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Faculty Development

OPAR provides rich and diverse faculty-oriented development programs and services. Our various programs and services enable faculty members to learn what they need when they need it, based on their careers and abilities. The university-wide faculty development programs and services list(FD map) below summarizes these based on the FD map framework developed by the“Faculty Developer” Project at the National Institute for Educational Policy Research.

Definition of Faculty Development

Faculty Development is the systematic efforts towards 1. improving teaching and courses, 2. improving curricula, and 3. developing and reforming the organizations, for the purpose of maximizing the effects of teaching and learning. (Decided at the Institute for Education and Student Support Meeting in 2007)
 

(1) Improving teaching and courses(Instructional Development)
Instructional development focuses on activities to improve individual teaching and courses. Specifically, this includes: course evaluation; teaching observation among faculty members; individual consultations; lectures related to teaching method; symposiums; workshops; and seminars.
　
＜Activities at Ehime University: A Few Examples＞
Students course-evaluation
Discussions with students on teaching and learning
Teaching observation and course critique sessions among faculty members
Orientation for newly appointed faculty
Courses design and teaching workshops
FD Skill-up Seminar on teaching and learning
Good Practice Symposium at Ehime University
Faculty and staff Development Seminar
(2) Improving Curricula(Curriculum Development)
Curriculum development focuses on activities to further improve the curricula and educational programs offered by departments. Specifically, this includes: establishing curriculum policies; establishing, amending, and abolishing courses; checking relevancy between courses; assessing curriculum and seminars related to these issues.
　
＜Activities at Ehime University: Examples＞
Seminars for Educational coordinator for establishing curricular policies
Checking course content to verify adherence to curricular policies
Creating curricular maps
Curriculum development project through Good Practice funds at Ehime University
(3) Developing and Reforming Organization (Organizational Development)
Organizational development focuses on activities to enhance the functions of organizational structures related to education and student support and to make the relationships among organizations more fruitful. Specifically, this includes: establishing, and amending, committees involved in education and student support; reviewing the roles of committees individually; evaluating organizations, examining their current status, and restructuring them; cooperation among organizations; and conducting various workshops for administrative staff, etc.
　
＜Activities at Ehime University: Examples ＞
Restructuring departments and repositioning faculty members
Placing education-focused faculty members (educational coordinators)

University-wide Faculty Development Map (Faculty Development System Chart)

Micro-Level (Improving teaching and courses)

Phase Name of Program/Service Objective What you can learn
Phase I
(Introduction)
Awareness and understanding
 Orientation for newly appointed faculty (once a year) To acquire basic knowledge related to teaching at Ehime University Goals of education at Ehime University; General Educational program; and academic credit system
Ehime University Education Symposium (once a year) To acquire knowledge related to courses and curriculum reform through attainable success stories On-campus success stories related to class and curriculum reform
Phase II
(Basics)
Practicing
 Course design and teaching workshops (twice a year) To acquire general knowledge and skills related to course design Ice-breaking; writing syllabi; various teaching methods; evaluating learning;  micro teaching; etc.
FD Skill-up Seminars ( more than dozen of seminars per year) To improve specific knowledge and skills necessary for teaching and for supporting students learning Speaking; lecturing; problem-based teaching;  developing media materials; etc.
SPOD-related seminars (including forums) To improve specific knowledge and skills necessary for teaching and for supporting students learning
Individual teaching consultation (on request) To review and objectively analyze classes with a consultant and find solutions Factors that promote student learning in courses and factors that do not
Phase III
(Application) Developing and Reporting
 Teaching Portfolio Workshop (twice a year) To reflect  teaching philosophy, teaching methods, and develop consistency Educational philosophy; teaching methods; and reflection on evidence
Submission of research papers to the Journals of OPAR To objectively examine teaching practices as a research and document the results Objective analysis of classes; and problem-solving skills
Presentation at the Ehime University Education Symposium (once a year) To reflect teaching as a research and present the results Summarization of teaching practices
Phase IV
(Support) Instructing
 FD Facilitator Training Seminar To gain the ability to plan, implement, and operate FD programs in order to improve teaching  in different departments Needs assesment for Faculty Development; various FD techniques; program development; and program evaluation
Instructor for course design and teaching workshops and FD Skill-up Seminars To improve planning skills and teaching by serving as an instructor for workshops and seminars Ice-breaking; making syllabi, lecturing, and grading; speaking; problem-solving-based teaching; making media materials
Mentor for Teaching Portfolio Workshop To improve mentoring skills by serving as a mentor for workshops Mentoring; coaching

Middle-Level (Improving Curriculum)

Phase Name of Program/Service Objective What you can learn
Phase I
(Introduction) Awareness and understanding
 Orientation for newly appointed faculty (once a year) To acquire basic knowledge related to teaching at Ehime University Goals of education at Ehime University; General Educational Programs; and academic credit system
Ehime University Education Symposium (once a year) To acquire knowledge related to courses and curriculum reform through attainable success stories On-campus success stories related to courses and curriculum reform; techniques for obtaining various funds
Phase II
(Basics) Implementation
 Seminars for Educational Coordinator (four or five times a year) To acquire general knowledge and skills for curriculum design Diploma policies; curriculum policies; admission policies; and curriculum assessment
Curriculum consultation (on request) To reflect and objectively analyze curriculum with a consultant and find solutions Factors that promote student learning in curricula and factors that do not
SPOD-related seminars (including forums) To improve specific knowledge and skills necessary for operating a curriculum Diploma policies; curricular policies; admission policies; and curriculum assessment
Phase III
(Application) Development and Reporting
 Submission of research papers to the Journals of OPAR To objectively examine teaching practices as a research topic and document the results Objective analysis of classes; and problem-solving techniques
Presentation at the Ehime University Education  Symposium (once a year) To objectively examine teaching practices as a research topic and present the results Summarization of teaching practices

Macro-Level (Developing and Reforming Organizations)

Phase Name of Program/Service Objective What you can learn
Phase II
(Basics) Implementation
 Faculty Developers Training Seminar (once a year) Planning, implementing, and operating FD programs for the purpose of improving teaching and learning on a university-wide level Analyses of the current status of your organization; and problem-solving for promoting FD

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