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[9th UTokyo FFP] DAY 3 Syllabus and Course Design

DAY 3 sessions for the 9th UTokyo FFP were held on April 27th and 28th. The topics were as follows:

  • ・The roles of a syllabus
  • ・Setting goals and objectives of a syllabus
  • ・Course design (creating a graphic syllabus)
  • ・Improving a syllabus into one that promotes learning

A syllabus is not just a tool for students to choose which course to take but is also something that promotes their learning and a tool for instructors to design the course, which can be used as evidence for their achievement in teaching. Participants first learned such significance.
In DAY 3 sessions, each participant brings a syllabus made by themselves or an existing syllabus of a course that is similar to his/her own and learns about the topic by improving it.

Firstly, participants made sure what the goals and objectives were, modified their own syllabuses, and further improved them in pairs. Then, the instructor explained “Backward Design,” followed by the course design activity through the creation of a graphic syllabus. The explanation was given by citing references and syllabus samples created by participants in the past, so it must have been easy for the participants to get the feel of it.

 

Participants were provided with handouts of the UTokyo FFP syllabus with annotations on each item. They compared the handout with the syllabus they brought and found out the points that needed improvement by themselves. Then, they shared the points in groups.
The instructor used to explain the points one by one, which tended to make the class a “one-way” lecture in the past semesters, but providing the participants with informative materials and having them work on the improvement of syllabuses individually or in groups seem to be much more effective in making them consider the topic in their own contexts. They kept on asking good questions over the following 15 minutes.

 

A participant explaining his graphic syllabus

ペアシェアSharing ideas in pairs

(Kurita)
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[New Release] Leaflet “The first step to enrich your campus life Q&A Vol.1” (from the intensive course “Let’s learn Japanese implicit customs and way of thinking”)

A leaflet “The first step to enrich your campus life Q&A Vol.1” was created following a discussion during an intensive course titled “Let’s learn implicit Japanese customs and way of thinking,” which was held on March 27, 2017. It is a summary of the discussion held between overseas and Japanese students regarding the cultural differences overseas students are likely to experience in Japanese offices/laboratories.

The leaflet is distributed free of charge. Click here to download.
(Update: The leaflet was updated on April 29, 2017.)

 

 

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[Report Published] “Interactive Teaching” Big Real Session

We published a report on the “Interactive Teaching” Big Real Session (BRS) held on February 4th, 2017.

Please click here.

 

The report shows the analysis of the questionnaire responded to by the participants at the venue or online, and the future prospect of the event based on the questionnaire results.

Please also check the video of the event published previously.

 

We are preparing for the announcement of the 2nd BRS in due course.

Thank you for supporting “Interactive Teaching.”

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[Publication] “Hakase ni nattara dō ikiru? 78mei ga kataru career path” [How do you live your life after receiving a PhD? Career paths described by 78 people]

★Cover

This book was completed thanks to the cooperation of the alumni of “The University of Tokyo Future Faculty Program” (UTokyo FFP)!

 

What kind of career path can you envision after entering university, proceeding to graduate school, and completing the doctoral program?

What lies beyond completing the doctoral program is highly uncertain for doctoral students themselves as well as the general public.

This book answers the question through interviews with people in various academic fields. The first half of the book organizes the information on the basic procedure to obtain academic degrees at university and what you should do to prepare for building a career as you wish, while the latter half is a collection of interviews with those who completed their doctoral programs ranging as many as 15 academic fields.

It took nearly two years from the very beginning to complete the book thanks to the UTokyo FFP alumni working hard on the basic arrangement of chapters and conducting interviews. It is the diverse backgrounds of UTokyo FFP alumni that realized conducting interviews with people from such a wide variety of fields.

The book collected what those who are working actively in various fields had in their mind and tried to do while they were in the middle of building their careers.

It is strongly recommended not only for undergraduates and graduate students but also for working adults and high school students.

 

Product detail page on Amazon

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[9th UTokyo FFP] DAY 2

DAY 2 sessions were held on April 20th and 21st. The topics were as follows:

  • ・Instructional design and the ADDIE model
  • ・Class design (How to design a class of 90 or 105 minutes)
  • ・Active learning strategies (Asking questions, Think-Pair-Share, and Peer Instruction)
  • ・Effects and limits of active learning
  • ・Motivation (Expectancy-value theory)
  • ・Exercise in class design
  • ・Today’s class design
This was the second class following the previous one held a week before.
We revised the part on learning about motivation in this 8th semester.
The participants were provided with handouts on a case where an instructor failed to motivate students, an excerpt from “How learning works: Seven research-based principles for smart teaching” (Ambrose, et al., 2010), and worked on developing advice on what the instructor should do to motivate them. We used to ask the participants to develop advice about classes that they found boring respectively instead.
Relating the topic to their own experience is important for incorporating what they learn into their own context, but it is also important to deepen their learning by sharing the issue with others. Particularly when the time is limited, it is more efficient to discuss the common issue from multiple perspectives instead of taking time for sharing different topics by explaining and grasping their background, and that is why we changed the activity in this way.
It seemed to work as expected. However, we received several pieces of feedback saying, “The time for the activity was not enough,” so we are thinking of revising the class design or adding an online discussion.
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[9th UTokyo FFP] DAY 1

The 9th semester of “The University of Tokyo Future Faculty Program” (UTokyo FFP) started on April 13th (@Hongo) and 14th (@Komaba). It will be held for two consecutive periods every other week, in principle, over S1 and S2 Terms.

The first class focused on creating a collaborative learning environment. The topics were as follows:

  • ・Goals, objectives, and ground rules
  • ・Icebreaker (Introducing others)
  • ・Research presentation (1-min self-introduction) & peer review
  • ・Present situation of higher education
  • ・Summary of the UTokyo FFP
Every semester begins with almost all the participants meeting each other for the first time, so this time, again, the classes started with a tense atmosphere. We designed the class to make them feel relaxed by starting with asking easy-to-answer questions, then gradually moving on to group activities. Two consecutive periods equal three hours and 10 minutes, but they seemed to be actively involved in the classes. We believe that we were successful in setting a good environment for them.
The research presentation is positioned as part of a self-introduction when conducting a class in the future, which is for conveying the value and charms of one’s research to students within one minute. It is a wonderful session where you can come into contact with various kinds of research briefly. All the presentations are filmed, and the audience fills in a feedback sheet for every presentation. While the participants are preparing their feedback sheets, the instructor gives feedback to the lecturer directly. Their next assignment is to organize and hand in what was good about the presentation, what points need improvement, and what they learned from others.
Since the participants are mixed with graduate students, postdocs, and faculty/staff members, we believe it is important to remove the barriers between them in the first place. To create an environment where participants can learn from each other, we asked them to call each other by “(name)-san” and follow the ground rule of 3Ks: be respectful (敬意 Keii) to others, speak without reserve (忌憚なく Kitan naku), and be constructive (建設的 Kensetsuteki).
We are glad that our new semester started successfully.
(Kurita)
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[Report] “Interactive Teaching” Big Real Session Videos Available

All videos of the “Interactive Teaching” Big Real Session (BRS) (held on February 4th, 2017), from the introduction to the wrap-up, are now available online!
You can watch the videos session by session on either website as follows:
UTokyo TV: http://todai.tv/contents-list/faculty/brs-1#__tabcon-6…
YouTube: https://www.youtube.com/channel/UCGkctuF55veBi7xDGCgcYkw

[For BRS participants]
Please use the videos for your reflection. The staff and speakers had a lot to realize recently by reviewing the videos under editing. (Let us share our reflections at another time.) We hope the videos remind you of “What I learned today” and “My determination to apply what I learned to my life tomorrow” two months ago and motivate you toward the new academic year.

[For those who were unable to join BRS due to conflicting schedules or losing the lottery]
Thank you for waiting. You must be busy at the turn of the academic year, but we offer the videos session by session. Please start with the session you are interested in in your spare time.

[For those who would like to learn about “Interactive Teaching”]
As they say, “Seeing is believing.” Please take a look at the videos to know about BRS. However, “Thinking is far greater than seeing,” and “Acting is far greater than thinking.” We hope these videos will become an opportunity for you to join the projects to support those who support learners.

[Call for sending reports on utilizing the videos]
We would also appreciate it if you would let us know the use of the videos in your activities. Please notify us of any brief reports from this form. We would like to share your efforts (e.g., for studying by yourself, (online) workshops, etc.).

 

Lastly, thank you very much to the UTokyo TV staff for their cooperation from filming the event to publishing the videos. We are impressed with their quick and accurate work, editing the videos beautifully. It might be a little inadequate in terms of business etiquette to praise our colleagues in a broad sense, but we would like to express our sincere gratitude to them.

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Three Days to Go for the Application Deadline of the 9th FFP! (Sunday, April 9th)

[Three days to go for the application deadline (Sunday, April 9th)]
[9th UTokyo FFP] Let’s learn to teach at university! Application now open for “Teaching Development in Higher Education”

For anyone (e.g., graduate students, postdocs, and faculty/staff members) who would like to enhance their teaching skills!
“The University of Tokyo Future Faculty Program (UTokyo FFP): Teaching Development in Higher Education” Application now open!

Faculty members are required to have skills not only in research but also in teaching.
The UTokyo FFP will provide you with a practical learning environment to enhance your teaching skills.

★ You can systematically learn “how to teach”!
★ You can build a network across diverse fields!
★ On completion of the program, you receive an official certificate that you can attach to your resume!
★ Graduate students can also receive academic credits!

[What Are the Classes Like?]
Masaki (currently working as a project researcher at the FFP) took the program in the past.
The course lets you learn about how to conduct classes that enhance students’ learning efficiently, and I felt it also helped me learn about how to communicate with people when talking about my research and field.
The program is open to those who are interested in communicating/teaching in a broad sense as well as how to enhance the quality of education.
(Masaki (Project Researcher in charge of FFP))

[Qualifications]
Graduate students, postdocs, and faculty/staff members at the University of Tokyo

[Time and Venue]
S Semester <S1/S2 Term> AY2017
・Thursday class (capacity: 25 participants): Periods 3–4 @Fukutake Learning Studio (Hongo Campus)
・Friday class (capacity: 25 participants): Periods 4–5 @Komaba Active Learning Studio (KALS) (Komaba Campus)
The classes will be conducted live online.
Total: 8 days for each course
(Note that the classes are held every other week, in principle.)

[Details and How to Apply]
Please click the link below.
https://dev2.utokyofd.com/en/ffp/about/
(If the number of applicants exceeds the prescribed limit, selection will be made based on the information in the application form.)

We look forward to your application!

Center for Research and Development of Higher Education
Kayoko Kurita (Associate Professor)
Ikutaro Masaki (Project Researcher)
utokyo_fd@he.u-tokyo.ac.jp

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【Event report】Master the skills in a day! Arts of making presentations in English

＜About＞Tuesday, March 14th, 2017

The Center for Research and Development of Higher Education organized an English Academia workshop “Master the skills in a day! Arts of making presentations in English.” Its purpose was to let the participants master the arts of making attractive presentations on their research topics in English. The workshop was placed as an offline practice session for an online course “English Academia” (https://utokyo-ea.com).

It was held at Fukutake Learning Studio, Hongo Campus. A total of 17 participants consisted of graduate students at the University of Tokyo, coming from a variety of fields of science and humanities. Bilingual staff at the Center served as the facilitators, and the instructors included those who used English as their first language.

The participants were divided into groups of two to four with one instructor for each and practiced making presentations. Before the workshop, they had been asked to prepare presentation materials explaining the main concepts and keywords of their research questions easily understandable to the undergraduate students new to their fields. Each participant first made a five-minute presentation in English using the materials they had prepared and received feedback from the instructor and the other participants. Their presentation topics covered a wide variety of themes such as “Machine Learning,” “Bitcoin,” “Unemployment Rates,” and “Protein Engineering.” We filmed and recorded each presentation with iPads and IC recorders so that they could review their own presentations objectively.


Subsequently, staff who used English as their first language shared the feedback on the skills of English presentations with all the participants. Following a break, the participants individually worked on improving their presentation materials and methods. They were able to consult the instructors at any time and also had an active discussion with other participants. Finally, they gave a second try on making presentations and received feedback in groups. All the presentations were improved from the first ones; it was easier to understand by the audience, and their visual materials, diction, use of their eyes, and gestures were refined.

We received positive feedback from the participants after the workshop as follows:
“It was highly valuable to receive feedback from various people.”
“In addition to mastering the skills in making presentations, I realized the importance of taking an appropriate attitude of mind.”
They also seemed to look forward to our future workshops by listing the topics they would like us to take up such as “Q&A sessions at academic conferences,” “poster sessions,” “delivering classes for overseas students,” and “interviews in English.”


We will continue to hold workshops related to English Academia on the improvement of academic communication skills in English for young researchers. We sincerely look forward to your participation.

Click here for more details of English Academia.↓
https://utokyo-ea.com

Click here for more details of the PAGE project. ↓
https://www.he.u-tokyo.ac.jp/activities/page/