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UTokyo Global FFDP, 2021, Gabriel Hervas

Symposium on Future
Faculty Development
UTokyo Global FFDP
Organized byRecording & simultaneous interpretation

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2Facilitation

Dr. Gabriel Hervás
Project Associate Professor Center for Research and Development ofHigher Education
The University of Tokyo

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Ms. Airi Kawakami
Project Academic SpecialistCenter for Research and Development ofHigher Education
The University of Tokyo

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4Agenda» Symposium on future faculty development
9:30h – 11:05h (JST)YOU» Presentation of UTokyo Global FFDP
11:10h – 12h (JST)LO MEJOR PARA usted

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5Welcome message

Dr. Yasushi ASAMI
Professor and Director of the Center for
Research and Development of Higher
Education
Vice President of The University of Tokyo
The University of Tokyo
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FFD at UC Berkeley & Challenges and future of FFD

Dr. Linda von Hoene
Director of GSI Teaching & Resource CenterAssistant Dean for ProfessionalDevelopment
UC Berkeley

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FFD at Osaka University & Challenges and future of FFD

Dr. Hiroaki SATO
Associate Professor Center for Education in Liberal Arts andSciencesPresident of the Japan Association for
Educational Development in Higher
Education (JAED)
Osaka University
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9FFD at Tohoku University & Challenges and future of FFD

Dr. Osamu TOMURA
Associate Professor –Institute for Excellence in Higher
Education
Vice Director of the Center forProfessional Development
Tohoku University

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10FFD at The University of Tokyo & Challenges and future of FFD

Dr. Kayoko KURITA
Professor and Director of UTokyo FDDeputy Director of the Center for Researchand Development of Higher Education
The University of Tokyo

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11Open discussion

Challenges and future of/for
future faculty developmentYOU

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Open discussion about the challenges and future of FFD» Real-context practice within FFD programs.
» Beyond educational development within FFD programs (connections and balance with research and management).
» Collaborative development of FFD programs (common/standard programs & cross-cultural programs).
» Training of faculty developers.
» Institutionalization of FFD and innovation.
» Quality assurance of FFD programs beyond self-perception and satisfaction.

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Thank you

Further events and updates

Following:https://www.utokyofd.com/en

Presentation ofUTokyo Global FFDP
11:10h – 12h (JST)Contact
Dr. Gabriel Hervás@ gabriel@he.u-tokyo.ac.jp

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UTokyo Global FFDP

Organized byRecording & simultaneous interpretation

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Presentation

Dr. Gabriel Hervás
Project Associate Professor - Center for
Research and Development of Higher
Education
The University of Tokyo

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Facilitation

Ms. Airi Kawakami
Project Academic SpecialistCenter for Research and Development ofHigher Education
The University of Tokyo

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UTokyo Global FFDP. Who is behind: UTokyo FDMs. Emiko YOSHINO

Ms. Airi KAWAKAMI

Mr. Osami NABETA

Dr. Kayoko KURITA

Mr. Kenji SHIKANO

Ms. Akio OSHIRO

Dr. Wonwha Park

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UTokyo Global FFDP
» Variation of the program in Japanese language, adjusted to potential international learning backgrounds and potential
international academic futures.
» Mainly focused on developing the educational awareness of the participants (educational development).

» Training and development of future faculty members using the English language and a global and state-of-the-art
perspective to address its contents and practices.

» Common Graduate Course. Possibility of earning 2 credits following the procedures of each affiliated school. Certificateof completion issued upon successful completion.
(Note that completion of the program does not lead to getting a position at the institution.)
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UTokyo Global FFDP. Potential participants» Those with English language skills (oral, written and interactive) to actively participate in the program and who are:• Graduate students, post-doctoral researchers and researchers at The University of Tokyo.
• Faculty members at The University of Tokyo (in special, for those with fewer years of teaching experience).

(If the number of applicants exceeds the prescribed number, selection will be made by examining the written items in the application forms, balancing thevariety of disciplines among participants and their experience, and considering their language skills. JSPS fellows will be prioritized for selection).

» Observers from within The University of Tokyo and from other institutions are (very) welcomed.

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UTokyo Global FFDP. Dates• From April 2022 to July 2022.
• Tuesdays, from 13h to 16:40h.
• 8 sessions (one session every two weeks, in general).
• Applications will open early in 2022.
Further information about application and updates
https://www.utokyofd.com/en

Contact
Dr. Gabriel Hervás - @ gabriel@he.u-tokyo.ac.jp
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UTokyo Global FFDP. Pedagogical reasoning→ How do students learn?
→ How can we contribute to our students’ learning?
→ How can we obtain information on how/what our students learn and the results/impact of our courses/lessons? How can we usethat information to contribute to our students’ learning, to grading, and to improve our courses/lessons?
→ How can we design our course aligning teaching objectives and learning outcomes with strategies, assessment and resources?
→ How can we design our lessons aligning teaching objectives and learning outcomes with strategies, assessment andresources?
→ How can we deliver and improve our lessons to contribute to our students’ learning?
→Are there any gaps in what we learned? Take ownership of the knowledge and your future learning: problematize,“forget”, rethink, imagine, & plan.
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UTokyo Global FFDP. Structure and contents• Day 0 (optional). Briefing & community building• Day 1. The science of learning• Day 2. Teaching-learning strategies for active and significant learning in HE• Day 3. Quality assessment and feedback in HE• Day 4. Syllabus and course design• Day 5. Class design & instruction• Day 6. Class instruction & collegial feedback I• Day 7. Class instruction & collegial feedback II• Day 8. Deconstructing knowledge, reviewing teaching statements, and career paths
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UTokyo Global FFDP. Structure and pedagogical reasoning• Day 0 (optional). Briefing & community-rapport building• Day 1. The science of learning→ How do students learn?

• Day 2. Teaching-learning strategies for active and significant learning in HE→ How can we contribute to our students’ learning?

• Day 3. Quality assessment and feedback in HE→ How can we obtain information on how/what our students learn and the results/impact of our courses/lessons? How can we use that
information to contribute to our students’ learning, to grading, and to improve our courses/lessons?

• Day 4. Syllabus and course design→ How can we design our course aligning teaching objectives and learning outcomes with strategies, assessment and resources?

• Day 5. Class design & instruction→ How can we design our lessons aligning teaching objectives and learning outcomes with strategies, assessment and resources?

• Day 6. Class instruction & collegial feedback I→ How can we deliver and improve our lessons to contribute to our students’ learning?

• Day 7. Class instruction & collegial feedback II• Day 8. Deconstructing knowledge, reviewing teaching statements, and career paths→Are there any gaps in what we learned?Take ownership of the knowledge and your future learning: “forget”, rethink, imagine, & plan.
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UTokyo Global FFDP. Principles & commitments of the program

Global perspective onteaching and learning and theacademic profession in HE

Evidence-, research-, andSoTL-based

HEstudents’learning &wellbeing

Transversal attention to: Adjustment to the participants’ needs, knowledge & feedback Bidirectional continuous qualitative feedback
 Peer-/self-reflection & discussion based Learning by doing approach & experiential learning Critical pedagogical thinking development
 Collegial professional development
 Enhancement of adaptative expertise Diversity and inclusion Integration of learning resources (EduTech) & environments
 SoTL Transdisciplinarity
 Transversal and soft skills
 Socio-affective and pedagogical components

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UTokyo Global FFDP. Main goals of the program» This program seeks to contribute to the training of future faculty members. To do so, it aims to: Promote professional and educational reflection, discussion, and critical pedagogical thinking.
 Contribute to the development of key educational and transversal competences to support student-centered teaching and learning
processes.
 Foster an inclusive, responsible, and ethical approach to teaching and learning and to educational research and innovation.
 Provide learning by doing opportunities for a congruent educational development.
 Generate community-building attitudes and opportunities.
 Nurture scholarly, evidence-based, and technology-enhanced educational practices.
 Develop a cross-cultural and international approach to the role of higher education institutions, to the academic profession, and toteaching and learning.
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 Cultivate continuous professional/career development and LO
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UTokyo Global FFDP. Learning outcomes» Upon successful completion, participants should be able (at a fundamental level) to: Provide and reason substantial insights on the significance, implications, and professional requirements of fulfilling the role of educatorwhen becoming a faculty member.
 Distinguish the diversity of roles, functions, and approaches among HE institutions to education and to the teaching and learning process.
 Actively engage in professional and educational self-reflection for the improvement of their teaching and learning processes.
 Demonstrate and argue a scholarly, critical, and analytical pedagogical stance to their educational practice.
 Assess and deconstruct their teaching ideas, practices and the teaching and learning processes they design.
 Determine their professional learning needs and articulate a continuous development plan to satisfy them.
 Significatively participate in peer-reflection and discussion about teaching and learning with faculty members from different backgrounds.
 Design syllabuses and design and conduct lessons from an active student-centered approach.
 Design, conduct, and align educational assessment with the learning goals and teaching and learning strategies that they propose.
 Design syllabuses and design and conduct lessons integrating adequately and with meaning educational resources and learning
environments.
 Design syllabuses and design and conduct lessons from an ethical, inclusive, diversity-respectful, and responsible perspective.
 Design syllabuses and design and conduct lessons from an evidence-based, cross-cultural, and transdisciplinary perspective.
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UTokyo Global FFDP. Key terms
 The program. Experiential learning and learning by doing (practicing, designing, conducting), continuous bi-directional feedback, reflection & discussion, …
 Contents.
 Educational:o T-L strategies, assessment, syllabus/lesson design, learning resources & environments, …
o Student-centered, active learning, significant learning, …
 Professional: academic profession, HE institutions, career development, lifelong learning, ...
 Pedagogical and professional attitudes.
 Scholarly, evidence-based, innovative, integrative, …
 Inclusive, ethical, responsible, …
 Cross-cultural, international, transdisciplinary, collegial, team-work …
 Adaptative expertise, (peer- & self-) assessment & reflection, discussion, critical pedagogical thinking, arguing, deconstructing, problematizing, …
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UTokyo Global FFDP. Parallel structure & additional opportunities•1h luncheon sessions for community building, discussion and feedback about the program (voluntary)

Every other week, participants will have the chance of meeting together with the facilitator to, in an informal environment, keeping track of their ideas,
doubts, comments, and concerns, about the contents, the development of the program, their own professional development, etc.

•Consultation for educational development (voluntary)

For those participants with an option to teach in a real-class environment, the program will offer them the chance of consulting doubts and participating ina process of class-observation and responsible feedback with other participants, senior lecturers, and/or alumni.

•Social program for community building and professional development (voluntary)

For those interested, the program will organize extra-curricular and educational activities for community building and professional development. This
includes, among others, the visit to another higher education institution in Japan to explore contexts different to the one at The University of Tokyo.

•Career & life plan advising with alumni & community building and professional development (voluntary)

For those interested, the program will organize open and informal discussions with alumni (and/or other professionals) to talk about career advancements,prospects, life planning, etc.
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UTokyo Global FFDP. Q & A» Questions and answers(For questions regarding application procedures, practicalities, etc., please, wait for updates or address us ane-mail. Information in the following slide)

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Thank you

Further information about application and updates
https://www.utokyofd.com/enContact

Would you give us yourfeedback?

Dr. Gabriel Hervás@ gabriel@he.u-tokyo.ac.jp

https://forms.office.com/r/Z4TzGxFqPCResultados
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