All courses and classes use a class style that encourages student participation.

　

　

Active Learning at Eikei: Philosophy and Guideline

Eikei University uses active learning methods in all courses and lessons. To create a shared ides of Eikei active learning, we introduce an Eikei educational philosophy with associated guidelines. We will continue to review and improve the educational philosophy and guidelines as we assess our teaching and student performance and as we exchange ideas and practices through professional faculty development (FD) activities.
See also:What is active learning?

Ⅰ Eikei’s educational philosophy

Eikei values the ideas underlying the SDGs, especially their focus on sustainability and inclusiveness (“no one is left behind”). We aim to educate students to become responsible global citizens who collaboratively engage with real global issues based on a broad range of insights and knowledge that extend beyond the conventional academic disciplines. We believe that active learning aligns with our values. Through active learning, students will acquire five competencies (foresight, strategy, global collaboration, energetic drive, and self-improvement) by the time they graduate (diploma policy).

1. Fostering global citizens inspired by the ideas of SDGs

In order to address global issues, Partnership, one of the 5Ps and the methodology common to all the SDGs, is particularly important, i.e., global collaboration with experts and practitioners in various fields is required. Therefore, Eikei will provide education centered on liberal arts and global issues rather than following traditional disciplinary divisions. Furthermore, in each class, students can acquire knowledge in a lively manner through active learning that ensures interaction and collaboration with classmates and teachers. The five competencies (foresight, strategy, global collaboration, energetic drive, and self-improvement) cultivated at Eikei are not limited to knowledge and skills specific to a particular discipline or occupation; rather, these competencies help students envision potential desirable social systems in the present uncertain world as well as address contemporary issues as a responsible global citizen and make international contributions.

2. Practical guidelines for Eikei active learning

In order to address global issues, Partnership, one of the 5Ps and the methodology common to all the SDGs, is particularly important, i.e., global collaboration with experts and practitioners in various fields is required. Therefore, Eikei will provide education centered on liberal arts and global issues rather than following traditional disciplinary divisions. Furthermore, in each class, students can acquire knowledge in a lively manner through active learning that ensures interaction and collaboration with classmates and teachers. The five competencies (foresight, strategy, global collaboration, energetic drive, and self-improvement) cultivated at Eikei are not limited to knowledge and skills specific to a particular discipline or occupation; rather, these competencies help students envision potential desirable social systems in the present uncertain world as well as address contemporary issues as a responsible global citizen and make international contributions.

Ⅱ Practical guidelines for Eikei active learning

1. Basic principles

• Create a safe campus in which students are free of harm: respect the diversity of the students and ensure reasonable accommodations, doing our best so that no one is discriminated against or unduly disadvantaged.
• Aim for an education that allows various types of students to demonstrate and develop their unique abilities.
• Trust students and respect their initiative/subjectivity.
• Encourage collaboration among students, between students and teachers, and among teachers.

2. Teaching guidelines

• To promote collaborative learning, we set the maximum length of one-sided lectures by teachers to approximately 20% of the class time so that the rest of the time can be used for other activities such as interactive activities, seminars, or experiences.
• The following elements will be incorporated in class: 1) receiving information, 2) student-centered activities (experiences), and 3) reflection or evaluation.
  • One of the models is pre-class assignment, activity-based in-class lessons, and after-class assignment (see the model cases), but it is not always necessary to divide these elements into pre-class, in-class, and post-class. The actual combination will be adjusted based on course purposes and student performance.
  • According to the MEXT standard, a total of 45 hours’ study is required to offer 1 credit. Therefore, teachers need to provide enough material for student work outside the lesson hours.
• Clarify the course procedure and evaluation method in the syllabus and explain it to the students properly.
• Share active learning methods and evaluation practices at professional (faculty) development activities (FD).
• Provide forward-looking feedback after observing each other’s lessons for collaboration between teachers and the improvement of the quality of education.

[1]People, Prosperity, and Planet are loosely related to the 3 Windows: Identity Design, Business Design, and Ecosystem Design, which students can use as perspectives or frameworks to grasp interrelated issues in the advanced courses. Peace and Partnership are situated as foundational courses.

　

Active Learning at Eikei: FAQs

Active Learning Guidelines

Q1. The guideline sets “the maximum length of one-sided lectures by teachers to approximately 20% of the class time”. Does this mean up to 20% of each class, i.e., 20 minutes out of a 100-minute class?

“20% of the class time” means 20% of the total course in one quarter. For example, teachers might use more lecture time in the first few classes and increase other activities after students have acquired basic knowledge. Effective learning methods vary depending on the subject fields and the expertise of the teacher. Therefore, each course will be designed and managed in the most appropriate way, in accordance with the philosophy set forth in the guidelines, and taking into consideration the content and purpose of the course.

Q2. What does “one-sided lecture” in Q1 mean?

This refers to a lecture in a large classroom at a traditional university, where a teacher unilaterally explains the course content to students. Our guideline states that this kind of lecturing should be limited to 20% of the total course time, and 80% should be used for other activities. However, it does not mean that we measure the total time the teacher is talking. Moreover, answering student questions (interactive class) and giving instructions and feedback to students (e.g., regarding their presentations and discussions) are also important elements of the educational process, so these are not included in the term “one-sided lecture.”

Grading

Q1. I heard that active learning emphasizes discussion and group work. In that case, does it not advantage students who are extroverted and who loudly express their opinions?

First, active learning in discussion and group work does not mean only expressing one’s own opinions, but instead involves active listening and co-facilitation. Second, in-class student-centered activities, such a discussions and group work, are just one part of active learning. At Eikei, all classes include the three elements: 1) Receiving information, 2) Student-centered activities, and 3) Reflection or evaluation. Discussions and group work are popular examples of in-class activities (2), but these alone are not enough for active learning. Connecting these activities with acquiring data and knowledge (1) and looking at these critically from various angles (3) leads to deep learning. Finally, different types of students may have different “active” approaches. For example, both an active reader and an active discussant would make an important contribution to the class. Eikei aims to help diverse students learn actively. On the other hand, an important part of college education is personal growth, so students should expand their ideas of what type of person and what type of learner they could be. This means not comfortably repeating what they imagine that they are already good at, but taking a step forward to try something different. By observing their classmates, they can find inspiration and ideas for new ways of learning.

Q2. What is a competency assessment? How do you evaluate competencies?

Competencies here refer to the abilities to use the knowledge and skills acquired in a specialized field in various areas and situations. Through active learning, students at Eikei are encouraged to acquire five competencies (foresight, strategy, global collaboration, energetic drive, and self-improvement) by the time they graduate. Each course is assigned a portion of these five competencies. In addition to the subject expertise, the course teachers assess the students’ competencies (Competency assessment is 20-30% of course assessment）. For example, the teacher may evaluate students’ competency of “global collaboration” by observing their participation and co-facilitation in discussions or they may assess “energetic drive” based on students’ engagement in group work. Our competency assessments not only focus on the quality of students’ final products, such as term essays and presentations, but also value the processes involved.

Q3. How can you avoid subjective evaluation by teachers in competency assessment?

In principle, it is difficult to conduct completely objective and neutral evaluations, but we will make efforts to avoid arbitrary and unfair evaluations. First, we will clearly explain the evaluation methods to students through syllabi and in class. In addition, each year, faculty members will review their grading practices, including competency assessments. In this way, multiple teachers will check and learn from each other’s grading methods. Furthermore, all teachers will share examples of grading methods and seek better assessment through professional development activities. We will also review the guidelines for active learning and grading while reflecting on the above activities.

　

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