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For Students

Education Improvement Promotion Office

  1. 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

  1. Planning and drafting of educational improvement plans
  2. Measures to implement the Educational Improvement Plan
  3. Evaluation and restructuring of educational improvement plans
  4. Improvement of faculty qualifications
  5. 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

  1. 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”
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
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)
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
  1. 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.
  2. 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

  1. Checking the contents of the syllabus
    We check course outlines, grading methods, class content, and achievement targets, and request corrections if necessary.
  2. 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.

4. Proposals for improving education

  • Introduction of external evaluation (introduction of TOEIC)
  • Introduction of extensive English reading classes
  • Learning guidance that does not allow you to get an F rating