Germany.

MATHEMATICS EDUCATION

Prof. Dr. Marcus Schütte/ Ann-Kristin Tewes/ Judith Jung (TU Dresden)
Collective learning in primary school mathematics lessons
A central topic of teaching and learning research in Germany in the last ten years has been the heterogeneity of students in learning groups. The focus of many projects is on improving the learning conditions for all children in the school system - especially for those learners with special needs. In this context in Germany, and especially in Saxony, the focus is currently being placed on aspects such as language support, multi-age and integration of children with special educational needs. The lecture will introduce current developments in primary school mathematics based on these three aspects. So far, the German school system is characterized by a predominant tradition of separating children through a highly differentiated school system, which in addition to the regular school system teaches children with special needs in a special school system and separates children in the regular school system from grade 5 on according to performance criteria into various secondary schools. A changed approach to dealing with diverse aspects of diversity in schools is currently slowly being established in Germany, certainly not without opposition. This approach is mostly summarized in Germany under the keyword of an inclusive schooling, which means integrating children with diverse skills in joint classes. The effects of this altered image of learning also have a strong impact on subject-related learning, which are seen e.g. in special concepts for differentiated learning in primary school mathematics lessons. On the basis of this changed understanding of scholastic or subject-related learning, the lecture will introduce approaches that address the aspects above in relation to mathematical learning in primary school.

Prof. Dr. Yasuyuki Okabe/ Takato Shimomura (Kobe University/ Shimane University)
Study on association of "the talks of children" and "the constitution of the mathematical knowledge"
"Active Learning" is one of the keywords to attract attention in school education of Japan now. It is intended to be improved to the class that a teacher does not pull a class, and it respects the independence of will of children. Specifically, "Classes centering on children's explanation and talking" is suggested. Keywords of "Active Learning" spread in a school, and a change came to be seen in the consciousness of the teacher. As a result, the scenes which children talk about increase by the classroom of the elementary school. However, it becomes the purpose in those classrooms that children talk and to be active. It is a problem that is class that "the purpose of talking" is lost for children and a teacher. It will be necessary to clarify "the talks of children" and association with "the constitution of the mathematical knowledge" in future.
I am going to argue about the way of the talks of children related to constitution of the mathematical knowledge in arithmetic lesson of the elementary school in this workshop. Specifically, I clarify the state that mathematical knowledge is consist of the real class scene of the elementary school fourth grade (ages9-10) of Japan by the talks of children.

INTERNSHIPS IN TEACHER EDUCATION

Prof. Axel Gehrmann/ Tobias Bauer
Assisted teaching of student teachers in internships: Description of teaching practices and reflection of teaching experiences in the context of TUD-Sylber
One of the aims of the first stage of teacher training in Germany is to question and to break with implicit teaching routines (e. g. Petrik, 2009). By referring to the structural theory approach of teacher professionalization (Helsper, 2014) it seems to be problematic that student teachers may only practice teaching in ways they know from their own schooldays or which they have seen in their internships without reflecting on them (Hascher, 2012). Trying to solve this problem is the intention of the TUD-Sylber project “Teaching patterns in internships“. The research based on content analysis focusses on the question which teaching patterns dominate in the lesson plans that students write within their internships. The results will help to improve our courses offered at the university. Since different chairs of educational and subject-related didactics are responsible for the internships at TU Dresden, we will develop a seminar that focusses on linking the different teaching experiences students have and reflect upon throughout their learning biographies.
The workshop section will give both an insight into the results of the content analysis of lessons plans and the seminar concept.

Prof. Dr. Junji Besso/ Prof. Noriyasu Nagasawa/ Ass. Prof. Masatoshi Suzuki (Hyogo University of Teacher Education)
Reform of Practice Teaching Courses and Growth of Student Teachers: Identifying Achievement Goals based on Teacher Training Standards 　at Hyogo University of Teacher Education
In Japan, it is crucial issue to guarantee the quality of teacher education.  So that it is necessary for teacher candidates to acquire basic abilities and competencies as teachers.  Assuring the quality of student teaching programs would contribute to the accomplishment of such a goal.
At Hyogo University of Teacher Education, the curriculum contains ‘practice teaching courses’ in each year between freshman and senior years in order to develop practical teaching skills among students.  However, there had been no professional standards identifying the abilities and competencies necessary for becoming teachers, thus there had been no concrete achievement goals for each course of practice teaching.  To resolve such gap in our curriculum, we had developed Teacher Training Standards and achievement goals for practice teaching courses, and conducted surveys for the students about how much their abilities and competences were formed through their coursework.
As a result, the achievement levels of practice teaching courses had been accomplished for freshman-, sophomore-, and junior-years students, but the senior-year students had not reached their expected levels.  Therefore, senior-year practice teaching had been increased from 2 credits to 3 credits (2 weeks to 3 weeks for student teaching), so that achievement levels of senior-year students improved, and the items such as “mostly acquired” or “moderately acquired” were more frequently used for their evaluation.
As a future challenge, we would like to investigate the reasons why the 3-credit program enhanced the evaluation of students’ abilities and competencies.  In particular, we would like to find out whether student teachers’ learning or mentor teachers’ instruction may be different, and whether there are differences in students’ confidence or self-efficacy regarding their teaching practice because of extending the period of student teaching in the senior year.

INTERACTIVE LEARNING

Prof. Dr. Susanne Narciss/ Julia Rose
Empowering smart learning through interactive learning tasks and feedback strategies
Learning tasks and feedback strategies are considered to be backbones of instruction (e.g., van Merrienboer & Kirschner, 2017). Modern information technology allows designing a large variety of learning tasks and feedback strategies. Interactive learning task consist of a stimulus (e.g., an item stem) that requires learners to cognitively engage with the question or task provided in order to generate a response. In contrast to test-items interactive learning tasks offer not only response fields or options (e.g., multiple-choice options; gap-filling boxes), but also scaffolds students can access if they encounter obstacles in generating the response to the task (Proske, Körndle, & Narciss, 2004; Proske, Körndle, & Narciss, 2012). Moreover, they can be combined with interactive (tutoring) feedback strategies. Interactive tutoring feedback strategies combine elaborated formative feedback with tutoring and mastery learning strategies, i.e., they provide such formative feedback that makes learners aware of important gaps existing between their current state of knowledge and their learning goal. Additionally, they provide assistive elaborated feedback (such as hints, explanations, and attribute-isolation examples) that is aimed at tutoring students to detect errors, overcome obstacles and try more efficient solution paths. In doing so, interactive tutoring feedback strategies offer strategically useful information for task completion, without providing immediately the correct solution, and prompt the learner to apply this information to solve the learning task in the next trial. Furthermore, after successful task completion, they provide confirmatory positive feedback components (cf. Narciss, 2008; 2012a, 2012b; 2013; Narciss et al. 2014).
Designing and evaluating (computer-based) interactive learning tasks and interactive feedback strategies is challenging (e.g., Goldin, Narciss, Foltz, & Bauer, 2017; Narciss, 2013).  This talk will use insights from current projects (e.g., Serious-Game Serena Supergreen; Task Design in TUD-Sylber) to discuss selected challenges and their implications.

Prof. Dr. Yoshiko Kato/ Miyuki Uemura/ Yiran Wang (Kobe University) /Prof.A.Ito(Konan Women’s University)
Does empowering interactive learning through the collaborative learning school system promote students’ well-being?
The impacts of small-group collaborative learning have been examined and found it relate to student achievement and positive attitude (Johnson et al. 1981, Roseth et al. 2008, Kyndt et al. 2013). Teachers are encouraged to use collaborative methods of instruction in the classroom increasingly. “Positive interdependence”, “face-to-face promotive interaction”, “individual accountability/personal responsibility”, “interpersonal and small group skills”, and “group processing” were clarified as the conditions of productive collaborative learning (Johnson et al. 1991). It is effective to build collaborative learning school system, and practice collaborative learning both inside and outside classroom based on these conditions. Teachers can involve their own devised classwork to the collaborative learning school system, and activate students interactive learning efficiently. In this session “group processing” will be focused on. Through group processing, students refrain their own support. The feedback from teacher or students promote students to be conscious of the relationship with friends for their better performance, share their pleasure towards achievements, and be encourage positive behavior.
On the other hand, we identified that IKIGAI (Japanese originated well-being) affected university students’ self-regulated learning. IKIGAI (well-being) is composed by three factors (positive affect, challenge, social role). Group processing might be promoted positive affect, challenge and social role in their group. The mechanize of IKIGAI (well-being) and students’ performance will be discussed and expect future research and practice.

Wednesday, 5th September

Room: B203 (B Building)

Thursday, 6th September

Please make an appointment via e-mail, if you wish to make use of the one-to-one consultation session strategies, problems, goals and more with the representatives of TU Dresden:

Andrea Büschel:
Dr. Andrea Reinartz:
Maria Richter-Babekoff:
Sonja Piotrowski:

Yon-Soo Tak
Associate Professor
International Affairs Office of Research Administration
Graduate School of Science
Osaka University

Saori Obayashi
Associate Professor
Center for Global Initiatives
Osaka University

Yuki  Kirihata
International Student Affairs Division
Department of International Affairs
Osaka University

Minori Adachi
International Affairs
Planning Division
Osaka University

Hitomi Mitsutake
Academic Affairs section
Faculty of Global Human Sciences
Kobe University
 
Yuriko Okuno
Academic Promotion Division
Student Affairs Department
Kobe University

Eri Anno
International Relations
Faculty of Global Human Sciences
Kobe University

Mariko Suga
International Relations
Faculty of Global Human Sciences
Kobe University

Manabu Takeichi
Deputy Manager
International Liaison Group
Division of International Affairs
Kansai University

Mayumi Hirasawa
International Relations
School of Medicine
Shinshu University

Dr. Jun-ichiro Mori
Vice Manager of the Center for Medical Education and Clinical Training
Shinshu University

Hiroshi Kawamura
Director & Professor
Office for International Academic Support
Faculty of Science
Hokkaido University

Hiroko Hori
International Office
School of Science
Hokkaido Univesity

Dorothea Mahnke
Director
German Centre for Research and Innovation
Tokyo

Andrea Büschel
Staff Unit Internationalisation
TU Dresden

Dr. Andrea Reinartz
Director
Center for Teacher Education and Educational Research
TU Dresden

Severine Friedrich
Public Relations
Center for Teacher Education and Educational Research

Maria Richter-Babekoff
International Affairs Advisor
School of Science and
Center for Teacher Education and Educational Research
TU Dresden

Sonja Piotrowski
Public Relations
Research Alliance DRESDEN-concept

Ludwig Schultz
Professor
Scientific Coordinator
Research Alliance DRESDEN-concept

Hideaki Takabe
Professor
Research Center
Helmholtz-Zentrum Dresden-Rossendorf