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How to develop your learning

Seven Suggestions from Professor Tips
For Students

How to develop your learning

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 978-4-86293-022-4
March 25th, 2008 (the first edition)
Printed in Japan
Copyright © 2008 by Center for the Studies of Higher Education, Nagoya University.
All rights reserved.

1

PrefaceThis 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 highereducation 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 who
was first featured in the book, Learn with the Professor Tips: How to DevelopYour Course Design, authored by members of the CSHE.

For Students- How to develop your learningThis booklet offers suggestions and specific ideas by which students ofNagoya University can realize quality education. Sample cases gathered
through various surveys, compiled in a database and organized based onachievements in the study of learning theories, are summarized andpresented in simple expressions. Advice from the senior students of Nagoya
University is included here.
The aim of this booklet is not to evaluate your learning attitudes but toprovide you with tips for better learning that have been used by earlier
students at Nagoya University, and to serve as a framework for disseminatingsuch information.

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You are encouraged to read this booklet if you are: confused by the differencein learning style between high school and university; in trouble because you
can’t perform as well as you expected when you entered the university; if you
are enjoying learning at the university and want to get higher learning effects.
Why not use the ideas contained in this booklet to make your learning more
active? By doing so, you will have a wider vision and enjoy learning, while
the effects of your learning will be enhanced.
We made a series of booklets because, in order to enhance your education andmake your university life more fruitful, efforts by students, faculty, staff, andexecutives must be integrated toward one aim. The faculty of Nagoya
University is now taking various approaches to improve teaching. Theuniversity executives support such approaches. Meanwhile, to make thiseffort successful and realize good teaching, you, the students, also need toactively participate in classes.
To take the Office Hour system as an example: it has been introduced in many
universities, but isn’t used by students as much as expected. To increase theeducational effects of the Office Hour system, the university administration
should not only set up the Office Hour system, but should also provide places
and opportunities for instructors and students to freely talk to each other. At
the same time, instructors should not only write their office hours in thesyllabus but should also demonstrate their welcome by saying “feel free tovisit my room” in class or leaving the room door open.
But the office hour system will not be effective unless you take up an active
learning attitude, such as visiting your instructors’ rooms to ask questions,instead of leaving the questions unsolved in class.
Based on the concept above, seven suggestions useful for students, instructors,staff, or the executives in promoting good teaching are written in short
sentences; under each suggestion, seven ideas are offered that can be
immediately used in practice. The content of each booklet is related to that of
the other booklets, so that the same goal can be achieved from the different
perspectives of students, faculty, staff, and the executives.
We hope that this booklet will prove effective for good practice in learning, as
well as for reflection on their practice by other stakeholders.

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How to use the Seven Suggestions from Professor Tips
This booklet can be used as follows:
1. The seven suggestions are written in simple, 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 may include ones that you have never tried. If you
are interested in any of the ideas, why not try them? It may require a little
courage and effort, but you can start with the easy ones.
3. You may have better ideas than those contained in this booklet. Why notshare those ides with your classmates and juniors? Please let us know at theCenter for the Studies of Higher Education about your ideas for studying.
Your ideas will be helpful for the future revisions.

We hope this booklet will be of help to you in realizing active learning and afruitful college life.

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Suggestion 1

Increase opportunities to contact faculty members

You may think that university instructors are too busy to talk withstudents. But there are many instructors who are willing to havetheir students come ask them questions, or to listen to theirstudents. If you can find instructors to whom you can talk about
various things in your college life, your learning at the university
would be that much more enjoyable. As the first step, why notcreate opportunities to contact your instructors?

•••••
•
•

Greet your instructors when you meet them.
Visit your instructors’ rooms using the office hour system.
Sit as close to the front of the class as possible.
During class or immediately after ask the instructor any questions or offer any opinions you may have about the class.
Read the books or papers written by your instructors to know
their way of thinking.
Find an instructor whom you can consult about matters otherthan classes.
Invite your instructors to study sessions or events held by students.

5Suggestion 2

Cooperate with other students in learning

At first it may take courage to actively communicate with yourclassmates. But once a relationship has been established, it will
help you enjoy participating in class. By mutually accepting andcomplementing the differences in learning styles and ways ofthinking, your understanding of the course content can bedeepened. You may meet some invaluable friends during yourcollege life.

••
•
•
•
•

•

Try to remember the names and faces of other students.
When a group study assignment is given during class, actively
work on it.
Voluntarily make groups with other students to work on assignments.
Compliment other students’ good opinions or achievements.
Give constructive opinions on mailing lists or electronic bulletin boards.
When asked by other students about matters they do not understand in class, teach them or think about the answers withthem.
Organize study sessions with other students on a regular basis.

6Suggestion 3

Learn actively

Good study results can’t be expected from a passive learning
attitude of simply listening to lectures without thinking. Inuniversity, you are required to take an active attitude towardlearning. Try to participate in class aggressively and to study
relevant issues voluntarily, even without instructors’ instructions.
This will make your learning in university more enjoyable andfruitful.

••
•
••
•
•

Prepare sufficiently before class.
Be active in giving opinions; ask questions in class.
Learn a note-taking method suitable for undergraduate classes.
Critically examine the ideas of instructors, other students andtextbooks.
Search for reference literature or study groups relevant to yourcourses.
Tell your instructors any suggestions or ideas you might haveon how to make the class better.
Participate in study groups or internship programs relevant tothe course subjects.

7Suggestion 4

Review your study progressConfirming how far you have progressed toward the goal of thecourse provides you with information important for yoursubsequent progress. One important point in regard to reviewing
your learning progress is to conduct the review immediately after
a learning activity. Another important point is to confirm yourlevel of understanding based on the results of the review and tore-study the parts you could not learn adequately.

•••••••Tell your instructor if you could not understand the class content.
Take all assignments and small tests.
Carefully elaborate and review assignments before submittingthem.
Prepare a notebook to summarize what you have learned inclass.
Review good and bad points in your exams, papers or assignments when you receive the instructor’s feedback.
Immediately after an exam, check the correct answers for theproblems you got wrong.
Keep copies of papers you have submitted, so that you can review them at any time.

8Suggestion 5

Emphasize time on task

Since the styles of learning and life in university differ from thoseof high school, many of you may find it difficult to arrange yourtime for study. Effective use of time is an extremely importantfactor that affects your achievements. By learning how to manage
your time for study, your college life, including aspects other thanstudy will be fruitful.

••
•
•
•
•
•

Start working on class assignments class as early as possible.
Attend all classes and be on time.
Set aside time for preparation and review of classes on a regular basis, even outside the exam season.
If you feel that you may not be able to keep up with a course,
talk to your instructor about it as soon as possible.
When working on a big task, set several steps and decide due
date for each step.
Rehearse by yourself before making a presentation in class.
Do not waste other students’ learning time by private conversation during class or last minute canceling of presentations.

9Suggestion 6

Have ambitious goals

For students with ambitious goals or high motivation, a university
is a wonderful environment. There are many specialists in variousfields, as well as facilities providing abundant learning resources.
You are encouraged to make effective use of these human andmaterial resources. If you show a high motivation for learning,
instructors and the university will provide you with various forms
of assistance for learning.

••
•
•
•
•
•

Set your own ambitious learning goals.
Do your best in every class you take.
Read academic journals relevant to your class.
Try advanced literature or assignments recommended by instructors.
Tell the faculty that you want to observe graduate schoolclasses.
Apply for scholarship programs or competitions targeted atwell-performing students.
Participate in study groups or academic meetings on themes
relevant to your course.

10Suggestion 7

Respect different ideas and backgrounds

Vitality can be generated in a university by accepting the fact thatvarious students have different learning styles and characteristics.
It is important that you respect such diversity without prejudiceagainst students whose ways of thinking and backgrounds aredifferent from yours. By actively communicating with variousstudents, you will learn various opinions and values, and thereby
broaden your views.

•••••
••

Take in the good points of your friends’ learning styles and attitudes.
Examine without prejudice opinions that differ from yours.
Express your opinion aggressively, even if it represents theminority.
Try to form groups with classmates holding different opinionsfrom yours in class.
Point out any discriminatory or offensive expressions or attitudes against race or sex in class, whenever you notice them.
Give consideration to the disabled or the socially vulnerable.
Participate in classes or study sessions to understand differentcultures or values.

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/12References

Center for the Studies of Higher Education, Nagoya University, 2005, “Development ofSeven Suggestions from Professor Tips (Tokushoku GP Serial Reports vol.3)”.
Center for the Studies of Higher Education, Nagoya University, 2005, “Program
Concerning Development and Utilization of Study Tips to Support the First Year
Orientation”, Year 2004 Report on Achievements of Special Students Assistance Expenses.
Ikeda, T., Todayama, K., Chikada, M., & Nakai, T., 2001, Learn with the Professor Tips :How to Develop 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).
Kornhauser, A. W. (Translated by Yamaguchi, E.), 2002, How to Study: Suggestions forHigh School and College Students, Tamagawa University Press.
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0224

Center for the Studies of Higher EducaonNagoya University