Teaching Development in Higher Education in English

0.Course briefing and introduction. Not mandatory but strongly recommended. We will present the course and ourselves, introduce practical information, and grant space for question and answers regarding the course and for incipient pedagogical reflections. Although it is not a mandatory session, we highly encourage your assistance. 1. The science of learning. The main aim of this session is to begin to learn in order to offer a response to the question: How do students learn? 2. Teaching-learning strategies for active and significant learning in Higher Education. The main aim of this session is to begin to learn in order to offer a response to the question: How can we contribute to active and significant learning? 3. Quality assessment and feedback in Higher Education. The main aim of this session is to begin to learn in order to offer a response to the questions: How can we obtain information on how/what students learn and the impact of our courses? How can we use that information to enhance learning and our courses? 4. Syllabus and course design The main aim of this session is to begin to learn in order to offer a response to the question: How can we design courses aligning objectives, outcomes, strategies, assessment and resources? 5. Class design & instruction The main aim of this session is to begin to learn in order to offer a response to the question: How can we design and instruct lessons aligning objectives, outcomes, strategies, assessment and resources? 6. Class instruction & collegial feedback I The main aim of this session is to begin to learn in order to offer a response to the question: How can we deliver and improve our lessons to contribute to our students’ learning? 7. Class instruction & collegial feedback II The main aim of this session is to begin to learn in order to offer a response to the question: How can we deliver and improve our lessons to contribute to our students’ learning? 8. Deconstructing knowledge, reviewing teaching statements, and career paths. The main aim of this session is to begin to learn in order to offer a response to the questions: Are there any gaps in what we learned? And, from now on, what should I take into consideration? We will work to take ownership of the knowledge and of your future learning and career plans by “forgetting”, rethinking, imagining, and planning.

Methodologically, the course is congruent with its own contents and uses a “teaching and learning by doing” approach. In this way, participants will learn by experiencing themselves with student-centered and active learning teaching and learning strategies that emphasize reflection, discussion, and collaboration. Among others, participants will participate of a methodological design that involves flipped classroom, team-based learning, case studies, self- and peer-observation, reflection, and discussion, and, also, lectures involving an active participation. Beyond promoting and practicing reflection and discussion (as part of what involves being a teacher), the course also emphasizes a hands-on practice of its contents, and participants will be expected to learn by working on activities that include syllabus and lesson design and class instruction. Given these different aspects and the continuous assessment proposed for the course, participants are expected to, in principle, attend all the classes and to actively engage in the activities, reflections, and discussions proposed. Assistance and active involvement will also be part of the assessment (later described) and are key aspects to achieve different learning goals of the program that involve collaboration and peer-learning with participants who have different disciplinary, learning, and contextual backgrounds.

Assessment and grading are aligned with the described learning outcomes to achieve by the participants upon completion of the course and the methodology of the course. Rather than a finalist process, assessment has been designed as a procedure that seeks to contribute to and enhance the participants’ learning (as well as to gather information to adjust the course itself over time to the participants’ learning needs and moments). Because of this, participants’ active engagement is not only encouraged, but necessary, as this engagement will make possible their continuous assessment; in consequence, active engagement (in quality and quantity) is also considered when grading the participants’ learning and performance during the course. Grading of the course will involve a 100-point allotment system and will include two main segments (specific criteria for each segment and assignment will be facilitated to the participants): a)Engagement and contribution during the eight classes: 20 points. This segment involves the assessment of the quality and quantity of the participants’ contributions during the different sessions of the program. Assessment will be conducted by the instructors, but it will also involve peer- and self- assessment. More in detail, grading will take into consideration the: - Continuous individual engagement during the classes and the activities developed (quantity and quality of the contributions to assess by the instructor): 10 points. - Individual engagement in group-work and during the course (to assess by the students and their peers): 10 points. As seen, overall, the attitude toward the classes will be taken into consideration when assessing engagement and contribution. Aspects such as working earnestly in group work and contributing to the whole class will be positively valued. Similarly, points will be deducted if the student interferes with the class, do irrelevant things, do not participate in group work, etc. Please, also take a look to the required attendance. Assistance to two sessions out of days 5, 6 and 7 is mandatory. If a student is absent on two out of these three days, the student cannot complete the course. b)Submission and qualitative assessment of the assignments for the eight sessions: 80 points. This includes the assessment of the lecturer as well as peer- and self- assessment. Grading will attend to: -Pre- and post-session assignments. 4 points for each session (5p x 8 sessions). 40 points. -Teaching reflective statement (at the beginning and at the end of the course). 15 points. -Syllabus design and feedback: 10 points. -Class design, instruction, and feedback: 15 points. Finally, even if the final grade is the total of points obtained in both segments, in order to complete the course, participants need to obtain a pass in both segments (10 points in segment (a) and 40 points in segment (b)). This means that participant cannot complete the course even if, for instance, he/she obtains a total of 60 points, but those points are 5 points from the first segment and 55 points from the second segment.

None. Handouts and specific materials or references for the different topics will be provided.

Reference books and reading lists will be provided during the class. Still, some relevant references are: Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching. John Wiley & Sons. Astin, A. W. (2012). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Rowman & Littlefield Publishers. Ashwin, P. et al. (2020). Reflective teaching in higher education (2nd Ed.). Bloomsbury Academic. Barron, B., & Darling-Hammond, L. (2008). Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. George Lucas Educational Foundation. Boud, D., & Cohen, R. (2014). Peer learning in higher education: Learning from and with each other. Routledge. Boud, D., & Falchikov, N. (Eds.). (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge. Caeiro, S., Leal Filho, W., Jabbour, C., & Azeiteiro, U. (2013). Sustainability assessment tools in higher education institutions: mapping trends and good practices around the world. Springer. Carless, D., Bridges, S. M., Chan, C. K. Y., & Glofcheski, R. (Eds.). (2017). Scaling up assessment for learning in higher education. Springer. Dehaene, S. (2020). How we learn. Penguin. Gardner, J. (Ed.). (2012). Assessment and learning. Sage. Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer. Illeris, K. (2016). Learning, development and education. Routledge. Illeris, K. (2018). An overview of the history of learning theory. European Journal of Education, 53(1), 86-101. Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge. Killen, R. (2006). Effective teaching strategies: Lessons from research and practice. Cengage Learning Australia. Leutner, D., Fleischer, J., Grünkorn, J., & Klieme, E. (2017). Competence assessment in education: An introduction. In Competence assessment in education (pp. 1-6). Springer. Mayer, R. E. (2011). Applying the science of learning. Pearson/Allyn & Bacon. Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons. Nisbet, J., & Shucksmith, J. (2017). Learning strategies. Routledge. Orlich, D. C., Harder, R. J., Callahan, R. C., Trevisan, M. S., & Brown, A. H. (2012). Teaching strategies: A guide to effective instruction. Cengage Learning. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press. Schmeck, R. R. (Ed.). (2013). Learning strategies and learning styles. Springer. Shute, V. J., & Becker, B. J. (2010). Innovative assessment for the 21st century. Springer. Villa, R., & Thousand, J. (2016). The Inclusive Education Checklist:: A Self-Assessment of Best Practices. Dude Publishing. Winstone, N., & Carless, D. (2019). Designing effective feedback processes in higher education: A learning-focused approach. Routledge. In addition, two other relevant references to the course in the Japanese language are: -Kurita, K., & Japan Center for Educational Research and Innovation (JCERI). (2017). Interactive teaching [Interactive teaching]. Kawai Publishing. This is a textbook for an online course based on the UTokyo FFP (the Japanese version of this course), and is, thus, a relevant reference book for your study. - Sato, H. (Ed.) (2010). Daigaku kyōin no tame no kugyō jōhō to design [Class delivering method and design for faculty members]. Tokyo: Tamagawa University Press. This book organizes class methods and designs from practical perspectives.

ABOUT PARTICIPATION We are hoping to make of it a profitable and enriching experience for the participants. In this regard, please, reach us out if you want to participate but there is a circumstance that you feel will affect your participation, if we can do anything to make this course more accessible, etc. Each session consists of two consecutive classes (two periods). Participants are requested to attend all sessions and periods. In case of absence, inform by e-mail to the instructor before 5PM on the day before the session. Points will be deducted for absence without approved leave. Since mutual learning among participants is emphasized in this course and since each session builds on the previous, please understand that you cannot complete the course in case you are absent for more than four class periods. Please note that there is an exception to the rule: you have to assist at least to two out of sessions 5, 6 and 7. If you are absent during two of these sessions you cannot complete the course and receive certification, even if you fulfill the rest of requirements for completion. This is because the goals and contents of those days are essential to achieve several of the learning outcomes and because these days involve the participants’ feedback to their peers. ABOUT CERTIFICATE AND CREDITS A certificate of completion will be issued to those participants who successfully complete the prescribed activities. This course is classified as a Common Graduate Course and graduate students at the University of Tokyo can earn two credits in the subject “Teaching Development in Higher Education in English.” If you wish to earn credits, please register for the course from your own school. Those of you who received the confirmation of enrollment and also wish to earn credits, must ensure that you complete your course registration following the procedure in your affiliated school.

Overall, this course aims to offer the participants the time to stop, think and reflect, share and discuss, and rethink about education and about teaching and learning at universities. The contents address aim to be an initial and fundamental approach to the academic and, in particular, the teaching profession. For this reason, the course is complemented with a parallel structure outside of the official syllabus to grant participants with voluntary learning opportunities to complement their training by receiving and offering informal feedback, educational consultation, and career and life plan advisement, and by participating in community-building activities. More information on this parallel structure will be given during session 0 of the course.