Special Efforts
Educational Reform Initiatives
Enhancement of educational capabilities through capacity building of faculty and staff (FD/SD/TAD)
Ehime University aims to improve the quality of education by having faculty, administrative staff, and teaching assistants share Ehime University’s philosophy and goals and work together to develop their skills.
For example, with regard to faculty development (FD), the Education Planning Office of the Institute for Education and Student Support conducts various workshops and consultations for faculty members to improve classes and teaching methods, curriculum improvement, and organizational development and reform.
These efforts have attracted considerable external attention, including being adopted as Good Practice (GP) by the Ministry of Education, Culture, Sports, Science and Technology (MEXT), and being featured in newspapers and magazines.
Promotion of educational reform while organically linking the entire university (educational coordinator system)
Education coordinators are education-focused faculty members who are responsible for education in faculties, departments, etc., and play a central role in activities such as planning educational policies, organizing curricula, improving educational content and teaching methods, and verifying educational effectiveness. Currently, approximately 60 coordinators are appointed by the president of the university.
The general education coordinators of each faculty are members of the Education and Student Support Council, the governing body of the Education and Student Support Organization, which is responsible for discussing university-wide educational issues.
In addition, the Education Planning Office of the Institute for Education and Student Support conducts educational coordinator training sessions to facilitate communication among educational coordinators and to ensure a common understanding of the direction of reform. Each educational coordinator conducts activities in each faculty and department based on the knowledge and skills gained at these training sessions.
Each year, the theme of the workshop is a university-wide and important educational issue.
(Third training camp in FY 2013: Training camp at the Hananomori Hotel)
| Held in 2006 (once per year) | “Curriculum Systematization and Credit Substantiation.” |
|---|---|
| Held in 2007 (5 times per year) | “Systematization of the Bachelor’s Program: Formulation of Diploma Policy, Curriculum Policy, and Admission Policy (DP, CP, AP) and Building Consistency” |
| Held in 2008 (4 times per year) | Curriculum Systematization and Classroom Improvement: Curriculum Mapping and Teaching Portfolio Development |
| Held in FY2009 (4 times per year) | Systematization of Bachelor Curriculum Education: Curriculum Assessment and Substantiation of Credit System”. |
| Held in FY2010 (5 times per year) | PDCA Cycle and Substantiation of Credit System.” |
| FY2011 (5 times per year) | Cultivation of generic skills in general education: Toward a new concept of “liberal arts””. |
| Fiscal year 2012 (5 times per year) | “Fostering Versatile Competencies in Graduate Programs.” |
| Held in 2013 (5 times per year) | “Developing General Competencies in Undergraduate Professional Education.” |
| Held in 2014 (5 times per year) | FD at the Micro Level: Strategies for Quality Assurance of Student Learning |
| Held in FY 2015 (4 times per year) | “The Future of Admission Selection at Ehime University: Substantiation of the Admission Policy Based on the “Three Elements of Academic Ability”” (in Japanese) |
| Fiscal year 2008 (4 meetings per year) | Reform of Entrance Examinations at Ehime University: Focusing on the High School-University Connection |
| Fiscal year 2009 (4 meetings per year) | Admissions Reform at Ehime University: Basic Directions for the Implementation of the New Entrance Examination and Embodiment of the Admissions Policy |
| Fiscal year 2008 (5 times per year) | Student Support and Crisis Management.” |
| Held 4 times a year in 2048 | Student Support and Crisis Management.” |
| Held once a year in 2020 | “Student Support and Crisis Management, Academic Risk and Student Support at the Corona Disaster.” |
Priority allocation of educational expenses to excellent educational reform programs (Ehime University Educational Reform Promotion Project (Aichi University Educational Reform GP))
The Ehime University Educational Reform Promotion Project (Ehime University Educational Reform GP) is a program that focuses on outstanding educational reform initiatives with a broad national and international perspective, and allocates educational expenses in a priority manner.
The subjects of the public call for proposals include “Organizational-based educational reform efforts in undergraduate and graduate programs,” “Organizational efforts to achieve the goals set out in the mid-term plan and to respond to educational policy,” “Efforts by one or a relatively small group of faculty members to develop and improve teaching,” and “Efforts by one or a relatively small group of faculty members to develop and improve teaching,” and “Efforts by a one or a relatively small group of faculty members to develop and improve teaching. There are four types of initiatives: “Initiatives by groups of faculty members to accept international students and to develop new study abroad destinations.
After the call for proposals is received, the Educational Reform Promotion Project Review Committee, established under the President of the University, conducts a review and determines which proposals will be adopted. The person responsible for the implementation of the adopted project submits a report on the results of the project every fiscal year, and announces the progress and results at an open educational reform symposium.
Indigo dyeing in action “Developing a glocal mindset through a program to pass on traditions” (Faculty of Education)
Practical training “Semi-regular education to instill in students a sense of professionalism as leaders in the cancer care profession” (School of Medicine)
History of Educational Reform at Ehime University
Ten years have passed since the establishment of the Comprehensive Center for University Education (now the Education and Student Support Organization) in 2001 and the establishment of the university-wide mobilization system for common education. Taking this opportunity, we have organized the history of the university’s educational reforms and compiled systematic data on the reforms, organizational restructuring, etc.
We hope that you will read this booklet, which summarizes the history of educational reform at our university, and at the same time serves as a reference for other universities as an example of educational reform.
High School-University Cooperative Activities
High school-university cooperative activities are educational activities conducted in cooperation between high schools and universities. At TUAT, each department offers a variety of mock lectures and information sessions for high school students and others. By exposing high school students to university-level studies, they are able to deepen their understanding of their field of interest and gain a thorough understanding of the characteristics of the department they wish to enter, which is expected to help them in their career choices.
On the other hand, the university learns about high school education and understands the current situation, which is useful for improving educational methods, curriculum, and other aspects. In addition, the university’s high school-university cooperative activities, which promote the creation of a university closely connected to the local community, also have the aspect of contributing to the community and society.
Ehime University Initiatives
Ehime University has concluded an “Agreement on High School-University Cooperation Cooperation” with the Ehime Prefectural Board of Education.
With the conclusion of this agreement, the University has expanded its “visiting lecture” program as part of the “High School-University Collaboration Program.” Faculty members from the University visit high schools and other institutions to give “mock classes” introducing various aspects of the University’s research.
University information sessions, on-site lectures, and university visits
For the time being, the following measures regarding on-site lectures, university information sessions, and university visits will be taken to prevent the spread of the new coronavirus.
University Information Session
Ehime University faculty members will visit high schools to explain about Ehime University, its faculties (departments, etc.), student life, and the entrance examination system.
*In principle, only online remote explanations will be provided.
lecture on a trip
Our faculty members will visit high schools and other institutions to conduct mock classes to introduce university-level academics and diverse aspects of research. Please select the lecture you wish to attend from the list of lectures listed below.
*In principle, only distance lectures will be conducted online.
University Visit
Schools are invited to visit Ehime University for an overview of the university, explanation of its faculties, mock classes, facility tours, etc. High school teachers and PTAs are also welcome to visit Ehime University.
*In principle, only online remote lectures and remote explanations will be conducted.
Acceptance period: Up to 2 months prior to the desired date in principle
How to request: Download the application form below, fill it out and submit it as a Word file by e-mail to the address below.
*Please use the following as the subject line when sending the application.
Request] University Information Session (XXX Prefectural High School) XXXX
Request] Lecture (private high school in XX prefecture) on XX day
Request] University visit (private high school (XX) in XX prefecture) ○○○.
Lecture topics in 2022
(For implementation from April 1, 2022 to March 31, 2023)
[Summary of each lecture (by faculty)].
- Application Forms
*Also, the name of the Word file to be sent should be as follows
Application Form for College Information Session on XXXXXX (XXX High School) on XXXX, 20XX
Application Form for Lecture on Business Trip to XXXX High School on XXXX XXXX, 20XX
Application Form for University Visit on XXXX XXXX, 20XX (XXX High School)
Contact for applications for university information sessions, on-site lectures, and university visits
| application address | Admissions Division, Education and Student Support Department, Ehime University |
|---|---|
| address (e.g. of house) | 3, Bunkyo-cho, Matsuyama, 790-8577, Japan |
| Tel. | 089-927-8106 |
| Fax | 089-927-9180 |
| nyushika@stu.ehime-u.ac.jp |
Support for Super Science High Schools and Super Global High Schools
Ehime University continues to support and cooperate with Matsuyama Minami Senior High School and Uwajima Higashi Senior High School, which are designated as “Super Science High Schools (SSH)” by the Ministry of Education, Culture, Sports, Science and Technology, by offering classes and experiments in cutting-edge fields and by providing opportunities to visit their laboratories.
Similarly, the university provides support to Matsuyama Higashi High School and Uwajima Minami Secondary School, which are designated as “Super Global High Schools (SGH),” by providing ongoing advice to students on their research projects and conducting joint research on evaluation methods. We are cooperating with them.