Teaching Development in Higher Education in English

*The contents of the course below may be changed. 1. The science of learning. How do students learn? We explore and discuss what the science of learning tells us about how people learn and its practical implications over the design of our courses and lessons. Many of these ideas involve an inclusive approach to education. 2. Teaching-learning methods, strategies, & techniques. How can we contribute to the students’ learning? We build on Day 1 to discuss active learning and learn and practice in relation with different methods, strategies and techniques that promote it. Among others, we address flipped classroom, peer-instruction, TBL, jigsaw, fishbowl, etc. 3. Assessment, feedback, and rubrics. How can we obtain information on how/what students learn? We learn and practice in relation with the different purposes of assessment, when/how/who can be involved, and its connections with formative feedback. Also, we practice the creation of questions for multiple-choice tests and rubrics. 4. Course and syllabus design. How can we design and improve our courses and syllabi? We learn and practice in relation with course and syllabus design, exploring their different components (with special emphasis on learning outcomes), and the integration of what we learnt on Day 2 and Day 3. 5. Class design. How can we design, deliver, and improve our classes? Building on the previous sessions, we learn and practice in relation with how to structure a class and its components/sequence. Participants design a brief class that they will teach in the following days. 6. Class design & instruction I. How can we design, deliver, and improve our classes? We teach the brief class designed during Day 5 and receive constructive feedback from our peers to improve it. 7. Class design & instruction II. How can we design, deliver, and improve our classes? We teach the same class (modified after receiving feedback) and we receive feedback to continue improving it. 8. Deconstructing knowledge and Higher Education. Is what we learnt unquestionable? And, from now on, which are the challenges that I face as a university teacher? We problematize some contents addressed during the course, generating reflection and critical thinking. Also, we address higher education as a space facing challenges that impact the work of university teachers.

The following are the key features of this course in terms of its methods and format: Flipped classroom. Different sessions require to, beforehand, watch a video to fruitfully participate in class. Online. The course combines online (Zoom platform) with the use of Google Classroom as a learning management system (materials, communications, assignments, etc.). Learning by doing & experiential learning. Participants learn by creating teaching materials (rubrics, syllabi, classes, etc.) and by going through learner-directed and active learning strategies that emphasize self-/peer-reflection, discussion, and collaboration (jigsaw, poster tour, fishbowl, etc.). Active engagement. (Meaningful) active engagement and contributions of the participants are encouraged. These are relevant for learning and permit to assess the fulfillment of diverse learning outcomes (note that this does not mean that the participants are forced to talk even when they do not have anything meaningful to say).

Assessment in this course is a continuous process with two goals: offering qualitative feedback to guide learning and gathering information to adjust the course to the participants’ learning moment. Grading involves a 100-point allotment system to demonstrate the achievement of the learning outcomes through: (a) Syllabus design (35 points), (b) Class design & instruction (35points), other class assignments and engagement and contributing during the classes (30 points). To complete the course, participants need to pass all activities (mainly assessed by the lecturer with sporadic self-/peer-assessment; assessment criteria are shared at the beginning of the course).

None. Video materials, handouts and references for the different topics will be provided.

This a list of relevant (non-compulsory) references. If you do not have access to them or need support to read them, please reach the lecturer. A more comprehensive and diverse list will be shared each session. 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. Bain, K. (2004). What the best college teachers do. Harvard University Press. Barkley, E. F., & Major, C. H. (2015). Learning assessment techniques: A handbook for college faculty. Jossey-Bass. Biggs, J. & Tang, C. (2011). Teaching for Quality Learning at University. Buckingham: Open University Press/McGraw Hill. Carless, D., Bridges, S. M., Chan, C. K. Y., & Glofcheski, R. (Eds.). (2017). Scaling up assessment for learning in higher education. Springer. Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th Ed.). H.B. Jovanovich College. Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods and approach. Springer. Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge. Langley, G. J., et al. (2009). The improvement guide (2nd Ed.). Jossey-Bass. Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors. John Wiley & Sons. Nilson, L. B., & Goodson, L. A. (2021). Online teaching at its best (2nd Ed.). Jossey-Bass. 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. Villa, R., & Thousand, J. (2016). The Inclusive Education Checklist: A Self-Assessment of Best Practices. Dude Publishing. Oakley, B., Rogowsky, B., & Sejnowski, T. J. (2021). Uncommon sense teaching. TarcherPerigee. Winstone, N., & Carless, D. (2020). Designing effective feedback processes in higher education: A learning-focused approach. Routledge.

These are basic policies to follow the course satisfactorily. They are open to the participants’ insights, and we will make our best to accommodate personal circumstances, so please let us know when these emerge. Attendance. The course relies on cooperation and each day builds on the prior. To complete the course, you should not be absent for four or more periods (each day is two periods). In case of absence, please inform the lecturer on the day before the class (points might be deducted for unjustified absence). Exception. Days 5, 6, and 7 are essential for several intended learning outcomes and involve the participants in peer-feedback. For this reason, participants can miss only out of these three days. Cameras. In principle we request the use of the course cameras during the online sessions (to be discussed). Plagiarism. When using information/excerpts/images from other sources, we expect the participants to cite them adequately. This is a key ethical policy in the academia and points will be deducted if it is not respected. Inclusion and accessibility statement It is our goal to create a learning experience that is as safe, inclusive, equitable, accessible, and welcoming. If you anticipate (or through the course experience) any issues related to the design or instruction of the course, please do not hesitate to write us as soon as possible so we can work together in exploring any alternatives. This includes methods and assignments, but also participation, access to resources/materials, etc. We are committed to this, and we are happy to consider any adjustments if they do not alter the purpose of the course; let us know your ideas and feedback at any moment so we can make the course more accessible and inclusive, they are more than welcome.

Personal message to the participants This is Gabriel, lecturer of the course. If you read the whole syllabus to this point, thank you! If not, try to do it as it can solve some doubts that might emerge later. UTokyo Global FFDP was created with dedication and passion by academics who firmly believe that education and teachers are key societal pillars and, as such, that university students should learn with teachers who know about their discipline, but also about “teaching the discipline”. Being here, you probably share this idea. UTokyo Global FFDP is meant for you and others with similar interess, but diverse backgrounds. You might be interested in this: the first two editions brought together participants from 18countries (four continents) and multiple disciplines. The course aims to offer the opportunity to stop, reflect and discuss about topics that, when teaching, we have less time to address. That is why we emphasize reflection and discussion with your peers, avaluable opportunity if you consider the possibility of teaching anywhere in the world. Still, let me emphasize that it is not possible to “master” a discipline (pedagogy) and a profession (teacher) in eight sessions. Hence, after the course, you will continue feeling the need of knowing more and of developing your skills. This is natural and, actually, a good sign. Within a safe and respectful learning environment, we will invite you to share your ideas, but also to re-explore them. The self-analysis of assumptions is key in the training of educators and a crucial competence to promote continuous learning. This is critical given that with teaching we face a noteworthy situation: even if we have never taught or been trained to teach, we have spent several years participating in teaching and learning processes; consequently, we have ideas about how such processes should look like, which brings benefits and perils. As we expect from other professionals (medical doctors, accountants, mechanics, architects, lawyers, chemists, etc.), those with the responsibility (and joy) of teaching should receive training; teaching based only on our own experience is not enough. But again, if you are here, you most likely share these ideas. All there is left for me to say is: come in and welcome! We are looking forward to learning with you.