The following is an overview of the symposium and its subcommittees at the 22nd FD Forum to be held on Saturday, March 4 and Sunday, March 5, 2017.
The application period for the 22nd FD Forum is January 5 (Thu) ~ January 26 (Thu), 2017.
The pre-registration period for member schools is from December 16 (Fri) ~ December 23 (Fri), 2016, and during the pre-registration period, the number of students will be accepted up to the priority quota.
Applications will be accepted on a first-come, first-served basis and will end as soon as capacity is reached.
Click here for the 22nd FD Forum and other details, and to apply.
symposium
Disseminating the educational capabilities of the university
~Liberal Arts Education Reform and Contemporary Society~
Liberal arts education has always been an area that has oscillated like a pendulum between the theory of necessity and the theory of necessity at universities. The document “Review of the Overall Organization and Operations of National University Corporations,” which became a hot topic in 2015, could also be read as an argument for the necessity of humanities majors, calling for a shift to a field with high social demand. In this way, while there is always a demand for useful education from industry, why is liberal arts education on the verge of disappearing?
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 difficult to respond. While confronting policy guidance, it is the independent actions of individual universities that are responsible for educational and academic reform. As students’ academic abilities and motivations become more diverse, what kind of improvements are needed in the liberal arts curriculum? More than 20 years after the Charter was enacted, what kind of challenges are university-wide organizations 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 (university-wide general education), the educational capabilities of the university will naturally emerge.”
Dr. Tetsusuke Hayashi (Specially Appointed Professor, Institute for Liberal Arts Education, Research and Promotion, Kyoto Three Universities / Professor Emeritus, Kyoto University)
Yoshitaka Hibi (Associate Professor, Graduate School of Letters, Nagoya University)
Mr. Tetsuro Onizuka (Kyoto Sangyo University, F Kobo Project Manager/Professor, Faculty of Cultural Studies)
≪ Coordinator≫
Hideaki Kodama (Specially Appointed Associate Professor, Institute for Liberal Arts Education, Research and Promotion, Kyoto Three Universities)
Breakout Sessions (1st ~ 15th Subcommittees)
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number |
Imadoki’s University Education and “Good Learning” Capacity: 160 people / Priority capacity: 100 people The theme of the project is “Motivating, encouraging, and learning with students.” In the first half of the session, we will uncover issues through a co-creation workshop in which everyone at the venue participates, and exchange the results. In the second half of the session, there will be case reports, question-and-answer sessions, and discussions from the speakers, and we hope that each participant will develop new insights and ideas, and that the desire to “change/change” will increase. |
| number 2 minute department meeting |
On the Design of Basic Science Education Capacity: 120 people / Priority capacity: 70 people In the excellent educational practice reports of the sciences, I hear voices such as, “It’s wonderful, but is it a good fit for us?” In other words, we planned a subcommittee based on the idea that “if it is a meta-level perspective related to practice and design, it may be useful in a wide range of areas, even if it does not have an immediate effect.” I would like to invite three speakers to give 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 education in science mathematics based on the mathematics competency survey, and then discuss with the floor. |
| number 3 minute department meeting |
The choice of a women’s university in the context of educational diversification Capacity: 120 people / Priority capacity: 70 people Historically, girls’ education has developed in a way that follows the education of boys. With the quantitative expansion of higher education, the number of female students increased, but the fields of study at women’s universities were limited to meet the needs of society. Now, an increasing number of universities are shifting to co-education, either because they have completed their mission or because of the declining birthrate, but it is a timeless and universal fact that female students have more challenges to overcome than male students in designing their life courses and career paths. Women’s colleges have abundant resources for women’s education, such as the presence of female faculty and staff who can serve as role models for working women, and it is believed that they have a certain role to play as a place to accept the drifting thoughts 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 colleges to speak out for themselves and show their aspirations to become the core of women’s education. We would like to use this breakout session as an opportunity to explore and discuss the future of women’s colleges together. |
| number 4 minute department meeting |
Planning and management of FDs based on the context of one’s own university Capacity: 80 people / Priority capacity: 45 people In order to promote FD at university, it is important to plan and manage FD training that is suitable for your university. In order to achieve this, it is necessary to share information within the university, identify problems, and collaborate and understand each other between faculty and staff. |
| number 5 minute department meeting |
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” that 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 a better way of undergraduate seminar education through panel discussions based on rich seminar education practice reports in the humanities and social sciences and group discussions among participants. |
| number 6 minute department meeting |
The Honne and Hopes of the “Intermediate Leaders” Teachers Responsible for Educational Reform Capacity: 60 people / Priority capacity: 35 people In educational management and educational reform, “intermediate leaders” such as the dean of the faculty of education, the director of the XX Institute, the director of the XX Center, and the head of the XX Office play a major role. In collaboration with the staff, I would like to think about the worries and aspirations of such “intermediate leader” faculty members, who do not want to neglect education and research, although the time and burden of meetings and coordination are large, and the ideal state of middle management, including group work. We invite a variety of people, including mid-career and young faculty members and staff, to participate. |
| number 7 minute department meeting |
Universities and theaters, museums and galleries Capacity: 60 people / Priority capacity: 35 people With the establishment of project courses, universities now have opportunities to contribute to the community. However, it seems that there were only a few activities that led to actual results such as town revitalization. In addition, there is not much cooperation between universities and cultural resources, especially public facilities such as theaters, museums, and art galleries. Is it possible to reconsider the relationship between universities and cultural resources, and to seek opportunities for students to learn outside the campus? We want to create a place where we can share awareness of these issues. |
| number 8 minute department meeting |
Specialized health and medical education: Raising the independence, satisfaction, and understanding of learners Capacity: 60 people / Priority capacity: 35 people Students will learn how to promote FD among young faculty members in medical university departments. In particular, I would like to think about how to improve the ability to teach practical training, which is considered difficult to acquire. Medical students are not only conscious of the national examination, but must also understand and absorb a 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, which means that not only specialized knowledge but also general education can be acquired. |
| number 9 minute department meeting |
Learning Commons for Students by Students of 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 operate organically as a learning environment through collaboration between the teaching profession and academia? I think that there are many universities and people in the field who are facing problems, such as the fact that the intention of the university to open the facility is not well communicated to the students, and as a result, they are forced to increase the number of prohibited items, or they are unable to respond to the active requests of students who want to use the service in this way. Instead of putting the brakes on the accelerator, how can we create a “learning” environment that makes it easy for students to drive? In this subcommittee, we would like to consider the ideal form of a “learning commons for students by students, for students” based on the case of a university that is developing the operation of the commons and activities based on the commons. |
| 10th minute department meeting |
Self-school education as a liberal arts education Capacity: 60 people / Priority capacity: 35 people In recent years, when the quality assurance of higher education has been questioned, strict grading standards are naturally required for subjects related to “self-school education.” What is “evaluation” in one’s own school education subjects? Also, how can this lead to the realization of the university’s philosophy and “founding spirit”? We would like to introduce examples of the position and embodiment of private school education, which is becoming increasingly important not only at private universities but also at national and public universities, and to exchange opinions on the significance, issues, and prospects of private school 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 center of reform. Are students’ independent learning (learning) and autonomy (development) really being encouraged? In addition to introducing case studies from each university, we will invite experts who are already working on the visualization of education as a selected school for the AP project, and explore how to visualize education that fosters independent learning and autonomy among students while sharing this question with the participants. |
| 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 a card game (catarta) and conduct a workshop using a newly developed card game app. Explore the possibilities of interactive learning using apps. |
| number 13 minute department meeting |
Classes and fieldwork Capacity: 40 people / Priority capacity: 24 people In fields such as the Faculty of Letters, where fieldwork does not necessarily include research, 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 coordinated with classroom lessons? |
| number 14 minute department meeting |
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 in Heisei 28, the Ministry of Education, Culture, Sports, Science and Technology (MEXT) again issued a notice from the Director General of the Higher Education Bureau requesting similar considerations. While the policy of strongly instructing the so-called 15 classes is being adhered to, why is such a flexible operation recommended in the event of a large-scale disaster? Focusing on the movements of student volunteers after the Great Hanshin-Awaji Earthquake, we will compare the meaning of practical learning experienced in the field during emergencies 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. |
| number 15 minute department meeting |
Life Skills as a Liberal Arts Capacity: 30 people / Priority capacity: 18 people What are the life skills and abilities that we need to live in the modern age? The World Health Organization (WHO) defines it as “the ability necessary to respond more constructively and effectively to a variety of daily demands.” |
Click here for the 22nd FD Forum and other details, and to apply.
< biography> Born in Tokyo in 1985. Graduated from Kawaguchi Art School, Waseda University in 2008. After working for a website production company, he became independent as a freelancer in 2012. Currently based in Shibuya, Tokyo, he is the 
