2006 Fiscal Year Final Research Report Summary
Program Development for Continuous Undergraduate Education Connected with First-Year Education and Its Quality Assurance: Comparative Approach and Analysis
| Project/Area Number |
16330159
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| Research Category |
Grant-in-Aid for Scientific Research (B)
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| Allocation Type | Single-year Grants |
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| Section | 一般 |
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| Research Field |
Educaion
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| Research Institution | Kansai University of International Studies |
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Principal Investigator |
HAMANA Atsushi Kansai Univ. of international Studies, Faculty of Humanities, Professor, 人間学部, 教授 (90198812)
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| Co-Investigator(Kenkyū-buntansha) |
KAWASHIMA Tatsuo Kobe Univ., Institute for the Promotion of Higher Education, Professor, 大学教育推進機構, 教授 (20177679)
HAMANA Yoko Kansai University of International Studies, Faculty of Humanities, Professor, 人間学部, 教授 (60164919)
YOSHIHARA Keiko Hyogo Univ., Faculty of Health Science, Professor, 健康科学部, 教授 (80341030)
KAWASHIMA Keiji National Institute for Educational Policy Research, Department for Higher Education Research, Senior Researcher, 高等教育研究部, 総括研究官 (50224770)
FUJIKI Kiyoshi Kansai University of International Studies, Faculty of Business Management, Associate Professor, 経営学部, 助教授 (60300365)
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| Project Period (FY) |
2004 – 2006
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| Keywords | First-Year Education / Undergraduate Programs / Learning Outcomes / Career Education / Transitions / Learning Assistance |
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| Research Abstract |
This project resulted in following accomplishments:
The most important accomplishment of this project has been conceptual understanding of First-Year Education and relevant educational programs. There are no widely acknowledged standard programs or methodologies, but customized programs and methodologies depending on each institution's resources and its students' needs. The key element of Fist-Year Education is the structured pedagogy across departments with which the whole campus navigates students to make smooth transitions and to be successful in college. Consequently, the most important theme of First-Year Education is to make smooth transitions of students from secondary education to higher education.
Introductory programs can be part of First-Year Education in regard to introductory courses of each specific academic discipline, which are highly valued in the universities that put emphasis on professional education in its academic discipline.
Remedial Education deals with contents th
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at should have been taught during the secondary education ; therefore remedial education has to be placed and provided as "support" or "assistance" to students outside of the undergraduate curriculum.
The second important accomplishment has been locating First-Year Education in the whole undergraduate curriculum. We found a similar structure between Career Education and First-Year Education in their relation to the goals of four years of undergraduate education; First-Year Education helps students make smooth transitions to college to be successful in college. Making transitions and connecting to their professional lives is also aimed in Career Education
This understanding and conceptualization above is shared among mature societies such as the United States, England and Australia.
One of the biggest responsibilities for the university is to set and measure students' learning outcomes and to prove the achievement of them; First-Year Education will function as guidelines for students to form their learning goals and career development, which at the same time functions as an evaluating tool. Less
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