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2018/03/24 13:26

Review of Education:
University of Fukui 2017
Conducted by Dr.Kathy M.Takayama,
Director
Center for Advancing Teaching & Learning Through ResearchNortheastern University
Together with Members of the University of Fukui

福 井 大 学 教 育 評 価 報 告 書 2017
ノースイースタン大学 教育学習・研究推進センター

センター長 キャシー M. タカヤマ博士をお招きしてReview of Education：University of Fukui 2017

Preface

Mitsufumi Mayumi, M.D., Ph.D.
President
University of Fukui
In 2013, we at the University of Fukui began a journey for superior education at the international level.
In doing so, we invited Dr. Kathy M. Takayama, the then-Executive Director of the Harriet W. Sheridan
Center for Teaching & Learning at Brown University, one of the most prestigious universities in the
U.S., to our university（She is currently at Northeastern University）. She conducted an educational
observation of our university, and engaged in discussions comparing education at the University of Fukui
with world standards. She has been an international consultant regarding our education since 2013, andwith her advice, we have tried to provide international standards education for our students. Moreover,in 2016, we established the School of Global and Community Studies, which has adopted an international
standards education system, with the idea of leading globalization at our university and within thelocal community. For this visit, Dr. Kathy M. Takayama visited our university for the first time in four
years in order to evaluate how much progress has been made in our programs, especially regarding
her previously advised educational reforms. We are grateful to the Okinawa Institute of Science andTechnology Graduate University for working in collaboration with us to make this special event possible.
During her stay, Dr. Takayama gave us much valuable follow-up advice about the present situation of
our university’s efforts that she introduced during her last visit, such as aligning the medical education
Learning Management System（LMS）and Content Management System with engineering. I am
grateful to our students who actively participated in the discussions with Dr. Takayama. The summaryof these discussions and advice are printed in this publication. Through these sessions, I have become
more aware of how education reform can be university–centered, along with a new understanding of theimportance of student-centered education reform.
In the process of Industry 4.0, Japan is going through a difficult phase with a rapidly aging population,so we need to establish a highly knowledge-based society which creates innovation and improves
productivity. Higher education institutions which provide superior education, especially national
universities, should play an important role.
We will invite Dr. Takayama to our university in 2019 and get further advice on how to improve ourprograms. We are determined to enhance educational and research functions at the University of Fukui
and carry out our mission to develop highly specialized human resources and innovation creation.

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福井大学 教育評価報告書 2017

学長ご挨拶

福井大学長

眞

弓

光

文

福井大学は、国際水準での優れた学生教育を標榜し、2013 年に米国の名門ブラウン大学のハリエッ
ト W シェリデン教育学習センター長キャシー・M・タカヤマ博士（当時。現在は米国ノースイースタン大学に所属）を招聘して、本学の教育を実際に観て頂き、世界水準から見た本学の教育について議論を交わしました。タカヤマ博士にはその時以来、本学の教育に関する国際アドバイザーをお願いしていますが、この間、福井大学は博士の評価や助言等を参考に国際水準の学生教育の実施に努め、また、
2015 年には本学および地域のグローバル化を牽引する学部として国際水準の教育システムを取り入れた「国際地域学部」を開設しました。今回、タカヤマ博士に 4 年ぶりに来学頂き、本学の教育、特に前回に提言頂いた教育改革項目がどう進展しているかを観て頂き、評価を頂きました。多忙なタカヤマ博士を招聘するに当たり、実現の可能性を高めるために、福井大学と 2 大学共同で評価を受けることを提案頂いた沖縄科学技術大学院大学に深謝いたします。
タ カ ヤ マ 博 士 に は、 今 回 の 滞 在 中、 医 学 部 に お け る Learning Management System（LMS） とContent Management System を連携させた医学教育における Active Learning の試み、工学部における LMS、WebClass の活用などをはじめ、前回の来学時に博士から紹介頂き、本学で採用した取り組
みの現状について、様々な指摘や助言を頂きました。博士との討論に主体的に参加してくれた本学の学生諸君に感謝申し上げます。博士との討論内容や博士の助言の詳細は本文に譲りますが、博士から示された「学生中心の教育改革」という理念は、当然のことであるが故に、しかし往々にして「大学中心の教育改革」になりかねないが故に、改めてその重要性を認識した次第であります。
第 4 次産業革命が進行する中、我が国は、少子高齢化を受けて、イノベーションを創出して生産性を向上させ得る高度知識基盤社会の成立を必要としており、優れた教育を提供できる高等教育機関、特にその中心となる国立大学の果たすべき役割は重大です。タカヤマ博士には 2019 年度に改めて来学して頂き、本学の教育の評価と助言を頂く予定でありますが、福井大学はこれからも教育・研究機能を一層高め、高度専門人材の育成とイノベーションの創出という使命を果たす所存です。

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Review of Education：University of Fukui 2017

Foreword

Kathy M. Takayama, Ph.D.
Director
Center for Advancing Teaching & Learning Through ResearchNortheastern University
It has been a pleasure to return to the University of Fukui to review their progresssince my inaugural visit in 2013. Much has transpired across the institution, including
the creation of the School of Global and Community Studies, the trial phase of a learning
management system, and the implementation of problem-based learning across thecurriculum. The commitment and engagement of faculty, administrators, and students
is visible in the classroom, through the ways in which courses and lessons are designed,
and the ongoing concerns that faculty express in relation to their desire to inspire andeducate students.

Faculty are willing to try new approaches, while being earnest in

their awareness of the challenges that lie ahead. In this regard, I would say“bravo,”
because it is important to be self-critical in the interest of rigor and positive outcomes forour students. At the same time, the university is at an important juncture to continue
reviewing and assessing progress as it implements high impact practices to ultimately
achieve their desired student outcomes.
Particular highlights of my visit included discussions with the students of the
University of Fukui. The conversations revealed their developing global understandings
in relation to their ongoing introspection of their academic, cultural, and individual
identities as citizens of society. As such, it is important for the faculty and administrators
to consider how these important perspectives can be harnessed and connected to thecurriculum, and how the university will indeed foster a collaborative, engaged community.
In the US and Canada, the UK, Europe, and Australia, universities have created“students-as-partners”initiatives whereby faculty and students collaborate in partnershipon pedagogical projects to improve pedagogy and course design. This powerful model
has had extraordinary impact, and cultivates strong ownership and a sense of belonging
for both faculty and students. To me, the University of Fukui seems like a forerunner forJapan to integrate this model into its educational system.
I am grateful to the entire university community for welcoming me so warmly andopening up their classrooms and discussions for my visit. I look forward to the continued
progress in the coming years as the institution builds on its strengths and seeks new
fertile ground for its continued growth and development.
4福井大学 教育評価報告書 2017

ご挨拶

ノースイースタン大学 教育学習・研究推進センター
センター長

キャシー M. タカヤマ博士

2013 年に初めて福井大学を訪問して以来、再度訪問することを楽しみにしていました。その間、福井大学は国際地域学部の設立、ＬＭＳの試行段階、ＰＢＬの施行など様々なことに取り組んできました。
学部がいかにそのような取り組みを積極的に行ってきたかは、入念に計画されたコースや授業内容、教員の意欲からも明確です。また、大学では教育の質保証のため、見直しと改善に取り組んでいくことが大切です。現状に満足せず、常に新しいアプローチを試みている教員の方々は本当に素晴らしいと思います。
今回の訪問で特に注目する部分が、福井大学の学生との懇談会でした。学生との会話の中で、学生には、学術的、文化的、そして社会の一員としてのアイデンティティに、さらなる国際理解が必要であると感じました。このように、教職員にとっても、これらの見解をいかに利用し、カリキュラム作成につなげていくか、そして大学がどのようにして地域共同社会を育成していくかが重要だと思います。
アメリカ、カナダ、イギリス、ヨーロッパや、オーストラリアでは、大学は「パートナーとしての学生」を創り出しており、教授法や授業設計を改善するために、教員や学生が教育的事業を協力して行っています。この取り組みは、教員や学生たちに強い影響をもたらし、当事者意識を持たせ、帰属感を助長させます。そして、福井大学は、この取り組みを教育システムに融合させる日本の先駆者であると思っています。
今回、福井大学への訪問を歓迎し、また懇談の時間を設けてくれたことを大変光栄に思います。次回の訪問時には、継続的な発展を期待するとともに、福井大学の強みを基盤に、継続した成長と発展のために、新しい想像力に富んだ分野を探していくことを楽しみにしています。

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Review of Education：University of Fukui 2017

ProfileDr. Kathy M. Takayama
Director
Center for Advancing Teaching & Learning Through ResearchNortheastern University
Dr. Takayama received her B.S. in Biology from the Massachusetts Institute ofTechnology（MIT）and her Ph.D. in Biochemistry & Molecular Biology from Rutgers
Medical School.
She has led an active research program in science education and the scholarship ofteaching and learning, and received national and international teaching awards including
the Australian Society for Microbiology David White Award for Excellence in Teaching,
the Australian College of Educators Teaching Award, and the University of New South
Wales Vice Chancellor’s Award for Teaching Excellence.
Her work in the scholarship of teaching and learning extends across a broad spectrum,including visualizations in learning, STEM （science, technology, engineering andmathematics）education, ePortfolios and online learning, and mentorship. Dr. Takayama
served as President of the International Society for the Scholarship of Teaching and
Learning（ISSOTL）in 2014, and was a founding member of the society in 2004.
She serves as an International Advisor to the Board for Ireland’s National Forum for
the Enhancement of Teaching and Learning in Higher Education, and has served in anadvisory capacity to universities throughout the US and in Europe, Japan, Singapore,
Hong Kong, Latin America, and Africa.
【Northeastern University】
Founded in 1898 in Boston, Massachusetts. There are more than 20,000 students
including both undergraduate and graduate students. Northeastern University isalso famous as one of the leading universities of COOP education, and it has a highemployment success rate. Moreover, students at Northeastern University engage in work
related to their major. According to the U.S. News & World Report Ranking, it is ranked
among the top 50 national universities, so Northeastern University boasts many students
from both inside and outside of the United States.

6福井大学 教育評価報告書 2017

ご略歴

ノースイースタン大学 教育学習・研究推進センター
センター長

キャシー M. タカヤマ博士

キャシー M. タカヤマ博士は、マサチューセッツ工科大学（MIT）で生物学を専攻し、その後、ラトガー
ス・メディカルスクール（Rutgers Medical School）で生化学・分子生物学の博士号（Ph.D.）を取得した。
科学教育や授業実践に関する研究をリードし、オーストラリア微生物学学会デビッド・ホワイト教育賞を始め、オーストラリア教育者協会優秀教授賞、ニューサウスウェールズ大学総長賞等、国内外において数々の教育賞を受賞している。
教授・学習の学識に関する業績は、科学・技術・工学・数学の STEM 教育、e ポートフォリオ、オ
ンライン学習、指導者など多岐に亘っている。また、2004 年には、教授・学習の学識に関する国際学会（The International Society for the Scholarship of Teaching and Learning）の設立メンバーとなり、2014 年には、同学会の学会長を務めた。
現在は、国際アドバイザーとして従事されており、アメリカ、ヨーロッパ、日本、シンガポール、香港、ラテンアメリカ、アフリカなど各国の大学でアドバイザーとしてご活躍されている。

ノースイースタン大学
1898 年にマサチューセッツ州ボストンに創立された。学部、大学院を合わせて 2 万人以上の学生が在籍。COOP 教育にも力を入れていることで有名で、高い就職率を誇る。また、多くの学生が専攻に関連した職種に就いている。US ニューズ＆ワールドレポートランキング（U.S. News & World Report
Ranking）ではアメリカ国内の大学のトップ 50 にも入っており、国内外から学生が集まる。

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Review of Education：University of Fukui 2017

国際アドバイザーとしてのタカヤマ博士の本学への再訪について

理事（教育・学生担当）・副学長

中

田

隆

二

2017 年 5 月 末 の、 キ ャ シ ー M. タ カ ヤ マ 博 士（Director, Center for Advancing Teaching and
Learning Through Research, Northeastern University, USA）の福井大学への再訪は、本学が、第 3期中期目標・中期計画（教育の実施体制に係る中期目標を達成するための中期計画上の措置）において記した、“Institutional Research（IR）機能の活用を含め、教育の質保証システムを整備・運用するとともに、国際アドバイザー等による本学の教育全般の「国際的な水準」の検証を行い、教育の国際通用性や学位の質を保証する”という取組みの一つとして実施されたものです。タカヤマ博士は、2013 年
6 月にも、第 2 期の中期目標・中期計画の取組みの一つ、国際的なベンチマーキングの一環として本学を訪れていますが、その詳細は「福井大学教育評価報告書 2013」（https://www.u-fukui.ac.jp/cont_about/public/pub/reviewofeducation/ に掲載）で報告され、また、今回の再訪に至った経緯については、本誌で寺岡副学長が記されています。本稿では、今回の再訪の意義等について、私自身が考えたことを述べさせていただきます。
前回の来訪時、タカヤマ博士には、授業等の視察や役員・教員・学生との意見交換を行うことで、本学における教育上のシステムや取組み等について検証をお願いしました。そして、いくつかの課題が指摘され、アドバイスもいただきました。指摘された課題の一つが、教学ガバナンスならびにカリキュ
ラム等を管理・運営し、評価するシステムの不十分さです。また、それとも関連して、学生の自律的成長を促すための授業評価やカリキュラム改善のための仕組みについても、今後の課題としての指摘を受け、学習支援のための管理システム（Learning Management System；LMS）の導入、さらには大学の管理運営面への学生参加の仕組みについての助言もありました。
本学は、第 2 期中期目標・中期計画において、国際通用性のある「質の高い教育」を実現することを明示し、その「内部質保証システム」としての具現化に向けた整備・改革を推進していたこともあり、タカヤ
マ博士のアドバイスも参考にしながら、第 2 期末までに、学長のガバナンスの下、教育・学生担当の副学長を長とする、全学的な PDCA 機能を有する教育体制（右図参照）を整
8

福井大学 教育評価報告書 2017

備いたしました。この管理運営体制は、平成 27 年度受審の大学機関別認証評価においても高く評価されたところです。しかしながら、実際には、このシステム全体を機能的に動かしつつ、教育改革を着実に進めるまでには至っていないのが現状です。特に、PDCA サイクルのCheck の過程で重要な役割を果たすことが求められる、「カリキュラム・授業評価委員会」については、まだ動かし始めたばかりで、今後は、各学部の関連する委員会と連携して、授業・カリキュラムに対する評価結果、教育成果、学生の成績状況など教育関連情報を収集・分析し（教学 IR）、教育プログラムや実施体制の点検・評価を進めていくと同時に、その機能・役割についても検証していく必要があります。この種の組織の必要性については、以前、タカヤマ博士も指摘されていたのですが、今回は、時間的制約もあって、残念ながら充分に意見交換できなかったので、次の機会には、本学の実績に基づき、実質的な評価をしていただきたいと考えています。
今回私は、役員との懇談以外に「国際地域学部教員との意見交換会」と「LMS の活用について学内教員との意見交換会」の場に参加させていただきました。前者でのタカヤマ博士による「学生中心型学
習エコシステムのための制度戦略」という題目での事例紹介や、後者の LMS についての議論は興味深
いものでした。それぞれについての詳細が本誌に記載されているので、参考にしていただければと思います。
ところで、博士が訪日される頃、日本の大学関係者の間で、一冊の本が話題にあがっていました。それは、米国の現役大学准教授であるアキ・ロバーツ博士（University of Wisconsin - Milwaukee）とその父親であり著名な教育社会学者でもある竹内洋氏との共著による「アメリカの大学の裏側―「世界最高水準」は危機にあるのか―」（朝日新書）という本です。大学教育の現状と問題点を赤裸々に指摘し、アメリカの大学をお手本として進みつつある、日本の大学改革について警鐘をならす内容であるとして、書評等にも取り上げられていたのですが、その中で、学長のリーダーシップによって戦略的にそのランキングをアップさせた、Northeastern University の元学長の業績も紹介されていました。赴任される前の話なので、博士ご自身は詳しくはご存じないようでしたが、現在、同大学に在職されているタカヤ
マ博士の来学の時期に、こういった Northeastern University の話題を耳にすることは、偶然とはいえ、タイムリーな出来事でした。
今回のタカヤマ博士の来訪は短い期間でしたが、タイトなスケジュールの中、授業視察、役員・教員
そして学生との意見交換や懇談の場において熱心に意見やアドバイスをいただき、部分的ですが、本学の教育内容や体制を見直す、非常に有意義な機会となりました。タカヤマ博士はもちろんのこと、ご協力いただいた多くの教職員、学生の皆さんにも心より感謝したいと思います。

9Review of Education：University of Fukui 2017

Overview・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 11
Meeting with Members of the Board・ ・・・・・・・・・・・・・・・・ 15
Meeting with Students・ ・・・・・・・・・・・・・・・・・・・・・・・ 35
・Lunch Meeting with Bunkyo Campus Students
・Meeting with Students of the School of Global and Community Studies

73

Meeting Sessions with Faculty Members・ ・・・・・・・・・・・・・

・Meeting Session with Faculty Members of the School of Global and Community Studies
・Meeting Session with Faculty Members（LMS）

Schedule・ ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 133

Table of Contents

目次

キャシー M. タカヤマ博士（米国ノースイースタン大学）を招聘しての教育評価・・・・・・・・・・・・・・・・・・・・・・・・・・ 11
役員・教員等との懇談会・・・・・・・・・・・・・・・・・・・・・・・・ 15
学生との懇談会・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 35
・文京キャンパスの学生との昼食懇談会
・国際地域学部生との懇談会

各学部教員との意見交換会・・・・・・・・・・・・・・・・・・・・・・・ 73
・国際地域学部教員との意見交換会
・LMS の活用について学内教員との意見交換会

視察日程・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・

133

This report has been compiled from the talks between Dr. Kathy M. Takayama
and members of the University of Fukui. The manuscripts were prepared by the
University of Fukui, and not by Northeastern University or Dr. Kathy M. Takayama.
本報告書は福井大学が懇談内容を基に作成したものであり、ノースイースタン大学またはキャシー M. タカヤマ博士の作成文書ではありません。

10福井大学 教育評価報告書 2017

国際アドバイザー キャシー M. タカヤマ博士（米国ノースイースタン大学）を招聘しての教育評価


副学長 寺

岡

英

男

１．タカヤマ博士の今回の招聘について
福井大学は、第 2 期中期目標・中期計画で国際的に通用する教育課程づくりを掲げたが、その取組のため、2012 年度から役員の主導の下、学部ごとに国際的なベンチマークを実施した。その際、その取組を単発的なものに終わらせず、ベンチマークを継続するとともに、ベンチマーク先から教員を招いての評価を行い、大学教育改善の取組に国際的なベンチマークと教育評価をサイクル的に位置づけることを企図した。その取組の一環として、本学は 2013 年にベンチマーク先の 1 つだった米国ブ
ラウン大学から、キャシー M. タカヤマ博士を招聘し、5 日間にわたる教育についての評価をお願いした。それは報告書にまとめられている。
その後タカヤマ博士のアドバイスを反映させた教育改革を進め、教学ガバナンスに関わっては教育改革推進機構を組織化し、そこに国際アドバイザーとして、タカヤマ博士に就任頂いた。そして、第3 期中期目標・中期計画では再びタカヤマ博士を招聘し、国際アドバイザーによる教育評価を計画した。この実施は 2018 年度の計画であったが、2013 年のタカヤマ博士招聘の際、中心的な役割をされた当時の高梨桂治事務局長が沖縄科学技術大学院大学に移られ、そことの 2 大学共同でタカヤマ博士（ノースイースタン大学に移っておられる）を日本に招聘するとこととなり、福井大学への招聘と教育評価は予定より 1 年早く 2017 年度に行われることになった。
2 大学共同という事情とタカヤマ博士の過密なスケジュールの関係で、福井大学の滞在は前回より短縮し、今回の教育評価の対象としては、前回に提案とアドバイスを頂いた教育改革がどのように取組まれているかについて、主にその後設置された国際地域学部での教育、LMS の取組み、前回評価を頂いた学びのコミュニティづくりの取組を進める教職大学院と語学センター、そして学生との交流等を中心とするものに絞って行われた。前回は、各学部の授業の一部を参観したが、今回は日程の都合もあり、語学センター教員 2 名の授業のみの参観を行った。
２．今回のタカヤマ博士のアドバイスから学ぶもの（１）学生中心の教育改革
訪問の最後に役員等との懇談会を持った。そこで冒頭切り出されたのは、今回の日程の中で学生たちとの会話の機会を用意したが、そこからいろいろなことが見えてくるのではということだった。それは、「ここの学生として、自分の人生がどう変わりつつあるのかということについて聞かせてほしい」という博士の質問に対する、学生の考えについてだった。
ではなぜ学生にこのような質問をされたのか？それは 25 日の午後に行われた国際地域学部との意
見交換会でのタカヤマ博士からの基調報告の内容で納得できる。基調報告では、Gallup が Purdue 大学と共同で行った「長期にわたり成果を出すために、大学生の経験の中で最も重要なものは何か」という調査結果がまず紹介された。その調査結果では、職場でのエンゲージメントや学生の卒業後の人

11Review of Education：University of Fukui 2017

生の幸福度の 2 つの重要な要因として、メンターの存在と体験学習があげられているという。そこで基調報告では、これらの要因につながる「学習エコシステム」として、大学は何ができるか、しなけ
ればならないかについて、話が展開された。
（２）体験学習上記 2 つの要因の 1 つである体験学習について、ノースイースタン大学での取組が紹介された。これは国際地域学部で PBL の取組がカリキュラムの 1 つの柱として取組まれていることを念頭に置いた紹介であった。ノースイースタン大学での体験学習として、企業と大学が連携し、有償で 6 か月間
フルタイムで働く CO−OP 教育という取組や社会的インパクトラボが紹介された。また PBL で学生が大学とのパートナーとして参加し、学部のコース設計や開発、プログラムを共同で作っていく取組がある。これに関連し、オーストラリアの大学での留学生が大学の留学生対象のプログラムの改善に参加する取組なども紹介された。後者の学生パートナーシップモデルは、学生がコース設計に参加することで、多様な視点が取り入れられる、設計の際の意識が高まる、さらには教員と学生との権力関係が崩れ、組織として制度改革に貢献できるというメリットを挙げている。日本の大学教育では、
学生パートナーシップモデルは取組まれてはいないが、学生の参加による教育の制度的改革の方法として、今後考えるべき課題と思われる。
また、こうした体験学習で形成されるスキルについて、アプリケーションを導入し連動させること
で、身に付けるべきスキルの状況を把握し、弱い部分・伸ばすべき部分を確認できるだけでなく、体験学習をさらに開発する課題も示すことができるという。
（３）教員の教授とアクティブラーニング、そして教授法
上記のような体験学習に関わって、それでは教員の教育はどう関わるべきか、についても議論となった。タカヤマ博士からは、学生には一定のことを教えなければならず、詰め込まなければならないという状況は変わらない。しかしそのやり方だけでは学生は対応できないので、問題意識を持たせ、小さなグループに分けて、問題を解決させる方向に持っていく。また学生も多様な学生がいて、教育がうまく受けられない学生もいる。それを個別指導ではなく、アクティブラーニングを入れてやっていく。そういう意味では、例えば PBL でもプロジェクトをつくるだけではなく、どのような教授法をもってそれを進めるかが大事であり、批判的に考えさせ、チームで活動させながら、データの蓄積と分析をし、教授法をつくりあげていく課題を指摘された。
確かに、2012 中央教育審議会答申「新たな未来を築くための大学教育の質的転換に向けて」が提起するような、学生中心の能動的な学習への転換が求められてはいても、未だに多くの大学教員は教師中心の伝達型教育の枠からは抜け切れていないし、カリキュラム編成もそうした旧来的な枠の中で行われている現状がある。これを転換するためには、転換に取組む教員が一定数いること、それらの教員がメンターとなり体制を整備すること、こうした下での学生の学習支援について、タカヤマ博士の言うように、批判的に考え問題を解決する能力を高めること、チームや小グループで問題に取組み
コミュニケーション能力を高めること、これらの能力の形成についてのデータの蓄積と分析を行うことが求められる。

12福井大学 教育評価報告書 2017

（ダッチ・B・J、グロー・S・E、アレン D・E 編『学生が変わるプロブレム・ベースド・ラーニン
グ実践法』三重大学高等教育創造開発センター訳、ナカニシヤ出版、2016 参照）
そしてそのツールとして、ルーブリック評価等の活用があると思われる。タカヤマ博士からは、
AAC&U のルーブリック評価の日本語版ができたことを知らせる以下のようなメールが 11 月に送られてきた。

AAC&U VALUE Rubrics Translated into Japanese
AAC&U is delighted to share the Japanese translation of the VALUE rubrics as an
example of the usefulness of the rubrics for assessing student learning outcomesaround the world. In the PDF document, the English version is followed by the Japanesetranslation. AAC&U sincerely thanks Eiji Ito from Kansai University of International Studies
in Japan for the leadership that made the translation possible. The rubric translations areshared by the other three universities that participate in the Inter-University Cooperation
Project（Shukutoku University, Hokuriku Gakuin University, and Kurashiki Sakuyo
University）.  
Rubrics are at:
http://www.aacu.org/sites/default/files/files/VALUE/JapaneseVALUERubrics.pdf＜補足＞
国際ベンチマークの一環として、タカヤマ博士を国際アドバイザーとして招聘し、教育評価を行う
取組については、第 2 期の中期目標・中期計画の評価、GGJ の評価など、この間の国のいくつかの主要評価において高く評価されている。
タカヤマ博士を招聘しての次の 3 回目の評価は、2019 年度に行われる予定である。

13

Meeting with Members of the Board
役員・教員等との懇談会

Review of Education：University of Fukui 2017

Meeting with Members of the Board
Date

Friday, May 26, 2017

Time

9：30 – 10：50

Place

Conference Room, 2nd floor, Administration Building

Members Present
Dr. Kathy M. Takayama（Northeastern University）
Mitsufumi Mayumi, President
Ryuji Nakata, Trustee, Vice President for Education and Student Affairs
Yoshihiro Iwai, Trustee, Vice President for Research, Industry-Academia
Collaboration, and Social Cooperation
Takanori Ueda, Trustee, Vice President for Planning and Strategy
Hideo Teraoka, Vice President for International Affairs
Dr. Albert J. Lehner. Jr., Director, Language Center
Nobu Kzuu, Professor, Graduate School of Engineering
Interpreter
Sadayuki Nakane, Professor for Language Center
Azusa Matsuo, Staff of the Educational Affairs
Speakers
Ｔ：Dr. Kathy M. Takayama

Ｆ：Members of the University of Fukui

Ｉ：InterpreterF

皆さん、おはようございます。限られた時間ですが、これからラストミーティングを始めたいと思います。

Although, it is limited short time, we have a good meeting here. First we will give Dr.
Takayama acknowledgement on behalf of the university. As shown in this scheduled
timetable, in this visit Takayama-sensei has some meeting with faculty members andstudents. We are sorry that you could not have enough time or information in somediscussion, maybe. In this meeting, if you have further comment or introduction ofyour university, please tell us. At first, you will start, okay?
〇今回の訪問の全体的な感想

T

I would like to thank everybody forhaving me visit this week. It has been
wonderful to come back and also very
emotional for me to find my great
grandfather’s grave.

I think it wasa particularly special visit this time16

Meeting with Members of the Board

around.
First off, I would like to start by noting how impressed I have been even in this shorttime with how much I have seen you have accomplished. I know that I did not get tosee everything, but from what I saw it seems like you were able to implement a lot of
exciting changes and think about the directions that you have gone in since my lastvisit. In particular, I would like to congratulate you for the establishment of the Schoolof Global Community Studies. I delighted in speaking to quite a few of the students
there and learning from them how their experience has been so far and the ways inwhich they were engaging with their education and the questions that they had for me
coming from a foreign country in relation to what they were curious about and what
they thought their goals were in coming to Fukui.
Ｉ

ここに再度訪問することができ大変うれしく思います。さらに、曽祖父のお墓にも行くことができて良かったです。
最初に、どのような印象を受けたかということですが、3 年前と比べて、随分いろいろなことを達成されたということでうれしく思っています。さらに、もう一つは、国際地域学部ができたということで、こちらもおめでとうございます。

〇学生たちとの話の中から

I will start with the students and give you my impressions of my meetings withＴ

them, my conversations with them, and also I would like to share with you thequestions they had for me because I think that their questions will give you insight into
their thinking and what they are interested in, but also what they are worried about.
Ｉ

学生たちといろいろ話をしたので、それをご紹介したいと思います。彼らの質問から、彼らが何を考え、何に興味を持ち、何について心配しているのかなど、いろいろなことが見えてくるのではな
いでしょうか。

ＴI think that during my conversation with the students at lunch on my first day someof the impressions that I got from the students was they were very curious all the timeabout trying to compare their experience as students in a Japanese university and also
students at Fukui in comparison to my impression of the American universities. It
was interesting because it seems like this was a recurring theme not only during thefirst conversation but many times with my conversations with students. For me, I am
curious to know whether this is perhaps not necessarily unique to Fukui but whether
Japanese university students in general are always trying to compare themselves to17

Review of Education：University of Fukui 2017

other countries or if it is particular because these students are indeed very globally
alert that they want to know about their counterparts in other countries. That is one
question I was curious about.
Ｉ

初日の昼食の時に学生たちと話をしました。学生たちは、日本の学生とアメリカの学生を比べてどう違うのかということを知りたがっていました。これは、日本の大学の学生たちに共通することなのかどうかよく分かりません。この大学に特有のことかもしれません。これから事例を挙げたいと思います。

The other impression I got was that the students – well, let me start by telling you.

Ｔ

I asked them about what they wanted to share with me and what they discovered
about themselves during not only their university studies but perhaps during highschool while they were preparing to go to the university. I pushed them a bit to say,“Donot tell me about success in academic achievements.” I wanted to know,“what has
been life changing for you as you engage in your studies here? You are in the Schoolof Global Community Studies. What does it mean for you in your identity and what
epiphanies have you had? What has really surprised you so that has changed your lifeand your thinking and the ways in which you are engaging?”
Ｉ

どのような経験、あるいは意見、協力ができるのかということで、話を聞きたいということだったのですが、タカヤマ先生は、成功例を言うのではなく、ここの学生として自分が一体何者なのかを知ることができたのかどうかということ、自分の人生がどう変わったのか、あるいは変わりつつあるのかということについて聞かせてほしいということを学生に言いました。

Ｔ

I am going to share with you some of their answers. The reason why I think they

are interesting for us is because it tells you about perhaps some of their fears but also
their expectations and what they really get inspired about and excited about in theircurriculum and their education here. One person told me about feeling isolated andscared when first going abroad. In fact, several people said that they were excitedabout the opportunity to study abroad but they are also very worried and scared. Partof it was the fear of,“Well, am I going to fit in? The American students,”if they aregoing to America,“have reputation for working so hard. Am I going to work hardenough?” But then they explained that the realization, the excitement that they cameto was they felt that they had something to contribute. They were quite proud after
engaging with other students when they went abroad and interacting with othercollege and university students from other countries as well that they felt great pridein representing Fukui and representing Japan. They developed a confidence in feeling18

Meeting with Members of the Board

like,“Yes, I am part of this community.” I would like to congratulate you because I
think that these students that you have selected are very wanting to contribute. I
mean, they are worried and they are excited about their studies, but there seems tobe this deep desire to contribute in some way, but they are worried because they are
worried about,“What can I do? What is expected of me?”so there seems to be thistension a little bit.
Ｉ

学生たちは、当然いろいろな心配もあるだろうし、いろいろな期待も持っています。例えば、アメリカへ行く、海外へ行くとなれば、非常に孤独感を感じるのではないか、怖いのではないか、あるいは、アメリカへ行けば必死になって勉強しなければいけないのではないかというようなことを思っているようです。しかし彼らは同時に、いろいろな誇りを持っています。例えば、もちろんこの福井を代表している、福井大学を代表している、あるいは日本を代表している者として、何らかの形でいろいろな貢献ができるのではないかということを考えています。これは非常に大事なことだし、立派なことだと思います。要するに、自分は何ができるのかなどということを考えながら、もちろんアメ
リカの大学社会、あるいは他の社会もあるでしょうけれども、そういったところに貢献したいという気持ちを持つことは非常に立派なことだと思います。

Ｔ

Another student shared something really interesting with me and it gave me an
idea as well. She talked about her time at University of Findlay. Again, when she
first started there, she was worried because she felt that she may not fit in. She wasworried about her experience as an international student, but Findlay has a program
where they pair every international student with a domestic student.

The pair ofstudents works on a surface learning opportunity together. She said that that was key
for her to fit in and to really take full advantage of her Findlay experience because
when she was working with the Findlay student and contributing to the community
she started to feel very much engaged. She started to feel not like a foreigner but amember of the Findlay community. She said that that made a big difference for her infully embracing her study abroad experience.
I am wondering how many of your students when they do study abroad might haveexperienced some really interesting opportunities that might be brought back to Fukui
to say,“Oh, is this something you can try here? Is this possible opportunity for doing
reciprocity where if an international student comes to Fukui, how can you pair yourown students with someone so that you have that kind of experience with them?”
Therefore, maybe one possibility is when your students go abroad to have focus groupinterviews or some kind of information gathering to ask them, “What was reallyexciting and impressionable for you? What made a big difference?” Perhaps, some ofthese ideas can be adopted here.

19

Review of Education：University of Fukui 2017

Ｉ

もう一つの例は、フィンドレーへ行った女子学生のことです。最初は心配でしたが、フィンドレー
のシステムとして、留学生とアメリカの学生がペアになって行動し、アメリカ、あるいはフィンドレー
のコミュニティ社会に貢献するというものがありました。自分は留学生ではあるけれど、フィンドレー
の社会の一員だと感じられるようになったということです。
タカヤマ先生のお考えでは、彼女も言ったのですが、福井へ帰ってからそういうようなシステムをここでもつくって貢献することができるのではないかというように考えるなど、そういうアイデアを持ち帰って福井でも応用できるということは非常に良いことではないかということです。

I was going to talk about some of my observations with the learning managementＴsystem conversation and your PBL, but should I pause for questions?
Could I just make an observation? The students that you were talking about wereＦ

all engineering and education students not the GCS students, so I personally findthat what they were telling you and asking you was pretty remarkable because theirlearning environment is very different from the GCS students. We often maybe do notthink of the engineering students and education students thinking about global issues
and study abroad and so on. Therefore, the fact that you were able to elicit from themthose observations I think it is pretty remarkable about the student.
Ｉ

1 日目の昼食懇談会で、グローバルハブに集まった学生というのは実は国際地域の学生は少なく、工学部や教育学部の学生がメインでした。工学部や教育の学生が、グローバルな課題や留学に関心を持っているということに驚きというか、聞いていてすごく良いことだと思いました。

Ｔ

Thank you. Well, perhaps I will segue from there into the learning management
system conversation. Again, I have to say how impressed and appreciative I am ofyour innovation in that you were able to come up with a solution in realizing that you
could not get an off the shelf LMS but you put together something that was going
to work for your faculty. I think that some of the ways in which I have heard yourcolleagues using the learning management system is exciting, but I will say that it
is a start, and also that the faculty themselves said that they realize that this is the
beginning in having them be comfortable with it.
One of the possibilities I think that you can think about moving forward with thelearning management system is that in addition to having it be a very useful and valuable
information exchange repository, distribution of grades, etcetera, is that in its full potential
it can really create for you ways to engage students beyond the classroom.

20

Meeting with Members of the Board〇 LMS について
Ｔ

There has been a lot of research that has been done over the past 20 years in how universities
have used LMSs to create opportunities for students to collaborate on projects outside of theclassroom time but also for the instructor to have a record of the ways in which students areengaging, collaborating, understanding, or not understanding. Therefore, perhaps that is the nextstage of the ways in which you are engaging with the LMS as you continue to develop it andexplore its functionality.

Ｉ

LMS についても、いろいろな刷新、あるいは解決がなされていて、それは非常に良いことだと思いました。ただ、先生方も使っており、まだ最初の段階だとおっしゃっています。これの活用の仕方について、さらにどのようにするべきかということですが、それは先生方が使うというだけではなく、学生たちがクラスから出てこれを使って、情報を交換する、あるいは協同する、あるいは一緒に何かをやるというようなことへ進めていけば、さらに発展していくのではないかと。実際にそういう例がアメリカではあります。

〇国際地域学部の授業を参観してＴ

I think that the other observation that I had with the presentation that you sharedwith me on PBL and also some of the classes I observed is that your colleagues, allof you are very thoughtful in thinking about the needs of the students and the ways
in which you are designing these experiences.
is not unique to Fukui.

Sometimes what happens（and thisThis happens in universities everywhere） is I think thecommunication piece is key because faculty might have intentions and they design
something wonderful, they choose readings, they design projects but there has to be aclear articulation to the students of what the purpose of this curricular design is. Whatis the goal in relation to what you are going to do and experience?
I think faculty（and I use to think this way as well）we have an assumption thatwhen we design something wonderful and we create a syllabus and we create a coursethat it is going to be obvious to the student what its intended purpose is, but it is not.
The communication to the student is really important in not only telling them about
expectations but also helping them understand the purpose in relation to why are we
engaged in project-based learning? How is this connected to the ways in which you
are advancing in your degree and what kind of skills this is helping you? Therefore,
it does not have to be done all the time, but I think at key points at the beginning it
could be really useful.
My conversation with the students yesterday was interesting because they were21

Review of Education：University of Fukui 2017very curious about my impression and my feedback to them on my comparison of themethods of teaching here in comparison to the methods of teaching in America. I thinkthey would benefit and the curriculum would also benefit from thinking intentionallyabout communication.
Ｉ

昨日は国際地域学部の PBL のことについてプレゼンテーションをしていただきました。また、クラスの視察もしました。そういったものを通してタカヤマ先生が感じたことは、皆さんは非常に思慮深いということです。学生の必要性を十分に認識しておられ、それに対応しようとしています。そこ
で、鍵になるのがコミュニケーションです。これはどこの大学でも同様です。ですから、非常に良い
カリキュラムをつくっても、それがどういうことを目標にしてつくられているのかということがよく分からなければ、学生はそれを有効に活用できないわけです。
そこで、はっきりとこれはこういうようなことでつくられているのだ、それを達成するためには例
えばこういうようなスキルが必要なのだというようなことを学生に知らしめるということが非常に大事だと思います。

Ｔ

I was impressed with how the students yesterday were asking me questions aboutsome of the issues that are happening in the news globally, nationally, and they
were very curious.

I do not know whether they have an opportunity to connect

their interests in social, political, civic sort of relevance of what is happening in
the outside world to what they are studying, so they wanted to know whether in
America we do this, we discuss things, and how discussions or pedagogies happenedin the classroom. I explained to them, well, in my field microbiology, which may notnecessarily seem to be relevant in day-to-day life, I make it relevant for my students.
I connect microbiology to everything in their daily life. That is my starting point forengagement to help them understand. That is a slightly different methodology fromthe ways in which other curriculum might be taught in other countries, but I foundthem to be very curious. They wanted to know what I meant. Therefore, I actually
told them and I started to engage with them and asking them about what they hadfor breakfast and what their favorite food was. Then we went into a microbiology
conversation. Therefore, the demonstration helped them understand,“Oh, okay, is thatthe methodology in America.” There is a term for it. It is called‘active learning’. It
is something that most universities now fully use all the time even in the large classes.
The main reason why it is being used everywhere from all institutions from Harvard
all the way to small colleges is because we have 20 years of data that shows that it
works and it makes a big difference in relation to student learning, retention, gradesof students, and graduation rates. Therefore, I think having that kind of data-based
evidence has been very helpful in transforming institutions.

22

Meeting with Members of the Board

Ｉ

もう一つ印象に残ったことは、学生たちは国内のニュース、あるいは世界のニュースについて関心があるということです。学生は、社会的なことや政治的なことに関心があり、彼らが勉強しているものとそれらを結び付ける機会があ
るのかはわからないのですが、アメリカではどのようにしているのかということを知りたがっていました。タカヤマ先生の場合は、例えば、専攻しておられる微生物学と日常の生活を結び付けて考えています。そういう実生活との関係を考えさせる上で、例えば朝食は何を食べたのかを聞き、そこから微生物学がどのように自分の生活と関わっているのかを考えさせていきます。これをアクティブラーニングと呼んでいます。そういうやり方が有効であるというようなデータはとても役立ちます。

Then finally maybe I will make some comments about when I go to internationalＴ

conferences in pedagogy and higher education it has been interesting. Over the past
five years I have noticed a trend. Initially at the international conferences we would
have many Americans, of course, Canadians, Australians, UK. More recently in the past
five years I have seen a lot of representation from the Asian nations. There is a huge
influx of representatives, administrators, and faculty from universities in Singapore,in Hong Kong, more recently China, and then also more recently starting in Japan aswell. Therefore, I think it is interesting that it seems in some of our higher education
contexts where there are so many different systems and there are different structuresthat may seem that some of these conferences may not be relevant, but that there
is relevance now. There is a lot of collaboration and other countries are now really
adopting these methodologies and thinking about curricular reform. I think the driving
force that the administrators are telling me is that we need to be producing graduatesthat can be competitive, not just in our own country or in particular discipline or
workforce, but what does it mean to be competitive in the world, which means that wewant to know what other universities are doing in the world and how they are being
very effective in the pedagogy and the teaching. Where is the research, the evidence,and the data? I just thought I would share that observation because there has been a
lot more interest now.
Ｉ

最近はいろいろな国際会議、特に教授法に関するような国際会議に行っています。従来はアメリカ、
カナダ、オーストラリアといったところが中心でしたが、最近はアジアの国々からの代表が非常に増えています。中国、日本も増えてきています。そこには行政に関わっている人たち、あるいは教員の人たちが来るわけですが、さまざまな教授をするシステムを持っています。教授方法は違いますが、

23

Review of Education：University of Fukui 2017

今はだんだん協同するというようなことが出てきて、それがカリキュラムリフォームにつながってきています。教育行政に関わっている人たちが言うには、自分たちの大学でどのようなカリキュラムを組んで、どのように学生たちを教育すればいいのかということについて、現在の状況を考えると、外に出てから競争していかなければいけないわけです。特に、それは自国の中だけで競争するということではなく、グローバルに競争しなければいけないため、そのような学生を育てていかなければいけないと考えています。

質疑応答〇学習をどう組織しカリキュラムを改善するかＦ

その PBL のことで昨日も言われたのですが、例えば、student-centered learning というようなことでも、日本で考えると比較的新しい課題でなかなか難しいところがあると思います。特に learning
をどのようにオーガナイズするかということは結構大変なことです。ただ、昨日、後でお話を聞きましたけれども、cooperative などという取り組みは、例えばノースイースタンではかなり歴史的にあるとか。それから、昨日の話でも、コミュニケーションの取り方などは授業の中でも、いろいろアド
バイスするというようなこともお聞きしました。むしろ、learning をオーガナイズする必要性、特に教員が実際にどう意識を変え、やり方を学ぶかということがとても大事なところで難しいところだろうと思います。そのあたりで少しご意見いただければと思います。

Okay, what you are saying is absolutely true. In the US, I would say that it tookＴmaybe 15 years for the top research universities to come to where we are right now
for all of the reasons that you described. In the beginning there is always resistancefrom the faculty, from the kyoin, and the major thing is time and also perhaps the
reward system, the expectation that,“Well, if I do this then it will take away from myresearch time.” These were all impressions, and what had to happen was for major
agencies and researchers to bring evidence to demonstrate to them that the long term
benefits for every aspect of the institution in moving into these models far outweighed
their fears. And their fears were unfounded because we have now accumulated many
years of publications and data that show in the end you save time by completelytransforming the curriculum. The success of the students has really been high.
Ｉ

今、寺岡先生がおっしゃったようなことはアメリカでも起こりました。ただ、現在のところに来るまで 15 年間かかりました。最初は教員からの反対があって、特に時間が取られて研究ができないのではないかということでした。それに対して大事なのは、証拠を示すことです。こういうことをすることによって、長期的に見てどういう利点があるのかと。カリキュラムにしてもこのようにすればより時間がかからないといったことにもなるのではないかということで、いろいろな研究が出て、そ24

Meeting with Members of the Boardのデータも取って、このようなことをやれば自分の研究時間がなくなるのではないかというような不安を取り除くというところから始めないといけません。
〇アクティブラーニングの導入

When I say 15 years I do not mean for one university. I mean the entire country,Ｔ

but I will share with you that, for example, places like, well, definitely my institutions,Northeastern, Brown, also Columbia as well, we have now all moved into this model.
What happens is you can actually let go of the content that is taught during the class.
That is the hardest part for faculty, for kyoin to let go because I think there is anidea that we must put all of this information during the jugyo or the students will notunderstand. However, just throwing information at students does not help them learn.
The ways in which the active learning model has changed is that the students canlearn how to read the material, engage with problem solving if it is a science course
or an engineering course, but during the class they are actively engaged throughthe professor having opportunities for the students to think about a problem if it isa physics course and then discuss in a small group right there in their chairs so thatthey are debating, discussing, and trying to think about how they are going to solve
the problem and then as a whole group go through the process.

This becomes acycle. The data have shown and the main universities that started this model for thelarge science courses at least were MIT and Stanford. Now that is the only way theyteach the large science courses because they found that the students were doing muchbetter, so they have five years of data of the courses to show the performance of thestudents before they used this model and after they used the model.
Since then there have been papers published in our top journals in the world like
Science, Cell, and Nature, and PNAS（which is one of the top journals in sciences atleast）that have now started to publish papers from science education because the data
are so remarkable and they have been done as a scientific study would be done. That
has convinced the major research universities that they need to change and so now wehave really changed our pedagogies.
Ｉ

先ほど 15 年と言ったのですが、これはノースイースタン大学だけのことではなく、いろいろな大学でもそういう状況になっています。要するに、学生たちには一定のことを教えなければいけないので、クラスでこれだけのことを詰め込まなければいけないというような状況は変わらないのですが、実際にそれをやっていても学生たちがスムーズにそれに対応できるとは限りません。
そこでどうしたかというと、学生たちにいろいろな問題についてどう対応させればいいのかと積極的に問題意識を持たせて、それらの問題について考えさせます。小さなグループに分けて、科学の大25

Review of Education：University of Fukui 2017

きなクラスであっても、小さなグループに分けて、そして学生たちに問題を解決させるように持っていくことによって、教育を成り立たせるということにしました。
こういうことに関して有名な雑誌などでいろいろな論文が出て、確かにそういう効き目があるのだということが証明されてきたので、今ではアメリカの有力な大学でもこういうアクティブラーニングが取り入れられるようになりました。

The key for the universities has been to work at the centers for teaching andＴlearning like my center to train faculty in learning how to do this.

I think that is

why now we have so many teaching and learning centers not just in America but
across the world that are working closely with faculty, with departments, and schools
in comprehensively helping them to transform the curriculum but also to help themtransform the pedagogy and gathering data to convince the university that this is
working. That third piece is really critical. The assessment and evaluation is really,
really important so you actually have the evidence of the learning gain from this.
I will say that in America one of the biggest challenges in the past 20 years has
been the underrepresentation of certain groups in the sciences. In America we have
populations of African-Americans or first-generation（meaning first in family to go touniversity）who seem to drop out of science more often than their white counterpartsor those that have come from much more privileged backgrounds. In some cases insome of the hard sciences like engineering or physics there were fewer women that arestaying in. It has become a huge national problem. One of the ways in which we haveseen as being able to stop this decrease was to change the methodologies of teaching.
That has made a big difference in being able to retain these populations that were notsucceeding in STEM. It is important for university because it affected the statistics ofretention and the graduation rates of our students but this methodology does not only
benefit the underrepresented students. It benefits all students, so even the majority
students were also doing much better.
Ｉ

アメリカにはタカヤマ先生がおられるようなティーチング＆ラーニングセンターというようなものがいろいろあって、そのセンター間でいろいろなやりとりをして、データを蓄積し、そのデータを基にして大学を説得しようということをやっています。

Ｔ ‘Underrepresented students’ meaning those students that are fewer in numbers

than the majority students.

For example, in science classes there are more

Caucasian students than black students, so the black students would be theunderrepresented minority. So the underrepresented students were failing and they
were getting much lower grades, not because they were not smart enough because

26Meeting with Members of the Board

their GPAs and SATs were the same, but the methodology of teaching was notallowing them to succeed.
Ｉ

ここ 20 年ぐらいのことですが、クラスの中にはいろいろな学生がいて、いわゆるマイノリティ（少数派）の学生たちがいるわけです。そういう学生たちは、学力がないということではなく、教育がう
まく受けられないことがあります。

Well, the universities have learned that they did not need to do anything for theＴstudents specifically, but by changing the curriculum and using active learning all of
the students succeeded, so not just the underrepresented students but the Caucasian
students, everybody, and also for women because women often were much fewer innumber for the engineering courses or the physics courses. They also really started to
go up.
Ｉ

基本的にはそういう学生に対して個別に指導をすることはできませんが、アクティブラーニング
を取り入れることでうまくやっていくことができました。

〇 PBL もプロジェクトをつくるだけでなく教授法をつくる

Then the other approach in terms of approaches like project-based learning or otherＴways in which these opportunities are integrated within a course, I would recommendthat it is also important not only to create these really exciting projects. The projects
that I heard by yesterday sounded very exciting and it really allows the students tosee the application in relation to their course, but it is also important to design thepedagogy so that the project-based learning is so they understand the ways in which
they are engaging in all of these different ways of thinking, critical thinking, team work,communication, and to gather data so that the department and the faculty member
can see what are the specific components that are working well and what are some of
the components that might benefit from further development. Therefore, it is reallythinking about how you intentionally design the pedagogy to take most advantage ofsomething like project-based learning, which really is effective but there has to be apedagogical strategy as well.
Ｉ

PBL に関してですが、これはどういうプロジェクトをつくるのかというようなことももちろん大事です。昨日見せていただいたところでは素晴らしいプロジェクトが用意されているということですが、そういうプロジェクトをつくるというだけでは駄目で、そこでどのような教授法を持ってそのプ
ロジェクトを進めるのかということが大切です。学生たちに批評というか、批判的に考えさせるとい27

Review of Education：University of Fukui 2017

うことです。それから、もちろんチームワークでさせるといったことをしながら、データを蓄積し、その中でどの部分がうまく機能しているのかということを見る。要するに、データ分析をしてそれを先生方がどのように活用できて、どのようにして PBL の教授法をつくっていくかということが大事だと思います。

Therefore, I really hope that you continue the project-based learning and continueＴto develop it because that has been so effective in the US in the ways in which
universities have been able to be very innovative. It has also provided a wonderful
opportunity for faculty to bring their research into the classroom.

As appropriate,

there might be ways in which a faculty member’s research can be directly related toa project. I have seen great projects being developed at Northeastern where a faculty
member brings some part of their research into the project-based learning assignment
and the students are really excited because they also realize they are contributing
to real research, but they are also working on a project that is relevant to society or
industry or medicine or something. It really engages them deeply.
The other thing that it could potentially do is break down some of the silos. On
several occasions this week I heard it is the nature of universities where everybody
exists in a silo because you are in your particular school or your discipline. You are
not necessarily engaging cross-disciplinarily in a pedagogical way. You might haveresearch that is interdisciplinary, but that does not necessarily realize itself in the
curriculum, but project-based learning provides a great opportunity for breaking downthese silos and creating interdisciplinary connections. The really exciting thing is thatmight also lead to interdisciplinary research. That is what happened at Northeastern
where several faculty members from law and also the information sciences got together
and they taught an interdisciplinary project in their course. That led to some reallyexciting cyber security research. I think that one of the exciting things about being at
the university is the research can inform the curriculum, but the curriculum might alsocome back and provide exciting research opportunities. That is the advantage of being
in a research university.
Ｉ

PBL は非常に良く、アメリカでも成功しているので、ぜひ続けていただきたいです。要するに、学生と教員の関わりです。先生方は自分たちの研究の一部を PBL に生かすこともできます。そういうことをやることによって、学生たちから見ると、自分も研究に貢献できるということを意識的に感じられるという点で非常に良いです。
それから、学際的な研究を行うといっても恐らく簡単ではないわけですが、PBL をすると、そういう学際的な研究を進めることができます。例えば、法律と情報学を一緒にしてサイバーセキュリ
ティをどうするかといったことを研究していく。ですから、カリキュラムをつくるということ自体が28

Meeting with Members of the Board

自分の研究を前進させることにもなるという点で非常に良いです。
Ｆ

今、先生がおっしゃったことは非常に重要なことで、われわれも同じように考えています。例えば
先生の大学では、それをマネジメントするということにかなり大きな役割を果たしていると思うのですが、どれぐらいの規模でやるのかということと、どれぐらいの強制力を持って進めているのかを教えていただきたいです。

Okay, that is a very good question. Each university has different kinds of sizes ofＴ

centers. It also depends on the organizational structure. At Northeastern I should
clarify that my center does not provide technical support for the LMS. We have aseparate unit called‘academic technology’ and they report to the chief information
officer. They are the ones that provide faculty support for learning how to use thelearning management system and other kinds of technology.
Our center focuses on the academic side, the design of the courses, the pedagogy.
Of course, we work closely with our colleagues in academic technology. We have a
lot of good relationships with them because they are very related. Northeastern, as I
showed you the numbers yesterday, we have 14,000 students, 6,000 graduate students,
and about 700-plus faculty, maybe 800. My center serves the entire university. We
have nine colleges, or you call them‘schools’ here. We call them‘colleges’. My center
serves the entire university but I only have a staff of seven. We are very efficient inour programs because we do not work one on one. We do provide consultations if a
faculty member comes to our center, but we have a whole program. We are like adepartment. We have courses on how to use active learning, how to design a course.
We have institutes for faculty as well and they run all year long.
Ｉ

センターの規模は学内でさまざまです。タカヤマ先生がおられるところは技術に関することは何もやっておらず、教育面、学術的な面だけをやっています。大学には九つの学部があるのですが、その全体に関わっています。スタッフは 7 名しかいません。いろいろなことが求められて、もちろん相談には応じるのですが、同時にセンターとしてコースも科目も出していて、例えば、どのようにコースをつくればいいのかという授業もやっています。

Ｔ

I should say the course is not a course like a 14-week course. They are workshops,

so they are only one-and-a-half hours long. They are very short because we are very
respectful of faculty time. “If you can use one-and-a-half hours in a workshop, we say
we will save you 20 hours.”
Ｉ

コースとおっしゃったので科目かと思ったのですが、そうではなくて、ワークショップのような

29

Review of Education：University of Fukui 2017

ことをやっておられるそうです。先生方の時間は非常に貴重なので、ワークショップの形を取っています。
〇語学センターのアカデミックサポート・センター構想

I think one thing we forgot to tell you.

Ｆ

We are in the process of setting up an

academic support center, which is actually a peer mentoring service that will besupervised by a few faculty members but all peer-mentoring related.

As part ofthat, we were hoping to set up optional workshops for faculty to come and discuss
pedagogical approaches to maybe introduce some new ideas, but to find out what
people are actually doing and give them an opportunity to discuss and learn together
about the kind of things that you are talking about.
Ｉ

一つ補足させていただきます。先生にお伝えする機会がなかったのですが、学内にアカデミック
サポート・センターのようなものをつくりたいという構想があり、今、ちょうど準備を進めている段
階です。目的は学生同士のピア・メンタリングなど学生のサポートで、そういうことをするような場
所として準備を進めています。そこで、先生がおっしゃったような、教員向けに教授法のワークショッ
プなども将来的に開けたらいいなと考えています。

ＴThat is great to hear.

I am really excited that you are doing that.

I might

recommend, whoever is in this academic support center or the peer group, one of
the most wonderful conferences to attend where you can get so many ideas and use
them in your institution is the Professional and Organizational Development Network
Conference（POD Network Conference）. It is the society for all teaching and learning
centers in North America, in the US. The membership is about 1,000, but now it has
become very international. There is a huge Japanese delegation that comes every year.
They go back to their centers and use the ideas to run workshops in their centers.
Ｆ

When do they usually have it?

Ｔ

It is usually always in November. This year it has moved up a little bit. It is in

October and it is being held in Montreal. It changes locations every year. Any newcenter – it is a very generous organization. All of us are always there to support andfreely give out resources.

We give all our workshop materials out as well.

There

is a whole Wikispace where you could download stuff, but as a society we believe insupporting each other particularly to help new centers.

New centers have always

found a great resource to go there, to be introduced, to make connections with other30

Meeting with Members of the Board

centers, and to get resources so you do not have to start from scratch. You should nothave to reinvent the wheel. There are great resources out there.
〇教育改革を進める中での学生の参加
Ｆ

先ほど先生は、PBL にしても普通のクラスの授業にしても、学生が学生に例えばルーブリックでこのクラスの目的や学生の能力の育成にこれがどう関わっているかということをきちんと示しなさ
い、それが大事だということをおっしゃったと思います。それは同意します。加えて、恐らく先生は以前もおっしゃったと思いますが、カリキュラムのつくり方、あるいは授業の中身に学生が参加する、パートナーシップが非常に大事だとおっしゃったのですが、そういう学生の参加はノースイースタン
でもかなり頻繁に行われているのですか。

Yes, in many ways.

Ｔ

At Northeastern and many institutions we have had great

success in the students as partners model. One recent project at Northeastern wasstudents who took a chemistry course, the introductory chemistry course partneredwith the professor who was teaching the course to revise the curriculum to make itinto active learning model. Actually, it was an extracurricular activity. The student
was not paid and the student was not receiving credit.

They decided to do thisvoluntarily, but other institutions might provide them with partial credit or sometimes
there is some money for student work. There were two students and they really gave
feedback to the professor on what the difficult parts of the course were that were
not taught as clearly. Then the student worked with the professor to think of ideas
to create active learning. Now they are teaching the new model of the course andgathering data to show the professor that it is working.
Ｉ

学生参加の一例としては、化学の学生がどのようにカリキュラムを直せばいいのかということに貢献しました。これに関してはよく分かりませんが、学生たちはボランティアでそういうことをやります。場合によっては単位を部分的にもらったり、少しお金をもらったりしてやることもありますが、基本的にはボランティアとして参加します。化学の科目では、二人の学生が教員にフィードバックをしました。どういうところが分かりにくかったというようなことを知らせて、新しいアクティブラー
ニングのモデルをつくり出しました。

Ｔ

There is another example in students as partners where the students were involvedin one of the centers which is called the Social Impact Lab. This organization teaches
as part of the course, the curriculum, active engagement in civic and social community
service and engagement. Therefore, the students are taking a course but they are able
to apply theory to practice in the context of the course. The course is working very

31

Review of Education：University of Fukui 2017

closely in partnership with the community and they are having real impact on some of
the local community challenges in the city of Boston. It is an extraordinary experience
with the students. The students learn much more than reading a textbook and they
can see how they apply theory. They understand all of the complexities of doing thiskind of work, so that is another model.
Ｉ

学生参加のもう一つの例が、社会的インパクトラボです。そこで学生たちは自分たちが学んだ理論をどのようにして実践に移すことができるかを学びます。このコースでは、ボストンのある地域と深く関わり、課題解決に取り組むことでその地域に大きな影響を与えます。これは学生にとって素晴らしい経験です。学生は教科書を読むよりも多くを学び、理論が実践に応用されることも実感できます。これも 1 つの例で、学生たちはこのような取り組みを行うことで、物事の複雑さを理解することができると思います。

〇学生からの教育評価

Ｆ

Last time when I met you I asked you that, although I thought it is very important toimprove the teaching ability of teachers, the judgment from students is very important,but it is very difficult.

At that time you told me that the questionnaire is very

important. What kind of questions do you prepare for the students? In a book that
I read recently it is written that even in the United States the students have become
more, let us say, a customer, a very important customer for the university. Therefore,
many teachers are afraid of the claims from the student that this teacher should giveme higher, something higher hyoka like that. Therefore, the bargain of hyoka, tan’i,or such is going on in the United States. I am very afraid maybe the same thing may
happen in Japan too. What should we do for such problem?
Ｔ

That is an excellent question and that is something that is being talked about all thetime. I think that one of the most important points（and I know that you guys have
put together a very thoughtful feedback survey）is many universities have had tochange their surveys because the survey
questions were not asking students
about the impact of the teaching. The
phrasing of the question is really
important because if the questions are
asked as a customer service survey
then there is a tendency for students toactually perhaps rate a professor low if

32

Meeting with Members of the Board

they feel that they are not getting the grade that they want to. There has been quite
a bit of research（and I think I did mention the learning gains survey, the SALG, when
I was here last time）that has used psychometrics and assessment research to show
when you word a question, so the question is not asking for opinion or satisfaction,
but the gain in learning in relation to a particular approach to teaching. Then the
person is taken out of it. It is,“In what ways was your learning enhanced by this?”or“Were your problem-solving skills increased?” That really changes the ways in which
students will respond.
However, your point is very important because that should not be the only
measurement of teaching effectiveness.

In the best-case scenario there should betriangulation where a survey is combined with other forms of evidence. The otherforms of evidence, if we think about what the best scenario would be, would beteaching observation. What we call in the US now, for most universities for promotion
and/or tenure, a professor is expected to write a teaching statement. It is not that
long, just a couple of pages, but it provides a narrative in,“Here are my efforts inrelation to the information I have.” We should not penalize a professor because they
try something innovative because what happens oftentimes the first time you try a
new approach then it is not perfect yet and there might be flaws. If they get penalized
because something did not go right they will never try it again. The professor should
be given the opportunity to say,“I tried this new active learning approach, and here
are the ways in which it was successful but I did not think about this, and so next time,
now that I have some more information, this is what I am going to do.” That provides
the full picture.
I might also recommend to you the Royal Academy of Engineering from Britain
commissioned in international group to come up with recommendations on how you
measure teaching quality. They came up with a really excellent set of ideas and ways
in which you gather information that gives you that full picture. There are several
universities that are trying it right now, implementing those recommendations forpromotion and tenure. National University of Singapore is one. I think The Universityof British Columbia is another one, and I forgot the third one. Even though it is in theengineers it applies to all disciplines. I absolutely agree with what you said about thedanger and the fear.
Ｉ

先生がおっしゃるようなことは当然だと思います。調査の起こし方についても、例えば、学生の満足度だけを測るというのでは駄目で、例えば、カリキュラムを変えるインパクトを持っているような質問に変えていくべきです。学生たちのためにどういうことが良かったのか、問題を解決するためになったのかというふうに、調査する内容も変えつつあります。

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Review of Education：University of Fukui 2017

教員たちの評価に関しては、そのようなサーベイで評価することもあり得ますが、実際に教えているところを見てみないとよく分からないということもあります。教員が何か新しいことをやろうとす
ると、必ずしもそれがうまくいくとは限りません。だから、その教員が良くなかったのではないかというような批判が出ますが、そういう場合に何らかの形で罰を与えるというようなことはしてはいけません。教員には改革のチャンスを与えていかなければなりません。
イギリスの Royal Academy of Engineers という協会がありますが、教員の教育の質の測り方に関するデータを出したということで、今、いくつかの大学がその評価を使って改革を起こしつつあります。一つ目がシンガポール大学です。二つ目がカナダのブリティッシュコロンビア大学です。それから、三つ目は忘れたとおっしゃっていたと思いますが、そういったものも参考にするといいのではないでしょうか。
Ｆ

Thank you for your comment on our education activities and we will continue tomove further efforts to raise the educational level of our university or university
ranking level using your opinion as reference. Lastly, we hope you will have good trip
after the university. Thank you very much.

Ｔ

34

Thank you very much.

Lunch Meeting with Bunkyo Campus Students
文京キャンパスの学生との昼食懇談会

Review of Education：University of Fukui 2017

Lunch Meeting with Bunkyo Campus Students

Date

Wednesday, May 24, 2017

Time

11：30 – 13：30

Place

Global Hub, Language Center

Members Present
Dr. Kathy M. Takayama（Northeastern University）
Students of the University of Fukui

Speakers
Ｔ：Dr. Kathy M. Takayama
Ｔ

Ｆ：Students of the University of Fukui

Nice to meet you.
This is my second time to visit to Fukui and I’m really excited to be here. The

reason why I made the connection 4 years ago was that Teraoka sensei was part ofthis initiative back in 2013 or 2012 where a group was looking at models in America,
the way in which educational reform might be taking place at the university level,
and what American universities are doing to make the curriculum better, to makethe teaching better, and what the programs look like. And I would say that is aninteresting question to ask because in America every university is different. I mean
they are just so different from each other. There is no one kind of university and it’s
because of the American higher education system. It’s not a government system. Mostof them are either private or they are state universities. And so they（Teraoka sensei
and others）embarked upon this mission at a time when I was a professor at Brown
University. Brown is in Providence, Rhode Island which is one hour south of Boston. It’sa pretty old university, and was founded in the 1700’s. And it’s one of the Ivy League
institutions in America. And so, they came and visited me at Brown because I was also
directing a teaching-learning center. And in America what teaching-learning centers
do is they work across the institution to enhance the curriculum, to enhance thestudents’ experience, and to think about how we can make our courses innovative andhow we help professors to teach better. For those of you that are involved in studying
education you might think that’s strange thing to do, but you have to remember thatmy background is in biochemistry and molecular biology. When you get a Ph.D. inbiochemistry you’re not getting a Ph.D. in teaching, right? You’re just a getting Ph.D.
in biochemistry. So in universities in America, the teaching can be quite variable, notall professors are very exciting in the classroom. And not all professors are using the36

Lunch Meeting with Bunkyo Campus Students

best methods that are informed by cognitive sciences. So we work at the university
level for the professors who are Ph.Ds. in biochemistry, physics, we think about how
the we can help them improve their teaching. And so when they came and visited me
at Brown, they said that there are some interesting things happening at Brown because
Brown was a very student-centered institution. What I mean by student-centered is
we always think about the students: Whenever we are designing a course, whenever
we are thinking about the university or what the university party is, we always think
about the students. And that means everything we’re doing is in relation to students’development. So they invited me to come to Fukui to talk to everyone here. I had agreat visit with the students back then as well, talking about faculty and learning about
Fukui’s mission and the ways you were designing your courses and your curriculum
here. I was really excited to do that because what I want to let you all know, and I
know that you know many, many years ago, I was an undergraduate student too, andI remember that when you are an undergraduate student you are not worried about
institutional administration, right? You’re just thinking about what you are doing,
your activities, your friends, getting a job, projects you are working on, when is yournext assignment due. But university really is for anyone whose… How many of you
have taken biology at some point in your life? If you took a biology class in middle
school or high school, you may remember about evolution and ecosystems and how
they continue to change, and I think you could say that a university is an ecosystembecause it’s never going to remain the same, right? It has to respond to where ourworld is going, where the global world is going, where the jobs are going. And, who
are students? And what are the ways in which students— whether they are domestic
or international— are representing the ways in which we as a university are trying toprepare our students for tomorrow. So in that respect I was excited to see what was
happening here, and I had many really great conversations that taught me about what
you know, what everyone is thinking about, whether from the president through todeans, faculty and students, and who you are, what your desires are, what you want tobecome, and also what your strengths are, your identity. So from those conversations,
I’m coming now in 2017. I’m excited to see that there have been some really exciting
innovations and initiatives that have been developed. I mean the School of Global andCommunity Studies is something that you know happened since then. And so I’m backhere because I wanted to hear some more about where are you now 2017.
I was born and raised in New York City. I’m a New Yorker and my parents
immigrated to the U.S. from Japan, but I’ve never lived in Japan. I can speak Japaneseokay, I can understand Japanese, but I’m most comfortable speaking in English and I
speak a little bit French as well.

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Review of Education：University of Fukui 2017

And I was the professor of microbiology and molecular biology for many years inAustralia. I lived in Australia for 13 years and I was a professor there. I had a lab. I
had graduate students, but I was always interested in education. And I was always
interested in my students. And so, I worked in my previous university in Australia,
but also I started to collaborate with universities in America to see what we can do
to make the teaching of science better, because the teaching of science was very bad
globally. And so we wanted to say“What if we actually did some research to get somedata about the fact that our teaching methods really are ineffective?”Because as ascientist I know how to do an experiment. I know what data looks like, and I know
how to do an investigation if I want to show evidence to prove something. But wedon’t always have that in higher education because what’s happening in the courses
in universities is that we don’t always use the data to say whether teaching really
results in student learning, and I’m not talking about individuality. I’m talking abouta university structure. So I started to get more and more involved in consulting andworking with the administration to say let’s improve science education. In the U.S. it
is a big problem because we have a decreasing number of scientists because everyone
is dropping out of science. People are dropping out of science because the teaching
is not very effective. The students don’t feel like it’s an exciting environment to be
in. And so they feel like there isn’t any community, and sometimes they think thatscience is about learning facts and they don’t really get to enjoy the delightful aspectof science. I became scientist because I think microbiology is the answer to everything.
And it’s exciting because I can live microbiology, like from the moment I wake up in
the morning. Everything I’m looking at in the world is through a microbiological lens.
You have a symbiotic relationship with all the bacteria in your body. If the bacteria
were not in your body, you’d be dead, okay? That’s really exciting to me. But that’s
not the way microbiology’s taught in the school. It’s taught as a very boring subject.
So that was the start of my mission and I got more and more involved in working
with institutions, with the government, with different groups, saying let’s improveeducation at least in the sciences and then eventually switch fields. I decided to go
back to America from Australia to start a whole new career, to say how I can workwith universities to really sort of think about a whole ecosystems approach to focus
on the student experience. So I’m interested in understanding how Fukui is thinking
about preparing graduates for the year 2030. I am at North Eastern University now.
And North Eastern is very concerned about the students of 2025 and 2030 because
we are completely changing our university to think about whole person development.
We have students majoring in different fields: biochemistry, engineering and English
but we also want to know who is the person that we’re developing, so when we are at38

Lunch Meeting with Bunkyo Campus Students

North Eastern, we are thinking about students’ civic engagement, their well-being, andproblem solving, and communication, and thinking about global learning, and what doesthat look like because it’s important that we have to think about our universities as notjust being in Boston but being part of the world. One of the most exciting conversations
I had in 2013 was when I met with the students and I learned about all the hobbies
that everybody had—all the clubs that everyone said they belonged to. And there
was some really innovative, exciting stuff happening. But it was happening outsideof the classroom. And I thought how do you capture and bottle it? And I say this islearning. Even if you are in a club or you are doing volunteer service. There is somereal lifelong learning happening there. And so how can an institution capture… thatis to say, we should really encourage that kind of learning. When you do job hunting,it’s not enough just to say I learned calculus really well or I know the metabolic cycle.
But it’s important to say“I’m working in a team,”and“I’m a really great collaborator,”and how I am thinking about communicating with different groups. So I think that oneof the exciting aspects of the creation of the School of Global and Community Studies
is to acknowledge that we really need to be thinking about community engagement
and what does it mean to be a global learner. What does it mean when you go out
in the world and when you leave Fukui to say,“well, what is the contribution that
I’m making?”And it doesn’t have to be to the whole world. Maybe it’s to your local
society or to your workplace. But also what does it mean for you to think about yourdevelopment? You are not finished developing just because you graduated fromuniversity. So how are you going to continue to develop yourself? And how do you
know what you need to go out and seek? So, I want to hear from you guys. What isthat you want to do? What does the university need to do for you to prepare you forthis world? What do you think? What are the really life changing lessons that you arelearning outside of the classroom? Or maybe there’re something life changing that you
learned in the classroom. But I would love to hear about what has impacted you.
Ｆ

Since I entered this university, I always visit the Global Hub because I could see abunch of different people from different backgrounds, such as different nationalities
and different cultures. Actually I first came here just to speak in English with themto improve my speaking skills. But I realize that what I can really do here is to meetthose students who are all proud of their own cultures and appreciate their lifestyles
or everything that they already have. So that made me realize I want to be more
confident in myself as a Japanese. So that’s changed my thinking. After I started
studying in the States, even though I felt some inferiority when I was with domestic
students or other international students, I always tried to figure out how I can play my

39

Review of Education：University of Fukui 2017role as a Japanese.
Ｔ

That’s great. You first thought you were coming here to really learn how to speak
English better than before. But that was just, if I’m saying it correctly, English
speaking became a vehicle. It wasn’t the end, but English became a vehicle for you toconnect with other people. So you were learning about others’ cultures and what they
were proud of and what they were bringing to this community, but then it went fullcycle because they made you be aware of what it means to be that when engaging
with other people. There’s an English word called“reciprocity”and reciprocity means
give and take. And this mutual respect and feeling of connection and collaboration,and I think what I hear you saying is that by initially coming to engage in English
conversation you developed a form of reciprocity and found a relation to what it means
to culturally contribute, and I think that’s really great because that representative
spirit is what it means to be a global citizen. So, thank you. Any other thoughts?

Ｆ

When I was a high school student, my family was invited to go to Mie prefecturewith an American family. It was the first time for me to talk with American people inreal life. What I could do was just only greetings. Just only“how are you?”“I’m good.”
And there was nothing else I could do. I was not able to listen to what they weretalking about, and I felt I was isolated. Really isolated. That changed my perspective
completely. After that, I became interested in English. I really hated English when I
was a high school student, and I couldn’t get a high score on the English exam. I really
hated talking with foreigners, but after what happened, I just began to communicate
with foreigners. I looked for people who are interested in Japan on the website and I
started to practice speaking English on skype, etc. Without that experience, I wouldn’t
be here, and it also encouraged me to study English much more than ever. As theother student said, I could learn so many things from learning English, such as being
confident as a Japanese. I also needed to know about Japan and what I should do as
Japanese person in global society. I’m now majoring in biochemistry, and my future
dream is to become a scientist in foreign country, and I don’t want lose my identity asa Japanese. I’m not going to be a linguist in the future, but learning foreign language
is a good opportunity for everyone to think about what they can do as citizen of theirown country.
Ｔ

Thank you. From engaging and being able to communicate in English, you learn more

about your own identities as a Japanese, what it means to contribute as a global citizen.
What does it mean to be a Japanese biochemist? And I think that’s really beautiful

40

Lunch Meeting with Bunkyo Campus Students

because when I was a graduate student, my Ph.D. supervisor had many Japanesecoming into the laboratory from Japan. It was interesting for me as a“Nisei”to see
these Japanese scientists come and represent different aspects of what it means to bea Japanese biochemist. And I made lifelong friendships, and they are all back in Japan
now and they are working in different areas. One of them is in Riken Brain Science
Institute, one of them works for Yakult, but I really appreciate it when I met… whena colleague comes from another country and gives you a kind of a cultural insight into
the ways in which we could all be able to engage across countries to help biochemistry.
Because you are right! We are not linguists, but we are thinking collaboratively
together in a laboratory. But it’s important for us to be able to communicate and toalso have empathy for one another as well. So I think it’s amazing that you guys arethinking about this right now because it’s so important. So, thank you. Any otherinteresting insights.
Ｆ

When I was a freshman, I was doing a part time job at a restaurant. The restaurant

owner was a very funny person and he runs the restaurant very well. He made therestaurant very popular so I respect him, but I was very surprised when I was toldthat he didn’t study in university, and he is a high school graduate. Since when I wasa high school student, I had a stereotype that studying is the best key to be successful.
He may be a high school graduate, but he was successful in his business. That wasvery surprising for me.
Ｔ

So how has that influenced the way in which you’re studying right now and the way

in which you’re thinking about your career?
Ｆ

It had a very big impact on me. I thought I have to challenge myself [to do]many

things, and I applied for many kinds of part time jobs such as organizing an event forchildren as a staff member. It made me have more courage to try new things.
Ｔ

Thank you. That’s great. I think I know what you are describing, again seeing that tobe the definition of success. It is not equal to academic success. So what does it mean
to really challenge yourself overtime? What does it mean to think about developing
skills that are not only about studying skills and learning a discipline and then how doyou seek… how do you look for these kind of lessons all the time right? Thank you.
Any other stories?
Ｆ

I always like anime so I started to watch them in Japanese at first, and then actually41

Review of Education：University of Fukui 2017

started studying Japanese as a hobby and that was the first time to start studying
because it was fun. So before that I studied German, but it was always like“Oh, I haveto go to a class again.”and I don’t understand anything. But Japanese was different.
So I spent time studying because it was fun for me, and now I’m in Japan. It shows
how it changed my life because studying Japanese has never been boring. It always
interesting when you like it and for me learning language is same as a hobby. Before I
came to Japan, I also studied Italian as a hobby. I noticed that I don’t have to separate
them. I just keep studying something because I’m interested in it, and it doesn’t haveto be as stressful as school is.
Ｔ

That’s great. So, you remind me of a conversation I had a number of years ago withsome colleagues of mine. They were… one was a professor of English literature andanother was a professor of biology, like myself, and the other person was professor oflaw, and we were just having a conversation at a conference one day. And we realizedthat we all became professors because we loved what we are doing. And it was kindof like your realization that you know studying could be really enjoyable and you don’t
have to suffer. And so for us, what we enjoyed was teaching and our research for us
was a hobby. It was what we loved to do from the first. You know, I couldn’t wait to
get to work because it wasn’t work right?
It’s like I couldn’t wait to get back to the playground. I couldn’t wait to go see what
my experiment was going to look like, and I think the challenge for higher education
is sometimes it doesn’t feel that way because it feels like here’s play, here’s study, or
here’s play and here’s work, but it is not the same thing. And so we start to say what
could it look like, because basically if we made a graph, right and this is {pointing to agraph}（グラフを描いている）… that’s play, right? The value of play, playing, play time.
And that’s time as in years in school, so what happens when you are really little, right?
When you were, you know, before you were a teen, right? Play is up here and time isup here. You are young and the value of play is up here. But then the older you get as
you go to school the value play of goes down and you hit rock bottom. And we decided
rock bottom around here, is around here—university— and then, if you survive this,it starts to come back up again. And we were over here, we were professors when
we were here because our work was our play, and we said there is a big problem.
There’s a big problem if in high school or university, students are down here, because
if study is not play then that defeats the whole purpose of what we are trying to do In
education. So we decided we wanted move this up, to say what does it mean to change
the university so that play comes up here. What does it mean when you say you are
not separating your studies from feeling like this, so engaged. It doesn’t mean that42

Lunch Meeting with Bunkyo Campus Students

that’s you want to become. We are not saying you must become an English professor
or you must become a biology professor but what does it mean if you were in myclassroom you were deeply engaged, and it feels like play and you just keep on asking
questions because you are really curious and not because you are trying to study
for a test? So I guess I… you know, in an ideal world that would be great, right? We
can start to do that, so what does it mean for you in your courses right now in yourcurriculum? What do you think will happen if you started… if we can move this up?
Ｆ

Less stress, more results?

Ｔ

What do you mean by that?

Ｆ

Well, It’d be so stressful to go to classrooms and study if there are just classes thatyou decided“okay, I will study but I don’t want to know what I’m studying because it’s
so boring and I don’t want it to be in my brain.”But if we started to enjoy more what
we are studying, probably we will be more successful. Studying it, for using it, so there
will be more [better] results.
Ｔ

And what do you mean when you are saying stressful? What is driving the stress? Is

it grades?
Ｆ

Yes, good grades and good results.

Ｆ

I agree with her idea. I’m majoring in biochemistry. If we are not interested in thoseareas we cannot survive studying, so I think with less stress we can get much higher
results. For me, studying English is not studying at all. Studying English is one of myhobbies. That’s the reason why I was able to keep studying English for a long time.
The students, at university, we need to specify what we are doing and what fields weare interested in. We have to survive the entrance examination in order to get into auniversity. That’s really hard. So I think if the students survived the examination, there
must be reasons why they wanted to be here. In my opinion, strictly speaking, if there
is a university student who is not interested in a subject that he is studying right now,
he needs to quit university. It’s just a waste of time, because that doesn’t help him to
make his own future bright at all.
Ｔ

It’s hard, I think. It’s not just here, but it’s a global situation or many students go
to university but they don’t really know why and what passion is. Or sometimes they43

Review of Education：University of Fukui 2017

got in to a university and they find a passion which is an unhappy ending, right? But
it’s, I think, the pressure to get in, is true everywhere and the pressure to succeed
and keep going, you know? In America, we have this movement that’s growing called“students as partners.”So, students as partners meaning not students and students
being partners, but the university is creating programs where students partner witha faculty member on some kind of initiative, some program to make changes forsomething exciting happening at the university. And some models have… and theyarrange it as a kind of project, so one example is that some universities, not just in the
U.S. but also in the U.K. in Europe and Australia. So what they do is a student might
partner with a professor to redesign a course and in this case maybe the student wasin the professor’s course. And the student… and the professor wants to know how canI make the course more exciting, how can I make this course more effective so thestudents are really learning? Make it more engaging? So let’s make it, you know moreinteresting, but also help students really learn. So a student becomes a partner witha professor to redo the whole course. And student is a valuable partner because thestudent took the course before that, and they can give the professor good feedback andsay:“Okay. So you know for this lecture it was hard to understand and this is the partthat we didn’t understand, so let’s think about this.”That’s become a very, very goodmodel for course improvement and there’s been some great change happening. In otherinstitutions, students have partners… So there’s one institution in Australia where theywanted to understand international students’ experiences. So they created the Students
as Partners Project where the students worked together with the university to think
about how to improve international students’ experiences, and it resulted in creatingorientation program changes, and they created more interactions between domestic
and international students. These were really integrated collaborative projects whichvery much affected and improved international students’ experiences. And those ways
… the whole idea of students as partners is really powerful because now as student,
you feel like you are part of the university and you are contributing to the university
in a very, very effective way. And students’ voices…there are conferences now. There
are universities across the world sharing what they are doing in relation to students
as partners. So I’d love to hear some of your ideas, and you know if you can imagine“students as partners”here, what do you imagine it could look like? What might behelpful do you think? How might you contribute your student voice?

44

Ｆ

This is not direct answer but can I talk about my experience in the States?

Ｔ

Sure!

Lunch Meeting with Bunkyo Campus Students

Ｆ

When I was in the States, there was an office called“Buford Center”. The people

at the office work on contributing to the diversity on campus. So they were focusing
not only international students but also engagement with the local community. Oneof the programs they were offering was that one international student and one
domestic student work as a pair and then go out to the local community, such as tonursing homes or Habitat for Humanity, and they work there for about two hours at
one time. And it happens six times in a semester. I was one of the members in the
program throughout the year and then I became really close with domestic students
through that program, and that experience made me more confident to get close todomestic students. So that was one of the great experiences I had. And that was
actually offered by the university office, so I think that program is really successful inmaking international students feel they are participating in university life. And also fordomestic students to have a broader view point.
Ｔ

Was this as a part of a course or was it a volunteer service?

Ｆ

Yeah, it’s more like volunteer service. It’s outside of the classroom. I think that’s not

only between domestic students, and not only about cultural differences but also goingout to the local community, so there are many variables happening there. So I thinkthat was interesting.
Ｔ

Thank you. Any other thought or ideas?

ＦSo, in my course, our professors is so kind to the students. They always take ourideas and they accept them, too. And they don’t force their idea on the students andthey find the good part in each student. With their attitude, I can learn English and I
feel that I want to study more.
Ｔ

So this is collaborative respect in the classroom. Any other ideas or thoughts?

Ｆ

I think it’s good to have a place like the Global Hub. It’s so cool to get together withother people and talk in this kind of free space. Then you can just chill and spend timewith other people here. I feel this is something we should have.
Ｔ

So how do you use this space? I mean, do you have events here?

Ｆ

Yeah, we have events about twice a month. We have seasonal events and those are45

Review of Education：University of Fukui 2017

biggest events in a year. Other than events, still many people are visiting here just to
meet their friends or just for studying, and spending their break time.
Ｔ

That’s great. I’m happy to talk about anything else. You know do you have anyother ideas, thoughts or questions? Or you can ask me anything about universities in
America, life in America.

Ｆ

I am a student of the Global and Community Studies. And now I am really struggling

because when I entered this faculty I liked English and I liked to talk with foreign
people. Last year, I enjoyed studying a lot not only in classes but also doing volunteer
work. But now I’m really struggling because studies are becoming more specific suchas globalization, economy, etc. Although I was interested in that field before and I
wanted to focus on studying a lot, now I found it’s very hard to study and there are too
many assignments and I’m very worried. One of my friends said that we are sufferingfrom many assignments but American students have this amount of work every day
and are working hard, so when we go study abroad next year, we should work more.
But I can’t imagine how I can survive, because I’m already struggling. So I want toknow if American students are really working hard like this for four years.
ＴCan you tell me when you say“hard work”, can you describe more details?

Ｆ

We had to write an essay of 1,000 words which is about global economy. It was hard

to find a topic. We also had to prepare a presentation for today, and also we are taking
linguistic classes, and some of us are taking philosophy class, too. And for a projectbased learning class, we go on a field trip and have to write learning journals and forevery class we have reading about three to seven pages, which is about immigration,
the global economy and so on.

46

Ｔ

So you are saying the workload is about the how many classes are you taking?

Ｆ

Ten.

Ｔ

Ten classes. You mean once a week?

ＦNo, reading and writing classes are twice a week.

Ｔ

And then for every class you have to write a 1,000 word essay?

Lunch Meeting with Bunkyo Campus Students

ＦNo, just for writing class but we have many readings in English.

ＴHow many pages a week do you think you read?

Ｆ

5 pages or more.

Ｔ

5 pages or 5 chapters?

Ｆ

One class is about 3 to 6 pages every day. I think.

Ｔ

3 to 6 pages? Per class? If it’s 10 classes that means 30 pages per week?

Ｆ

Maybe. For the project-based learning we have to write learning journals every

week. We also have to write about the comparison of the previous readings and we had
a quiz yesterday.
Ｔ

So how many hours a day do you have to study every day? How many hours?

Ｆ

I have less classes than them because I have to study Japanese.

Ｔ

Right. For the rest of you how many hours a day do you have to study to keep up

with everything? How many everyday? How many hours are you in class?
Ｆ

Each class is like for 90 minutes.

Ｔ

Maybe 3 or 4 classes on Monday. Then how many hours do you study that day?

Ｆ

In my case, right now I am a senior so I’m only doing research. I also want to get alicense about architecture, and the exam is in July, so now I’m studying about 4 or 5hours in a day.
Ｔ

So do you think you are studying more than when you were in high school preparing

for university?
Ｆ

Yes.

47

Review of Education：University of Fukui 2017

Ｆ

I think I need to study more and prepare for classes more. So when I consider that I

should study infinitely.
Ｔ

Yeah. In Fukui University, is there a course for first year students to learn how tolearn in university? Is there such a course? In America, many universities have what’s
called it’s a first year course. Every first year student takes it. And it’s about preparing
how you to be a university student. So it’s taught as a seminar. It teaches you how
to study effectively. It also helps you sort of manage your time. And it also helps you
acculturate to the university to introduce you to all of the different, you know, support
systems. It also for some students, because in America different students came fromdifferent high school backgrounds so some students may not read as quickly or they
may not know how to do what we called cross reading, so you know if you are reading
literature then there’re different ways of reading, right?
Sometimes you read quickly because you just trying pull out the big ideas, butsometimes you have to do close reading because you are doing analysis. So you
are writing notes, and in some high schools they teach you to do that really, welleffectively, but other high schools, they don’t, so [in the university course] they teachyou how to do close reading, they teach you the writing skills and how to use timeeffectively. And so it’s called“University 101”in some classes, in some universities but
it’s an introductory course that all first year students take. So that they really know
how to be successful in university, but you don’t have any?
Ｆ

There is a class called Introduction to College Life. It is about how to use the facilities

on the campus or something like that. It’s not focusing on how to be successful studying
or about academic matters, so it’s kind of different from the one you mentioned.
Ｔ

I see. I wonder that if something like that might be useful here because… and thesedifferent universities in America have different versions of it… but, and it’s not justsomeone saying“okay, this is how you must study,”but it’s very collaborative, so thestudents are in sitting in a lecture hall and you have discussions with other students.
Often times there is an interesting… and there are different sections of the course andso they are taught by many professors. And each sections is very small. There areno big classes. But you might…and everyone is invited to bring in something fromanother class that they are working on as well. And so there’s a lot of collaboration andlots of discussion and it’s an interesting model. I’ve seen different models at different
institutions. I have two daughters, a younger daughter who is about to start university
so she is going to be in her first year this fall, and her university, they have an48

Lunch Meeting with Bunkyo Campus Students

interesting model. It’s called first year seminar. And what they do there is in a seminarclass, and each professor teaches something that they are passionate about. Like, I
would teach microbiology. And but in teaching what they are passionate about, theyteach how to study so they invite them to engage in this course. For example… theymight say“Now if you were to a close reading on this, this what it would look like.”Or“How are you going to do a presentation?”And so, because the teacher, the professor
is teaching something they’re interested in, they’re passionate about, it is a very
engaged, exciting class. So that model is a trend. But, I feel like even if Fukui doesn’t
have a course like that, maybe there is something that this group, here in this space,
you could do this, right?
You could create something where maybe the upper class would work with new,first year students. Just say“okay, you know this is what would’ve helped me if I werestarting at my first year.”Ｆ

Tutoring or something?

Ｔ

Not really tutoring. It’s kind of because you are not teaching them or you are nottutoring them but it’s more like these are the ways in which it is effective to learn andhere’s how you manage your time.
Because if you are a third or fourth year student, then you could give advice tosomeone because you know what it was like and now you know what’s important
and what’s not important, right? You could say“well, okay. I worried about that but
that’s not what you have to worry about. Worry about this”, right? But it is sort ofcollaborative community model that, might be helpful for some, or like peers giving
feedback to each other on your writing, because you are not correcting the writing.
But just spending, maybe at lunch time, you could do a writing swap. Everyone brings… not the finished essay… but if you started writing something, bring your writing
and we will meet at lunch in 10 minutes. Everyone swap, right? Read it and givethem feedback and say,“Okay. I just read your draft and I think maybe this part is
confusing”and so it doesn’t have to be the same discipline but you could tell when thewriting is clear and when the writing is not clear, right?
Ｆ

Just inaudible pressure or something like that.

Ｔ

Yeah! So maybe there are formal ways in which you could support each other. And

you have a great space to do this. So it doesn’t have to be an official university course.
But it could be very collaborative. I mean I know it’s hard because I remember you feel

49

Review of Education：University of Fukui 2017

like“oh, so much pressure. I’m swamped”. One of the things I would tell you though,I used to tell my students this as well, is that it is really easy to feel like,“Okay.
It’s only me. I’m alone.”You are not alone, right? Because everyone is going throughthis which is why I’m saying, maybe there’s something you can do, you can just get
together with friends or peers and think about‘what are the small things, if you could
spend 10 minutes of your days supporting each other, what could you do?’ That could
be productive. So you are not feeling alone because that’s the most important thing.
Don’t be alone. Any other ideas?
Ｆ

We have an introduction class in our education course. We have some section thatmy professor give us some lectures but it’s not really a lecture. One professor gave
us an opportunity to think about how we spend our time in university and what ourgoal is. We can think and expand our ideas. With this opportunity I can think about
my goal and I can think about what I should do at university, because my goal is clear.
So that opportunity is very effective for students to think about their goals, to havemotivations, and think about how to spend the life at university.
Ｔ

Yeah, I think it’s great if you have an opportunity to do that, to think about what you

could be doing… not just in your classes, but how can you contribute.
Ｆ

When I looked at this graph, it was interesting for me, because I think, to be honest,

many university students in Japan put so much time into playing.
Ｔ

You just told me you were stressed out.

Ｆ

Yeah, but generally speaking, university life in Japan is assumed to be like a time forvacation in our lives. It’s a contradiction but some students don’t feel about university
life in that way. It’s true that many students spend their time doing part time jobs tosave money, or for playing. So it’s kind of interesting.
Ｔ

Yeah, now it’s hard to find the balance. I mean it’s true in America that university

students have to work so hard. Everyone works hard, but the course load is different
because students don’t take 10 courses, right? They usually take maybe 4 or 5 courses.
That’s because the courses meet several times during a week. So they meet 3 times aweek and there’s a lot of work so usually if you are taking of course that’s not… well,even science courses, you probably have to read about 100 pages a week. And you
know, if you are taking a humanities major like a literature major, then you are reading50

Lunch Meeting with Bunkyo Campus Students

200 pages a week. And you are also writing all the time, and when you’re in lab if you
are science major then you are probably in the lab for 10 hours as well. So the course
load is pretty heavy. You usually really keep going all day long so it’s very stressful,it’s a lot of pressure. But I think that’s why they have the“University 101”courses tofigure out how to study and how to balance your time. But in some universities, they
are also doing so many activities. In addition to studying, they are involved in athletics.
They might be on an athletic team or they might be in a theater group, or they might
be volunteering— they are engaging in some kind of service learning project or they
are volunteering in the community or they are involved in politics. So they are overachievers and they are exhausted all the time. It’s hard. I don’t mean to discourage
you, but I think that— which is why I always encourage my students and say“don’t
be alone”— like you have to find your community, you have to find friends and peersthat you can be supporting each other. It’s also important to try to carve out some playtime. Play doesn’t mean like literally partying, but maybe you are doing… you havea hobby or if you like to go running or doing something so that you could clear yourhead space, because it’s important for your health. So, but anyways it’s 1:30. I wantto say thank you all so much. You’ve been so generous with your time and I reallyappreciate all of your ideas and sharing, everything. So thank you. It was really great
to meet all of you.
Ｆ

Thank you.

51

Meeting with Students of the School of Global andCommunity Studies
国際地域学部生との懇談会

Review of Education：University of Fukui 2017

国際地域学部生との懇談会

日時

平成 29 年 5 月 25 日（木） 16：30 ～ 18：00

場

所

総合研究棟Ⅰ 13 階会議室

出席者

キャシー M. タカヤマ博士、国際地域学部生

国際地域学部学生との懇談会には、国際地域学部 1 年次生 5 名、国際地域学部 2 年次生 26 名が出席をした。懇談会は、国際地域学部 2 年次生司会の元、タカヤマ博士と学生の間で質問を出し合う形
で、懇談が進められた。タカヤマ博士は、自身の経験も踏まえながらアドバイスを加え、質問に丁寧に答えてくださった。
学生の質問は、「どのように英語のスキルを高めたらよいか」「どのように学習のモチベーションを維持したらよいか」「留学先での不安」「日本の学生とアメリカの学生との違い」「国際地域学部プロ
グラムについて」「学生生活の中でどのように将来の夢をみつけたらよいか」など様々であった。また、懇談の中盤では、タカヤマ先生が投げかけた質問に対して、近くの学生同士で話し合いそれぞれ発表するという、アクティブ・ラーニングも行われ、終始賑やかな雰囲気であった。
タカヤマ博士からは、自分の没頭できること、好きなことをしなさい、などのアドバイスをいただ
いた。自分自身の心の声に耳を傾け、自分が何をしたいのか、好きなことは何かを考え、周りから指示されたことを行うのではなく、自分自身の情熱や、好きなことを貫いてほしいとのことだった。学生の多くが不安に思っている、言語学習方法については、わからないことを質問することを恐れず、
また、留学先では、その国で友人を作ったり、コネクションを作ったりして、そこにどっぷり浸かる生活をし、楽しんでくださいとのことであった。
また、夢は自分の趣味や好きなことから見つけることができるし、授業中のちょっとしたことからでも、自分のパッションになりえるので、常にそれを追い求め、好きなことをしてくださいとアドバ
イスをいただいた。

54

Meeting with Students of the School of Global and Community Studies

Meeting with Students of the School of Global and Community Studies
Date

Thursday, May 25, 2017

Time

16：30 – 18：00

Place

Conference Room, 13th floor of the Tower

Members Present
Dr. Kathy M. Takayama（Northeastern University）
Students of the School of Global and Community Studies
Speakers
Ｔ：Dr. Kathy M. Takayama
Ｆ

Ｆ：Students of the University of Fukui

Hi, nice to meet you, we are the students in the School of Global and Community
Studies.
Today we are so glad to meet you, so welcome to the University of Fukui. As you
already know, our faculty was established only one year ago, so this is a new faculty.
Sometimes we had troubles which we had never experienced before, and we
didn’t know how to deal with them. But whenever we had such a trouble we always
cooperate with other students and teachers, then we will find out how to deal withthese problems. So thanks to the wonderful teachers and students and the environment
around us, we can enjoy and have a great time in this faculty. So today we would like
you to talk about what we should do now in this faculty and for our future dreams, so
again welcome to our university. Thank you.

Ｔ

Thank you.

Ｆ

At first, does anyone have a question for Takayama-sensei?

Ｆ

Nice to meet you. I have a question for you. I like studying English and I wantto speak English more fluently. Now I am working at a restaurant part-time andsometimes foreign tourists come to my restaurant and I have to speak English, but I
cannot speak English immediately, so how can I improve my English skills in daily life?

ＴFirst, thank you for your question. How many years have you been studying English?

Ｆ

Seven.

55

Review of Education：University of Fukui 2017Ｔ

And have you ever lived in or have you ever studied abroad yet?

Ｆ

Only two weeks I went to Taiwan.

Ｔ

I see, so language learning is… it doesn’t come immediately. I think that’s one of

the hardest aspects of learning any language, not just English, is to be comfortablespeaking it colloquially.
The great thing about learning languages is that basically the more you practice andthe more you push yourself to really immerse yourself in a language by not thinkingof it as something you are studying but just using it to think of, to wonder, to engage
with something else… so, I was talking to someone else earlier, another student, about
how he could improve his English and I was thinking about when I was a university
student, at that time my passion was for French. I was learning French, and I
remember, like you, I really wanted to become completely fluent and comfortable sothat I could have a conversation with anyone and what I started to do was… outside of
my classes I started to read books in French. But the kinds of books that I like to read,
not textbooks, but novels, and even though I had difficulty in the beginning, I didn’tsay“Ok. I have to know every single word,”I decided I’m not going to bother withthe dictionary. I’m just going to keep reading and keep reading. Because when you’rereading a foreign language, sometimes you could figure it out by context. And then I
also started renting movies in French, but again the movies that I loved to watch. Andagain total immersion, and just by simply reading and watching movies all the time, I
guess I would describe it as the way the language“felt,”which is interesting because
when you are learning a language, you don’t think about a feeling, like a physicalfeeling, but I really started to feel the language and the most important thing is, if
you have an opportunity to study abroad, the most important thing is total immersion.
In order to survive, you have to speak and interact with others. So I think those areways in which you could really, realistically, try to immerse yourself, you have to keep
practicing and don’t give up. I mean it will happen. It just takes a lot of time.
Ｆ

Thank you very much and does anyone have questions?

Ｆ

What’s your first impression of the GCS students or programs? Do we have any

strong points or weak points compared with other university students?
Ｔ

That’s a hard question because you are such a young program. You just started. I

don’t think that I could fairly answer that question because the program is too young.

56

I think that what I know is I visited Fukui in 2013, and had a great week here learning
about the university and talking to faculty and, again, students and understanding
what were Fukui University values and what’s really important for all of you at theuniversity, and what do faculty really care about, and what do students really careabout. I am really excited for you because I think GCS as a philosophy is a wonderful
opportunity when you have a school that’s built on the philosophy and the commitmentof global engagement and social engagement, civic engagement. That is about whatkind of people we are preparing and what the graduates are preparing for this world.
So I would say that that’s really innovative. I think that it has the potential to create
community, a community experience in university which is really wonderful. I think
when you gave me your wonderful welcome you talk about how everyone here is so
helpful and collaborative even, and there really is a community, so I’d say in principle
the idea of a school that’s built on this kind of mission and philosophy is fabulous.
What you have as a challenge and what you have ahead of you as the pioneers, and asa kind of … the first people who are going to graduate from this program, is to reallybe participatory. Do you know what participatory means? It means to be fully engaged
and by fully engaged, I don’t mean just in your courses. To be fully engaged as acommunity, I mean you’re all part of it, you’re here for each other as well, and to feel
as if this institution is indeed your community, then how might you work together tothink about not only what you’re receiving as an education but what is your role togive back to society, what is your role to give back to our world. And I don’t mean
doing something huge. It doesn’t have to be some kind of large humanitarian project.
But even small things in life matter. How are you going to take what you are learning
here in your studies and think about how that connects you to the society, to theworld, to the community. Because I think it’s really… particularly right now in the US,
everywhere in the world, those of us who are professors and in higher education in
universities, we are constantly worrying about what kinds of graduates are we putting
into the world. How do we create graduates that are going to be able to civicallyengage with society, to be able to engage across countries, to be able to have empathy
and understanding? In addition to the studies that you have learned, it doesn’t matter
if you are an engineer, or if you are a computer scientist, if you are a biologist or if
you are someone who’s studying languages, studying English. No matter what you are
studying, I think there is a much bigger mission. It’s bigger than us. It’s bigger than
individuals. It’s particularly important because of all the changes that are happening
all over the world as you know. And it’s, I think it’s important to be connected as acommunity of students, but also to be connected as a global citizen. I might ask you
to think as you go through four years here. What does it mean to you to be a global

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Review of Education：University of Fukui 2017

citizen? And not only, you know, that. You have to figure that out, and in relation towhat you are studying, what you are learning, not just from your professors. What are
you learning from each other? And how are you contributing as well? What are you
going to give up yourself to be a global citizen? I do feel that this particular school“GCS”
has the potential to create that kind of education. So I’m really excited for you. I thinkit’s a great opportunity.
Ｆ

Thank you. I’m glad to see you and have an opportunity to talk with you. Actually I

have the same question as her, but what do you think of our program and how was ourclass? I know you saw some classes today, and I was in the composition class of Laurasensei and I’d like to know your first impression of our class.
Ｔ

Sure. Thank you for your question. I think, first, I’m really grateful to Teraokasensei and everyone here for letting me speak to the students because for me it’s
so important to be able to talk to as many students as I can when I am visiting auniversity… because you are the reason why I am here. So when I was observing
your class, I was struck by the careful way in which your professor selected thereadings. That you are looking at and thinking about the rhetorical practices. When
you were writing, and when you were thinking about ethos, and logos, pathos, I
noticed that she was very thoughtful and creative in choosing what you are reading
because the readings such as Martin Luther King Jr. and some of the current topics
that are happening in the media are very relevant. They connected to what I just said
earlier about being a global citizen. Because you are too young to, you know, havebeen directly influenced by what was happening with Martin Luther King Jr., and ofcourse I mean I was too young back then as well, at least I was alive though, you guys
weren’t alive. But no matter what country you are from, there are people in history
that gave of themselves so much and even if they are in a different country, they madeeveryone’s life in the world better because of what they believed in and what they
contributed. Even though Martin Luther King Jr. was a black man in America, his
civil rights approach has influenced everything else that’s happening in the world interms of what does it mean to take a stand and to engage, to realize that you, as anindividual being, are smaller than the big world. It is important to think about what
the bigger mission is. Even though your courses are about composition, the way inwhich she selected the readings, is connecting you to the world, right? Because you
are thinking about how do I write, how do I construct an argument, what were therhetorical practices being used. But the example she has chosen are very powerful.
She could have chosen something else. That might have been entertaining. But your58

professors are very thoughtful, thinking about, even in the practice of writing, how is
she going to help you to ask yourself hard questions. And I really appreciate the way
when she did that. So you might also think when you are taking another subject, and it
might be something that’s maybe not directly related to global citizenship, maybe it’ssomething like chemistry. Or, but you could still think what are the ways in which forsome reason, I’m thinking about the connection of this discipline to other disciplines
or something in my own personal life or something in my friend’s life or the life of
my sister or of my brother’s life, but it’s all about helping you make connections
interestingly. So one of the things I do back in Northeastern is that I direct the centerfor teaching and learning and what a center for teaching and learning is in America is… it is a research center that helps faculty teach better. We use research and cognitive
research to help faculty, to help professors design courses. One of the things that we doknow from a lot of cognitive science and research is that students will learn much more
effectively, really deeply learn, if there is a bigger story, if there is a connection, justsomething that’s meaningful to them personally. And so I think that… but you don’t
have to depend on the professor to do that for you, you can think about what thatconnection is for yourself. Even if you are learning something in a course, and it mightseem like this is really dry and boring, you can make it interesting for yourself because
you could say what does it mean to me and what is the connection I’m creating to help
me be interested in it. And my long answer to your question is I think that the way
in which, you know, I see your classes and the thoughtfulness that your professors arebringing, is done with their intent, their goal for you to help always make connections
and define the meaning.
Ｆ

Thank you. Does anyone have a question?

Ｆ

I thought you talked about the participation by students, to participate in the course

or study or program. But I’m not sure about this idea because the Japanese traditional
study style is that the teacher teaches, and students only listen to what he or shesays. Could you tell us some examples ofstudents participating in studying in US

universities or colleges?
Ｔ

Of course. I think that I’m hoping that in Japan things will change because the restof the world is changing. Even, you know, in July I’m going to China because China isalready changing as well. They are using new methods of teaching where the students
actively participate in discussion. The US has been doing this for many years, Europe
is already doing this. I was a professor in Australia for many years. Australia is doing

59

Review of Education：University of Fukui 2017

this as well. I think the way is… some of your professors are thinking about this.
They’ve tried to change your courses a little bit. But again the way in which learning
works is, so… can I make a confession? Do you know what confession means? Can I
admit something? Can I tell you a secret? That’s what confession is. I will tell you
a secret. This set up that we have right now. All of you are sitting and in rows, andfacing forward, and I’m sitting here at the front. So for learning, this is a terrible set
up. Because this means that I’m the authority, I’m the boss. Right? You’re all overthere listening to me. When I was a professor, I taught biology, microbiology for many
years. We didn’t sit like this. We sat in groups and circles. And I walked around all
the time. Because it’s important for students to be engaged with one another. Because
you just said there you get so much support together, and you support each other,you learn from each other. Right? So that’s what has to happen too in the course.
We want to be thinking about what are the ways in which we can design courses
where the professor can first give some information and maybe ask a question. But
then instead of me sitting up here, waiting for you raise your hand to answer, you are
sitting in groups. And after I ask my question, you are going to talk with each otherto figure out the answer. So that’s in in America, or in in the rest of the world, it’scalled“Active Learning”. And that’s the name of the way of teaching. And so many
universities now have all gone completely to“Active Learning”. Even in large classes,
in my colleague’s chemistry course where they have three hundred students and it’sin a large lecture hall. So you can’t move the seats because it’s fixed. But he still does
“Active Learning”. Because he just tells the students to turn to each other, and talkto one another. Because you know, so you know, what it’s like, right? I’d like to hearfrom you. Give me an example when you figured out something on your own and you
really learned how to do it, so that you could teach someone else. And you became sogood at it… and doesn’t have to be a class. It could be something, you know, outsideof school. But can you tell me when you learned something by yourself? Can I hear an
example from somebody? Oh, ok, here is what we will do. Right now we’re going to do
this as active learning. At your table, talk to your friends at your table. And talk about,share with them about when you learned something by yourself, like I learned how toride a surf board or something, anything, but I’m going to give you one minute and I
want you all to talk to each other. Right now. I’m going to walk around.
One minute（discussion）
Ok. That’s great. I want to hear volunteers. Tell me and doesn’t have to be yours,
maybe you can tell me about what your neighbor told you. Let’s hear. What did you

60learn?
Ｆ

When I read a book.

Ｔ

Ok. So you really learned how to read and you were so excited and interested.
Thank you. What is another example?

Ｆ

Use the internet.

Ｔ

Use the internet, but you’re really good at that, right?

Ｆ

Yes.

Ｔ

Of course, right, it’s so interesting. You keep on, you do, you do, and you figured itout, and then you learned how to do it because you taught by yourself. Let’s hear one
more.
Ｆ

When I do an assignment.

Ｔ

When you do an assignment. How did you learn how to do an assignment?

Ｆ

If I see the some part which I don’t know, I surf the internet.

Ｔ

Great. The reason why you want to do it is because you are very interested. It’s not

because someone gave you an assignment and book as well. You got an assignment.
If you want to do it and if you decided to learn how to do it, the reason was your real
personal motivation. But that’s what has to happen in the class. Because if I just sit
here, and just tell you to memorize microbiology, that’s going to be really boring.
When I taught microbiology in university… I tell everyone that microbiology is thebest thing in the world because I want them to know how excited I am. That’s why I
became a microbiologist. And then I tell them the reason why it’s the best thing in theworld. It’s because I could tell every single person in this room that everything you
do today is based on microbiology. You can’t live without microbiology. And so then I
connected to real life first because I talk about it... Do you like chocolate?
（Students say yes）

61

Review of Education：University of Fukui 2017Ｔ

You can’t have chocolate if you don’t have microbiology. Do you know how chocolate
is made?

Ｆ

Cacao.

Ｔ

Cacao. Where is cacao come from?

Ｆ

Ghana.

Ｔ

And how do you get it from Ghana? What does it look like when you first get cacao?

What is cacao?
Ｆ

Plant.

Ｔ

It is a plant.

Ｆ

Seed.

Ｔ

Seed! Uh it’s actually quite big. It’s a cacao bean, like this. And you get it in Ghana

because you like whack the tree and stuff falls on the ground. But you don’t pick up
the harvest. Leave it on the ground. You cover it, and then you let it ferment. It’s likemaking“natto”only you’re using cacao. And then it starts fermenting. It starts toturn into cocoa which you then pound and grind to make the chocolate powder. Right.
So those of the kinds of stories, my students remember because my students don’t
remember if I say,“well the process of fermentation is…”and I go to the board andstart writing all these equations down. That’s horrible. That’s boring. But if I startwith the cocoa story, the cacao story, or something else, you are going to remember
that, even after you graduate, you are going to remember that. Because it’s a story
and it is a fun story. So active learning is about really making human connections. To
say let’s think about something you know about and you can connect with. So how do
I make my discipline? How do I make my information connect with your information?
And so that’s what I do right now. Because I hate sitting here and having to stand totalk to you. Because first I wanted you to have a chance to talk to each other. So you
get interested in the subject matter, right. And then you share with me and I have aconversation with you. But you are still learning a lot because right now I taught you a
lot of things and I taught you about microbiology, I taught you about active learning.
But you don’t know that you’re learning because you just, you know, you’re62

listening to the stories. But you’re learning. So that’s the methodology that we use
in America to teach different subjects. I’m excited because I think that here in Fukui
your professors are interested in, you know, they are very committed, and they arevery dedicated and they are thinking about the ways in which they are going to set up,
and to continue to develop the GCS curriculum and what are the ways in which theywant to create interesting experiences for the students. So any other questions?
Ｆ

I want to listen to your experience and what was the biggest and the most difficult

problems you faced and how did you overcome the problem in your life?
Ｔ

That’s a hard question. Actually I’ll tell you one experience that was really hard,which is why… I think it’s why I became a professor, why I became a teacher. WhenI was five years old, my dream was to become a veterinarian. Do you know what thatis?“juui”and because I love dogs, I really thought that’s what I was going to be. So,
I applied to go to university and, you know, I was, you know, thinking about what I
was going to study and I decided I like biology. So that’s… OK [I thought], I’ll study
biology because I could, you know, apply to go to veterinarian school afterwards.
Because in US, you have to first finish your undergraduate degree, then you have to
get a graduate school degree to get a veterinarian degree or a medical degree. But myfather decided I was not going to become a veterinarian because he said“That’s astupid profession. Why should you take care of dogs?”He said“You should be a doctor.
You should take care of people.”And it was really hard because my parents wereactually from Japan, they migrated to the US. I was born in New York. And I was very
obedient. I had to do everything they said because I wanted to show them, I was, youknow, I was older, the oldest daughter, I had to set an example, so I never, it neveroccurred to me that I could disobey my parents. I should always do what they, youknow, recommended because they said they knew best, right? And so, I didn’t becomea veterinarian, but even so I thought I have to apply medical school, and go to medical
school, and then in my third year, I took a course. I took a research course in biology,
and it was fabulous, because this course was only about… so this is like way before you
guys were born, when genetic engineering, do you know genetic engineering? … So thiswas first starting in the world, right. So the whole field of biotechnology was starting.
It was a very exciting time to be in on it. I went to University in Massachusetts. And
that’s where a lot of great research was happening. It was a great time to be there,
and the course that I took was… we wrote research papers, but there were no lectures.
The whole of the course, we were in the lab all the time. And we were doing realresearch that the professors were doing in their lab. It was so exciting for me because

63Review of Education：University of Fukui 2017it didn’t feel like school work. I just couldn’t wait to get to the library every day. And
I found out that there was a career, called being a scientist where you could go and get
a PhD and you could do research for the rest of your life. And I was amazed: Really?
I could get a PhD? With just doing this? And my professor said“Yes. You could go tograduate school and get a PhD.”And that was amazing to me that I could do this for
my career, but I was afraid to tell my father that I was not going to be a doctor. So I
lied. For the first time in my life. Because he gave me, he gave me money so I could
apply to take the test for medical school and instead I took the test for graduate school.
And he asked me,“Are you applying? Are you’re going to be a doctor?”“Yes. I’m
going to be a doctor”I didn’t tell him what kind of doctor, because I was going to be a
PhD, not MD. And um so, you know so the lesson there was, it was hard because it wasso disappointing, but even though I was so disappointed I found something that I wasreally passionate about. And then I had to have the courage to say no to my parents. I
have two kids. They say no to me all the time. But I think, you know, as a teacher, andas a mother, I really believe in supporting the dreams of students, and the passion of
students. I think, if you could find a passion, that is so lucky because I think… I saw a
lot of students when I was a professor. I saw many students in my class whose parents
told them“You’re going to be a doctor. That’s why you’re taking microbiology.”And
they were so unhappy because they didn’t want to be a doctor. But once in a while, I
see a student who has a true passion. And their secret, they share their secret with me.
The secret was they want to be an artist. And I said“That’s great. That’s amazing.
What are you doing in my class?”And he said,“I have to be a doctor.”And I said,“No.
you know, just let’s work together. And you know, you can still stay in my class. But I’mgoing to get you into the art class and you’re going to sort of, you have to follow yourpassion.” Um, it’s hard because, you know, my… I know my daughter’s friends haveparents that are very strict, and they say:“You must be a computer scientist, or you
must be a doctor or engineer, something, because you have to have a great job.”And
it’s hard for their friends because sometimes they don’t want to do that. But I really
believe that if you follow your passion so that when you get up in the morning, and you
go to work, it doesn’t feel like you are going to work, right? You feel like you’re goingto play, because you love what you are doing. That’s the best thing in life you can
ask for. Because if you love it, and you’re really passionate about it, you’re going to
do well. And then you’re going to… it’s going to open up more opportunities for you.
Some of the, you know, the really famous, um, in America there are some really famous
screenwriters, people who write like television shows. And then it turns out that they
started out by studying English and writing in college just because they loved it. And
their parents said“Don’t do that. Don’t study English and writing because you’ll

64never have a job.”But they loved it so much they kept doing it. And then they werebrilliant writers and eventually they got other opportunities. One of my closest friend’s
brother, a cousin, is a screenwriter. Um, here in Japan did you have the, do they havethe American TV show, called“West Wing”? Never heard of it? It was very popularin America. Um, it was a TV show and it was all about the White House. It was goodwriting. The writer for the“West Wing”was my friend’s cousin who was an English
major. And he kept writing because he loved it and then he got so good at it, that, thepresidential campaign, the Obama campaign, asked him to write Obama’s speeches,
so he went to Washington and he started to write Obama’s speeches. And then fromthere, he wondered,“what I am going to do next? And he decided“my passion is stillwriting, but I am going to try to write for television because this is a challenge that
I’ve never done before.”So he really studied hard to learn how to write for television,and then he became so successful that he went to Hollywood, and then they gave him
his own show, and so I think the way you find your place is because you’re passionate
about something. And that doesn’t mean you have to know what it is right now.
Because part of the experience of university is to really understand, not just what
you’re studying, but just as important, is to understand yourself. It’s about learning a
lot about yourself. And you’re going to learn a lot about yourself during your studies.
In realizing,“when am I really excited?”or“when am I really feeling like?”or“thisis so exciting I don’t want to stop,”versus“when I feel like I can’t do this right,”
or“I’m just not interested.”And you have to listen to yourself. Then you also haveto think about …what I know is always stressful to think about; graduation, jobs andemployment. But you really have to figure out how you’re going to really learn how tolearn, follow your passion and shape opportunities. And part of that… it doesn’t comefrom reading books, learning from the text book. It comes from, as I said earlier, youhave to really be engaged with the world, engaged with one another. And talk to yourprofessors, talk to lots of people on this campus. I think that’s what all the educators
are here to do—support our students. Does that answer your question, about what
terrible thing happened to me?
Any other questions?
Ｆ

Before I came to Fukui, I lived in Yamanashi. Yamanashi is a very small prefecture.

And I think Fukui is a small city and prefecture. What is the most important thing forthese small cities and small prefectures to do to globalize?
ＴI think every city, no matter how big or small, has its own culture. And it has its
own strength and identity. And my definition of globalization doesn’t only mean

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Review of Education：University of Fukui 2017

connection to the world, the other countries. Because do you know the meaning of theword“mindset”? Can you translate“mindset”for everybody?
Ｆ

その人の何かに対する姿勢とか考え方

Ｔ

Thank you. When we talk about global mindset, global mindset doesn’t mean always

the rest of the world or the other countries and cultures. Global mindset also means
openness to new ideas, and connection and thinking about things in new ways andbeing adaptable. Because in order to be a true citizen of the world, we first have tohave a global mindset. So you can have a global mindset within your own communityand your own city which allows you to be prepared, to engage with the world. I canremember people that I know who traveled a lot. They traveled all over the world.
They didn’t have a global mindset. And no matter where they went they still wanted
to be American, and so they missed the whole point of traveling because they learned
nothing. So there are ways in which, let’s say, in a small, regional city like Fukui, amindset can be global by paying attention to a local community and understanding
how we… even, how we connect to close differences, because even within the samecity there can be differences, right? And or there could be in the smaller places, there
might be some migrant populations that come in, and I know, you know, in America
we have small cities, but we have a large influx of refugees or immigrant populations
or different ethnicities. And we need to engage in saying, ok, how, as, as communities
how do we take from each other? So I think that a place like Fukui which has a strong
community can think about global mindset as a strength. So that there is a preparation
to be connected to others when they come to Fukui, but also when Fukui makes
connections with other countries, there could be, there is much more strength andconnection in that. I think it’s hard if in your small city, you know, it’s not going to bepossible. I grew up in New York City. So, you can’t ever do the things that New Yorkdoes, because New York is a destination for everyone to come all the time, but you
don’t have to do that to be global. You can actually sort of think about ways in which
we become informed, citizens, and to be, to be very kind of generous of heart, generousof mind to be able to do that.

66

Ｆ

Thank you.

Ｔ

Sure. Any questions?

Ｆ

I know US students study hard, so what is it that they maintain to do that and what

motivates them, and what are the differences between US students and Japanese
students?
Ｔ

I don’t think there is a typical US student. Even among US students, there are somany differences. So some students work really hard and some students don’t work
hard, so I think that, you know, probably US has a reputation that the students work so
hard in college. I think a part of the reputation comes from the universities, you know,
the really top universities that the world knows about. And so then, you think about
the students, about those universities, they work so hard, and you have to work so
hard to get in. But the US has hundreds of universities, and they are all different andsome of… and the students have different priorities, so, so maybe, you know, maybe,
my answer to both of your questions is that the difference between Japanese students
and US students are that there is no typical US student, but I guess my question to
you is would you say that there is a typical Japanese student? You are all different.
So in every country you’re going to find differences. Um, for example, I would hate forthe world to think that all Americans are Donald Trump. That would be awful, I’m an
American, and I don’t want him to represent me. That’s not the world I like. So, youknow, every country has a big collection of different people. And I think that’s maybe,
that’s also a part of what we need to be global citizens and have a global mindset…
to recognize that there are differences even within one country or one culture, andwe have to have an open mind to think about;“OK, so what are the ways… if I learn
from all of these different cultures.”It’s like food. You don’t, you don’t want to eat
the same thing every single day, right? There are different variations on that, so, and I
think… but if I think about, not necessarily the students, but the educational systems
then, they are very different. I mean for the reason you already said, you know that theJapanese system is very structured in comparison to the American system. So that’s
the big difference.
Ｆ

Next year, many second GCS students will go abroad but I’m worried about myEnglish skills and how to live in another country and how to communicate withstudents in other countries, so what are the important and necessary things to prepare
for going abroad?
Ｔ

You are not the only one. Everyone’s going to be worried when they have to go

abroad, because there are so many things you do not know. But what I would say isthat you don’t have to think that everyone is looking at you or judging you. You wantto embrace the opportunity to say“I am learning all the time, I shouldn’t be afraid

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Review of Education：University of Fukui 2017of asking questions,”because when you study abroad, people in the host country aregoing to know that you are from another country and they’ll be very patient, andthey’ll be happy to try to help you, right?

…to answer the question. You are notexpected to know everything, you are not expected to know the answer. I would say“don’t be afraid to ask questions,”and people are very kind. I feel that everywhere in
the world there are kind people that want to help. And you will find them. And so it’ssuch a great opportunity to practice your language. I would go with the attitude thatyou’re going to learn, learn, learn and just enjoy yourself, I mean really enjoy yourself,
make friendships, don’t try to only… don’t be afraid to try things. American students
are all different. Some American students when they study abroad, they completely
immerse themselves. They want to do everything, they want to try everything, makefriendships, they want to really…even if there are, let’s say good friends… and try topractice French. Even if their French isn’t so good, they don’t care. They just go andtry. And French people really appreciate it. I have also seen some American students
who study abroad, and they only want to stay with other American students and they
don’t want to do anything else. And that’s terrible because why go abroad, if you
are going to be with other American students, and you only eat American food. That
defeats the whole purpose. So really sort of embrace it, and you’ll enjoy. It will befabulous. You’ll make wonderful friends.
Any other questions?
Ｆ

I have a lot of things that I want to do, but also I have a lot of things that I have todo, so sometimes I don’t know my priority to do something. What should I do when I
face these things?
Ｔ

Can you give me an example?

Ｆ

Homework.

Ｔ

Homework is important. One of the lessons that I had to learn when I went touniversity is time management. It is hard because you have to say“OK. I got, youknow, this many hours, I’ve got all these things that I have to do, then I have to do
things that I want to do. So how do I priorities right? What is my priority? How do I
allocate my time? How do I divide my time so I can manage both?”One of the things
you should recognize is, let’s say you’re working on something that you have to do,like homework or paper something, but you realize that you’re not making progress.
I would say“stop and put it aside.”Because if you’re not making progress and you

68struggling, that means it’s time for a break, and do something else. Because otherwise
you going to be wasting time. And sometimes when you take something and put it
aside and work on something else, and then you come back to it, maybe you have a
breakthrough, right? Maybe you have a new idea. But you have to recognize that.
You have to self-monitor, and realize“oh this is what I’m doing.”So really one of thehardest things to learn for me, at least when I was in university, was time management,
and to get better at it.
I didn’t have the internet and you are distracted by the internet. It’s so easy to… once you are online, you’re on the phone whenever, or you’re texting, you forget
how much time has passed. So you might want to think about how much time you’re
spending on your phone or the internet. If you feel“I’m not getting enough sleep,”or“I don’t have enough time to do this,”maybe for three days keep a diary of how muchtime you’re spending on your phone or texting, and whatever, and you will be amazedat how much time you’re spending and you could say“OK, if I took all that time, I
would get a lot more done,”and you know I do, too, right? When I’m online, I forget
about the time. But it’s really hard sometimes when you are, especially when you havea deadline, you have things that you have to do, it’s so easy to just get on the web
because you don’t want to do your homework.
Any other questions?
Ｆ

I have a question about my dream. You told interesting story about your dream andyour experiences. So now I don’t have big dream. It means I cannot decide what I
should do in the future. How can I find my dream while in university?
Ｔ

I would not be worried if you do not have dream right now because a lot of
university students don’t know what their dream is until later. And I think sometimes
you find a dream by taking a course and you think“This is so interesting. I want toknow more.”And so here is the challenge, because I understand that the Japanesesystem is different from the US system, because for your course of study you havecourses that you must take— requirements. But do you also have electives? Do you
know what electives are? So in America, outside of your required courses for study,
you can take, maybe, you know, three or five courses from anything. Those are called
electives. You don’t have that. So you must take what is in the program. Do you
have some choice? And when you make the choice, are there opportunities you might
explore something new?

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Review of Education：University of Fukui 2017

Ｆ

Maybe we have some chance to choose the courses, but there are not so many.

Ｔ

All right. So given that you don’t have a whole lot of choices, you might still findsomething interesting in your course, or maybe there is a project that you work onthat is very exciting to you, and you decide I want to know more about this subject, ormaybe there are some kind of volunteer opportunities, or when you study abroad, you
get exposed to other things. But if you keep an open mind, and if you find somethinginteresting, push yourself to learn more about it. Because sometimes you might readsomething in the class or maybe there is a small assignment or project that you think
was interesting. But don’t stop there. Don’t stop, don’t, just finish the assignment
but say“what else can I read? how can I find out more?”Because if you hear…if
you notice yourself being interested, then listen to yourself.“I should find out more.”
Because sometimes passion comes from a little, tiny spark. Passion comes from yourown personal hobbies. Do you have any hobbies? What are they?
Ｆ

Listening to music.

Ｆ

Reading books or watching movies.

Ｔ

Ok. So you are very interested in the performing arts, music, books and movies.
This is enjoyable to you and because it’s relaxing you enjoy doing it. And maybe

there are ways, sometime in the future… maybe you’ll become a music critique. You
like to read. You like to listen to music. You like to watch movies. Maybe when you
are writing about it, it becomes more enjoyable to you. If in your writing class you
have to pick up a subject, you could think of a way to critically analyze music, right?
But think about ways in which you could connect your personal life sometimes to yourschool work, if it makes sense. And there’re ways in which you could do that. My
younger daughter, younger daughter who… she will start university this fall— herpassion has always been theater. She loves going to plays, and she started acting, youknow, just in school. And even though it was meant to be a hobby, it became a realpassion for her. And so, you know, she is, in addition to school work she also performs
in the professional theater after school. And I think this is the part of me where I
remembered my big disappointment in life, and when my father told me that I couldn’t
be a vet. And for me, I thought, “how lucky! She has a passion.” All of the othermothers were telling me,“That’s terrible. You can’t let your daughter go into acting.
You know, she’s never get a job. You should tell her to go study computer science or70something.”And I said“No. she’s got a passion, and I’m going to support it.”And I
think, I just think it’s so lucky when someone finds a passion. It’s really beautiful. I
think it’s great. But you’ll find it, you know, don’t worry about it if you don’t have
one right now. There is no deadline. In fact, my friend who is one of the world’s top
neuroscientists, do you know neuroscientist? Yes? So his specialty is he researches
smell’s functions and the world’s top perfume companies use him as a consultant.
But he found his passion when he was 40 years old. Before that, he was a theater
director. And I mean he has a passion about that, too. But he was in California andhe was a director, directed theater, and put on many plays and then he accidentallyfound neuroscience because one of the people that used to come to his plays was ascientist, and they used to talk. And then he got really interested because he didn’tknow anything about biology, and the more they talked, the more he realized this isfascinating, you know? He didn’t even know there was so much to be done. And so
he started school all over again. He went back to university, and at forty he found his
passion. His second passion. Any other questions?
Ｆ

I think it is a little sensitive question. Have you ever experienced being discriminatedagainst? Because you look Japanese, but in America there are a lot of white people orother people, so I think discrimination against others who have different cultures andtraditions and religions is a big and serious problem around the world like ISIS andterrorism, so I want to listen to these things.

Ｔ

Sure. It’s interesting, because today in New York City, there are so many Japanese,and so many Asians in general. And interestingly when I was a child in New York City,
there were very few in my neighborhood. And so I felt, I was discriminated against,
not, interestingly, not by my teachers or my friends at school but just aside when I waswalking to school. So I know what that feels like. But then as an adult, as a woman, asa scientist, in my adult life, I faced discrimination again. Not because I’m Asian, but
because I was a woman in science. And in my department at my previous university
when I was in Australia, at one point, my department was, there were seventy faculty,
seventy professors all together and only three were women, and I was one of them.
And, so the men were very discriminatory towards the women. And so, it’s hard when
you experience that. I would say that it made me tough. I learned a lot and how tofocus on the work and how to be very clear and articulate when I was speaking, so that
… I had to do that because I needed to make sure that I got my point across. So it goesto the broader issue, and, discrimination in America, racism in America, I mean racism
exists. It’s not, I think there is an impression in the rest of the world that America

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Review of Education：University of Fukui 2017is terrible because everyone’s racist, all the African Americans are being suppressedand everything. It’s more subtle than that. I mean there are different ranges of racism.
I would say on a day to day basis? No, I don’t experience anything because Boston
and New York are so multicultural and university experience is so diverse and so
welcoming. And universities in America are wonderful because the students are very
engaged and very attentive and alert, and absolutely committed to making sure thatthey as students are very active in fighting any kind of discrimination. But it still
happens. It could happen in subtle ways, right?... if someone may not get a job becauseof who they are, but you can’t ever prove it. So part of being a global citizen is also
to be thinking in inclusive ways. To be aware of our own biases; we all have implicit
biases. We can’t help it. But the important thing is to at least be aware of it to realize“oh I just said something and I didn’t mean to say it, but I realize the impact might
have had on someone.”That’s step number 1. And step number 2 is to not be afraid tospeak out. I used to be afraid and shy when I was being discriminated against. I havelearned to speak out and to, not in an aggressive way, just kind of question,“Did you
really mean that?”to be able to engage and connect with others.
But I feel like the values of GCS, where you’re thinking about global engagement
and becoming more connected with each other, learning how to communicate is reallykey because if we’re thinking about the ways which we can create a better society,then we have to think about communication and connection and empathy. What does it
feel like to be somebody else? But America is a wonderful place, it’s very diverse, it’s
extraordinarily crazy in a good way.
Thank you so much for your questions and your time. You are amazing. Remember
you are the future. No pressure. And I wish you all of your luck in your study. Be kindto each other. Be kind to yourself as well, and have a great life. Thank you.
Ｆ

72

Thank you.

Meeting with Faculty Members of the School of Global andCommunity Studies
国際地域学部教員との意見交換会

Review of Education：University of Fukui 2017

Meeting with Faculty Members of the School of Global and Community Studies
Date

Thursday, May 25, 2017

Time

13：30 – 16：30

Place

Community Plaza, 2nd floor, Education Building

Members Present
Dr. Kathy M. Takayama（Northeastern University）
Hideo Teraoka, Vice President for International Affairs
Ryuji Nakata, Trustee, Vice President for Education and Student Affairs
Yasuko Hori, Trustee
Nobuharu Onoda, Dean, Graduate School of Engineering
Yukio Funaki, Senior Advisor
Yukio Akashi, Professor, Architecture and Civil Engineering, Graduate School ofEngineering
Norifumi Yamada, Professor, Information Science, Graduate School of Engineering
Takahiro Endo, Associate Professor, Graduate School of Education
Faculty Members of the School of Global and Community Studies
Interpreter
Wataru Hanai, Assistant Professor, Graduate School of Education
Azusa Matsuo, Staff of the Educational Division
Speakers
Ｔ：Dr. Kathy M. Takayama

Ｆ：Members of the University of Fukui

Ｉ：Interpreter（Teraoka） Four years ago, we invited Takayama-sensei from Brown University.

During her five-day stay, it was a very tight schedule, but we could receive many
great insights and suggestions which pushed us to reform governance and curriculum
courses. Just then, we wanted to establish a new faculty, the School of Global andCommunity Studies. So we kept in mind her advice to make a new curriculum andacademic system. Although there are issues regarding manpower and budget, we must
continue this reform in the future. Our faculty’s curriculum and academic system
included the local model to reform at this university. So we are very happy to meetagain with Takayama-sensei and have her join us for this session today, thank you. The
main members are our faculty members and others, such as board members, Nakatasensei, Hori-sensei, and Dean Onoda-sensei and our counselor Funaki-san and anotherfaculty of Engineering, Akashi-sensei, Yamada-sensei and staff. Thank you for all for
attending today, and I hope it will be good for us in the future. Thank you.
１．基調報告 “Institutional Strategies for a Student-Centered Learning Ecosystem”
Dr.Kathy M.Takayama（Northeastern University）

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Meeting with Faculty Members of the School of Global and Community Studies

Ｔ

Thank you very much Teraoka-sensei and thank you to all the people meeting me

and being so gracious in welcoming me. It’s wonderful to be back. You can feel free tointerrupt and ask questions so that if there is something you want me to explain more,
please feel free. I don’t want this to be so formal that you don’t have a chance to askme.
I have asked you to talk about a few different subjects in relation to what you’reinterested in here in Fukui and so I thought about my title of the talk and titled
it “Institutional Strategies for a Student-Centered Learning Ecosystem,” because I
wanted to emphasize the idea of ecosystem, which is unusual because we think about
our universities as being revered institutions of instruction. But I think what’s reallyexciting that’s happening in Fukui right now as well as the rest of the world is that
we, and higher education are thinking about the entire whole student development andwhat does it mean for an institution to be in ecosystem where we’re all participatory
and supporting that developmental process and we ourselves are evolving asuniversities, as faculties, as administrations.
〇 Gallup と Purdue 大学が共同で行なわれた興味深い調査からＴ

I wanted to just start with introducing to you an interesting study that was done.
It was a large poll by Gallup-Purdue. Gallup is one of the major polling or survey
research institutions in America and Gallup joined forces with Purdue University,
which in America is one of the premier institutions for doing institutional assessment
work. They had this interesting survey in 2014 which they called“Great Jobs andGreat Lives.”They wanted to know and so they tracked graduates of universities andso many years later, when they were already in the workplace in many different kindsof professions, they asked the graduates what mattered most during their university
student experience in relation to where you are right now. It was called the“Great
Jobs and Great Lives” study, because they wanted to understand what were theinfluences that happened to you during college which have long-lasting impact on theoutcomes of your career. Now, your career is really connected to the quality of your life
as you know. So in relation to that, there was quite a bit of publicity and there weremany newspapers that covered the outcomes, because it’s interesting. This particular
article talks about what happens to you in college. It’ll have long-term impact in what
happens to you many years later, in the quality of your life, in the ways in which you
succeed, and if we turn to the next slide, it turns out that the most important factors
are workplace engagement, which they called great jobs, and well-being, meaning
quality of life, happiness as related to what the standard of being lives.

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First there are two things; first, if you had a mentor during college that deeply caredabout you. Really engaged with you and made you excited about the learning and also
encouraged you to pursue your dreams; really supported you thinking about what
is your passion. Together with experiences during college and experiential learning,and by experiential learning, the definition of that was that it had to last at least one
semester. Something short in a course was not enough, but it had to be at least one
semester or longer in length. Experiential could also include extra-curricular activities,
so didn’t have to be directly related to the coursework, but jobs for internships aswell, and the ways in which they connected the classroom learning to that experiential
learning was critical. So they find that across all the thousands of students that theysurveyed, these two factors are most important for long-term outcomes. The reason
why I’m bringing this up is because we don’t really think about these things all
the time. We are really focused on the ways in which we design our courses, thecurriculum and degree program, all the requirements, what students have to do. But
if this is so important, if these are the things that really make a difference in terms ofwhat these students’lives are like when they go off in terms of long-term, what were
they producing for society? Why is it that we don’t think about these things. We don’t
think about the university as an ecosystem as opposed to a collection of college andschools’departments and various systems.
So in the next slide, I guess the challenge to us really is how can universities create
these learning ecosystems that can lead to great jobs and great lives.
Ｉ 〔スライド 2 より〕Gallup と Purdue 大学が共同で行なわれた調査について説明されています。
Gallup はアメリカの民間の有名な調査会社であり、様々な調査を行っています。Gallup 大学は組織の調査に長けていることで有名なアメリカの Purdue 大学と共同調査を行いました。調査内容は、「長期に渡り成果を出すために、大学生の経験の中で最も重要なのは何か」というものでした。
〔スライド 3,4,5 より〕調査で明らかになったことは、職場でのエンゲージメント（好条件の仕事）や、学生の卒業後の人生の幸福度の最も重要な２つの要因を明らかにしています。一つは、メンターの存在です。ただメンターを付けるのではなく、できるだけ学生に寄り添い、一人一人の学修状況や、大学生活全般において連携を取りながら、学生のことを一生懸命に考え、近くにいてくれるメンターである必要があります。二つ目は、体験学習です。体験学修は、1 学期以上に渡って継続して行うことが重要です。1 学期未満はあまり効果がないとの結果が出ています。
〔スライド 6 より〕「好条件の仕事」と、卒業後の「素晴らしい人生」に繋がる「学習エコシステム」
を作り出すために、大学として何ができるのか、これから引き続きお話ししていただきます。

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Meeting with Faculty Members of the School of Global and Community Studies

From the next slide, I’m going to tell you about the most important qualities that atＴleast in America but in some other countries as well, employers find important for theuniversity graduates of today. 1000 employers in 25 industries were surveyed in what
they say were the most important qualities in those employees that have the skills theyneeded and least came from third industries.
You can see that all of these qualities are indeed absolutely important, but they’re
not necessarily tied to a discipline. Of course, we train them in the discipline to become
great engineers, great authors, people in the workplace, professionals, but we are notnecessarily intentionally thinking about these qualities within the ways of designing thecurriculum. There is a way in which there’s intentionality behind it, as opposed to anassumption that they’re picking up these skills or sometimes perhaps they’re naturally
bringing them into the university.
Ｉ 〔スライド 7 より〕アメリカの 25 の企業における 1,000 人の雇用者に「卒業生に求める特性」について聞き取り調査を行った結果、9 つの価値を大切にしているということです。問題は、これらの価値が産業界で重要視されているが、そういった能力・スキルが大学での学びに繋がってこないということです。
〇ノースイースタン大学における体験学習の取組

Ｔ

So in relation to that, I’ll tell you a little bit about my institution, where I’mcurrently in, Northeastern University, and the reason why I want to tell you a little
bit is because the university is unusual. In America, we have different faculties thatare trying to work together as an ecosystem to create the graduates of tomorrow.
Northeastern was established in 1898 and it identified itself as a global experiential
research university. It’s located in Boston, Massachusetts. They have 14,000
undergraduates and 6,000 graduate students. We really emphasize the experiential
because unlike other universities in America, 96 % of the Northeastern students will
have completed at least one CO−
OP. CO−OP is short for Cooperative
Education. It is unique and it is six
months of full time paid professional
employment as part of yourundergraduate degree. It’s not aninternship and it’s not a research
project, just you employed in theworkplace.

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Most Northeastern students will not do just one co-op but two co-ops, which meansthat oftentimes, the undergraduate degree may be a five-year degree if you’re doing
two co-ops, but the employer ability rate is pretty high. 98% of Northeastern graduates
end up in full time employment, because of that CO−OP experience. What does itmean for experiential learning? Go to the next slide. I’d like to show you just a brief
video.
Ｉ

ノースイースタン大学における体験学習ついて紹介いたします。
ノースイースタン大学は、1898 年に設立され、グローバルな体験学習を研究している大学として、全米で注目されています。大学には 14,000 人の学部生と、6,000 人の大学院生が所属しています。
ノースイースタン大学では、体験学習として「CO−OP 教育」というものをしています。これは、6 ヶ月間の体験学習を学部生が行うというプログラムになっており、いわゆる職場体験やインターン
シップとは異なるもので、企業で最低 6 ヶ月間、体験学習を行います。場合によっては、6 ヶ月間の体験学習を 2 回履修する学生もいれば、1 回履修する学生もおり、中には 5 年間大学に在籍する学部生もいます。企業側の利点として、学部生のうちから優秀な人材を確保できるということ、学生側の利点として、責任のある仕事を現場で体験できるということが CO−OP 教育の特徴になります。
それでは、短いビデオで CO−OP 教育を紹介していただきます。
≪ビデオ≫

Website: Northeastern University – CO−OP

https://www.northeastern.edu/coop/employers/coop/
Ｆ You use the word ecosystem. I don’t understand the definition of ecosystem. Do you

mean ecosystem is a topic of subject which students will learn more or you’re talking
about an educational system where you’ll encourage students to learn more?
So what we need, what I mean by an ecosystem is the second idea, where theＴstudents are learning more, not just their subject, and not just the students’learning,but the university is functioning like an ecosystem where everything is connected.
Ｉ

エコシステムは大学での教科の学習だけではなく、体験学習を含めて学ぶということと、それだけではなく、大学の組織自体を学んでいき、それを有期的に学生の学びと連動していくようなシステムのことを、エコシステムと定義しています。

≪ビデオ≫
Ｉ

今のが、ノースイースタン大学における CO−OP 教育における例になりますが、CO−OP 教育は、先ほど６か月間の体験教育と説明させていただきましたが、有償です。給料も支払われる形で、日本

78

Meeting with Faculty Members of the School of Global and Community Studiesの無償のインターシップとは違って、有償で働くということです。フルタイムで働きますので、そういう意味でも、真意の体験学習をできるというところが、インターンシップとは違うものになります。

CO−OP 教育というのは、正式には、Cooperative Education といいまして、Cooperative、つまり企業と大学が連携して行う学習ということで、Cooperative 教育、それを略しまして、CO−OP 教
育といいます。日本でも、すでにいくつかの研究で、CO−OP 教育と訳されています。次に、サラさんの例が出てきますが、彼女は最初に CO−OP 教育を受けるのですが、アメリカから最初に南米、ブラジルに行き、そこで勉強した後に、フィリピンに移動し、そこでさらに働きながら探求を深めていく。健康保険についての知識を、働きながら深めていき、それを他の同僚や先生方と共有すること
で、理論や実践とつながっていき、彼女の中で将来の仕事につながっていったという例になります。
ＴSo, in addition to experiential learning through strategy as CO−OP, we also have,what is called Social Impact Lab. And this is the way in which the institution does
cooperative engagement and community service engagement as a part of the course.
So it’s not an extra-curricular activity and it’s not a volunteer activity, but students
are learning the application of theory into practice and supply it directly to a local
community. The Social Impact Lab is particularly known for their work in developing
what’s called Experiential Philanthropy Education. And what the students do is theylearn about civic engagement and they learn about the field of philanthropy. How social
and nonprofit organizations are structured, how to measure impacts, the organizational
principles and what that means when you are engaging in this kind of work. The
experiential part is where the students are working in teams and they are given theopportunity to grant ten thousand dollars to a particular charity, foundation, or benefit
the local community, but they have to do all the research and they have to apply thetheory into making the best use of that donation because they want to measure all theways in which they can be assured that the money is going to make impact. What is
it used for and what is the organization? So this is a very complex way of applying
theory. The practice is very stressful for the students, as well. But it’s extremelycollaborative and the students work really hard to do this because it’s real life.
Ｉ

この社会的インパクトラボという授業があり、こちらに関しては、ボランティア活動とは違って、単なるボランティア活動とは異なり、慈善教育を行っており、それぞれの学生が実際に現場で何が必要とされているのか、現場に行き状況を確認して、その地域について研究をして、それを実際に自分たちで概念化・理論化をして、現場に落とし込んでいくところまで、すべて学生が主体的にやらないといけない。そのため学生は真剣に取り組んでいます。これが、なぜ学生がやりがいを感じるのかというと、自分たちで理論とか概念化したものが、現場に入っていくということで、そこに楽しさを学生が見出し、それがこの社会的インパクトラボの授業の重要な効果であります。

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Then in the next slide, I want to share with you what small ways you can still haveＴexperiential learning or team-based learning or collaboration based or project-basedlearning. You don’t necessarily have to have funding such as a social impact lab. And
there are many ways that this has been done in universities and across the world, notjust in America, in UK, Europe, Australia and Canada. This field called students aspartners and, students as partners means the students have a partnership with facultyor the university administration to work on something that is a benefit to everybody.
It is a partnership because they are not necessarily being told what to do by a faculty
member. But they are together collaboratively working on something. It’s experiential
and it’s again application of theory to practice, but they are very invested because
they are giving back to the university as an educational experience.
Ｉ

先ほどの社会的インパクトラボについては、実際に行った際にはかなり高額なファンディングが必要で、たくさんの企業との連携があってこそこれが実現できるということです。 次のスライド < ス
ライド 11> では、実際にファンディングが必要でない、こういったＰＢＬ、課外派遣学習をどういう風にやっていけばいいのかというのが、こちらであげられています。 学生が大学のパートナーという風な考え方です。 これは、例えば学部のコースの設計や開発、それからコースの円滑化、ピア・ラーニングなど、こういったプログラムを、学生と学部の事務と共同で作っていくというやり方です。
学生が実際にコース設計に参加するというところで、学生にとっても体験学習になります。

ＴSo, examples here show different ways of students as partners having high impacts.

In many suggestions, students form a partnership with faculty in redesigning acourse or developing any course. They become very strong in analysis and become
experiential partners because oftentimes the students would have taken the coursewith the faculty member and then after they take the course, they become a partner
to the faculty to improve the course because they know what the experience was.
They have great contributions helping the faculty member understand how might they
redesign the course to make the students understand it better because the students can
explain to them,“In week three, the lecture covered this, but really don’t understandthat,”so we might make some suggestions on how you might change the course a little
bit. The students have worked very hard. They do research when redesigning thecourse with the faculty member. The partnership is very strong and it’s resulted inmany improved courses across the discipline, across different kinds of universities. It’san extremely economical model as well because the students are actually getting credit
for doing this, so you are not paying the students, but they feel very privileged andhonored to be able to contribute in this way.

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Meeting with Faculty Members of the School of Global and Community Studies

Ｉ

先に少し説明してしまったのですが、このパートナーとしての学生という学部の科目では、ここであげられているように５つのコースがあります。コースの設計開発、コースの円滑化、コミュニティ、
市民参加、機関プロジェクトや共同カリキュラムプロジェクトというような、学部教育の設計に、学生に参加してもらい、共同して作っていくことで、学生にとっては、学内で体験学習をしながら単位を取っていくというメリットがあり、また、大学にとっても、効率的に、経済的にも、学部教育の改善にもつながるというところで、非常に高いインパクトがあります。効果としましては、学部生が大学のカリキュラム設計に参加することで、別の同期の学生がそれを受けて、また何か改善点があれば、すぐに先輩や設計した学生に話を通すことが出来ますし、それを受けてまたコースを再設計する際も学生が参加することが出来ます。そういった意味で、双方向にメリットがあるという風に考えております。

Another example is institutional projects. This one was something that was doneＴat the University of Western Australia and it had great benefit. The university was
getting more and more international students coming to Western Australia, but theexperience of the international students was not that great. Students had different kindsof experiences and so Western Australia used the students as partner’s model to get
the students to work in partnership with the institution, administration, to understandand to gather data about the international students’experience. Because they werestudents and they were talking to their peers, they have much more information
than you can get from a survey. They provided recommendations to the university
administration by saying these are the most important things that are needed, frominstitution to cultural, for international students and to increase international students’experience. And those policies are now put into place and they have increased thenumber of international students coming because they address many problems thatthey have.
Ｉ

4 つめの機関プロジェクトに関しては、ノースイースタン大学ではなく、オーストラリアにあるウェ
スタンオーストラリア大学において実際に行われたプロジェクトです。これは、留学生が実際に大学の留学生対象のプログラムの改善に関わるというプロジェクトです。どのような経緯でこれが立ち上がったかと言いますと、当時ウェスタンオーストラリア大学に来た留学生が、なかなか馴染めなかったり、自分たちの勉強したいことをなかなか提供してもらえなかったりということで、実際にこの機
関プロジェクトを立ち上げ、留学生自身が抱えている課題は留学生自身がよく分かっていることです
ので、コースの設計の際に留学生にも関わってもらうというプロジェクトになります。留学生ですと、たくさん情報を持っているということで、留学生による留学生のためのコースづくりという形が出来上がり、そうすることで、また新たな留学生が来る際に、広報活動という面でも効果があると考えて
おります。

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Go to the benefits of partnerships. We see the benefits of students as a partner areＴgreat. They provide“diverse perspectives”and it also allows“increased awareness ofothers’experience,”particularly for students. We’re thinking about their contribution
to the globe, to the world. They developed deep perspective through those kinds ofexperiences and there is a re-stabilization of power structure. Students don’t always
have to be at that bottom; there is an opportunity whereby students can really be great
contributors in working with institutions. The personal and professional development of
the students is extraordinary. They do develop those skills that we talked about earlier
in the“Great Jobs and Great Lives”and they find that there is a deep satisfaction forthem in knowing that they contributed to institutional change.
Ｉ＜スライド 13 より＞ 学生が実際にコース設計に入るという、学生パートナーシップモデルのメ
リットがこちらにあげられている 5 つになります。まず、多様な視点というのがコースを設計する際に、取り入れられるという点がメリットになります。2 つ目が他者の経験に対する意識の高まりということで、教員だけがコースの設計に関わるのではなく、学生が入ったり、いろんな人が関わったりすることによって、コースの設計の際の意識が高まっていくというメリットがあります。3 つ目に、増加した学生代理店、エンパワーメントとありますが、こちらは、教員がトップにいて、教員と学生が師弟関係にあるものを平等にもっていくことによって、権力関係が良い意味で崩れていき、学生のためのやりやすい環境が自分たちで作れるというメリットがあります。これは、次の自己啓発や専門的能力開発に繋がっていき、組織としても、制度改革に直接貢献できるということころが、この学生パートナーシップモデルのメリットになります。

〇生涯学習エコシステムについてＴ

If we think about the next slide, the idea of what are the ways in which we could

allow lifelong learning to happen through the ways in which we could design students’experiences. I just want to share with you the latest institutional mission that’s
happening at Northeastern University, called“Student Assessed Integrated Learning”
or“SAIL.”The philosophy is that learning has no boundaries.
Ｉ

これから CO−OP 教育を実際に効果的に実施していくための、生涯学習エコシステムの説明をさせていただきます。
ＴThis is the framework and what we are doing is starting from the new year 2018,
every student at Northeastern will have an app on their phone. And the app has eachof the different dimensions of development that we feel is important for whole student
development and lifelong learning. So the dimensions include intellectual ability,82

Meeting with Faculty Members of the School of Global and Community Studies

global mindset, civic engagement, which means social consciousness and commitment,
professional and personal effectiveness, and well-being. Sub-categories are underneath.
We also believe that there is an important set of core-cognitive processes. And
foundational masteries which include those skills that we know are important. This
whole ecosystem is applied to the whole university.
Ｉ

こちらのホームページは、ノースイースタン大学のホームページに出ているものですが、2018 年
からすべての学生の携帯でアプリケーションをダウンロードできるようにするそうです。その携帯のアプリの中に、このフレームワークが出てきます。このフレームワークの一つ目が、柔軟性で、次にグローバルな視野、マインドセット、考え方、次に、社会的な視点や認識、社会参加、それから、専門性や個人の専門を効果的に生かす方法、それから、よき人間であるということです。それぞれの教
育目標を明確化して、学生たちに提示して、これが実際のコアになるもので、認知的なコアプロセスが設定されており、これを教育目標に据えています。

On every students phone they will have, when they turn on the application on theirＴphone they can see different opportunities. Each opportunity describes which skills
are related to the opportunity. The opportunities are entered by any educator at theuniversity. I only say educator because it’s not just faculty. Faculty can enter it, but
so can advisors, coaches, employers, administrators, because we believe this is anecosystem.
Ｉ

このアプリケーションは来年から導入されるのですが、学生たちが開くと、先ほど挙げた 5 つのス
キルやそれぞれに関連した職業や企業がそこに出てきます。例えば、2 番目のグローバルマインド
セットに関心のある学生であれば、グローバルな視野を育成するには、その下にあるスキルセットという細かいスキルが必要です。これらの小さいスキルを身に着けるためには、こういった企業に赴き、体験学習すると良いなどと指定してくれます。ここの情報に関しては、教員も入力することができ、また、企業の雇用主も、グローバルマインドセットを育成することが出来るなどと入力でき、企業の募集などの情報を載せることもできます。教員やスタッフ、あらゆる教育者が関わって有期的に情報共有ができ、体験学習への糸口となるようなアプリケーションとなっております。

Ｔ

We call these opportunities“learning opportunities,”because an opportunity canbe short and they could maybe attend a lecture or movie, or it could be long, such asif they were working on a project. If they are short, when they achieve one of these,
these are called dimensions. They complete one and they complete their opportunity on
their app, and on their personal profile that opportunity appears. If it’s more involved
with many hours, then the color is darker. As they collect opportunities, this beehive
grows because they collect more of these pentagons. They get a visualization of their83

Review of Education：University of Fukui 2017

growth. Sometimes some students might be growing more in one way and another.
For example here, this student has taken many intercultural ability opportunities but
not many global, so they might decide I think I would like to look for more global
opportunities. They’re not graded and no one is judging them. But it gives them avisualization of how they’re developing as a person together with their education.
Ｉ

ノースイースタン大学では、このシステムを、学習機会とよんでいます。これは、先ほども述べたように、最初は 5 つのスキル、枠組みが提示されます。そして、それを見つけるための体験学習が連動しています。まず、学生はそれぞれ１つずつ取っていき、1 つ取ると、自分の携帯の中のアプリケー
ションにこのような図が出てきます。
（スライド説明）そして、1 つ体験するごとに、色が変わっていきます。最初は薄い色ですが、たくさん体験学習を行った学生は色がだんだん濃くなっていきます。
学生が自分で、視覚的に弱い部分や重点的に伸ばさないといけない部分をアプリケーションで確認できるというのが、この新しいプログラムの特徴になります。

The center has been interviewing many faculties and administrators, advisors,Ｔathletic coaches, librarians, everyone on campus to find out from them how they arethinking about their roles as educators in this framework. How might they think about
whole student development if they are teaching physics or they’re teaching chemistry,or they’re teaching literature or engineering. They have been very excited because
they say our life as a faculty member or the advisor is in a silo, which means in yourown little world. But the students are the ones that are going all over the place.
Now they see SAIL as an opportunity so that they can also be connected to thewhole university and they can make their own course and be very relevant in having
connections to other disciplines as well. They don’t have to change their course. They
just have to think about if they were describing, in addition to the principles of physics,
what kinds of development you’re learning by writing a report, or by collaborating ina lab. They can see how their student should be made aware of the broader skills anddevelopment in addition to understanding physics.
Ｉ

このようなアプリケーションが出来ると、成果を主体的に進化させるための体験学習を開拓できるようになります。そうすると、大学の教員の役割は何かと問われることになります。例えば、物理を教えている教員であれば、こういったシステムができることで、改めて自分の専門外の分野との学際的な連携を考えるチャンスが出来ます。また、教員社会に閉じ込められることなく、社会と連携を取りながら、新たなコースの設計や、新たな科目、単元の設定ができる、という点が、一つの教員の役割になってきます。

Ｔ84

I think when I was here last time I mentioned the ASMU rubrics and different kinds

Meeting with Faculty Members of the School of Global and Community Studies

of categories of the dimensions oflearning that come out of the lifelong
learning skills and there is a list here
and there has been much work done
all over the world in thinking about
students’development with different
kinds of liberal learning outcomessuch as intercultural practical skills,
which includes all these things. What
we think is that SAIL includes all of these, but instead of saying these are the skills,
so we must teach them, we’ve turned it around a little bit to say we think learning
happens everywhere, which means that students can have an opportunity to think
about the ways in which they’re connecting all of their learning experiences. And it
gives them initiative and agency to know how they’re developing. They don’t know
how they’re developing if all they’re doing in the class is just taking assignments andthey’re providing what the professor wants them to. But if they’re constantly aware of
the way in which their whole life is connected, throughout the ecosystem or institution,then they also have the opportunity to say how I am shaping my experience. They’re
still taking courses and are still getting a degree from them, but they’re also
developing as people and developing as global citizens. I’m going to pause here andgive you a chance to have some discussion and I know that you have some interesting
things happening here, as well. Maybe I’ll stop here and after the translation, you canhave some discussion.
Ｉ

来年から導入される新しいアプリケーションは、SAIL といい、Student Assessed Integrated
Learning です。このアプリケーションには、次のスライドの４つの、知的スキルと実践スキルが身につくとされております。教員がこういったスキルを教えていかないといけないのではないかと考えるのですが、このスキルの目的は、学生が体験学習を通じて、自分たちでそれぞれの企業や現場の問
題や課題を主体的に発見し、解決するためにはどういったスキルが必要かを自分たちで発見することで生きた学習が展開することが期待されています。

〇質疑応答
Ｆ

大学がコーディネータ的な役割が大きくなるような気がするのですが、実際の大学での講義とかは質的な変化はあるのでしょうか。

Ｔ

I should clarify that the role of faculty and administrators does not change. Everyone

85Review of Education：University of Fukui 2017is still teaching, we ’re still teaching courses, we still have the curriculum and we still
have the majors. What’s changing is the way in which students are experiencing andthe education. What’s also changing is an opportunity to connect our courses to thebroader framework such as SAIL.
Ｉ

実際には、教員が講義をしたり演習をしたりなどはこれまでとは変わりません。変わるところとしては、それにプラスして、学生が体験学習をできることがまず一点と、それから、それぞれが専門で統括していったものが、教員間でつながりができてくるところが変化になると思います。

Ｆ

ありがとうございました。ここが今日の一番大事な点だと思いますが、いろいろなアイディアは非常によくわかります。非常に先進的な、学生が中心になるというアイディアで、我々にとって大変啓発される教育法だと思いますが、それでも尚教員の役割は変わらないという点を伺ってほっとしております。ただ、具体的な現場ではどこにバランスを見出すのか。最近は非常に職業教育的なものが中心になってきている授業の現場ではこういう革命的なアイディアは特に効果を発揮するという印象をもっていますが、他方で、我々教員は、アカデミックな研究の成果を教育に還元する責務もあります。
学生がテイクオーバーするこのような新しい環境の中で教員にはそのアドバイスをする以上に何の役割が残るのか。講義とのバランスをどう確保するのか。ケースバイケースにはなると思いますが、そこの基本をどう考えるべきかを伺いたいと思います。

My question is how far can you take forward these new ideas and practices where
you say the students take ownership, while at the same time striking the right balance
between that and retaining our role as the educators who are supposed to know
what’s best for them. We are also expected to draw from our research to provide
academic depth to our teaching. I don’t know if too much focus is on classes where thestudents‘take over’as it were, where we teachers play little more than an advisoryrole, wouldn’t compromise that aspect of education.
Ｔ

I should clarify that they are not taking over. Everyone still has a job, and faculties

are still contents experts. You are the scholars of the discipline. The framework is a
way of magnifying students’awareness, of connecting their experience. I think thechallenge has been particularly in large research universities, the faculty living in thesilo, living in the silo of your college or school, and sometimes it’s different because thestudents are navigating across, so they are having different experiences, but faculty
members will also have access to this app. The faculty will go online and see all of thedifferent opportunities on campus. Let’s say you are teaching a course. Can you giveme the name of the course that you teach? Just for example?

86Meeting with Faculty Members of the School of Global and Community Studies

Ｆ

International relations theory.

Ｔ

Ok. So you are teaching international relations theory. You might decide to put in an

opportunity. In the app, that is not your course, but it is some element of your course.
Maybe there is a very well-known speaker coming to the campus. You want to makesure that your students are aware of the speaker, so you put that opportunity in there.
Another faculty member who is teaching in another discipline in another school isaware of your speaker and happens to connect it directly to her history course. Shesays I need to make my students aware, because this is a great opportunity for them toconnect the learning history to the expertise coming from international relations. Thisis how it becomes ecosystems. You are still doing the same thing, she is still doing thesame thing. But now the two are learning how to connect these experiences and thestudents also benefit greatly from being exposed to the ecosystem and various systems.
Just to follow up on that.

Ｆ

I agree entirely with the need to break down the silo which is a big issue.
The information is there already for everyone to see in printed form and on the web,and a great deal is passed on by email. I see that the app that you mention could be
another helpful tool in a different way which makes good sense, but cannot see howmuch of a difference it could really make when the problem as we see it is not the lackof tools, but the lack of culture or willingness to use them. How in your view can we
make these systems actually work?
I think the key thing is communication. Communication is absolutely key fromＴ

the very beginning. We have been providing information sessions, focus groups, andsurveys to everybody（all educators, students and staff）on campus. Based on all thedata, so they have a huge assessment team that is going through all data. We haveidentified challenges.
We started to develop some institutions to support faculty. Bringing faculty together
from the silo as well as the staff to get them engaged in a conversation and say ok, so
let’s come to the table and think of what introducing opportunity looks like. I think it
is important that we do this slowly and based on very informed data, in an informed
way. But you are absolutely right, and we have thought about of course all of thechallenges you describe.
Ｉ

最初にお伝えしたいのは、学生が主になりきるというわけではなく、教員は教える科目の専門職には変わりありません。重要なのは、SAIL を使って何ができるかということ、学生にとって体験する

87Review of Education：University of Fukui 2017

ことをより濃くするようなことができるのではないか。例えば、細谷先生は、国際関係論を担当されているかと思いますが、外部から有名な講師を招き、その情報をアプリに載せます。そして、例えば、別の歴史の先生が、このスピーカーは自分の授業にとても役に立つということで、共有し、いろんな科目で先生方との結びつきが強くなっていくというのが、効果としてあります。このようなことでエコシステムに繋がっていくことが、大きな効果だと思います。先生も、実践に移していくのは、難しいという課題を経験されまして、その中でも、一番重要なのは、コミュニケーションに尽きるのではないのでしょうか。教員だけではなく、職員や、図書館の方など、大学に関わるいろんな方にお話を聞いてセッションをしたり、特に重要なことに関しては、話し合うグループを作ったり、膨大なデータを集めて、そのデータをもとに、どのようにしたらいいかということで動いてきました。
コミュニケーションの取り方としては、大学の学内の方に、アンケート調査をしてそれを回収した
後に、分析する専門チームを組織し、特にコミュニケーションを必要とするところでは、支援室を設置することで、それぞれの学部から教員を招いてその場でコミュニケーションをしっかりとっていただく。そのように、別の形で支援チームを設置しました。

I have a question. I want to thank you for bringing some helpful ideas to help us buildＦ

on what I think we’re starting to do. And based on what you told us three years ago.
But on page three, slide two, the Language Center sponsors are called PEPIS seminars,
Practical English for Professional Interaction Seminars. And we bring professionals
from various fields onto campus to talk with first-year students. In particular, withthe engineering and medical faculties, what they told students are some of the samevalues or skills you need going forward into the workplace. These are fine as Japanesecompanies or doctors or whoever maybe. So the Language Center does have theseonce a semester and then three years ago we started project-based learning classes
with the engineering faculty. Akashi-sensei over there was one of five engineering
professors who volunteered to collaborate with two English language teachers from theLanguage Center. So you have two English teachers and two engineering professors
who collaborate and students work in teams to create projects and to collaboratively
work to create through detail-oriented teamwork. This is really a great thing thatthe engineering professors have never done. The last point is we tried to carry that
PBL course work into the new GCS program. The things are collaborative, students
learn leadership and initiatives, but it is all by collaboration with faculty, students, andcommunity people.
Ｉ

為になるお話をありがとうございました。配った資料の３ページ、スライド２にいろいろなスキルの事が書いてありますが、語学センターでもこれまで PEPIS という講演会を１年に１回いろんな学部でやってきました。今までは、工学部や、医学部で外部から講師の方をお招きして、共通教育を履修している１年生を対象に講演を行ってきました。そこでも、外部の講師の方が特に強調されていた

88

Meeting with Faculty Members of the School of Global and Community Studiesのは、ここに並んでいるようなスキルでしたので、そこにとても感銘を受けました。また、同時に、３年前から工学部と語学センターで連携して、いくつかの学科で課題探求型授業を行ってきました。
これは、工学部の専門の先生方と語学センターの英語の先生方で連携して、専門的な内容を英語で学ぶという授業を実践してきました。その授業の中で、こういったスキルを学ぶということを、何度か学生たちに伝えてきましたし、その発展型として、国際地域学部での同様のＰＢＬの授業でも、そこから繋がるように展開しています。連携、学生のリーダーシップ、意思を持って物事に取り組む力を重要視しています。

I had a great conversation yesterday at lunch time with a group of students hereＴand it was really exciting because at one point I asked them a very unusual question,
which they said no one had ever had that kind of conversation with them. My question
to them was“Can you think of a point in your adolescent life, whether high school orright now in university, where you felt you profoundly changed your understandingand your international, emotional, social development was profoundly changed in someway? It was changed so that now it affected ways in which you think about things andyou make choices? For a long time they were silent because they had to think reallyhard about what that meant. But the responses afterwards were fascinating because
they were very thoughtful and they are thinking in this way, they were thinking in avery integrative way. Because one example was, one student said initially I thought
I was going to enroll in this program. I thought my goal was to learn how to speak
English. But what happened to her was when she went to study abroad, she was in aclass with other students from other countries. They started to articulate the ways inwhich the subject they were studying was related to their identity and their culture,what it meant from their educational system and their country and each person had aninteresting contribution. She said“For the first time in my life, I realized my goal was
not to learn English. My goal was to use English as a vehicle to understand my role, myidentity, and how I represent myself as Japanese person in relation to understanding
the discipline, understanding something that I’m studying and to be able to have thatconversation, across different kinds of cultures and nationalities. She said to her it
was a great joy to realize that that wasn’t the end, to study English, but it was just
opening up the doors for her.
Ｉ

昨日お昼休みに学生と話す機会があり、変わった質問を投げかけました。あなたの高校であったり、大学であったりの青年期に、感情的に大きく変化した経験はありますか、という質問をしたところ、とても長い間沈黙がありました。みんな、何があったか考えている様子でした。その後何人かの学生が話し出したのですが、その中でも一人の学生が、この学部に入った目的が、英語を話せるようにな
りたくて入りましたとのことでした。ただ、留学を経験された学生なのですが、実際に現地に行って、

89Review of Education：University of Fukui 2017

授業を取っていく中で、他の国から来た学生と交流したり、授業の中で英語を話しながら自分の国のアイデンティティや文化と繋げながら話したりしているところを見て、自分自身も最終的な目的は、英語を話すことではなくて、英語をいろんなことを学ぶためのツールとして、学べることに気づきました。最終的に英語を学ぶのがゴールではなくて、使っていろんなことを学んだり、自分の立場や役割を理解したりしていくことが、最終的な目的であることに気づきました。

Thank you very much for your presentation. You touched upon some topics likeＦvisualization of progress and student empowerment. That is also the part of myresearch and things I’m really reading. You can imagine how much I am interested inyour idea or SAIL.
I want to ask, if I wanted to take initiative to start something like course
transformation. What could be your advice?
Ｉ

先生のお話の中で、特に学びが視覚的に見えるだとか、学生のエンパワーメントだというところが自分の研究と結びつくので、SAIL のお話はとても興味深く聞かせていただきました。一つ、授業を改善していくという話がありましたが、自分自身でしていくのであれば、どういうアドバイスがありますか。

Ｔ

When you say course transformation, it would be a single course, revision?

Ｆ

Yes, for example Microeconomics.

Ｔ

My first advice to you would be it depends. Because I have been involved in manydifferent kinds of course transformation at many different labs. I think the mostimportant thing really is to first start with an informed goal, that is you have to be
acting on real data and evidence, because there has to be a reason why a course would
be transformed in its current state. What is successful about the course and what is
not successful about the course in relation to the learning outcomes that you desire
for students. I would say that every
strategy and design has to be donein a data-informed way, evidenceinformed way. The other advice would
be thinking at the administrative
level. What would be the impact ofcourse transformation and relation
to the rest of the curriculum? How
does it benefit the department, the90Meeting with Faculty Members of the School of Global and Community Studies

other courses, the students, colleagues? How do you prioritize what is most important.
Because full course transformation is a large endeavor, so think out the timeline andprioritize what is absolutely not negotiable in terms of what must happen. Whatelse are things where it would be great but not necessarily a deal breaker. Decide
what are the measurements that you are going to take to give you evidence that thetransformations is working. That is different from course assignments and assessments.
Ｆ

Thank you very much.

Ｉ

データやエビデンスを大事にしないといけないと思います。なぜこの授業を改善しなければいけな
いのかというデータをきちんと持って、どこ部分が今学生にとってうまくいっていないのかということを分析する必要があります。そのデータを元に戦略を考えていく必要があります。もう一つは、この授業を変えることによって、その他のカリキュラムにどういったインパクトがあるかを考えなければいけません。その科目を変えることで、どういう風に良いことがあるか、そして、時間にも限りがあるので、きちんとタイムラインを作り、優先順位を決めて、この部分は妥協が出来るや、この部分はどうしても交渉が難しいなどという点を、データをもとにクリアにしていきながら、戦略を考えていく必要があります。

２．国際地域学部の成績評価基準と GPA の扱い
国際地域学部教務学生委員長
Ｆ< 国際地域学部教務学生委員会関係資料より >月原敏博

今右側に赤で書きましたが、国際地域学部では、

これが正式な評価だとは思っておりません。従来から、60 点で単位を出してきており、また、留学し受講した科目を認定した時の AP（Approved Pass）という成績は、事実上 Pass に相当するものになります。明確には、手引きには書かれてはおりませんが、従来の流れから行くと、60 点以上がPass という扱いになります。
問題は、右のほうに並べてみました。ここでは、講義の評価、表現が異なりますが、サンディエゴ
ですと、Credit という評価で、否にあたるのが no credit、“NC”という評価になります。また、バー
クレーの場合は、P が Pass で、NP が Not Pass という評価にあたります。
これらの大学ですと、GP2.0 あるいは 1.7 に合否のラインがあります。国際地域学部の GP2.0 のラインと比べると 13 点のズレがあります。これが非常に気になっております。つまり、今、学部としての課題は、GPA2.0 を卒業要件にいれていくのかどうかということを検討していかないといけない状態です。GPA2.0 を卒業要件とした場合、従来の流れで、60 点で単位を出しているということと、
GPA 平均で 73 点以上取らないと、卒業できないという矛盾というかズレが 13 点も差があります。
その二重の基準をどういう風に設定できるのかという問題があります。参考までに、下の箇所に、カナダの大学の例がありますが、そのものさしが大分違います。GPA2.0 を卒業要件にしたとしても、

91Review of Education：University of Fukui 201755 ～ 59％が GPA2.0 のレベルで、かつ、50 点代でも Pass になっています . また、Pass でも、点数は違いますが、conditional pass と satisfactory pass の 2 種類あります。
下のクイーンズユニバーシティの場合でも、50 点台のものに、GPA をいくつか与えています。ここの大学とはかなり違いますが、従来の福井大学の成績のつけ方、60 点で単位を出すという方法は、
米国やり方ではないほうが、私たちの過去の方法に近かったのではないかと思います。
とにかく、ここの差が大きいままでは、卒業要件に GPA2.0 を持ってくるには、難しいのではないか。
特に、福井大学では、従来からいる学生と、新しい学部の学生と評価の仕方を大きく変えなくてはい
けない、あるいは、学部によって、ズレが大きいと、共通教育で非常に困ります。ですので、単位に合否のラインを 73 点にもっていけばいいわけではならないですし、非常に悩んでいるところでもあります。本当は、文科省レベルできちんと考えないといけないところだと思っているのですが、何かアドバイスがあれば教えてください。

I might to start by saying, in the U.S., the topic you are bringing up is a veryＴemotional topic.
We have this joke that we usually call it,“the third rail topic.”I don’t know if you
have it in your country. The third rail in a train system in America is the one thathas the electricity for the railroad. So, you don’t want to touch it because you getelectrocuted. When we talk about third rail topics, that’s what we mean. Grading is thethird rail topic in America. I guess before I provide some comments, I have a questionfor you. The system that you have here for Fukui, is that similar to the rest of Japan?
This is a third rail topic?
Ｉ

アメリカでも、このようなトピックはいろんな人が、感情的になるテーマで、ジョークで“サードレールトピック”というニックネームがついています。アメリカでは、鉄道のシステムで 3 つ目のレールがあり、そこには電流が発しているので、触りたくないという意味で、触れたくないトピックという意味を表しています。
ただ、一つ確認したいのですが、このやり方は他の日本の大学でも、このようなシステムが主なのでしょうか。

Ｆ

私が細かく調べたわけではなく、横井先生から教えていただいたことですが、日本の大学でもこのような形を採用しつつあり、国立大学でもそのほうが多いという風に採用し始めています。しかし、もう一つのパターンがあり、それは大学によってバリエーションがありますが、60 点あたりに GP2.0
をもってくるのと、下のカナダのグラフのような GP2.0 を 60 点に合わせる形で作りつつある大学と2 種類あります。日本国内で混乱というか、そのまま許されているという感じを受けています。

Ｔ

The reason why I asked this is because, so let’s look at“San Diego State”and“UCBerkeley.”
In America, there is just as much variation across the universities. Places like92

Meeting with Faculty Members of the School of Global and Community Studies“Berkeley” and “San Diego State,” but some universities have a much higher cutoff and where they draw a line for failing. There are other universities that are much
lower, so there are many universities whose profile look like the one you have here
for degrees and where some are higher, some maybe lower. They are just all over theplace. Because in America we have so many different kinds of institutions. So fromthat stance, I hesitate to give a recommendation because your grading system has torepresent what you as institution believe students must achieve in order to achieve
what you believe is quality here in Fukui. But also across the different disciplines, there
might be variations and differences as well. Some institutions have a system whereby
we might technically pass if you are above that 60. However for your major, you can’t
be a 60. You have to show that for your major study, you have a much higher average.
So they want to make sure that you are getting a degree in a field that you are indeed
qualified. That you have developed mastery of that field.
Ｉ

アメリカ国内でも、日本と同じように、大学間で大きな違いがあります。
バークレーやサンディエゴの大学では、これより下は、否だというシステムが設けられていますが、いろんな種類の大学がありますので、一概にこれと言うのは難しいです。
福井大学で決めたこの内容は、もちろんアメリカの大学でもあるところはありますし、重要なのは、どのような学生を育てたいか考えたうえで、決めていくのが一番良いと思います。またもちろん、学内では、他学部での調整などもあると思います。例えば、60 点以上で、合格とするところもありま
すが、自分の専門分野の科目を取るときは、60 点の平均点ではだめで、それより高い平均点をとって、学位を与えるとしているところもあるそうです。

Ｔ

I think that is a related issue as well. In the U.S., some faculty will grade on a

curve and other faculty will grade based on a criterion reference framework. Also,
we have impact on the ways in which institution’s grades are sometimes inflated ornot. That’s a very emotional topic in America because in the best-case scenario wetry to encourage institutions or departments and faculty to grade based on a criterionreference framework. But some disciplines will just default the degree onto a curve
because they feel that they must restrict the number of“A”s that they are giving
to the detriment of a graduating class or to detriment of the students because, let’ssay, you have one class that has students who are very high achievers, but if you are
grading on the curve everyone can’t get an A. On the other hand, if you have the next
year’s students that are not as high achieving. In fact they are quite deficient. You arestill giving the same grades. That becomes problematic. That leads to what in America
we call it “grade inflation.” I would say that that’s become quite a big problem
amongst some of the competitive universities where faculty will just stop giving“C”s.

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Review of Education：University of Fukui 2017

I mean only give“A”s and“B”s. Which is why I think more and more institutions
are looking at the A - C value rubrics. We are looking at initiatives like SAIL. Because
we want to say, other than grades, what else can we say our students have been able
to do.
Ｉ

アメリカの中でも、成績をつけるのにいくつかの方法があります。例えば、カーブ方式である Aを出す人数を決める方法と、こういう項目を発生した学生には成績をつけるという方法があります。
ただ、カーブ方式にしてしまうと、とても優秀な学生がいる学年であったり、そうでない学年であったりしても、結局 A を出す数が決まってしまうという問題があります。アメリカでは、グレードイ
ンフレーションと言って、良い成績のインフレ状態、つまり先生方も、C を付けるのではなく、A やB を多くつけるという問題が起こっています。このような問題がありますので、A-C のルーブリック
評価や、SAIL というアプリを使うことで、成績だけではなくそれ以外の基準で学生を評価するということを同時に行っています。

Ｆ

ありがとうございます。
2 番目のスライドに関係しますが、GPA は担当科目ごとや、担当教員ごとにつけることができ、アメリカのホームページを見ると、全科目に、平均成績とグレードごとの学生数の割合が表記されています。そして、この先生のこの科目は、平均が良いなど、学生が自身でチェックできます。そうす
ると学生の興味もインフレ状態になるのではないかと思います。逆に第 3 者からチェックするということはおかしいのかもしれないですが、こういうことはするべきでしょうか。

I think that is big problem. That is my personal opinion for the very reason thatＴ

you just described. Students will look at the paper and say which the easy grader is.
I won’t name the name of the institution, but there is one institution in the U.S., oneof the elite universities got into a lot of problems because they showed the professors
and percentage of grades that they gave. The students start to game the system. They
would just select the professor based on the grades they give. This is when they have
“grade inflation.”They were all giving“A”s and“B”s because the other professors
gave those grades. Because of this the students were signing up for their courses, sothey entered this vicious cycle. And it became a huge problem institutionally.
Ｉ

アメリカの中でも、良い大学と呼ばれるところで、同じようなシステムを使って、どの先生がどれだけ A を出しているかを公開しているところがありましたが、それをすることによって学生が、良い成績を出す先生ばかりの授業を選択し、他の先生の授業を選択しなくなるという悪循環になった。
そうすると、今まで厳しく評価していた先生も、優しく評価するようになり、グレードのインフレが起こってしまいました。

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Meeting with Faculty Members of the School of Global and Community Studies

３．国際地域学部で柱としてやっている PBL の概要の紹介
国際地域学部教授・課題探求プロジェクト委員長
Ｆ

木村

亮

特に質問があるわけではないのですが、今国際地域学部で柱としてやっている PBL の概要について話をします。今はまだ 2 年目の学部であり、1 年生が 2 年生に上がったばかりですので、決してまだ完成しているものではないため、今回は話題提供という形でお話ししたいと思います。
私たちが考えている、1 年から 3 年の PBL の流れがここに示してあります。1 年次は Basic A（基礎 A）と Basic B（基礎 B）とありますが、まずは問題に気付くこと。そこからスタートします。大学 1 年
生は、周りの経験に対する感覚が乏しいので、そこから入らなければいけないというのが、Basic Aと Basic B です。
Basic A、Basic B、Realization（気づき）とありますが、Basic A は、社会の現場で何が起きているか、そこで活動している人が、何を考え、何を問題としているのかをヒアリングすること、そして、Basic B は、子供にストーリーテリングをするプログラムですが、自分がこれまでに得た英語のスキルを他人に伝える経験をするという、二つのプログラムを 1 年次に行います。2 年次は、Overall
Understanding（総合的な理解）とありますが、自治体などを対象に、時間をかけて何が問題の背景にあるのかを総合的に理解してもらう 1 年間のプログラムです。それを踏まえて、3 年次は、実際に、学生に現場で具体的な課題の解決に取り組んでもらい、解決策の提案を行ってもらいます。このようなプログラムを通して、最終的に、4 年次に卒業研究を行います。このような流れを今計画しております。
次に、どのような時期に授業をするのかというと、Basic A と、Basic B は 1 年次の第 3 クォーター、
第 4 クォーターに行います。2 年次以降は、セメスターごとに 1,2,3 と進んでいきます。基本的には、特定の日の午後を空けておく、授業をいれないという形で時間を取っていきます。実際には、授業時間以外に学生は活動することも行われています。
< スライド 5 より > これは、昨年度の Basic A のプログラムですが、2 カ月間通して行ったもので、企業や自治体など、特定のテーマごとに、学生が数人のチームを編成し、2 か所ヒアリングに訪問します。テーマは、右側にありますが、例えば、福井の企業の海外進出や、企業における人材の育成、
women empowerment、商業地区の運営など、そのようないくつかのテーマに即して、何を聞きに行くか、何を引き出すかを学生が事前に準備し、企業や自治体にヒアリングに行きます。そして最終的に、訪問した 2 か所を総括して発表を行います。発表会には、ヒアリングに訪問した相手先にも来ていただきます。

Ｉ

一つ質問ですが、ヒアリングとは、どういったものか教えていただきたいと思います。

Ｆ

例えば、ある企業が、海外進出しているとすると、学生が事前にその企業が何を行っているか、その業界が何をしているかを調べたうえで、何が、海外進出へのきっかけとなったのか、そして、どういう苦労があったか、実際進出してみて、どのような問題が生まれたかなど、学生が準備をする中で、考えてもらい、それを、相手の企業の担当者にぶつけるというのがヒアリングというものです。

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Ｔ

Thank you.

Ｆ

ストーリーテリングという英語でする授業です。基本的には、英語の童話や民話を紙芝居や、演劇の形式で子どもたちに伝える、主に小学生の子どもに伝えるものです。
最後ですが、これは今年の 2 年生が取り組んでいるものですが、2 年生になると、GCS はグローバ
ルアプローチとコミュニティアプローチという二つのアプローチに分かれます。それぞれについて、PBL に取り組みます。内容は、アプローチによって性格が違いますが、グローバルアプローチでは、
酒プロジェクトという、福井の地酒を造っている企業、あるいは、販売店、米を作っている企業を訪問し、ヒアリングし、最終的に英語でパンフレットを作成します。実際にお店や、人の集まるところに作成したパンフレットを置いて、見てもらおうとするものです。もう一つは、インターナショナル
フェスティバルとありますが、福井では、10 月に行われるもので、その具体的な企画を作成し、それに取り組み、企画を実施するというプロジェクトです。一方で、コミュニティアプローチでは、3名ずつぐらいのチームに分かれ、表にある 10 個のプロジェクトの中から選択し、それぞれの”カウンターパート”という、取組の相手先のところへ継続的に訪問し、そこで起こっている課題などを学
生自身がヒアリングしたり、調査をしたりして、起こっている問題や背景を理解してもらいます。これは、3 年次に具体的に”カウンターパート”との間で、課題の解決に向けた提案に取り組みます。
今はスタートしたところですので、具体的な成果はまだわかりませんが、このような形で進行しております。

Thank you very much. I am curious to know, what is your framework? How did youＴ

describe the ways in which these projects are set up that make them PBL?
Ｉ

ただ情報を集めて発表させるということではなく、PBL を通じて学生達がどのように発展させていくのかというフレームワークのようなものやどのような設計があるのかを教えていただければと思います。

Ｆ

フレームワークについては、語っていなかったのでわからないと思いますが、最初に言ったように、日本の大学で問題になっているのは、大学と社会との接点がないということです。社会に出た後、学生が、考えてもいなかったようなことに出会うという問題があるので、今まで目を向けていなかったものに目を向けてもらうというのが、1 年目のプログラムであります。その中で、単に大学でレクチャーを受けるだけではく、具体的に外で何が行われているか、何を行っているかということを見な
がら、学生が社会への意識を高めていく、そして実際に学生自身がそこで何かが出来るという自覚を身に着けてもらいます。その中で、将来どのように進んでいくのかを外での取り組みを経験しながら考えていくというのが基本的な考えです。そして、それに伴い、コミュニケーション能力やクリエイ
ティビティなどを高めていくのが目的です。

96Meeting with Faculty Members of the School of Global and Community Studies

Thank you. I think these projects are so exciting. I appreciate your desire in how

Ｔstudents become directly engaged with society and with different kinds of social impact
projects. I guess if I were looking for the possible recommendation in continuing thecycle, there might be some forms of information that you might start collecting thatgive you or convince you in what ways is the strategy helping the students achieve,for example, these outcomes. Perhaps, there is a way maybe you already have thought
about this. You could look at some of the value rubrics, A-C value rubrics, which I
think we had talked about last time. But if you look at the start by comparing someof the categories of A-C value rubrics such as intellectual tactical skills, the personalsocial responsibility, think about some of those, but also if there are certain kinds ofoutcomes in the SAIL framework as well that you think are helpful because they are
similar. Maybe choose for a start what are your top ten priorities, but really importantones that you believe the PBL project should help achieve over the four years. Then
once you pick those top ten, or top other whatever, ask yourself, “What kind of
information will tell us at Fukui what the students are achieving? What does it look
like, when they are achieving?”You might decide what kinds of artifact you might lookfor. Like you might look at and analyze some of the ways in which their writing, thereport, the phrasing of their interview questions or their approach for deciding how tointerview, what kind of information they are getting. I am imagining that still becomes
more sophisticated as they progress through the degree program. So I guess asking
for what does it look like when you are tracking change over time. It would be reallyexciting because as a program, you could talk in relation to these different qualities.
Here is what student looks like. That is separate from the grades or any other kinds ofmarks they are getting, but it is programmed information. It could be a powerful wayof embedding an assessment cycle, a qualitative assessment cycle systematically for the
program, institution, and any kind of review process.
Ｉ

PBL の授業を進めていくことで、学生たちが社会と接点を持ったり、社会的にインパクトのあるようなプロジェクトに携わることができたりなど、とても素晴らしいと思います。私から、いくつか今後持続的にプログラムを改善していくために提案があるのですが、今日フレームの中で触れた A-C のルービッ
クや SAIL でも説明した内容ですが、その中で例えば学生たちに、最終的に達成してほしいテーマをいくつでもよいので、集めて、それを身に着けるために、どういう軸97

Review of Education：University of Fukui 2017

で評価するとそれが身についたかということを考えていくのも一つの手法だと思います。例えば、それがどのようなレポートを書くか、インタビューする時に、どのような質問を投げかけているのかな
ど、不都合な点はいろいろありますが、学生たちが、時間の経過とともに、どういう風にスキルを身に着けていくのかというのを報告していくのもいいのではないかと思います。
Ｆ98

ありがとうございました。

Meeting with Faculty Members of the School of Global and Community Studies〈参考資料〉

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105

Meeting Session with Faculty Members（LMS）
LMS の活用について学内教員との意見交換会

Review of Education： University of Fukui 2017

Meeting Session with faculty members（LMS）

Date

Wednesday, May 24, 2017

Time

14：30 – 16：30

Place

Conference Room, 2nd floor, Administration Building（Bunkyo Campus）
Conference Room, 3nd floor, Administration Building（Matsuoka Campus）

Members Present
Dr. Kathy M. Takayama（Northeastern University）
Ryuji Nakata, Trustee, Vice President for Education and Student Affairs
Toshihiro Yasuda, Vice President for Institutional Research
Hideo Teraoka, Vice President for International Affairs
Hiroshi Abe, Vice Dean, School of Medical Sciences
Hirohiko Kimura, Professor, School of Medical Sciences
Tetsuji Kurokawa, Associate Professor, School of Medical Sciences
Masato Tanaka, Visiting Professor, School of Medical Sciences
Nobu Kuzuu, Professor, Graduate School of Engineering
Norifumi Yamada, Professor, Graduate School of Engineering
Yutaka Tanaka, Associate Professor, Graduate School of Engineering
Masanobu Yokoi, Professor, School of Global and Community Studies
Ryuhei Hosoya, Professor, School of Global and Community Studies
Interpreter

Azusa Matsuo, Staff of the Educational Affairs□ Trying active learning in medical lecture that links Learning Management System（LMS）and Content Management System（CMS）together□ Tetsuji Kurokawa, Masato Tanaka（Department of Medicine, Faculty of Medical）[Objective]
To teach students how to use their knowledge which they acquire from lectures or
textbooks.
[Method]
Target:Medical student at 3rd grade（100 students）

Content:

Pathology of Obstetrics and Gynecology

Time:

90 min X 3 times in a day

System to use:

Medical system（Ideata : Originated from Fukui University）

Learning form:

group form（5 students / 1 group）

Lecture style:Students make a diagnosis by themselves using“Ideata”.

[Result]
In results of a questionnaire from the student, 80% of the students answered“Our108

Meeting Session with Faculty Members（LMS）

lecture was useful”.
We performed the same examination before and after lecture to evaluate theunderstanding for our lecture. The accuracy rate was higher after lecture than before
lecture.
[Conclusion]
CMS is a good system for students to learn how to use knowledge. LMS is aneffective system to judge students’understanding level at real time. Our results
suggested the possibility that the students learned how to use medical knowledge byusing CMS and LMS.

Speakers
Ｔ：Dr. Kathy M. Takayama
Ｆ：Members of the University of Fukui
Ｔ

I want to make sure that I understand the your final slide, the point you want toimprove when you say it’s difficult to divide the time between thinking, presentationand lecture. Can you explain further is it that you’re trying to decide how to divide thetime or you’re trying to … are you saying you don’t have enough time?

Ｆ

I think 10% is thinking time, 30% presentation time 60time lecture time, But so

thinking time is very short, so in the future, next year, divided, thinking time is muchslow 30%, presentation time is 20%, lecture time is 30%. I think this is the divided time.
Ｔ

Thank you. So I’m excited about the good point you said which you didn’t expect

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Review of Education： University of Fukui 2017that students are teaching and discussing
each other. And it seems to me that this is
one informal way for you to get feedback or
it’s an informal I guess kind of data, that’s
telling you that the time that students are
spending in interacting with each other is very
valuable, because they are thinking deeply
they are problem solving on their own. And I’mwondering whether if you wanted to get actual evidence or data to say how do I want
to divide my time based on the data of student learning. Then you don’t have to havea same formula for every single lecture, but maybe there are ways and which for someweeks, there’s more collaborative interaction and thinking time, and then maybe otherweeks there has to be bit more time for lecture, depending on the what the nature of
the lesson is.
I sent over some papers in from other universities that have tried to think about how
to best use, use the time of a class in relation to connecting to student learning, andstudent learning outcome. And maybe there’s a way which you can think about how
you can be convinced in spending your time based on the student’s understanding. I’mreally sort of validating and congratulating you on the fact that students are discussing
and teaching each other, because I think that’s really powerful. And a lot of theresearch in the US has shown that at least for some of the physics courses which havechanged across America in many of the classes where students are spending more timecollaborating and discussion, so there is less lecture time, but they’re learning more.
And so the professor can spend less time lecturing. So perhaps some of these papers
might give you some ideas, in how do you structure the time, so you don’t have toworry about delivering contents so much, but you can still be convinced that students
are learning. It’s just a suggestion.
Ｆ

Thank you.

□ Happy（?）life with LMS□ Norifumi Yamada（Department of Information Science, Faculty of Engineering）
Until only a few years ago, we had to login to separate administration systems
in everyday activities such as sending messages to the students, viewing student
information, distributing class materials, editing syllabus, etc. Thanks to the110Meeting Session with Faculty Members（LMS）

construction of a portal site,
this inconvenience has now
disappeared. The portal site is
the entrance not only to theever existing systems but also
to the newly introduced LMS（WebClass）, which assigns a“room on the web”to each course.
In chalk-and-blackboard courses,
I upload the “Feedback Sheet”
in PDF format to WebClass. The
download records show that many students use the materials for review, especiallybefore the midterm/final exams. In some courses, I also upload materials such as the“commentary on common mistakes”and the account of grading procedures. In“Basic
Information Processing,”I give some assignments/tests on WebClass. The scoring is
automatic for single/multiple choice questions and also for such questions that need
only simple pattern matching to detect the right answer. Although manual scoringis still necessary for descriptive questions, the use of WebClass helps to reduce theoverall workload of scoring. I upload the scores so that each student can check his/herscore together with the maximum, the minimum, and the average scores. This“scorevisualization”is welcomed by the students and contributes, for example, to increase thesubmission rate of assignments. A warning that I can think of is that, since the wholeprocess of grading is often complicated, to reflect all the grading related information
to WebClass can be cumbersome. I should also add that not all assignments/tests are
given on the web in my courses. The Feedback Sheet is distributed in the classroom
as the assignment in the form of a paper, and the drafts submitted in the collection
box are returned with written comments to the students before the next class begins.
I would pursue a good combination of such a traditional approach and the web based
approach to increase students’ learning outside the classroom.

Speakers
Ｔ：Dr. Kathy M. Takayama
Ｆ：Members of the University of Fukui
ＦIn Yamada sensei’s web-class, do you make chance to discuss with students?

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Review of Education： University of Fukui 2017

Ｆ

I have opened a kind of Kaigi-shitsu on WebClass, but no active participation sofar. In the Kaigi-shitsu, I prepare supplemental materials for such students who maketypical mistakes, and I expect their response. The records show that the materials havebeen read by some students, but there is no explicit reaction from them so far. I mustencourage them much more.
Ｔ

First thing I want to congratulate you because I think that some of the insights at

you have come to yourself, that really are showing how you are thinking holistically
about the whole course, and so I agree with you that it’s so important to still think
about the ways in which you still provide the feedback and the value of communication,and other the blended pouches as you described.
I’m curious to know, do you have sense of before LMS versus after LMS?
Have you noticed a difference? In the students as a whole, are there certain areasof the course that they seem to be doing better in or are there areas that are more
problematic?
Ｆ

Students can now easily access their score on WebClass. I’m feeling is that theirsubmission rate of assignments is better now. They can check their score on the web,and if they find that it is not good, they seem to think“I’ll do better next time,”which
would have made the submission rate better（compared to the days）when LMS was
not available.

Ｔ

So you’re saying once you implemented the LMS, the students are not submitting…

as much?
ＦNo, before LMS was introduced some students did not submit their assignments.
Maybe the submission rate was about 90% or something. But now, almost 100%.

Ｔ

Oh I see, so it got better. I see afterwards.

Ｆ

Excuse me Mr. Yamada, do the students get to see the other’s grade as well, not justhis or hers own grade?
Ｆ

They can see only his or her grade.

Ｆ

Just his or hers? But does the student get to know where her grade is in relation to

the average?

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Meeting Session with Faculty Members（LMS）

Ｆ

The highest, the lowest, and the average scores are also displayed on the screen, so

they can roughly understand their position in the class.
Ｔ

I was wondering whether I can appreciate how you value feedback and you thinkit’s important for them to have feedback, but it’s a challenge because it takes time, andso at the end you give them the very comprehensive feedback. But we know that you
know, formative feedback is really important to give feedback regularly throughout
year as opposed the end, which is difficult because it takes time. I’m wondering
whether, I noticed other professors in other institutions have become quite creative inthinking how can I do this in small regular intervals.
I don’t know whether your particular class lends inaudible because you said it is morecomputational and quantitative. But in some instances the professor, let’s say there areseveral three or four times during the semester that they could give feedback. They
will have, so if there’s a student assignment they’ve uploaded, then the professor very
quickly records a podcast, and then submits it to the students.
So now you are giving them verbal feedback while you’re looking at their assignment.
And so it doesn’t take time for you to do it, but at least you are doing it three times,
and then at the end instead of just at the end, so I’m just wondering whether you thinkthat might be helpful if you value feedback.
Ｆ

Yeah, that might be helpful I think. At the same time, I would say that the correction

to their writing is very important. Some of the students cannot write correctly thealphabet. So even to their writing of cursive alphabet I make correction.
University is the final stage of education. If I say nothing, no one would give themsuch a“low level”warning. So, although teaching cursive alphabet letters is not ourrole, I make corrections if they do not write correctly.
Ｔ

Good. Is there an opportunity for peer feedback for them so things like you know,teaching writing or alphabet, again that you know, you’re right, it’s important, it’salways you that’s having to do this all the time. But are there certain points of thesemester where part of the grade is they give each other feedback.
So maybe you get 5 points or something. You know for giving each other feedback,because if the students are giving someone else feedback, then they are learning more,because they’re paying very close attention to give them feedback. And so that way, it

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Review of Education： University of Fukui 2017saves you a little bit of time. But it’s also helping them learn more deeply.
Ｔ

I understood that. I think that’s the challenge that I was trying to make suggestions

for, because I think the number one challenge is time. And being able to givethoughtful feedback if there is no time. But the idea of peer feedback was to save yourtime, because now it’s not your time, but the way in which you could think about it is,
if you …for not every assignment, let’s say for one assignment, you created a rubric,
to help them think about how to give feedback. And post the rubric on the LMS, andfor assignment No.3, the students you say ok you know, so student A gives feedback tostudent B, that’s the pair. They have to use the rubric to give each other feedback, andyou don’t do that for every assignment because you know they, you’re not quite sure
how good they are, but I think the process of giving peer feedback with a rubric thatyou’ve given them also makes them learn deeply because they’re trying when theygive someone else feedback then they are also thinking more deeply, so it’s a way ofsaving yourself time but at least you are helping them be more critical.
Ｔ

In the LMS.

Ｆ

So students get together somewhere?

Ｔ

Or no, they do it in the LMS. So there is an assignment, and the student uploads
their assignment and they exchange in the LMS, and then when so assignment No.3,
let’s say you create the rubric, and you put it together with the assignment, and thenafter they submit the assignment, and then they exchange and give each other.

Ｆ

Exchange on the web?

Ｔ

In the LMS. So you have to just match.

Ｆ

Sorry to disturb you.

Ｔ

You’re not disturbing.

Ｆ

After the peer feedback, there comes something final answer for the question of
the assignment, ok? And so, is it better or not to make a something like a deadline or
closing date for the final results of the questions of the exercise. Because if you don’t
have a closing date, this kind of conversation between students makes longer and114

Meeting Session with Faculty Members（LMS）

longer, it will last forever,Ｔ

So yes, you are absolutely right, so have the submission deadline, and then the peer

feedback deadline, and then I think I agree with you the learning curve is high. If you
have not done feedback but, if you start with a small assignment, and you work out
how to do this, the gain for the student is much bigger than if they just received yourfeedback. Because now they have to think about the feedback, so they are also learning,when they are giving feedback to somebody else. And again it depends on the subject
matter, and the type of assignment, because not all assignments lend themselves topeer feedback, but let’s say if you had one assignment out of every five, where thepoint value is not so high, but they still have to do it, and they’re giving each otherfeedback, I think that process of student engagement is much deeper.
So you could maybe try it once. And then the next semester maybe you make abigger assignment. Because as you get better as creating your rubrics, then you have abetter sense of how to do it so you are getting them to learn. And I know that from myown students that they said they learned the most when they’re giving somebody else
feedback.
Ｆ

Excuse me, just to understand this concept of peer feedback a little better, it seems

like we are talking about a particular student making an input and receiving feedback
from the rest of the class, if I understand correctly. Can this be sort of you know, could
there be variation on this?
Ｔ

I’m sorry I should clarify, so in this case there are different variations of it, so that’s

one format where a particularly student might be presenting something or uploading
their work, and they’re getting feedback from the entire class. In this instance, I was
thinking about just 1 on 1. So there are 30 students in the class, then you have 15
pairs of students where they are giving each other feedback.
Ｆ

I suppose this can be used for group study as well, for example, if you give theman assignment you don’t give it to the whole class. But you assign a team to work on
a report, so that team can use this platform or rubric to exchange to just amongst
themselves to complete that project.

Ｔ

Absolutely, yeah, I mean that’s another great example, but and they’re different

ways in which different subjects have used peer feedback but, it’s just it invokes

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Review of Education： University of Fukui 2017

these critical thinking skills which are much deeper than if a student just receives the
feedback, because they think of it as a grade you know from the professor I’ve received
the feedback and that can be helpful but if they’re also providing feedback, it invokes amuch deeper process of critical engagement.
Ｆ

Peer checking system is very, I think just have try maybe few month, I feel that thismethod is very useful to notice what is important thing, sometimes to write a reportimportant thing I explain and give a judgement, to order to grade, for example how to
consider the readers or styles but peer instruction is very short and easy way to ignore
what is important I think.
Ｔ

Oh if the students are only doing the feedback? You are right, because they’re
not experts, but I think that it’s always important for the professor to sort of finallysummarize, but it’s I think the power of peer feedback is not only about the feedback,but it’s more the student that is giving the feedback is really learning, because if they
are trying to give feedback to someone else, then they have to really critically think
about their problem.

Ｆ

So critical thinking is very important but very good tool to force to think critically.

Ｔ

Right, right. Which is why I was thinking if for the assignment, you have to selectit carefully, because you don’t want them to give the wrong feedback. So the way you
in which you select an assignment for peer feedback should be something that’s small
stakes, not a really important one, but maybe something that is intermediate, and the
rubric has to be a really good rubric. But what you could do is, and then there’s anopportunity I think for that group discussion happening in the LMS as well, because
after the students give each other peer feedback, and because the critical thing hereis time, right? because faculty don’t have time, and professors don’t have time, so
the students are giving each other feedback, but then you could have a discussionsection right in the LMS, saying,“I just want it, I want you to, all you, to post yourimpressions, and some of the points that were most confusing to you, and what you
think was most important from this lesson.”and you could quickly scan the discussion
to say if many students are saying the same thing about what was most confusing,then that’s helpful to you as a professor to say“ Ok, in this assignment, most people
were confused about this.”But then if there is some contradictions, where you realizethat they are giving the wrong feedback, then you could also see that as well.
But it saves you time, because you are not having to go through every single one,116

Meeting Session with Faculty Members（LMS）

but you are getting that the temperature of the class as well as a group.
□ Web Class and Operation in Physics A（Friday 2nd hour in the fall semester,First-year student in Department of Materials Sci. Biotechnologies）□ Yutaka Tanaka（Department of Materials Science and Biotechnologies）.
The operational status of Web Class was reported for Physics A, which actuallymeans the classical mechanics. Web Class was utilized in the semester from October
2016 to February 2017, and never used before.

Summary of weekly processes

associated with Web Class in Physics A is chronologically shown in the figure below.
Pre-class work : Wednesday Morning. Weekly topic is opened on SCORM,
the work is carried out with writing in the notebook.（Mainly, thediagram constructing） Input about the most difficult entities in the
Weekly topic on SCORM. See the topic of PI（peer instruction）
this week.
Day of Class : Cross-Check（Notebooks in which pre-class work was carriedout are interchanged within a group of three people to be given ascore of A/B/C/.） Input A/B/C given at Cross-Check from peer
on SCORM. Regarding the topic of PI, input the choice to vote
before and after peer instruction.
Post-class work : Friday afternoon to Wednesday next week. Exercises（usual
Physics calculations）are carried out over SCORM. Input about
what could barely be understood on SCORM, word, phrase, symbol,
equations, etc.
Pre-class work is mostly carried out with drawing or writing in the notebook; x-yplot, diagram, description etc, which is checked interpersonally within a group of three
students. As for Post-class work, the answer is usually given by the type of formulaeand calculation which is input and scoredby SCORM.
Cycles of pre-/post-class work will givea bank of 15 week’s data for exercisesof Physics A in the end of semester.
Although it is strongly suggested tolook back this databank before the termend examination, there seems to be a
general tendency for students to collect117Review of Education： University of Fukui 2017

examination papers of previous years.

It is more encouraged to learn with the

databank each student has in SCORM, and we need more development to increase selflearning in Physics A.
Speakers
Ｔ：Dr. Kathy M. Takayama
Ｆ：Members of the University of Fukui
Ｔ

They know that you’ll be using the questions but they still don’t use them to study.

Ｆ

They don’t use.

Ｔ

So how do you think they are studying? What are they using to study?

ＦOk, studying is only rely on depend on the papers of previous years which comesfrom the preceding year students, this is the main tool for students, but I would like tomake them to use, the preceding papers those are convenient or useful I agree, but justto use, I’d like to say, this weekly exercise is another form of preceding examination
paper, so that’s always I will make a high reputation about the weekly process the theytend to need that kind of information.
Ｔ

Do you know of any students are using? Are there some students that use them?

The collections?
Ｆ

I’m not sure. Using the collections of exercises? No, I can’t distinguish which student

is using or which student is using, I can’t.
Ｔ

So you can’t do A-B testing.
I think you can. So the personthat has done a lot of this is
Eric Mazur, and I think he hasin his publication he has someexamples of how he breaks
down physics questions asjust of a biker at Universityof North Carolina, but the key118

Meeting Session with Faculty Members（LMS）

is really sort of breaking down the question, so that you’re engaging the students inthe peer instruction process of building it backup, right? Building their understanding
up by doing the peer instruction. And so the way in which, I can give you an example
of when I was working with the economics department a number of years ago,
where they were using they decided to move to peer instruction to get the students
to understand better because, basically in this particular course which was micro
economics they really needed to understand calculus and so, what we did was this waswhen I was at Brown, Brown has a 14-week semester. And We looked at the 14 weeksof the course, 14weeks, and the tradition was always in 14 weeks the course had, it met
Monday, Wednesday, Friday were, the lectures, and for 1 and a half hours each, andwe took out what we did was we reduced it so that we only had Monday and Friday,
and the Wednesday was peer instruction, instead of lecture. And the students worked
in groups of probably 3 to 5, and we had to strategically think about what was the
subject that they would do peer instruction, what was the topic. To identify the topic,
the professor looked at the course and said,“These are the most difficult concepts andwe made that concept be the lecture peer instruction day.”Ｆ

Is it related with the economics I think? Because you make an explanation about theeconomics class,Ｔ

Yes that’s the one.

Ｆ

But the structure is also similar to the natural science, like mathematics or physics?

Ｔ

Yeah, I think so. And you know that, also that physics professors as well also
recognized, and we worked with the physics professors to change their courses into
peer instructions. And the first step was to think about where what are the mostdifficult topics for students. Because those were the ones that benefited from the peer
instructions, and then we worked to design problems that initially when they were
doing peer instructions the strategy was there would be two kinds of problems. The
first problem was a simple problem. And they work on it by themselves even though
they were sitting in a group. And then after they work on the problem, then they showeach other and explain to each other what they did. So that was step number one.
And then after they do that, because we start with a not very difficult problem but astraightforward one, their confidence is a little better, and they can also explain to eachother, so again they’re critically thinking because they’re explaining. The next stage
was the tough problem. That they’re doing collaboratively in peers and they have to119

Review of Education： University of Fukui 2017sort of first really think about explaining to each other, they’re working it with eachother and the professor is not teaching, but the professor is moving around they’resitting in groups, so moving around in the class room.
Ｆ

Moving around? Not teaching?

ＴNo, they are listening. The professors are listening. And when the students are
discussing if they’re getting stuck, then the professor helps them not by telling them
the answer but by asking another question. So it’s a facilitation process.

Ｆ

So this idea that we are discussing now peer instruction that sounds like it can beapplied to any discipline?
Ｔ

It can.

Ｆ

And it’s an extension of peer feedback, isn’t it?

Ｔ

But it’s collaboratively.

Ｆ

Students teaching each other.

Ｔ

Right, so temporally, in terms of it’s different from peer feedback, because temporally

they’re working together at the same time on the problem.
Ｆ

Maybe I feel that to peer instruction is doing something very interesting forstudents. For example I began to have a very large class and maybe the total is 550
students, divided to 4 classes, and one of the class is about 150, so sometimes weforced to discuss, and every classes only 15 or 10 minutes to discuss, but few times, weforced to, 1 class, 50 minutes, discussion. And then the other days, present the result,
but we hold it randomly and assign the students. So only maybe 6 or 7 groups can bepresent, but almost all groups are take a time, at least an hour or more to prepare theirpresentation.
And sometimes are present a report, but most groups prepare well, so maybe that isvery interesting I think. So and I use also LMS and upload the reports and feedback,but very take a time is 550 is take time almost all days in a week, so I try to in a small
place peer review, that is very useful for notice what is important. I think rubric styleis very good, but maybe mathematics or physics answer in writing is not so good for120

Meeting Session with Faculty Members（LMS）

peer scoring, I think. So depending on the material. So I ignore that the tool is very
important, and last 15 minutes I order to students to summarize the lectures or whatis due, for as imaginary reader for their classmates who is absent in that time. So
for 300 words if you give 5 paper, they don’t write but genko youshi with square, for
3 characters they almost write at least 80%. So the words and sentences are not so
bad they are meaningful sentences, so I think to give a tool or environment is very
important I think. So in today’s discussions I imagine some what to do next time. So
from next week I try.
Ｆ

So Kuzuu-sennsei, How about thinking about the writing skill? And also I’m afraid tosay but thinking skill? The students.
Ｆ

Depending on the students.

Ｆ

Because in a white paper, they can’t write down. But if they have a genko-youshi

which has a square, they can write anything or something.
Probably there is a separation between the writing skill and the thinking in the real time.
Ｆ

But I think I use a word imaginary reader “souteidokusya”, and imagine forexample for 10years old children to write something for example the mechanism for thereflection of light, for example as assignment, that is very good tool to thinking andpresentation, sometimes, I have a class for and for 1 semeter, but now different class
I have a class for General Education, that tool is very useful for students to learning
yourself or thinking or presentation express their thinking, so maybe more than 10
years I try to search a way.

Ｆ

If I may just coming back to our topic of LMS, there was an issue that I wish to try

which relates to copyright. Particularly in relation to what material we can upload on
the system, what material we can not. And I’m not an expert in this field. But it justoccurred to me when I attended the training session for the LMS, but actually this
could be in fact evaluated to make full use of the system that said my point is rather it
seems to me that perhaps there is room, scope for raising more awareness about thisissue, there is, it seems to me there’s not a uniform understanding across faculty, andso it’s really an issue for management to for example introduce clear guidelines andmake sure that everyone is aware of it. So perhaps you can share with us if this has
indeed been part of your experience nowadays at Brown, or other universities in states.

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Review of Education： University of Fukui 2017

Ｔ

Thank you for bringing that up. That’s a really good point. And I’m glad you brought

it up. It has been something that I think we, in US now, universities have a pretty good
handle on. Because you know we’ve been engaging from the early stage of what are thecopyright laws, so and I can’t speak for what the laws here are in Japan, but I can tell
you that the copyright laws in the US, and this is also related to some of the universal
laws are such that if there is material been uploaded into a system that is behind thelogin, so it’s not open for the public, but it’s your institutional login system.
And it is required for instruction then the usual copyright restrictions in the publicdomain don’t apply, because it’s behind a firewall. So you can upload pretty sizablechaps, so you could you could definitely upload a full chapter, and then in America wehave what are called the Gutenberg laws, I think that’s international actually.
Basically anything that was published more than, what is the magic year, I forget
what the exact year was, but if you look up Gutenberg, you can tell there’s a year
and anything published prior to that particular year is all public domain, because thecopyright has expired. That was important for us because when I was at Brown wewere designing entire MOOCs, which required uploading entire books so we choose
those that were no longer copyrighted for that particular course. Or, but you’re right I
think, part of it is the clear messaging in education of the instructors to let them knowwhat the copyright regulations are. We depended so that the experts in universities
about copyright are the librarians. So at both when I was at Brown, and now at
Northeastern, whenever I have a question about copyright I go straight to the library,
because the librarians know every single rule, and they even have websites, into thelibrary association of exactly what is copyright and what is public domain.
Ｆ

So I suppose it’s partly a question of communication between the different

departments?
Ｔ

It is.

Ｆ

I think you’ve seen our library, we have a rather big library, both here and at the

medical school.
Ｔ

I’m sure they will be able to tell you exactly. You know they’re the experts so they

can give you the language and you can just put that in the communication to all the
instructors on how what is copyright protected. I think it’s also helpful for the students

122Meeting Session with Faculty Members（LMS）

from now to understand these things as well, particularly if they are, so let’s say intheir assignments you know they are using images I mean they tend to google things
right? But they have to understand that images are copyrighted.
Ｆ

Thank you, in fact you touched upon another point which if I may just very quickly,

so far we’ve been talking about mostly using LMS, for internal purposes behind thefirewall mostly, just within the class, but given these tools that we have, I tend to
think they have a potential for being used publically as well, not just within university,
but for publicity even. I’m just wondering if that actually has been the case in UnitedStates, the tool being used, for example I think of whole lectures for example being
recorded, or you mentioned podcast, broadcasting that on the internet is starting a
possible extension of the LMS.
Ｔ

Yeah, perhaps not specifically the LMS, but you’re absolutely right universities in the

US see, the broadcasting of their lectures, particularly star professors, or a particulararea that a university has expertise in as great publicity material , so many universities
now have their university you tube channels, they also have their they have apple
channels as well and, they will just freely upload lectures for public consumption,
because they see it as publicity. And but also you know for education, I think of to theworld.

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LMS の活用について学内教員との意見交換会

日時

平成 29 年 5 月 24 日（水） 14：30 ～ 16：30

場

所

本部棟２階

出

席

ノースイースタン大学

第二会議室

教育学習・研究推進センター長

キャシー Ｍ．タカヤマ博士

福井大学
理事（教育・学生担当）副学長

中田隆二

副学長（ＩＲ担当）

安田

年博

副学長（国際担当）

寺岡英男

医学部・副学部長

安倍博

医学部・教授木村浩彦

医学部・准教授

黒川哲司

医学部・客員准教授

田中雅人

大学院工学研究科・教授

葛生伸

大学院工学研究科・教授

山田徳史

大学院工学研究科・准教授

田中穣

国際地域学部・教授

横井正信

国際地域学部・教授

細谷龍平

Ｔ：キャシー Ｍ．タカヤマ博士
Ｆ：福井大学からの出席者■ 各学部におけるＬＭＳの活用事例紹介□ LMS（Learning Management System）と CMS（Content Management System）を連携した医学教育への Active Learning の試み□ 黒川

哲司 准教授（医学部

産科婦人科学）【目的】多くの学生は大量の医学知識を学習するが、その知識の“使い方”を学ぶ機会は限られている。そこで学生が学んだ知識の使い方を学習するには、医師が行っている診断や決断を追体験することが効果的だと考え、実際の臨床例を教育資料化する CMS と学生に学習目的を示し、効果を判定するための LMS を組み合わせた Active Learning を試みたので報告する。
【方法】3 年次生 100 名に対して、産婦人科病理学授業で、270 分連続の 1 グループ 5 名程度のグループ学習形式をとった。LMS としては本学で導入した WebClass を用い、CSM としては本学で開発した教育システムを用い、教育システムから WebClass の該当画面を URL 連
携で呼び出す方法を用いた。
124

Meeting Session with Faculty Members（LMS）【結果】学生アンケートでは、84％がこの Active Learning は有効であったと答え、授業の前後で行った小テストの結果より、授業で得るべき要点について理解が深まった。
【考察】CMS による追体験は知識の使い方を学ぶために有効であり、LMS は学習目的の提示と学生の理解度をリアルタイムで知るために有効であった。また、予期せぬ効果として学生相互の“教えあう姿”が見られた。今後は、時間配分を適正化してさらに効果的な授業を目指す。

1）時間配分に関する質疑「考える時間、プレゼン時間と講義時間を分けるのが難しい」との説明に対して、タカヤマ先生から質問があった。考える時間：プレゼンテーション：講義＝ 1：3：6。考える時間が非常に短いので、来年は、考える時間 30%、プレゼン 20%、講義 30% 程度にしたいと解答。

2）学習効果と学習内容による時間配分
互いに教え合い、意見交換するなどの学生間交流によって、深く考え、自分自身で課題解決しているとともに、学生からのフィードバックを得るための手段にもなっていると思う。時間配分は授業内容によって時間配分を変えるべきではないか？時間配分関して事前送付論文が参考になると思う。学生相互の教え合いは非常に強力な学習法だと思うので、実証実験として好ましい。米国では物理の授業で協働学習による大きな学習効果が報告されている。教員は講義時間を低減できる。学生は確実に学んでいるはずなので、講義での内容はあまり気にしなくてもよいだろう。

125Review of Education： University of Fukui 2017

□ Happy（?）life with LMS□ 山田

徳史 教授（大学院工学研究科

情報・メディア工学専攻）

LMS の活用事例を紹介した。
シラバスの閲覧と編集、学生へのメッセージの送信、学生情報の確認、授業資料の web 公開など、従来別々のシステムを使って行っていたことがポータルサ
イトから一元的に行えるようにな っ た こ と の 利 便 性 は 大 き い。
担当する授業においては、授業
スタイルに応じて、WebClass を活用している。
「黒板とチョーク」
スタイルの授業では、授業後に課す“FeedBack Sheet”を WebClass にも置いており、多くの学生によって（特に試験前の）復習用に活用されている。授業によってはよく間違える箇所の解説、採点方針の説明なども資料として WebClass 上に置いている。PC 教室で行っている情報処理にかかわる授業では、課題や小テストを WebClass 上で実施している。選択問題は自動的に採点される。記述式問題の採点はエクセル上で、手動で行うことになるが、単純な内容を答えさせる問題であれば、採点の手間はさほどかからない。採点結果は WebClass にアップロー
ドし、学生は自分の得点および最高点・最低点・平均点を知ることができる。こうした成績の可視化は、課題提出率の向上につながっている。ただ、成績管理の全てを WebClass 上で行う
ことはかなり手間のかかることである。なお、手書きで解答させるスタイルの課題の添削・返却については古典的な方法で行っている。そうした方法の長所と LMS の長所を組み合わせることによって、授業外学修の質を高めることができると考えている。

質疑応答概要1）Web Class 上での学生との意見交換の機会を設けているか？
F

Web Class の「会議室」を設定して学生の参加を促しているが、学生の参加はない。もっと周知が必要。

T

全体のコースのことを考えていることは好ましい。学生に対する評価・コメント（feedback）やコミュニケーション方法について他の方法を併用することについても同感するとのコメント。

2）LMS 使用前後で気づいたことは？
F

126

学生は評価が悪いとすぐにチェックするようになり、提出率が LMS で 90% 程度から 100% に。

Meeting Session with Faculty Members（LMS）

T

フィードバックの価値とその実施の重要性を意識し、時間をとることが課題だが、学生に対して非常に包括的なフィードバックができていると思う。計算機関係や定量的な授業では実施が難しいかもしれないが、学期中 3 ～ 4 回程度の評価は可能だろう。LMS への提出物に対してすぐに
podcast で録音して返すこともできる。

3）文章・字句の添削
F書いたものを添削することも大学教育は最後の機会として重要。字句を正確に書けない者の添削をすることもある。

4）学生の相互評価とルーブリックの活用
T

学生が相互評価のように他の学生へ対応すると、本人はより多く学べ、教員の指導時間もほんの少しは節減できる。そのためのルーブリックづくりが有効。例えば、第 3 回目の宿題に対して、LMS
上にルーブリックを示すと、それを基に A 君が B 君の評価をするという形でペアができる。ルーブリッ
クはすべての宿題に対して良いとは言えないが、学生間相互評価はより深く考えるようになり、教員の時間の節減とより丁寧（critical）な学生指導につながる。相互評価は LMS 上で実施。

5) 相互評価の効果
T

提出・相互評価の締め切り設定により学習効果が向上。多少の教員評価・コメントに加え、学生は誰かの評価をするためより深く学ぶ。5 回に 1 回実施
するだけでも、学生の相互関与が深まる。一度実施す
ると、次学期に宿題をたくさん出すようになり、ルーブリックから様々なことを得るので、学生の学びに対する感覚の向上につながる。ペアの評価だけではなく、特定の学生の発表や WEB 提出物に対して、他の全員から評価を得ることもできる。30 人のクラスだとしたら、15 組の学生の相互評価もできる。グループごとにレポートを課すといったこともできる。課題によって相互関与のやり方は異なる。でも、評価を受け
るだけよりもより深く思考する必要があるので、さらに深く精緻（critical）な関与となる。

F

相互チェックを数ヶ月試したが、私が重要と考え説明したことを書いている。読者がどのように考えるとか、形式はどうとかを相互評価は短時間で効率的に伝える方法となっている。

T

教員の説明を学生が再構成することは常に重要。学生間評価は、本当に課題に対して深く真剣に精緻に考えることになるため、本当の意味で学ぶということになると思う。誤った評価をしないように

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Review of Education： University of Fukui 2017

課題は注意深く作るべき。相互評価のために宿題は、本当に重要なものよりも、何か学生の範囲で判断できる中間的なものとし、ルーブリックは、本当によいものにすべき。学生同士で、相互評価することで、よく考えるから、学生同士が LMS 上での討論するようになるのではないか？教員は充分な時間がないが、学生は互いに評価している。そこで、教員は LMS 上に「この宿題についての印象、わかりにくかったり戸惑ったりした点、この授業でもっとも重要であった点などを書いてください」と書いた Web 会議室を開設する。これを見ると、学生が何に対して、わからず困っているか把握できる。不適切な評価・コメントをしたときの矛盾点、不適切点を知ることができ、グループ間の温度差も知ることができる。

□ 物質生命化学科・一年生後期・金曜２限・物理 A（受講生 86 名）における Web Class. 運用状況
□ 田中

穣 准教授（大学院工学研究科

材料開発工学専攻）

物 理 A（ 内 容 は 初 等 力 学 ） で
Web Class を運用している状況を説明した。2016.10 月～ 2017.2 月の学期で初めて運用し、これ以前は行っていない。一週間の内容を時系列に次のようにならべた；（プレ
クラス : 課題をノートへ記載する、課題の範囲で最も難しいと感じた
こ と を WebClass へ 入 力 す る、 開示された PI を見る）、
（授業中 : 3
人で班をつくり持ち寄った課題を互いに評価しあいノートへスコア（A/B/C）を記入する。各学生は班の中でもらった自分の（A/B/C）を各自の WebClass へ入力する。PI. の時間には出題に対する自分の投票を入力する。
）（ポストクラス：課題の答案を WebClass へ提出。自由記入
欄へ入力する。）
プレクラスの課題は水曜の昼ごろに閲覧できるようになり、記述式の回答である（作図、グラフ作成など、一部例外もある）。回答について、作成したノートを授業中に持ち寄り各班のな
かで peer からもらったスコア（A/B/C）を入力する。ポストクラスの課題は金曜の昼過ぎに閲覧出来るようになり、翌週の木曜日に閉じられる。計算問題あるいは数式で回答する問題で
WebClass（SCORM）が採点する。
これらの課題を毎週くり返すことで学期末には 15 週分の課題がデータバンクにたまる。期末試験の際にこのデータバンクを使って試験勉強するように促すのだが、学生らは過去問の入手に力を入れているような様子がみられる。WebClass のデータ活用が進むような仕組みづくりに努める必要がある。

128

Meeting Session with Faculty Members（LMS）

質疑応答概要1）SCROM 上で出した問題を（期末 / 中間試験に）出題しているのに学生は過去問を利用
F

学生は先輩からもらった前年の資料をもとに学ぶ。前年の資料類は、便利で有用なものだと思う
が、毎週の演習問題が試験の予習問題なので、毎週の繰り返しが学生の学習にとって有用な指針になるはず。どの学生が過去の資料を活用しているかは把握していない。

2）物理における peer instruction
T

物理で選択問題は難しいが、できる。Eric Mazur は著書の中で、ノースカロライナ大学で、物理 の問題をつくっていくかの例が書かれている。
田中先生は、学生の教え合い・学び合い（peer instruction）の中で、学生の理解を構築している。数年前、ブラウン大学で微積分が必要なミク
ロ経済のコースで学生の理解増進のために教え合い・学び合いを実施した。14 週コースで、月曜日、水曜日、金曜日に 1 時間半の講義を行っていたのを、講義は月曜日だ
けにし、水曜日、金曜日は講義の代わりに 3~5 人のグループでの教え合い・学び合いにしました。教
え合い・学び合いが有効になるためのトピックを戦略的に工夫した。「トピックスの内容は、もっとも難しい概念なので、その概念理解自身を教え合い・学び合いの課題とする」と伝えた。学びに対する構造は数学や物理などの自然科学に似ていると思うので、物理にも適用できると思う。私は物理の教員と一緒に行ったが、物理も教え合い・学び合いにした。一番難しいことを扱うことが、教え合い・
学び合いの効果がもっとも大きいので、最初の段階は何が学生にとって一番難しいかを考えることである。2 問からなるように構成した。一つは、一人で解ける素直な問題である。第一段階で、この問題を各自解答したあとに、答案を見せ合う。素直な問題なので、自信をもって解説し合うことができ、厳密な思考ができる。次の段階は難しい問題を学生同士一緒に考える。この段階では、本当の意味で深く理解した上で説明しなければならないため、理解のための協働が必要となる。教員は教えずに、机間巡視して学生の討論をよく聴く。学生が討論につまっていれば、答えを教えるのではなく、別の問いを提示するというファシリテーションのプロセスを踏む。このような方法はあらゆる分野に適応できる。一見相互評価の延長のようにも見えるが、教え合いもしている。

その他の教員からの発言・質問など
1）意見（授業実践・書くスキル・考えるスキル）
F

教え合い・学び合いを行うことは、学生にとってとても面白いことだと思う。550 人を約 150 人ず

129

Review of Education： University of Fukui 2017

つ 4 クラスに分けて担当している。授業中に、10 ～ 15 分程度討論の時間を設ける。時には 50 分の討論を行い、次の回に討論結果をプレゼンさせる。全員に当てられないので、6 ～ 7 グループをランダムに抽出している。多くのグループは、少なくとも 1 時間以上プレゼンの準備をしている。時々レポートを課すが、ほとんどよく準備して興味深い内容のものを提出する。LMS 提出したレポートに
評価・コメントするが、550 人対象なので、1 週間つぶれる。そこで、相互評価を行ってみたい。学生に何が大切なのかを認知させるのにもルーブリックは有効だと思う。しかし、数学や物理の答案を相互採点するには、向いていないと思う。授業の最後に授業を欠席した人に対してわかるように、
300 字分のマス目に要約をかかせている。ほとんどすべての人が 300 字の 80% を埋め、内容がある
文章を書いている。このような「道具」を与えることはとても重要だと思う。本日の意見交換を通じて、次に何をしたいかのイメージが湧いた。来週から実践してみたい。
T

学生の書く能力、考える能力はどうか？

F

マス目がないと書かないのに、原稿用紙のようなマス目をつくると、書くようになる。おそらく、学生は書くスキルと、その場で考えるスキルを分けて意識しているようだ。そこで「想定読者」という概念を用いている。例えば、10 歳の児童に対してわかるように光の屈折のメカニズムを説明するなどを宿題に出す。そうすると、考えることと、表現することに対する非常に優れたツールになる。
共通教育で半期の授業を開講していたが、いまは別の科目で実践している。このツールは、自己学習
や思考や表現をするのによいツールで、10 年以上実践している。

2）著作権について
F

LMS の利用で著作権の問題がある。どの教材をアップロードできて、何がいけないのか。LMS を利用するときに、様々な教材を活用することは大切で、重要な問題だと思うが、教員間で共通認識ができていない。この点についてブラウン大学やその他の大学ではどうか？

T

LMS は一般公開ではなく、学内限定のログインシステムであるので、ファイヤーウォールの中にある。そこで、パブリックドメインに対する著作権の適用外となる。著書の全部をあげることもできる（米国では、Gutenberg 法に規定。世界的に通用するのでは？）一定の年限を過ぎたものは著作権がなくなりパブリックドメインで公開可能になる。ブラウン大学にいた時には、MOOCS を構築した。
そのコース限定なので、必要な書籍をそのままアップロードした。
著作権については、教育の中で学生に知らせる必要がある。著作権についての専門家は図書館なので、これまで、著作権に関する疑問は、図書館に直接聞きに行った。福井大学でも、図書館で著作権の質問に答えてもらえると思う。学生に対しては、例えば、検索したサイトにある画像には著作権があり、使用時にどうしたらよいか知ることは重要。

3）授業コンテンツの公開（2）の質疑の続き）
F

130

米国では、実際にされているように、授業内容をパブリックドメインに公開することも有用ではな

Meeting Session with Faculty Members（LMS）

いか。すべての授業が記録されていて、例えば podcast を使い音声で質問に応答するようなことを
LMS の拡張としてできないか。
T

そのとおりだと思う。特に有名な教員や特定の分野で講義を公開するなど、多くの大学が、その大学のユーチューブのチャンネルやアップルチャンネルも持っていて、自由に公共の媒体にアップロー
ドされ、自由に見ることができる。教育は、ご承知のように世界に対して行うものだと思う。

4）今後の LMS の活用について
LMS についていろいろな実践と課題が提案された。要は、教員の手間がかからず、教育効果があがるにはどうしたら良いかということだ。情報の共有とともに、学生は受け身の授業をするだけではなく、学んだことの活用、説明、他者の評価を通じて深く学んでいくことに尽きるということが伺える。そのためには、授業内容の特性や教員の個性などにもよるが、教員の関与なしに学生を自然な学びに導くかということに尽きるのではないか。
医学部の例では、診察という「実務」を意識した教育をしているが、「活用を意識した学び」「学んだことの説明」「他者の評価を行う」ということは、社会の中での仕事のプロセスと重なる。学生にとっても、教員にとってもこのように大学で学ぶ事自体が社会に出てから、それぞれの立場で仕事をしていく能力を育成していくのだと言う意識が大切なのではないかと今回の討論内容を見ていて改めて意識させられた。
キャリア教育や社会での即戦力を要求されているように言われているが、このような各分野での学生の協働的学習の過程が「社会の中で生きゆく力」に直接つながるのではないかという感を強くした。

131

Schedule
視察日程

Review of Education： University of Fukui 2017

Date

Time
9:30
9:30 - 11:30

May 24（Wed）

Schedule
Arrival at the University of Fukui
Meeting Session with Faculty Members of the

6th floor, Education

Department of Professional Development of Teachers

Building 1

11:30 - 13:30

Lunch Meeting with Bunkyo Campus Students

14:00 - 14:30

Courtesy Visit to President

14:30 - 16:30

9:30 - 10:30

Venue

Meeting Session with Faculty Members of the Schoolof Engineering and Medical Sciences（LMS）

Meeting with Language Center Instructors（English
Education Curriculam・Class）

Global Hub, Language
CenterPresident Room
Conference Room,
2nd floor, Administration
Building（Bunkyo Campus）
Conference Room,
3nd floor, Administration
Building（Matsuoka Campus）
LC1, Language Center

Class Observation<General Education>"English Ⅰ"
Tsushima Walter Satoshi (Assistant Professor for
10:30 - 12:00

Language Center)May 25<Specialized Education>（Thu）"English Composition Ⅰ"
Kobata Laura Ellen (Senior Assistant Professor for
Language Center)
13:30 - 16:30

16:30 - 18:00

May 26（Fri）

134

Meeting Session with Faculty Members of the Schoolof Global and Community Studies

Community Plaza,
2nd floor, Education
Building

Meeting with Students of the School of Global andConference Room,Community Studies

13th floor of the Tower
Conference Room,

9:30 - 10:50

Meeting with Members of the Board

2nd floor, Administration
Building

視察日程

日

時

視 察 内 容 等
9:30

5 月 24 日
（水）

福井大学

場

所

到着
教育系 1 号館 6 階

9:30 - 11:30

教職大学院関係者と意見交換会

11:30 - 13:30

文京キャンパスの学生との昼食懇談会

14:00 - 14:30

学長への表敬訪問

学長室

14:30 - 16:30

LMS の活用について学内教員との意見交換会

本部棟 2 階第一会議室

9:30 - 10:30

語学センター教員との懇談会（英語教育カリキュラム・授業） 大学会館 2 階

コラボレーションホール
大学会館 2 階
グローバルハブLC １

授業視察
共通教育 「English Ⅰ」
5 月 25 日

10:30 - 12:00

専門科目 「英作文Ⅰ」（木）

5 月 26 日（金）

ツシマ ウォルター サトシ 特命助教 （語学センター）
コバタ

ローラ

エレン

特命講師 （語学センター）
教育系 1 号館 2 階

13:30 - 16:30

国際地域学部教員との意見交換会

16:30 - 18:00

国際地域学部学生との懇談会

総合研究棟 13F 大会議室

9:30 - 10:50

役員・教員等との懇談会

本部棟 2 階第一会議室

コミュニティ・プラザ

135

Review of Education : University of Fukui 2017福井大学 教育評価報告書 2017
National University Corporation, University of Fukui
3-9-1 Bunkyo,Fukui-shi,Fukui 910-8507,Japan
TEL. ＋81-776-23-0500
国立大学法人 福井大学

〒 910-8507 福井県福井市文京 3-9-1
TEL.0776-23-0500
平成 30 年 3 月 発行

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