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For University Execuves

How to develop your management on teaching and learning

Seven Suggestions from Professor Tips
For University Executives

How to develop your management on teaching and 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 978-4-86293-021-7
March 25th, 2008 (the first edition)
Printed in Japan
Copyright © 2008 by Center for the Studies of Higher Education, Nagoya University.
All rights reserved.

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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 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. The
series 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 University Executives- How to develop your management on teaching and learningThis booklet offers suggestions and specific ideas by which the executives of
Nagoya University can realize quality education.
Nagoya University has long practiced various ways of good teaching.
Examples of such good teaching practices, identified through surveys mainly on campus - were compiled in a database and organized on the basisof achievements in the study of teaching methods and learning theory. Thisbooklet 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

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members. 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
only through the efforts of faculty members and students. An integrated andorganizational approach, by all parties involved with the system and theuniversity learning environment, is crucial.
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, instructors should not
only write their office hours in the syllabus, but should also welcome students
by saying in class, “feel free to visit my room,” or by leaving their office door
open. At the same time, students should take an active attitude towardlearning by visiting their instructors’ offices to ask questions instead ofleaving the questions unanswered in class. To support these efforts by
instructors and students, efforts by the executives, such as providing lounges
to facilitate friendly communication, are also very important, as is promotionof the Office Hour system.
The basic concept of this booklet comes from the Seven Principles for Good
Practice in Undergraduate Education, developed by the American Association ofHigher Education. Starting from these principles, we developed the booklet
using examples gathered at Nagoya University, the results of our own
research and achievements in the study of teaching and learning theory. We
believe the result is a highly original work.
As mentioned above, this booklet does not aim to provide criteria foreducational evaluation, and many of the ideas contained here have alreadybeen implemented at Nagoya University. We recommend that this booklet beviewed as material for providing the executives with ideas for creating abetter university by promoting quality teaching, the most important activity
for a university.
We hope that this booklet will prove effective for good practice in university
management, as well as for reflection on their practice by other stakeholders.

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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 may include the ideas that you have never tried. If
you are interested in any of them, why not try them in your teaching? You
don’t have to use them all, though. Find those that seem appropriate for yourpersonality and the goal of the course.
3. There are some other versions published in volumes of this series. Pleasealso take a look at the separate volumes for faculty members, students,
academic and student affairs, and IT-enhanced teaching. These separate
volumes all contain tips on what faculty, student and staff can each do toachieve the same goal.
4. 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 thinkis important or what you find effective in your university management. Yourideas will be helpful for future revisions.

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Suggestion 1

Encourage student-faculty contact

Students tend to feel a greater sense of belonging and of
responsibility toward their classes when they are treated as
individuals, rather than as members of a group. To encourage their
participation in class, student-faculty contact should beemphasized. The executives is advised to facilitate a system or
environment that encourages such contact.

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Lounges or other facilities where students and faculty members can have talk are provided on campus.
Instructors are required to state their office hours in syllabuses.
There are recreational events in which students, instructors
and faculty staff can participate.
Resources are provided by which to browse the disciplines,
researches and classes of faculty members.
Books written by faculty members are organized and madeavailable in a library or other facility.
President, directors and deans have opportunities to listen to
students’ opinions.
Instructors who are enthusiastic about teaching are highly
evaluated.

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Suggestion 2

Encourage cooperative learning among students

Cooperative relations with classmates in regard to learning
promote student participation in class. By mutually accepting andcomplementing differences in learning styles and ways of thinking,students’ understanding of course content can be deepened. The
university should foster an environment in which students areencouraged to cooperate with other students both on and off
campus, so as to create an atmosphere that encourages cooperative
learning.
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There are facilities available for group learning.
Libraries and cafeterias are open on weekends and at night
during the semester.
There are many classrooms with movable desks and chairs.
There is a system by which students can serve as advisors forother students.
There are mailing lists and electronic bulletin boards that are
freely useable by students.
Streetlights and security guards are provided to ensure student
safety at night.
Opportunities are provided for student voluntary study
groups to present their achievements.

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Suggestion 3

Encourage active student learning

In undergraduate education, it is important to encourage active
learning. Good study results cannot be expected from passive
learning. However, some students are not used to active learning.
There are also some instructors who are not used to teaching
methods that promote active learning. The executives is expected
to support such students and faculty members.

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Importance of promoting active learning is included in theuniversity educational goals.
Faculty member training programs are offered in teaching
methods that encourage active student learning.
Seminars are held on how to find reference literature, how toread literature, how to take notes, how to write papers andtheses etc.
Instructors are encouraged to make syllabus that foster student
learning activities outside class hours.
Sufficient numbers of computers are provided for student use.
Questionnaire surveys are conducted among students to gather suggestions and ideas for better teaching.
Students are encouraged to participate in study groups andinternship programs.

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Suggestion 4

Encourage students to review their study
progress
For students, confirming how far they have progressed toward thegoals of the course provides them with important information
regarding their subsequent progress. It also provides instructors
with a good opportunity to check their teaching pace. The
executives should provide students with opportunities to review
the progress of their studies, and facilitate a system that ensures
the results are be fed back.

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Sufficient information is available whereby students can review their learning records.
Study support or counseling is provided for poorly performing
students.
Classes are formed according to the level of proficiency.
Instructors are encouraged to evaluate students on the basis ofseveral tests and assignments.
Instructors are required to give students the results of exams
and papers.
A set of paper is prepared so that questionnaire surveys forstudents on teaching can be conducted at any time.
Teaching assistants are provided for classes that require individual feedback to each student.

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Suggestion 5

Emphasize time on task

While the importance of study outside of class is widely
acknowledged, many students find it difficult to arrange their timewith regard to study. Effective use of time is an extremely
important factor, affecting students’ achievements. The university
is encouraged to help students learn how to manage their time forstudy in the early stage after entering the university.

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Curriculums are designed in consideration of the time required for the study tasks.
Time management seminars are held for students.
Attendance cards or other materials are prepared for instructors who wish to monitor student attendance.
The maximum number of classes a student can register for per
semester is fixed.
The administration office is aware of long-absent students.
There are opportunities for instructors to discuss the students’necessary amount of study outside of class.
Students are provided with a classroom environment in which
they can concentrate on their studies.

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Suggestion 6

Communicate your high expectations to students

Students are sensitive to expectations from their instructors andothers. When they sense no expectations, they lose theirmotivation for learning, which results in diminished study benefits.
Try to stimulate students’ motivation for learning by taking every
opportunity on campus to communicate your expectations tostudents or by employing a system to reward students’ motivation.

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High expectations toward students are included in the educational goals.
There is an organization to provide counseling for students on
study and career development.
There is an organization to support students who are interested in study abroad or internship programs.
Financial assistance is offered to motivated students for study
and research.
Undergraduate students are allowed to observe graduate
school classes.
Well-performing students are rewarded with opportunities forhonors from the president, scholarships, grade-skipping etc.
Students have easy access to the content of their instructors’
studies.

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Suggestion 7

Respect student diversity

A university can be invigorated by accepting students withvarious learning styles and characteristics. The university must
respect such diversity, and demonstrate that respect not only tothe students, but also to all members of the university. The
university is encouraged to view student diversity as a means ofbroadening student views and enhancing the benefits of study,
rather than as a hindrance to teaching.

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Approaches to promoting respect for diversity are included in
the goals and plans of the university.
Seminars are held so as to help the administration, faculty,
staff and students better understand diversity.
Admission policy is discussed with regard to attracting a variety of students suitable for the university.
Supplementary courses are provided for students having any
uncompleted subjects.
Instructors are encouraged to evaluate students several times,
in various ways.
Learning support is provided for disabled and socially vulnerable students.
Some classes are taught in languages other than Japanese..

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Notes

The original Japanese edition had notes as shown below;

1. Your feedback regarding impressions of this booklet, suggestions for
improvements, 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

Boyer, E. L. (translation by Arimoto, A.), 1996, Priorities of the Professiorate, Tamagawa
University Press.
Center for the Studies of Higher Education, Nagoya University, 2005, “ForDevelopment of Practical Undergraduate Teaching Method – Report on the
Teaching Tips at Nagoya University August 2004 – Match 2005 (Tokushoku GP Serial
Reports 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, 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).
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 of
University Education Research, 2: 71-80.
Natsume, T., 2005, “Research Study on Methodology of Organizing Faculty
Development to Enhance Satisfaction of Students and Instructors: Final Report of
the Project Supported by Grant-in-Aid for Scientific Research 2004 - 2005”.

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0217

Center for the Studies of Higher Educaon
Nagoya University