English Abstracts

Activities of CSHE for Supporting
Faculty Development in Nagoya University
NATSUME Tatsuya*
AOYAMA Kayo**The purpose of this paper is to clarify the actual condition and someproblems of faculty development (FD) in Nagoya University.
findings are as follows:

Our

1. Nagoya University attaches importance to faculty development
which is prescribed in the mid-term plan and annual plan (2006).
2. As for general education, the Institute for Liberal Arts andSciences organizes FD twice a year. It can be said that their FD iswell-organized because many teaching staff participate in it. The
Institute also implements the course evaluation system for monitoring students' response to all classes at the end of every semester.
3. As for FD in various other schools, it is not so well organizedbecause it is difficult for them to gather together many teaching staff
and to discuss improving the quality of teaching. But there is
growing recognition of the importance of FD in graduate schools
because the number of students tends to increase in graduate schools
and their academic aptitudes and skills are highly diversified.
4. It is important to improve the quality of FD programs, to organize activities other than group meetings, and to develop FD forclasses in graduate schools.
5. We must prepare for a new situation. The Revised Decree on
Graduate Schools prescribed that each school must implement FD.

Professor, Center for the Studies of Higher Education, Nagoya
University
Research Associate, the Office of Planning and Evaluation, Nagoya
University

357

Professional Education of Law and Faculty
Development Activity through Computer
Tools:A Case Report on Nagoya University Law
SchoolCHIBA Emiko*
TOMIZAKI Orie**
SUZUKI Shintaro***ITO Hidetoshi****
MATSUURA Yoshiharu*****This paper reports on the faculty development activity of Nagoya
University Law School. The new law school system was introduced
in 2004. The law school is a professional school in which its
education is to cover both theory and the practice of law. To ensure
the success of professional legal education, extensive collaboration
between academic lawyers and practicing lawyers is essential. To
improve this collaboration and in turn class teaching, the faculty
development, often referred to as 㵰FD㵱, is believed to be critical.
Therefore, Nagoya University Law School attempted to generate
an environment where all parties to professional education, such as
the teaching faculty, law students and off-campus professionals, will
be flexibly connected through a computer network. Information andcommunication technology could create a dynamic web ofcollaboration that overcomes the limitations of time and space. The
school developed various computer tools to improve the teaching andresearch of the law school faculty, the services of the school, theefficiency of management, and the learning environment of law
students. These tools are also effective for FD activities. Our FD
emphasizes the approach of 㵰learning by doing㵱 and encourages
exercise and mutual learning rather than lecturing. In this paper we
introduce some computer tools and describe how we utilize them foreffective FD.

*Professor, Graduate School of Law, Nagoya University**Lecturer, Graduate School of Law, Nagoya University***Lecturer, Graduate School of Law, Nagoya University****Lecturer, Graduate School of Law, Nagoya University*****Professor, Graduate School of Law, Nagoya University

358

Innovative Educational Restructuring andFaculty Development (FD) in School of
Agricultural Sciences of Nagoya University
KAWAKITA Kazuhito

The School of Agricultural Sciences of Nagoya University was
reorganized to consist of three departments in April 2006. The
characteristics of this reorganization reflect out own recognition of
the problems that occurred in the previous two departments system.
The result was an innovative restructuring of the educational system
resulting in a reorganization of departments. We consider theprocess to assess and improve the educational system as FD in a
broad sense. Accompanying the higher development of scientifictechnology and creation of novel academic fields, comprehensive andinterdisciplinary education should be offered in universities. This
innovation resulted in an education system in which students obtain㵰the true specialty based on all-round knowledge㵱. General common
education is offered in the first and second academic years and specialized education in the third and fourth final academic years. The
students in the first academic year in 2006 experienced the new
curriculum under the new three departments system. As a result,
there was a gap between the level of educational achievement targeted in this educational program and the level of actual achievement.
To improve the situation, we strengthened teaching methods, assessment of academic results, introductory education, andre-examinated our teaching and learning system.
Professor, Graduate School of Bioagricultural Sciences, Nagoya
University359

Towards a More Effective
Faculty Development Program
AMANO MasachiyoSince Japanese national universities were partially incorporated in
2004, various types of evaluation of university education have kept
coming down. If these evaluations prompt professors to provide
better education for their students, they should be welcomed andprofessors should attempt to develop a faculty development program
and learn skills needed to create more helpful syllabi, homework,
handouts, and tests. This essay claims, however, that there are evenmore fundamental problems than faculty development that should be
paid more serious attention at Japanese universities. It is argued
that we should reconsider such factors as the length of class hours,
internal physical environments of classrooms, basic equipment inclassrooms, and the number of classes or courses that professors
must teach a week, and so on. In particular, we give special consideration to the length of class hours in this paper. However,
without comprehensive consideration of these problems, even awell-organized faculty development program will not work at all, andthus all efforts made so far and in the future will go nowhere.

Professor, English Linguistics Department, Nagoya University

360

The Student Evaluation of Undergraduate
Education in Japan and Australia:
A Comparative Analysis of the Results ofStudent Course Experience Questionnaire Conducted by Nagoya University and the
University of Sydney
HAYAKAWA Misao*
IWAKI Nami**The purpose of this paper is to discuss the significance of theStudent Course Experience Questionnaire (SCEQ) through a comparative analysis of the SCEQ survey results administered by Nagoya
University and the University of Sydney in 2005.
First, through this comparative analysis, we find that Nagoya
University㵭s undergraduate education is characterized by threescales, namely, 㵰General Assessment, Cooperative Learning, and IT
and Learning,㵱 while the undergraduate education at the University
of Sydney is characterized by six scales, that is, 㵰Good Teaching,
Clear Goals, Appropriate Assessment, Appropriate Workload, Generic Skills, and Learning Community.㵱
Second, Nagoya graduates recognize that their undergraduate
education emphasizes a 㵰memorization-centered, surface-atomistic
approach㵱 to teaching and learning, though they view their almamater as a distinctive community of research. In contrast, Sydney
students consider that their education stresses 㵰research-led learningand teaching㵱 characterized by a 㵰student-focused, deep-holistic
approach㵱 to learning.
The SCEQ survey will be a unique educational instrument forevaluation and quality assurance only when the validity of thesescales will be fully recognized and SCEQ will be utilized as a means topromote the continuous improvement of learning and teaching.

Professor, Graduate School of Education and Human Development, Nagoya University
Assistant Professor, AC21 General Secretariat, School of Education,
Nagoya University361

An Examination of a System of Data-driven
Teaching and Learning Improvement:
The Albany Outcomes Assessment Model㵱
at The State University of New York at Albanyin the United States
TORII TomokoThe aim of this paper is to analyze the SUNY-Albany outcomes
assessment model and its system of data-driven teaching and learning
improvement. Such an assessment is highly relevant to Japan㵭sefforts to improve the quality of its universities. In the paper there
is an examination of the functions of Institutional Research (IR) at
Albany such as collecting, monitoring, and analyzing data, to generate
feedback which enhances the university㵭s decision making, particularly as it relates to effectively improving teaching and learning.
1. The Albany Outcome Assessment Model utilizes a formative andmulti-level evaluation approach in assessing student outcomes, which
consists of various cohort studies.
2. Under the decentralized management system at Albany, the data
which are collected by surveys are utilized in various efforts insupport of teaching and learning improvement at all levels.
3. Through the careful coordination of three major functions,
namely, 㵰data collecting, analyzing, and reporting㵱, 㵰planning andevaluation㵱, and 㵰professional development for teaching and learning㵱,Albany uses a bottom-up approach to improve teaching and learning.
Albany does not use the data in the assessment of faculty㵭s performance. Albany is directing attention to use outcomes assessment
data only for its data-driven decision-making to improve teaching andlearning.

㪘㫊㫊㫆㪺㫀㪸㫋㪼㩷 㪧㫉㫆㪽㪼㫊㫊㫆㫉㪃㩷 㪚㪼㫅㫋㪼㫉㩷 㪽㫆㫉㩷 㫋㪿㪼㩷 㪪㫋㫌㪻㫀㪼㫊㩷 㫆㪽㩷 㪟㫀㪾㪿㪼㫉㩷 㪜㪻㫌㪺㪸㫋㫀㫆㫅㪃㩷㪥㪸㪾㫆㫐㪸㩷㪬㫅㫀㫍㪼㫉㫊㫀㫋㫐㩷362

Development of Study Tips for Involving
University First-year Students in
the Academic Community
CHIKADA Masahiro*
TODAYAMA Kazuhisa**
NATSUME Tatsuya***
NAKAI Toshiki****TORII Tomoko*****
The Center for the Studies of Higher Education of Nagoya University released 㵰The Study Tips for First-year Students at Nagoya
University㵱 in March 2006, and distributed them to every first-year
students at the orientation in April. The tips consist of two booklets:
Volume 1 㵰What is a Scholarly Citizen?㵱 and Volume 2 㵰Aim for
Independent Learners㵱 (Both are in Japanese). The Center emphasizes the engagement of undergraduate students into an academic
community and upholding the learning goals.
According to some quantitative research, the first six months in thefirst-year of college study has a crucial influence on student development. Therefore, the Center considers it critically important toconvey the university㵭s official and academic messages to first-year
students as soon as they enter the university. The study tips aretargeted for the top-ranked students who already have a highlearning motivation. The Center wishes to upgrade them to bemuch more conscientious and independent learners so that they will
become catalysis to lead and inspire other first-year students.
The study tips at Nagoya University can be classified as 㵰faculty-guided㵱 tips which mainly focus on the learning activities while
many other universities have created 㵰senior students-guided㵱 study
tips which place emphasis on the daily life of students such as
part-time jobs, and various club activities.

*Associate Professor, Center for the Studies of Higher Education,
Nagoya University**Director, Center for the Studies of Higher Education, Nagoya University***Professor, Center for the Studies of Higher Education, Nagoya University****Associate Professor, Center for the Studies of Higher Education,
Nagoya University*****Associate Professor, Center for the Studies of Higher Education,
Nagoya University363

Strategies to Support Graduate Students in
Research Universities as a Means for
Preparing Future Faculty
CHIKADA MasahiroThis paper examines the ways to support graduate students inJapanese research universities for becoming future faculty, based on acomparison of the training systems of teaching assistants (TA) between the US and Japan.
On the one hand, some research universities in US allow TAs toteach courses independently and have enough training opportunities
prepared to be future faculty. On the other hand, TAs in Japanese
universities are limited to supplementary jobs and they are not allowed to teach independently. Consequently the training system for
TAs in Japan is not organized and systematized.
To enhance the teaching competence and incentives of Japanese
graduate students, three strategies are proposed. Firstly, not only
the orientation for their supplementary job, but a training system
similar to faculty development workshops such as developing effective syllabi and learning pedagogy is essential. Secondly, not only an
orientation when TAs are recruited, but a variety of training andsupporting opportunities encompassing the full range of graduate
education should be provided such as welcome reception, consultation,
writing CV seminar, and micro-teaching experience. Thirdly, research universities should recognize the importance of TA training
for future faculty.

Associate Professor, Center for the Studies of Higher Education,
Nagoya University364

Student Affairs Educators in the U.S.:
Principles of Good Practice Developed byProfessional Associations
NAKAI Toshiki*
SAITOH Yoshiko**This paper aims to clarify the roles of student affairs professionals
in the U.S. through analyzing the document: 㵰Principles of Good
Practice for Student Affairs,㵱 which was developed by a collaborative
research group of the two leading professional associations in thisarea, the American College Personnel Association and the National
Association of Student Personnel Administrators. The findings fromthe analysis can be summarized as follows:- The 㵰Principles㵱 incorporates wide-ranging and in-depth feedback
from large number of student affair professionals belonging to those
two associations.
- Student-learning-oriented student affairs is expressed as a desirable goal in the 㵰Principles.㵱
- The 㵰Principles㵱 includes an inventory which consists of means tooperationalize the principles for the practice of student affairs professionals.
- The 㵰Principles㵱 can be applied in many varied higher education
institutions with diverse groups of student and campus cultures.
- The 㵰Principles㵱 emphasizes shared responsibility and partnerships for students㵭 learning.
These findings clarify the expectations that professional associations have for in higher education institutions.

Associate Professor, Center for the Studies of Higher Education,
Nagoya University
Research Associate, Center for the Studies of Higher Education,
Nagoya University365Improvement of the Quality of Graduate
Education in France: Foundation and
Improvement of the 'Ecole Doctorale'
NATSUME TatsuyaThe purpose of this paper is to clarify the process and somecharacteristics of graduate education in France, 1990-2006. The
basic findings are as follows:
1) The French government started the reform of graduate education from the end of the 1980s. Then graduate education was implemented as the third cycle of university. At the first step, a DEA
cycle offered education of one year with school style, but beyond it
there was no methodological education.
2) Under the pressure of the shortage of university teaching staff
and international economic competition, the government introduced aplan to increase the number of graduate students. The government
decided to reform the structure of the third cycle by creating 'Ecole
Doctorale' combined with the DEA cycle, and the doctoral cycle, andimplementing the methodological education in doctoral cycles.
Teaching staff teams which are composed of researchers of somelaboratories whose research themes are similar are responsible foroffering education indispensable for future researchers, education ofeach discipline, education of interdisciplinary knowledge and methods,
training in foreign languages, and preparing for finding jobs after
completion of the dissertations.
3) The government decided to diffuse the contract of dissertations
which prescribe the rights and responsibilities of teachers and students to accomplish effective completion of dissertations. It is said
that the contracts have been a possible method for assuring andimproving the quality of graduate education.

Professor, Center for the Studies of Higher Education, Nagoya
University366

Career Management of Contract Research Staff
in UK Universities
SAITOH Yoshiko*
KOBAYASHI Shinichi**
The present paper reports a study of the British case of improving
career management of contract research staff (CRS) in universities
through literature survey, which derives implications for policies onscience and technology personnel and for university strategies onhuman resource development in Japan.
Recently, the Japanese government has demonstrated more concern
about science and technology personnel and just initiated programs to
support independent research and career-path diversification of young
scholars. The projects supported by those programs have been carried out dispersed widely throughout Japan, while the British caseinvolves a focused coordinated way of improvement; a creer-management standard has been provided through a nation-wide concordat
with signatories of university principals, funding agencies, and academic societies, followed by financial support to and monitoring of pilot
good-practices. Features differentiating the British case from theJapanese approach have been clarified as better awareness of CRS in
universities, training research managers, developing tools and handbooks on career management, and systematized career management.

Research Associate, Center for the Studies of Higher Education,
Nagoya University
Professor, Research Center for University Studies, University ofTsukuba367

Is the Term for the Newly Established 㵰Jokyo㵱
as an Academic Profession Appropriate? :An Analysis from a Comparative Viewpoint
among Japan, Korea and China
UMAKOSHI Toru
Generally the term 㵰Jokyo㵱(assistant) has been used as the lowest
status of an academic profession in East Asian countries such as
Korea and China for a long time. Thus far, it has been considered
the same as the Japanese term, 㵰Joshu㵱(assistant). However, recently in Japan the newly established 㵰Jokyo㵱 is to be introduced as
an independent teaching and research profession equivalent with the
non-tenured 㵰assistant professor㵱 position in the United States.
Although the Japanese Education Ministry and its Central Education
Council justifies an introduction of the new status of 㵰Jokyo㵱 in termsof 㵰international equivalence㵱 and 㵰traditional usage of Japanese
language㵱, it may become an irretrievable loss for Japanese academics in the East Asian academic community. The new Japanese㵰Jokyo㵱 will be surely regarded as the same as the 㵰Jokyo㵱 of Korea
and China because those Chinese characters are exactly same.
Through an analysis from a comparative viewpoint among Japan,
Korea, and China, an amendment is proposed to the revised School
Education Law, suggesting that the Japanese 㵰Jokyo㵱 should bechanged to a new category 㵰Jokyoju㵱(assistant professor) which issimilar to the Korean 㵰assistant professor㵱 and Chinese 㵰lecturer㵱
in terms of roles and functions.

Professor, J.F.Oberlin University

368

Teaching of Basic Sciences in Research
Universities and the Role of
the Teaching Assistant
OGASAWARA MasaakiIn this paper we focus our attention on the teaching of basic sciences in research universities in Japan. In comparison with those in
the United States and the United Kingdom, more professors areengaged in the teaching of a smaller size of classes. The teaching
method is based on elitism in the sense that it is adequate forwell-selected students but not necessarily for diverse ones. The
teaching skills adopted in research universities are archaic in generaland their average level remains at the level of the 1970s in the UnitedStates. A kind of course which is called 㵰sciences for all㵱 in the
United States is urgently necessary as a freshman course in undergraduate programs. The issues to be solved in this stage of education are classified into three categories: one is concerned with inconsistency and defects in curriculum, second is a weakness or lack insupport for teaching, and the third is unsatisfactory infrastructuresfor 㵰modern㵱 teaching. To improve the situation, we propose toreconsider the learning strategy in the field of basic sciences, todevelop a new style of class attractive for contemporary students, andto introduce teaching assistants with appropriate teaching skills.

Professor, Tokyo University of Agriculture and Technology

369

Problems Associated with the Introductionof Active Learning
MIZOKAMI ShinichiThis article examines practical problems related to classes andcurricula of active learning as a typical learning style reflective of thebasis of the postmodern school education. In this new genre of
education teachers can㵭t always stand in front of students to teachstable and fixed knowledge, students㵭 learning processes could go
beyond the range of knowledge and ideas teachers have to a great
extent, teachers may not be to demonstrate their clear knowledge
and answers to students, and they could be even taught by their own
students. As the result of the analysis of articles reviewed, it was
found that active learning, whether as problem exploring or as
problem solving, was widely used regardless of discipline. And,
enrichment from exposure to other views, extra-class support, andcurricular support were also found to develop further the quality ofstudents㵭 active learning. Finally, curriculum-based active learning
was discussed, drawing upon the theory of curriculum.

Associate Professor, Center for the Promotion of Excellence in Higher
Education, Kyoto University370

What Is and What Ought to Be 㵰Engineering
Ethics Education㵱?
TODAYAMA Kazuhisa
A decade has passed since engineering ethics education was introduced into universities in Japan. However, the present situation
seems still chaotic. Because engineering ethics and education for it
started as a reaction to ABET (The Accreditation Board for Engineering and Technology) and/or JABEE (the Japan Accreditation
Board for Engineering Education), the sense of ownership on the sideof working engineers is quite immature and there is no consensus onwhat to teach and how to teach it. What is needed is to shift (1) fromreactions to external pressures to acting on one㵭s own initiative, (2)from trial-and-error practices by each individual instructor to collaboration among engineers, philosophers, engineering professors, andcitizens.
To realize these changes, engineering ethics should be regarded asa part of a social movement which aims to improve engineers㵭 social
status as professionals. The history of engineering ethics in US isbriefly surveyed. That has important implications for Japan, namely,that when we think about what to teach in engineering ethics education and how it should be done, it is important to consider these
problems against the background of the social systems which give
substance to engineering ethics and make it work in real life situations.

Director, Center for the Studies of Higher Education, Nagoya University
Professor, Graduate School of Information Science, Nagoya
University371

Development of a Learning Support Tool Basedon Peer Review for a Programming ClassKITA Eisuke*
YAMANASHI Juri**
Learning models such as cooperative learning and mutual learning
are found to be effective in classes using personal computers. Peer
Review (PR) is one of the models of cooperative learning. In the PR,
each student plays a role as a reviewer or programmer; a programmer㵭s work is checked and evaluated by a reviewer; and indoing programming, errors are corrected and uncertain points areclarified according to the discussion with a reviewer. The introduction of PR results in a reduction of programming errors andstudents can acquire programming techniques they could not comeup with by themselves. In this research, the learning support tool
based on PR is developed to avoid bias, to provide an environment inwhich students can study cooperatively, and to have mutual support
mechanisms.
The tool is comprised of the editing function of the source program,the chatting function, and the compiler-cooperating function. The
use of the tool allows users to compare source programs and discuss
critically programming skill with the chatting function.
A questionnaire survey indicates that the tool is effective for developing a cooperative learning environment and enhancing programming skills, and that the design and the function of the tool
should be revised as well.

*Associate Professor, Graduate School of Information Science, Nagoya
University**Graduate Student, Graduate School of Information Science, Nagoya
University372