The following is an overview of the symposium and its subcommittees at the 23rd FD Forum, which will be held on March 3 and 4, 2018 at Kyoto Sangyo University (Kamigamo, Kita-ku, Kyoto).
Application Period【Friday, January 5, 2018 ~ Wednesday, January 31, 2018】
Advance application period for member schools [Friday, December 15, 2017 ~ Friday, December 22, 2017]
※During the pre-registration period, we will accept up to priority capacity.
* Applications will be accepted on a first-come, first-served basis, and will be closed as soon as the capacity is reached (there is no waiting list).
Symposium [March 3 (Sat) 13:00~17:00]
The past and future of FDs ~Thinking about FDs from various angles~
It has been 10 years since FD became mandatory in 2007 under the Standards for the Establishment of Universities. Each university has responded to the mandatory implementation by conducting FD workshops, open classes, and conducting class surveys, and has made efforts to improve educational capabilities. In the meantime, active learning has spread at an accelerated pace, and the concept of FD itself has also become an important theme in thinking about FD, such as educational IR, which collects and analyzes a wide range of information related to education and learning and uses it to improve education, and the three policies and quality assurance, and the concept of FD itself is expanding.
Therefore, in this symposium, I would like to pause for a moment and sort out what kind of results have been produced by the “FD” so far, what issues remain, and how to develop the “FD of the future” and what kind of university education we are trying to achieve. To this end, four sympositors will be invited to give lectures from a variety of angles, including national and policy perspectives, international perspectives, and on-the-ground perspectives. Through discussions among the participants, I would like them to think about FDs in the past and FDs in the future from a variety of angles.
≪ Symposist≫
Mr. Takeshi Hayashi (Assistant Director, University Promotion Division, Higher Education Bureau, Ministry of Education, Culture, Sports, Science and Technology)
Mr. Yutaka Umemoto (President, Kyoto Tachibana Gakuen)
Tomoko Mori (Professor, Department of Education, Kansai University)
Hiroaki Sato (Associate Professor, Department of Education and Learning Support, Institute for the Promotion of Comprehensive Education, Osaka University)
≪ Coordinator≫
Takero Nishino (Lecturer, Center for Educational Development, Kyoto Tachibana University)
Breakout Session (1st ~ 12th Session) [March 4 (Sun) 10:00~15:30]
| number 1 minute department meeting |
Student Facilitator/Student Assistant: Collaborative Teaching and Learning Opportunities
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| number 2 minutes department meeting |
What’s going on? What are you going to do? Evaluation of each lab
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| number 3 minutes department meeting |
Perspectives on Liberal Arts EducationCapacity: 100 people (priority capacity: 60 people) This subcommittee will discuss the challenges and prospects facing liberal arts education in higher education today from a variety of perspectives. The liberal arts in higher education today have become ambiguous in this sense. In light of this current situation, the purpose of this subcommittee is to discuss a wide range of issues facing liberal arts education and various issues occurring in the field of education, and to explore the ideal form of liberal arts education from multiple perspectives. |
| number 4 minutes department meeting |
Design and operation of cross-sectional programs that cultivate scientific literacy
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| number 5 minutes department meeting |
Assessments to capture higher-order abilities
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| number 6 minutes department meeting |
Effects of Fieldwork in Experiential and Practical Learning and Operational IssuesCapacity: 70 people (priority capacity: 40 people) In recent years, an increasing number of universities have been implementing “experiential and hands-on learning,” which is a system that takes students out to local communities for education. It is said that this kind of learning leads to students becoming familiar with issues in society and helps them to think about solutions. Therefore, in this subcommittee, we will introduce examples of universities that have achieved results through “experiential and practical learning” and consider with the participants how to proceed to change the level of understanding and awareness of students. |
| number 7 minutes department meeting |
Information Security Education
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| number 8 minutes department meeting |
What is the “exit” of a university?: Liberal Arts, Citizenship, Career, and Human EducationCapacity: 60 people (priority capacity: 35 people) What exactly is the “exit” of the university, such as liberal arts education, citizenship education, career education, and human education, which each of them envisions? What is or should be beyond the university? We would like to examine the “exits” of higher education from various perspectives and reconsider the role of university education and teachers in modern society. |
| number 9 minutes department meeting |
Organizational operation and practice of PBLCapacity: 60 people (priority capacity: 35 people) Project-based learning (PBL) is increasingly being practiced in universities. Due to the spread of this system, it is becoming necessary not only to teach a single class, but also to design, manage, and practice it systematically. |
| number 10 minutes department meeting |
The Future of Regional Qualification Education Programs and Regional CooperationCapacity: 60 people (priority capacity: 35 people) In collaboration with nine universities in Kyoto Prefecture, we have developed and operate a regional qualification system called “Beginner Regional Public Policy Specialist”. |
| number 11 minutes department meeting |
Thinking about Student Performance Evaluation: Focusing on Engineering and Pharmacy EducationCapacity: 40 people (priority capacity: 24 people) Among the evaluation of student performance, we will consider how to evaluate communication skills and ethics, among others. Specifically, we will report on performance evaluation from the perspective of engineering education for engineer training, and evaluation efforts from the perspective of pharmacy education for pharmacist training. Based on the two reports, the designated discussants will comment on ethical education in the context of higher education and the measurement of educational effectiveness from a philosophical perspective. In the afternoon, a workshop on performance evaluation will be held based on the discussions in the morning, and discussions will be deepened with the participants. |
| number 12 minutes department meeting |
Business and Undergraduate Seminar ActivitiesCapacity: 30 people (priority capacity: 18 people) In Japan, so-called liberal arts university students often find employment at companies upon graduation. For this reason, it is also necessary to provide opportunities for undergraduate education to provide an overview of business and to cultivate basic skills for working adults. There is a limit to what can be done in ordinary lecture subjects, and it is appropriate to conduct those related to the content of the seminar (seminar) through the seminar. In this subcommittee, we will introduce examples of actual seminar activities and consider their effects and possibilities. |
University Consortium Kyoto FD Forum Secretariat
TEL 075-353-9163
Email fdf ■ consortium.or.jp (Please change ■ to @)
* Reception hours: Tuesday ~ Saturday 9:00 ~ 17:00 (excluding year-end and New Year holidays)
