Departmental Bulletin Paper FDプログラムの受講が学生による授業評価に及ぼす影響 - 中部大学における3年間の累積効果の分析 -

高比良, 美詠子||タカヒラ, ミエコ||Takahira, Mieko  ,  沖, 裕貴||オキ, ヒロタカ||Oki, Hirotaka  ,  杉井, 俊夫||スギイ, トシオ||Sugii, Toshio  ,  西川, 鉱治||ニシカワ, コウジ||Nishikawa, Kohji

17pp.19 - 33 , 2017-12-20 , 中部大学大学教育研究センター
Verification of effects of FD training is an urgent and crucial issue for universities after FD was made compulsory in 2009. Even though it is well known that students' course evaluation is available to verify the third and the fourth level of Kirkpatrick's learning and training evaluation model, there have been very few domestic evaluation researches which are conducted with the control group set at the level of organization, because it is very difficult to use FD participation record and students' course evaluation results of the participants of the FD training. This paper analyzes three-year accumulation effects of FD training on students' course evaluation, using three-year FD participation records and open students' course evaluation results between 2014 and 2016 at Chubu University. As a result, “class-conducting evaluation scores< of the teachers who have participated at least once in FD training show significantly higher than those who have not. Especially participation in “career-up program< (career advancement program) and “jugyo-salon< (peer consultation) is effective to develop participants' class designing and teaching methods, which is unrelated to their original instructional skills. And moreover, according to the analysis of “FD cafe<, it became clear that teachers who were originally good at instructional skills may decrease significantly their scores in students' course evaluation if they shirk their training.

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