The Roles of Students, Faculty and Institutions in Quality Teaching and Learning at Nagoya University: A Survey Based on the Seven Principles for Good Practice in Undergraduate Education

中井 俊樹, 中島 英博, 近田 政博, NAKAI Toshiki, NAKAJIMA Hidehiro, CHIKADA Masahiro

doi:10.18999/njhe.6.77

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名古屋大学の教育の質向上に有効な教員・学生・大学組織の実践手―『優れた授業実践のための７つの原則』のチェックリストを用いた調査―法
名古屋大学の教育の質向上に有効な教員・学生・大学組織の実践手法--『優れた授業実践のための7つの原則』のチェックリストを用いた調査
ナゴヤダイガクノキョウイクノシツコウジョウニユウコウナキョウインガクセイダイガクソシキノジッセンシュホウスグレタジュギョウジッセンノタメノ 7ツノゲンソクノチェックリストオモチイタチョウサ

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This paper aims to clarify effective roles of students, faculty members and the institution in promoting quality teaching and learning at Nagoya University. We conducted student, faculty and institutionalsurveys at the university using the inventories of the Seven Principles for Good Practice in Undergraduate Education, which was developed in the United States. Findings from the survey are summarized as follows: Most of the items on the inventories of the Principles are considered to be effective for enhancing teaching and learning at Nagoya University. The faculty members mostly think that the behaviors described in each item are also important in their educational context. There are many behaviors which are desirable but not currently implemented in teaching and learning. The inventories could thus be used as tools for educational improvement. Furthermore, the high achieving students implement more positive behaviors than the low achievers, and there is a correlation between implementation of the various behaviors and student outcomes. The result indicates the roles, responsibilities, and mutual relationships of students, faculty members and the institution. The paper concludes by proposing that this approach represents an integrated and well-balanced methodology for accomplishing quality teaching and learning in universities.

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名古屋高等教育研究

名古屋高等教育研究 6 77-92, 2006-03

名古屋大学高等教育研究センター

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