This is an overview of the symposium and subcommittees of the 22nd FD Forum to be held on March 4 (Sat) and 5 (Sun), 2017.
The application period for the 22nd FD Forum is January 5 (Thu) ~ January 26 (Thu), 2017.
The advance application period for member schools is December 16 (Fri) ~ December 23 (Fri), 2016, and up to the priority capacity will be accepted during the advance application period.
Applications will be accepted on a first-come, first-served basis and will end as soon as the capacity is reached.
22nd FD Forum and other details, please apply here
Symposium
Disseminating the Educational Capabilities of Universities ~Reform
of Liberal Arts Education and Modern Society~
In universities, liberal arts education is an area that has always oscillated like a pendulum between the theory of necessity and the theory of necessity. The document titled "Review of the Organization and General Operations of National University Corporations," which became a hot topic in 2015, can also be read as an argument that calls for a shift to a field with high social demand. In this way, while useful education is always required by industry, why is liberal arts education not likely to disappear?
In recent years, reports by the Central Council of Education have been issued in rapid succession, and unfamiliar katakana reform terms have appeared one after another, and it is often confusing to respond. While confronting policy guidance, it is the independent actions of individual universities that are responsible for educational reform. As students' academic abilities and motivations diversify, what kind of improvements are needed in the liberal arts education curriculum? More than 20 years after the Charter was established, what kind of challenges are university-wide organizations that are responsible for liberal arts education facing? The symposium's awareness of the problem is that "if we look at the reform stance of liberal arts education (general education), the educational capabilities of the university will naturally emerge."
≫ Tetsusuke Hayashi (Project Professor, Institute for Liberal Arts Education and Research and Promotion, Kyoto Three Universities / Professor Emeritus, Kyoto University) Yoshitaka Hibi (Associate Professor, Graduate School of Letters, Nagoya University) Tetsuro Onizuka (Professor, Kyoto Sangyo University, F Kobo Project Supervisor / Faculty of Cultural Studies) ≪Coordinator≫
Hideaki Kodama (Project Associate Professor, Institute for the Promotion of Liberal Arts Education and Research, Kyoto Three Universities)
Subcommittee (1st~15th subcommittee)
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Imadoki's University Education and "Good Learning" Capacity: 160 people / Priority capacity: 100 people The theme of the project focuses on "motivating, encouraging, and learning with students." In the first half, issues will be identified through a co-creation workshop in which everyone at the venue participates, and the results will be exchanged. In the second half, we hope that case studies from the speakers, Q&A session, and discussions, will create new insights and ideas for each participant, and that the desire to "change/change" will increase. |
Session 2 |
Design of Basic Science Education Capacity: 120 people / Priority capacity: 70 people In the reports of excellent educational practices in the sciences, we hear comments like, "It's wonderful, but is it a good fit for us?" Therefore, we planned a subcommittee based on the idea that "from a meta-level perspective related to practice and design, it may be useful in a wide range of ways, even if it does not have an immediate effect." We would like to have three lectures on the design philosophy of the basic science curriculum, the design and implementation philosophy of organizational and systematic learning support, and the main points of basic science mathematics education based on the mathematics competency survey, followed by a discussion with the floor. |
Session 3 |
The choice of a women's university in the midst of diversification of education Capacity: 120 people / Priority capacity: 70 people Historically, girls' education has developed in a way that follows the education of boys. Although the number of female students increased with the quantitative expansion of higher education, the majors at women's universities were limited to meet the needs of society. Although an increasing number of universities are now shifting to co-education, either because they have completed their mission or due to the declining birthrate, it is a universal fact that female students have more challenges to overcome than male students in designing their life courses and career paths. Women's universities have abundant resources for girls' education, such as the presence of female faculty and staff who can serve as role models for working women, and are considered to have a certain role as a place to accept the drifting feelings of female students who are forced to search for an unknown way of life different from their parents' generation in a rapidly changing society. Now is the time for women's universities to speak for themselves about their raison d'être and show their aspirations to become the core of women's education. I would like to use this subcommittee as an opportunity to explore and discuss the future of women's universities together. |
Session 4 |
Planning and management of FD based on the context of the university's own university Capacity: 80 people / Priority capacity: 45 people In promoting FD at a university, it is important to plan and operate FD training that suits your university. To this end, it is necessary to share information within the university, confirm problems, and collaborate and understand between faculty members and staff. |
Session 5 |
How to improve learning outcomes in undergraduate seminars Capacity: 80 people / Priority capacity: 45 people In recent years, there have been calls for the introduction and promotion of active learning, but the reference to "seminar education," which brings learning outcomes through close dialogue between teachers and students, is not always sufficient, and its practice has become a black box. In this subcommittee, we will explore better undergraduate seminar education through panel discussions based on rich seminar education practice reports in the humanities and social sciences and group discussions among participants. |
Session 6 |
The True Hopes and Hopes of "Middle Leaders" Teachers Responsible for Educational Reform Capacity: 60 people / Priority capacity: 35 people In educational management and educational reform, "middle leaders" such as deans of the Faculty of Education, directors of 〇0 institutions, directors of XX centers, and directors of XX offices play a major role. Although the burden of collaborating with staff and devoting time to meetings and coordination is large, I would like to think about the worries and hopes of such "middle leader" faculty members who do not want to neglect education and research, and how middle management should be, including group work. We invite the participation of various people such as mid-career and young teachers and staff. |
Session 7 |
Universities and Theaters, Museums Capacity: 60 people / Priority capacity: 35 people With the establishment of project courses, universities now have the opportunity to contribute to the community. However, it seems that there were few activities that led to actual results such as town revitalization. In addition, there is not much cooperation between universities and public facilities such as theaters, museums, and art galleries. Can we reconsider the relationship between universities and cultural resources and seek opportunities for students to learn off-campus? We want to create a place where awareness of such issues can be shared. |
Session 8 |
Specialized education in the field of health and medical care: Raising the independence, satisfaction, and level of understanding of learners Capacity: 60 people / Priority capacity: 35 people Learn how to promote FD for young faculty members in medical university departments. In particular, I would like to think about how to acquire the improvement of practical training teaching skills, which are considered difficult to learn. Medical students are not only conscious of the national examination, but must understand and absorb the vast amount of medical and nursing knowledge that will be useful for their future careers in a short period of time. I would like to think about efficient educational methods for this purpose. On the other hand, I would like to think about "studying at a university" rather than a vocational school, not only specialized knowledge but also general education. |
Session 9 |
Learning Commons for Students by Students Capacity: 60 people / Priority capacity: 35 people Currently, there are various names and forms, but so-called "Learning Commons" have been established at many universities. However, how many universities organically operate the learning environment through collaboration between the teaching profession and academia? I think there are many people in charge of universities and sites who have problems, such as the university's intention to open the facility is not well conveyed to students, and as a result, they are forced to increase the number of prohibited items, or they are unable to respond to students' active requests to "use it in this way." How can we create a "learning" environment where students who are about to step on the accelerator can easily run instead of applying the brakes? In this subcommittee, we would like to consider the ideal form of "Learning Commons by Student Students for Students" based on the examples of universities that are developing mainly students. |
| Session 10 |
Self-education as liberal arts education Capacity: 60 people / Priority capacity: 35 people In recent years, when quality assurance of higher education is questioned, strict grading standards are naturally required even in subjects related to "self-education". What is "evaluation" in the subjects of one's own education? Also, how can this lead to the realization of the university's philosophy and "founding spirit"? We would like to introduce the position and actual examples of the realization of self-education that is becoming important not only at private universities but also at national and public universities, and to exchange opinions widely on the significance, issues, and prospects of self-education in modern society. |
Session 11 |
Exploring the visualization of education that fosters students' independent learning and autonomy Capacity: 60 people / Priority capacity: 35 people At each university, the visualization of education (3 policies, curriculum map, rubric, portfolio, IR, etc.) is at the heart of the reform. Are students' independent learning (learning) and autonomy (development) being promoted? In addition to introducing case studies at each university and sharing this question with participants, we will invite experts who are already working on the visualization of education as a school adopted by the AP project, and explore the ideal way of visualizing education that fosters students' independent learning and autonomy. |
Session 12 |
From "Active Learning" to "Interactive Learning" Capacity: 40 people / Priority capacity: 24 people In the morning session, we will report on communication using card games (catarta) and workshops using a newly developed card game app. Explore the possibilities of interactive learning using apps. |
Session 13 |
Classes and Fieldwork Capacity: 40 people / Priority capacity: 24 people In fields such as the Faculty of Letters, where research does not necessarily include fieldwork, is it effective to incorporate learning outside the classroom into education? If so, what kind of activities should be set up and how should they be linked to classroom lessons? |
Session 14 |
On-site educational capabilities in disaster recovery support activities Capacity: 40 people / Priority capacity: 24 people On April 1, about half a month after the Great East Japan Earthquake, the State Minister of Education, Culture, Sports, Science and Technology issued a notice calling for "academic considerations for volunteer activities." On April 27, about two weeks after the Kumamoto earthquake, the Ministry of Education, Culture, Sports, Science and Technology again issued a notice by the Director General of the Higher Education Bureau requesting similar considerations. While the policy of strongly teaching so-called 15 classes is adhered to, why is such flexible operation advocated in the event of a large-scale disaster? Focusing again on the activities of student volunteers after the Great Hanshin-Awaji Earthquake, we will compare the meaning of practical learning experienced in the field in an emergency with the significance of learning that goes back and forth between the desk and the field on a daily basis, and examine the learning system and style in the active learning era. |
Session 15 |
Life skills as a liberal arts Capacity: 30 people / Priority capacity: 18 people What are the life skills and abilities necessary for us living in the modern age? The World Health Organization (WHO) defines it as "the capacity necessary to more constructively and effectively respond to the various demands of everyday life." |
22nd FD Forum and other details, please apply here
