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For Faculty Members

How to develop your teachingsSeven Suggestions from Professor Tips
For Faculty Members

How to develop your teaching

Center for the Studies of Higher Education
Nagoya University
Furo, Chikusa, Nagoya 464-8601, JapanPhone+81 52 789 5696
Fax
+81 52 789 5695
E-mailinfo@cshe.nagoya-u.ac.jp
URL
http://www.cshe.nagoya-u.ac.jp/

ISBN 978-4-86293-019-4
March 25th, 2008 (the first edition)
Printed in Japan
Copyright © 2008 by Center for the Studies of Higher Education, Nagoya University.
All rights reserved.

1PrefaceThis booklet was originally written in Japanese and compiled by the Centerfor the Studies of Higher Education (CSHE) at Nagoya University. This
English edition aims at showing the status of Japanese practices on higher
education to researchers, practitioners and trainers in the world, which would
facilitate further discussion.

Seven Suggestions from Professor Tips
The Seven Suggestions from Professor Tips is a series of booklets compiled by theCenter for the Studies of Higher Education (CSHE) at Nagoya University. Theseries aim at improving the quality of teaching and learning at the university.
Quality of education would be stepped up with tiny improvements ofeveryday practice by stakeholders, such as students, faculty members,
academic and student affairs staff members, university executives, etc.
Therefore, each booklet offers each stakeholder suggestions for daily practice
categorized by purposes. Moreover, the quality would be much enrichedwhen efforts towards it by different stakeholders are integrated. Accordingly,
all the booklets use the same framework of purposes, that is, the sevensuggestions for better teaching and learning at university. We named theperson who gives the suggestions as Professor Tips, a fictitious character whowas first featured in the book, Learn with the Professor Tips: How to DevelopYour Course Design, authored by members of the CSHE.

For Faculty Members- How to develop your teachingThis booklet offers suggestions and specific ideas by which faculty membersof Nagoya University can realize quality education.
The faculty members of Nagoya University have long practiced various waysof good teaching. Examples of such good teaching practices, identified
through surveys - mainly on campus - were compiled in a database andorganized on the basis of achievements in the study of teaching methods andlearning theory. This booklet presents these examples in simple expressions.
The aim of this booklet is not to provide criteria for educational evaluation,
but to identify good teaching practices and knowledge at Nagoya University,and offer a framework for sharing such knowledge among all university

2members. To enhance the educational benefits of good teaching, efforts by allparties of students, faculty, staff and the executives must be integrally
directed toward the same objective. Teaching cannot be effectively improved
through the efforts of faculty members alone. Support from the university
administration is also important, as is students’ active participation in class.
To take the Office Hour system as an example: the system has been
introduced in many universities, but students do not use it to the extent
expected. To increase the system’s educational benefits, the university
administration should not just set up the Office Hour system, but should also
provide a forum where instructors and students can freely talk to each other.
As well, instructors should not only write their office hours in the syllabus,
but should also welcome students by saying during class “feel free to visit myoffice” or by leaving their office door open. Similarly, students must have apositive attitude toward learning. If they have questions that are unresolvedin class, they should visit and ask the instructor. The goal of quality education
can be achieved by mutual interaction of efforts by all parties.
The basic concept of this booklet comes from the Seven Principles for Good
Practice in Undergraduate Education, which was developed by the American
Association of Higher Education. On the basis of these principles wedeveloped this booklet by combining samples gathered at Nagoya University
with the results of our own research and achievements in the study ofteaching and learning theory, which effort we believe has resulted in a highly
original work.
We hope that this booklet will prove effective for good practice in teaching, as
well as for reflection on their practice by other stakeholders.

3

How to use the Seven Suggestions from Professor Tips
You can use this booklet as follows:
1. The seven suggestions are written in simple and easy-to-remember sentences. You can use them as a framework to organize and systemize what you
usually keep in mind and try to do.
2. The 49 ideas presented in this booklet may include ideas that you havenever tried. If you are interested in any of them, why not try them out at yourteaching? In particular, the ideas mentioned towards the top of each list are
the ones most staff chose as the easiest to implement.
3. There are some other versions published in volumes of this series. Pleasealso take a look at the separate volumes for students, executives, academicand student affairs, and IT-enhanced teaching. These separate volumes all
contain tips on what students, staff, and university executives can each do toachieve the same goal.
4. This booklet contains just a small selection of ideas. You may have better
ideas than those contained in this booklet. Please let us know at the Center for
the Studies of Higher Education about what you think is important, or what
you find effective in your teaching. Your ideas will be helpful for futurerevisions of this booklet.

4Suggestion 1

Increase opportunities to contact students

Students tend to feel a stronger sense of belonging and greater
responsibility toward their classes when they are seen as
individuals rather than as members of the class. To encourage their
participation in class, try to increase your opportunities to contact
your students. Because it takes courage for students to contact
their instructors, it is important for instructors to act first.

••
•
•
•
•
•

Greet your students when you see them.
Encourage students to make active use of the Office Hour system.
Tell your e-mail address to students and accept questions viae-mail.
Stay in the classroom for a while after class to answer students’questions.
Talk about your research.
Hold a small party for students to familiarize them with you.
Join study sessions or events held by students.

5Suggestion 2

Encourage cooperative among students forlearning
It is easier for student to participate in class if they are on goodterms with their classmates. By mutually accepting andcomplementing their differences in learning styles and ways ofthinking, students’ understanding of the course content can bedeepened. But cooperative learning cannot easily occur
spontaneously. Therefore, instructors are encouraged to facilitate
an atmosphere or system that promotes cooperative learning.

•••••
••

Tell your students the importance of cooperative learning.
For the first class, initiate an activity that helps students get toknow each other.
Give assignments for inside and outside of class that require
collaboration among students.
Divide students into small groups to encourage discussion.
Prepare mailing lists or electronic bulletin boards that can beused by student groups.
Let all students in the class share reports or papers submitted
to the instructor.
Introduce activities that encourage students to mutually evaluate their assignments.

6Suggestion 3

Encourage active student learning

Good study results can’t be expected from passive learning. In
undergraduate education, it is important to encourage students’ inactive learning. In your teaching, try not only to improve thecontent of your lessons, but also to promote students’ active
learning of the content.

••
•
•
•
•
•

Tell your students the importance of active participation inclass.
Offer every student opportunities to speak and ask questionsin class.
Have students present their assignments in class.
Introduce activities that encourage students to teach what they
have learned to other students.
Offer opportunities for students’ individual research activities.
Welcome students’ suggestions and ideas for better teaching.
Introduce workshops and internship programs relevant to thecourse subject.

7Suggestion 4

Encourage students to review their study
progress
For students, confirming the extent of their progression toward thegoals of the course provides them with important information
regarding their subsequent progress. It also provides instructorswith a good opportunity to check their own teaching pace.
Immediately after teaching an important matter, give a small test
or other material, to give students an opportunity to review theirprogress.

••
•••
•
•

Encourage students to tell you if they cannot understand thematters being taught.
Continuously confirm your students’ progress by giving themsmall tests or assignments.
Appreciate students’ good points, while also offering constructive comments.
Have students write questions and opinions on their attendance cards; respond to them in the next class.
Return test papers and reports within a week.
Give students sample answers immediately after a test.
Give detailed comments on each student’s learning performance at least once a semester.

8Suggestion 5

Emphasize time on task

While the importance of study outside of class seems to be widely
acknowledged, many students find it difficult to arrange time forstudy. Effective use of time is an extremely important factor thataffects students’ achievements. Instructors are encouraged to show
students how to manage time for study, through instructionregarding student attitude toward participation in class andassignments.

•••••••

Convey the importance of studying every day and making astudy plan.
Start and end every class on time.
Tell students the amount of time required for preparation, review and assignments for class.
Ask students to attend every class and concentrate in studying.
Set step-by-step deadlines for large assignments.
Ask students to rehearse before a presentation.
Provide students with important reference literature in theearly stage.

9Suggestion 6Communicate your high expectations to yourstudents
Students are sensitive to expectations from their instructors andothers. When they sense no expectation, they lose their motivation
for learning, resulting in diminished study benefits. Try tostimulate students’ motivation for learning by taking every
opportunity in class to communicate your expectations to yourstudents, or by offering specific goals that seem achievable if thestudents make the effort.

••
•
•
•
•
•

Encourage students to think about the significance for theirfuture of what they are now learning in class.
At the beginning of every class, write the goal of the day on theboard and explain it verbally.
Prepare tasks that cannot be achieved except by working very
hard.
Prepare advanced reading materials or assignments for highly
motivated students.
Offer opportunities to observe graduate school classes.
Introduce cutting-edge studies in the field relevant to thecourse.
Introduce examples of good test papers and reports and explain specifically the aspects in which they are good.

10

Suggestion 7

Respect student diversity

A university can be invigorated by accepting students withvarious learning styles and characteristics. Instructors must respectsuch diversity, and demonstrate that respect to the students.
Instructors are also advised to view student diversity as a means ofbroadening students’ views and enhancing the benefits of study,
rather than as a hindrance to teaching.

••
•
•
•
•
•

Convey to students the importance of respecting ideas andbackgrounds that differ from their own.
Try to understand the difference in experiences, interests andlearning styles among students.
Prepare supplementary materials for students who lack background knowledge.
Accommodate disabled students with supportive devices andspecial teaching methods.
Offer various forms of learning activities, such as videos, discussions and group studies.
Instruct students not to use discriminatory terms or take offensive actions against other students.
Try to be aware of any bias or stereotype you may have.

11Notes

The original Japanese edition had notes as shown below;

1. Your feedback regarding impressions of this booklet, suggestions forimprovements, or important ideas not included in this booklet, is always
welcome.
E-mailinfo@cshe.nagoya-u.ac.jp

2. A website (in Japanese) is available for those who are interested in ideasthat could not be included in this booklet and the contents of the otherbooklets.
URL

http://www.cshe.nagoya-u.ac.jp/seven/12

References

Center for the Studies of Higher Education, Nagoya University, 2005, “ForDevelopment of Practical Undergraduate Teaching Method – Report on theTeaching Tips at Nagoya University August 2004 – Match 2005 (Tokushoku GP SerialReports vol.1)”.
Center for the Studies of Higher Education, Nagoya University, 2005, “Development ofSeven Suggestions from Professor Tips (Tokushoku GP Serial Reports vol.3)”.
Davis, B.G. (Translated by Katori, S.), 2002, Tools for Teaching, Tokai University Press.
Ikeda T, Todayama T, Chikada M, Nakai T., 2001, Learn with the Professor Tips : How toDevelop Your Course Design, Tamagawa University Press.
Institute of Liberal Arts and Sciences, Nagoya University, 1998-2005, “Towards
Splendid Education of Liberal Arts and Sciences – Policies and Examples of Core
Common Courses”, annual issues (in Japanese).
Nakai, T. & Nakajima, H., 2005, “Seven Principles for Good Practice in Undergraduate
Education”, Nagoya Journal of Higher Education, 5: 283-299.
Nakajima, H. & Nakai, T., 2005, “Checklist for Students, Faculty and Institutions Basedon the Seven Principles for Good Practice in Undergraduate Education”, Journal ofUniversity Education Research, 2: 71-80.

Authors for Japanese edition (2005)
Center for the Studies of Higher Education, Nagoya University
Kazuhisa Todayama
Tatsuya Natsume
Masahiro Chikada
Toshiki Nakai
Tomoko Torii
Hidehiro Nakajima
Kayo Aoyama

Translation
Center for the Studies of Higher Education, Nagoya University
Toshiki Nakai
Yoshiko Saitoh

Illustration
Skhole Co., Ltd.

Printing
DAITEC Co., Ltd.

ISBN9784862930194

Center for the Studies of Higher EducaonNagoya University