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Education Improvement Promotion Office

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Education Improvement Promotion Office

Promotion of educational improvement and improvement of teacher qualifications: Present improvement items to faculty members and propose improvement measures to the committee of Toyota National College of Technology.

Outline of the Education Improvement Promotion Office

Toyota National College of Technology has established the Educational Improvement Promotion Office to promote educational improvement and improve the qualifications of teachers (FD: Faculty Development). The Education Improvement Promotion Office is an organization under the direct control of the principal, and consists of one director (faculty member), two general department faculty members, five specialized department faculty members (one in each department), and one full-time administrative staff.

Main tasks of educational support

The Education Improvement Promotion Office

Planning and drafting of educational improvement plans
Measures to implement the Educational Improvement Plan
Evaluation and restructuring of educational improvement plans
Improvement of faculty qualifications
Retention of grading materials, etc. related to receiving accreditation and examinations through external organizational evaluations, etc. collected by each department, etc.

My job is to show improvement items to faculty members and propose improvement measures to various committees at Toyota National College of Technology.

Implementation status of educational improvement work

1. Improvement of the qualifications of teachers

Class Evaluation Questionnaire
We have been conducting class evaluation questionnaires by students for all subjects since the 12th academic year. Evaluation items include students’ level of understanding, interests, confirmation of faculty comprehension, class preparation, and enthusiasm. The evaluation results are disclosed to faculty members and students on campus.

FD Symposium and FD Seminar
FD symposiums have been held 1~2 times a year since the 17th academic year, in which our teachers provide topics related to educational improvement. Since FY20, it has been held every other year along with FD seminars. We also asked professors invited from outside to give lectures. Topics covered include:

year	Symposiums/Seminars	Title/Theme
FY Reiwa 2	FD Symposium	Effects and challenges of BYOD implementation Learn about educational methods using remote classes, various educational software, and educational contents
Heisei 31	FD Seminar	Utilization of Microsoft Teams for business and student guidance (Office 365 course intermediate) Explain the various functions of Teams Proposal for business management and introduction to educational sites Teams Hands-on Exercises
	FD Small Seminar	TOYOTA Round-Talk Exchanging information on class management and practicing
Heisei 30	FD Symposium	Current Status of Advanced Education in Junior High Schools
Heisei 29	FD Seminar	Case reports and discussions on class management using ICT devices -Survey system using Office 365 Case reports of class management using e-mail and ICT Report on the use of AL support devices such as educclick Opinion exchange meetings based on topic offerings
Heisei 28	FD Symposium	Active learning: Share understanding of “teaching and learning methods that incorporate learners’ active participation in learning”
Heisei 28	FD Small Seminar	Achievements and Issues of Extracurricular Activities Addressed Across Grade Departments: A Case Study of Multigenerational Participatory Urban Agriculture, Mountain, and Village Exchange
Heisei 27	FD Small Seminar	Global FD Training Report Exchange of opinions on English education related to specialized education and the ideal way of teaching in English
Heisei 26	FD Seminar	Based on the opinions of the dialogue meeting with students Methods for Gathering Student Opinions Survey results feedback Characteristics of students who take an F rating and how to respond Create a cohesive class
Heisei 25	FD Symposium	Student guidance to encourage learning
Heisei 24	FD Seminar	What we value in class practice Key points for improving classes Motivation to continue teaching Key points for class management What we want students to learn
Heisei 23	FD Symposium	Please tell us your thoughts on education― Introduction to the Teaching Portfolio ―
Heisei 22	FD Seminar	FD debriefing session Exchange of views on career support programs Report on visit to Matsue National College of Technology
Heisei 21	FD Symposium	Survey on Students’ Interest in Physics and Applied Physics First in Japan! Introduction of support tools for teaching methods
Heisei 21	FD Symposium	Learning Motivation Survey Questionnaire and PDCA Analysis of the results of the class questionnaire that motivates How to develop a desire to learn Class Evaluation Questionnaire Revised
Heisei 20	FD Seminar	Learning and life guidance for students What makes a good lesson? Japanese Communication Skills Education Collaboration between general and professional Support for young teachers’ worries and expectations
Heisei 19	FD Symposium	Results of Analysis of Aging Changes in Class Evaluation Questionnaires: Focusing on Understanding and Interest in Lecture Subjects Survey on Academic Underperformance in the Lower Grades Educational Guidance for First-Year Architecture Students for Motivation
Heisei 18	FD Symposium	Toward the Construction of a School-wide Class Improvement System (Invited Lecture: Professor Yasushi Tsuboi, General Subject, Anan National College of Technology) Tohoho and Ahaha class practice (daily class practice report with class worries) Case Report of PBL Experiment (Robot Contest in the Department) over Multiple Grades Academic Retention of Specialized Subjects with Emphasis on Quizzes and Assignments
Heisei 17	FD Symposium	Scientific Presentation in English (Invited talk: Prof. Dr. Roy C. Sidle, Disaster Prevention Research Institute, Kyoto University)
Heisei 17	FD Symposium	Initiatives for “Everyone Can Understand” Classes Using Presentation Tools Utilization of lecture prints and their effects The Potential of Engineering Ethics Education: Let’s Become Proud Engineers (Invited Lecture: Prof. Kotaro Kuroda, Graduate School of Engineering, Nagoya University) Innovations in Ethics and Society Classes Correlation of Academic Performance over Academic Years Construction and implementation of an outgoing English education curriculum Japanese Communication Education in the Department of Architecture

Open Week
Since the 18th academic year, we have been holding a class open week in either spring or autumn, where teachers visit each other’s classes. During this period, all classes (except when there are safety issues) are open to the public. Although it is not sponsored by the Education Improvement Promotion Office, a class visit week for parents is also held during the autumn school festival. And in FY24, the public period was set to 2 weeks, and from FY25, it was set to a total of 4 weeks of 2 weeks for both spring and autumn.
Teaching method support tool for young teachers
We are developing a teaching method support tool for young teachers with little teaching experience. It has been operated on a trial basis since FY20.

2. Inspection and evaluation of education

Checking the contents of the syllabus
We check course outlines, grading methods, class content, and achievement targets, and request corrections if necessary.
Questionnaire for graduates and corporate universities
In order to have our school’s education evaluated externally, we have been asking for a questionnaire every year to graduates who have been five years after graduation since the 12th academic year, and we ask for a questionnaire to companies that have been conducted since the same year and a questionnaire to universities conducted from the 22nd academic year every three years.

3. Collection and storage of educational materials

We keep copies of books, class records, test answers, and assignments for use as evidence materials for third-party evaluations by JABEE (Institute for Japan Engineer Accreditation) and accreditation agencies, as well as materials for improving teachers’ classes.