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クレジット：UTokyo Online Education, Symposium on Future
Faculty Development UTokyo Global FFDP, 2021, 佐藤 浩章

Future Faculty Program at Osaka University: The Challenges and the future

Hiroaki SATO, Ph.D.

(Osaka University, Center for Education in Liberal Arts and Sciences,
Teaching and Learning Support Unit)
Symposium of U Tokyo Global FFDP
December 16th, 2021
1Overview
1. Overview of the program
2. Assessment of the program
3. The challenges and the future of the program21. Overview of the program
The Structure of Future Faculty Program at Osaka University

Required courses
Electives•••

Course nameContent

Course Design andTeaching I

Knowledge learning and technique training for course designand basic educational skills

Course Design andTeaching II

Training in advanced teaching techniques, practical teaching
training, class observation (Prerequisite: completion of Course
Design and Teaching I)

Course Design andTeaching III

Preparing aspirations for education, research, and social
contribution, and planning education and research(Prerequisite: completion of Course Design and Teaching I)

Academic Writing :Writing and Teaching
MethodTeaching Writing

Advanced courseon career designCareer design and practices for graduate students

Other designated subjects

Multiple subjects offered by other departments

Course Design and Teaching I was started in 2014 and Ⅱ & Ⅲ was added sequentially.
By completing the three required courses and one elective, students can receive a certificate ofcompletion for the “Advanced Interdisciplinary Program” officially recognized by Osaka University.
Some of the program credits have been partially considered as New Faculty training program since
2020.

3

1. Overview of the program
ResearchSocialEngagement

Education

Course Design and Teaching III (Integration)
Course Design and Teaching II (Practice)

Goals

Assessment

Learning

Content

Methods

Course Design and Teaching I (Theory)

Course Design and Teaching Ⅰ,Ⅱ,Ⅲ

Graphic Syllabus

41. Overview of the program
Comparison of learning content between Program for Primary andSecondary school teacher training and FFP at Osaka University
Learning Content
Content Knowledge

Program for Primary and Secondary
School Teacher Training
・Related subjects (English studies,
English literature, English
communication, cross-cultural
understanding, etc.)

Osaka Univ. FFP・Specialized courses in graduate school

・Course Design and Teaching I

Pedagogical Knowledge

・Subjects significant to the teachingprofession, etc.
(Principles of teaching, teacher theory, etc.)
・Courses on basic theories of education(Educational psychology, educational systemtheory, etc.)

Pedagogical ContentKnowledge

・Subjects for learning theories andmethods necessary for practice(Teaching Methodology for English,
mathematics, social studies, etc.)

・Teaching Methodology for English
literature, medicine, engineering, etc.)(Currently not yet offered)・Student Teaching・Course Design and Teaching II・Experience as a TA or TF
・Experience teaching younger students
in the laboratory
・Course Design and Teaching III

Teaching Experience
Integrate Knowledge
and Competencies

・Hands-on practice in teaching51. Overview of the program
Course Design andTeaching I(2 credits=90 hours)

DateClass

DAY1

1Orientation

2

Micro Teaching (1)3

Course design (syllabus writing)

4

Graphic syllabus

5

Micro Teaching (2)6-8

Teaching Strategies

9

Class design

10

Assessment

11-13

Micro Teaching and Peer Assessment

14

Teaching philosophy and CareerDesign15

Reflection[Course start date]Spring-Summer: 1 session
Fall-Winter: 1 session

DAY23 days program[Eligibility]
Master's course, Doctoralcourse

DAY3Content6

1. Overview of the program
Course Design andTeaching II(2 credits=90 hours)[Course start date]Spring-Summer: 1 session
Fall-Winter: 1 session[Eligibility]
Master's course, Doctoral course

DateClassContent

DAY1

1-3

Orientation & self-introduction, review ofFFP I

DAY24-6

Micro teaching in Active learning method,
Teaching practice and observing classes

Depends
onstudents

7-9Class observation and analysis(classes taught by university teachers andclassmates)

DAY3

10-11

Mid-term reflection

Depends
onstudents

12

Teaching Practice (90 minutes or more at ahigher education institution)

DAY4

13-14

Online Class Design and Assessment

15

Reflection on Teaching Practice / Overall
Reflections7

1. Overview of the program
Course Design andTeaching III

DateClass

DAY1

1

Orientation & Self-introductions, review ofFFP I & II

2-5

SoTL and Planning Research on teaching

6

Making the research philosophy

7−8Making the social engagement philosophy

9-10

Making the teaching philosophy

11-12

The Current issue about higher education/
relevance of the Three philosophy

13-14

SoTL case studies by senior students

15Philosophy as University teacher(2 credits = 90 hours)[Course start date]

DAY2

Content

Fall-Winter: 1 session
Intensive lectures[Eligibility]
Master's course, Doctoralcourse

DAY38

1. Overview of the program
SoTL and Planning Research on teaching１） Learn about the history, theory, and significance of SoTL
２） Read and analyze papers on educational practice research at universities• Reading (one or two paper selected from 20 types of Japanese and Englishliterature)• Critique (pair work)• Presentation
３） Plan Research on your own educational practice• Formulate research questions• Set up research approaches (qualitative, quantitative, mixed research methods)• Consider the necessary conditions for implementation
４） Present and Assess the other students’ research plan9

1. Overview of the program
Relevance of the Three
Philosophy
In Course Design and Teaching III, weteach not only the SoTL, but also thescholarship of discovery, integration,and application.
In order to have students build
relationships among these concepts, wehave them express their philosophy inthe three academic disciplines foruniversity teacher—research, education,and social engagement with society—using a Venn diagram.
Finding where the three overlap enables
them to make their own sense of how
research can be related to educationand social engagement.

Education

Research

SocialEngagement

Venn diagram used in
Course Design and Teaching III
10

2. Assessment of the program
State of actual completion of CDT Ⅲ
Number of students: 64 (2015-2019)

No. ofgraduates

Graduate
Schools
breakdown

Coursebreakdown

Medicine（HS)（3）Medicine（MS)（1）International PablicPolicy(1)Human Science(1)Frontier Biosciences（1）
Language and Culture
（1）

MC：5
DC：3

Letters（2）Human Science(3)Economics（1）Science（1）Medicine（HS)（1）
Medicine（MS)（3）Engineering Science（1）
Language and Culture
（3）

MC：7
DC：8Letters（2）Human Science(4)Science（3）Medicine（HS)（2）
Language and Culture（6）
Information Science andTechnology（1）Engineering（1）

MC：5
DC：14

Letters（2）Medicine（HS)（4）Engineering Science（1）
Language and Culture
（2）

MC：5
DC：4

Letters（1）Human Science(（4）
Medicine（HS)（3）Engineering（1）Language and Culture
（4）

MC：6
DC：7

Proportion of students in the course
Master’sCourse

DoctoralCourse(Oyama 2021)

112. Assessment of the program
Examples of SoTL Themes
・Examining the effect of grouping on motivation for group learning participation
Generalteachingissues

・Examining the effects of handouts in lecture method
・Effects of designated seating on learners in lecture methods
・Examining the effects of a flipped classroom in a seminar・Is flipped classroom teaching, in which students learn independently, effective in raising national
examination pass rates?（regarding Nutrition in the national examination for dental hygienists）
・Effectiveness of e-learning in preparation for the national nursing examination

Fieldspecificteachingissues

・Verification of the effectiveness of group study of Hiyari-hatto (Close-call) cases during practicaltraining: In pre-Basic Nursing Practices orientation
・The effect of flipped classrooms on the maturity level of Statistics Practices course
・Development of course design to improve rehabilitation students’ practical report writing abilities
・The effects of introducing individual work on students' memory of class content: A case study incognitive psychology

・Doctral students are more likely to cite field-specific teaching issues than master‘s students(Oyama et al. 2017).
・Field-specific teaching issues-General teaching issues + case study, Field-specific teaching practices(Oyama 2021)12

2. Assessment of the program
Assessment of the CDT Ⅲ
I am satisfied with this class (5-point scale)■Yes, very much

■ Yes■Can’t say either way■ No■ No, not at all

Generally high level of satisfaction(Oyama 2021)

13

2. Assessment of the program
Assessment of the CDT Ⅲ
Did you understand SoTL concepts sufficiently? (5-point scale)■Yes, very much

■ Yes■Can’t say either way■ No■ No, not at all

Concepts were generally understood(Oyama 2021)

14

2. Assessment of the program
Assessment of the CDT Ⅲ
Do you plan to practice SoTL when you become a universityteacher? (5-point scale)■Yes, very much

■ Yes■Can’t say either way■ No■ No, not at all

Most students plan to practice SoTL
(Oyama 2021)

15

3. The challenges and the future
The challenges
1. Possibility of becoming a university teacher is not 100%
2. Small amount of practical teaching experience
3. Weak recruitment (it’s difficult to get many students)
4. Uneven distribution of students (there are few students in science and engineering)
5. Lack of understanding and cooperation from faculty members
6. Insufficient cooperation with the Teaching Assistant system
7. Insufficient linkage with research and management development(Kurita 2015, Oyama et al 2017, and Chikada 2021)
16

3. The challenges and the future
The future
1. Networking with other universities• sharing teaching materials• collaborative development of new contents• inquiry for effective teaching methods
2.
••

Development of common teaching qualifications
common qualifications among consortium of FFP
development of a standard of FFP

In 2017, Osaka University decided to require newly hired faculty members to takea 30-hour training program. We have accepted FFP credits as part of the numberof hours required for new teachers since 2020. We have already accepted
applications from faculty members who have taken similar programs at otheruniversities.
17

References
1.

2.
3.
4.

5.

近田政博（2021）「大学院生の教育能力形成に関する課題 ：プレ FD
実施大学への聞き取り調査を中心に」神戸大学大学教育推進機構 『大学教育研究』29, 73-86.
栗田佳代子（2015）「プレFDの現状からみえる課題と目指すべき方向性」『大学教育学会誌』37(2), 75-78.
大山牧子（2021）「プレFDにおけるSoTL実践の意義−大阪大学未来の大学教員養成プログラムを事例に–」大学教育学会大会発表資料．
大山牧子・根岸千悠・佐藤浩章（2016）「SoTL に基づいた教育実践研究に関するプレ FDプログラム開発と評価―大阪大学未来の大学教員養成プログラムを事例に―」『大学教育学会第38回大会要旨集』,108109.
大山牧子・根岸千悠・佐藤浩章（2017）「SoTL に基づいた教育実践研究計画を作成するプレFD プログラムの試行と評価」『日本教育工学会
論文誌』41, 225-228.

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