September 5 − 12, 2016nd

(7/25/2016)

PFF Workshop 2016 (2 )1
We are pleased to announce the opening of the seventh workshop for graduate students who wish to improvetheir teaching and writing skills in English.
The workshop will be conducted by Dr. Linda von Hoene, Director of the Graduate Student Instructor
Teaching and Resource Center, University of California, Berkeley (UCB), and Dir. Sabrina Soracco, Director of
the Graduate Division Academic Services, UCB, and will be based on the workshop they practice at UCB.
This intensive course enables participants to strengthen their teaching skills to allow better expression ofideas in research writing, and provide a basis for effective pedagogy which is the foundation of a career inacademia.
Organizer: Center for Teaching and Learning, Hokkaido University (HU)
Sponsor: Top Global University Project “Hokkaido Universal Campus Initiative,” HU

Dr. Linda von Hoene

Dir. Sabrina Soracco

Date:
Place:

September 5 (Mon.) − 12 (Mon.), 2016 See: Schedule
Institute for the Advancement of Higher Education (IAHE), HU
See: Campus Map Floor Maps Rooms

Program:Language:
Candidate:See: Syllabus
English (TOEFL 500+ is advised)
All graduate students at HU
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Application

Requirements

Workshops

Review

Support

Application
Online Preliminary Application for the Workshop & information: https://ctl.high.hokudai.ac.jp/20160905pff/

Deadline: Monday, August 22, 2016
For the HU graduate students this is a credit course (2 credits) in all disciplines (Interdisciplinary courses forgraduate students: Daigakuin Kyotsu Jugyo).
The students who registered for this course through the Registration System in April 2016 should also
complete our online application.
IAHE will issue a certificate of completion to the participants and observers who successfully complete theworkshop.
This course is a certified program for Teaching Fellow training.
* About 30 participants (HU graduate students) will be accepted for the workshop.
* Students who cannot attend all the sessions will not be accepted because all the 15 sessions are tightly
connected.
* Participants will be chosen by lottery if the number exceeds the limit.
Contact us. E-mail: ctlhokudai@high.hokudai.ac.jp
Requirements
An EssayApproved participants-students are required to write a short Essay of approximately 500 words in English
and submit it to our course by August 22 (Mon.), 2016.
The essay is a self-introductory one that includes information of your personal background, academic
discipline, and reason for participation (What do you expect to learn and accomplish at the workshop?), andalso an analysis of your writing skills both in English and your native language.
Course Requirements
Participants are expected to attend all sessions, actively participate, and complete all assignments andprojects. Participants will also be expected to evaluate the program upon its completion.
FINAL PROJECTSEach participant will be responsible for two final projects, one on teaching and one on writing. From eachof the categories below (teaching and writing), choose one of the options for your final project.
I. Teaching (choose one of the following):
Option 1: Drawing on what you have learned in the workshops on teaching, create a draft syllabus for acourse you hope to teach as a future faculty member. The syllabus should include a course description,
learning outcomes for the major components of the course, and course policies, As much as possible,
please sketch out possible assignments and readings that coincide with the learning goals for the sectionsof the course. On the fourth day (Friday) of the Workshop, hand in the syllabus.
Option 2: Create a major assignment or project for the course you are designing and a grading rubric for theassignment. Your write-up should include a description of how you will break the assignment down into
parts throughout the semester so that students will not do all the work at the end of the course. On Friday,
hand in the assignment, the description of how you will break the assignment down over the semester, andthe grading rubric.

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II. Writing (choose one of the following):
Option 1: Find a call for proposals for a conference at which you would like to give a paper. After reviewing
the guidelines, write up a proposal. Make sure to address all of the criteria in the call for proposals andinclude an abstract if one is required. On Friday, hand in the call for proposals, the proposal, and theabstract you have written.
Option 2: Identify a journal that would be a good place to publish your research. Locate and review thesubmission guidelines. If you have a completed paper, revise it to ensure it complies with the guidelines
for submission. If you do not have a completed paper, write up an outline of a paper you would submit.
Write a cover letter to accompany the paper or the paper outline. On Friday, hand in the submission
guidelines, the paper or paper outline, and the cover letter.
PRESENTATIONS
Presentations based on your final projects will take place in Sessions 13 and 14 on Monday. In
preparation for the presentations, each participant will distribute their final written projects to group members
on Friday (we will tell you on Wednesday how many copies to bring on Friday). Your written projects will beread on Friday evening by reviewers from your group prior to the Monday presentations. Reviewers will
formulate two questions for the projects they review. Final presentations will be five minutes long. Following
the presentations, reviewers will pose their questions.
Evaluation
Participants and will also be expected to evaluate this program upon its completion
Syllabus
Course Title
Instructors,
Institutions

Key Words
CourseObjectives

Course Goal

CourseSchedule

Preparing Future Faculty: An Introduction to Teaching and Writing for Graduate Students
Kenichi Yamamoto, Associate Professor, Institute for the Advancement of Higher Education
Toshiyuki Hosokawa, Professor, Institute for the Advancement of Higher Education
Eijun Senaha, Professor, Graduate School of Letters
Linda von Hoene, Director, Graduate Student Instructor Teaching and Resource Center, UCB
Sabrina Soracco, Director, Graduate Division Academic Services, UCB
Teaching Assistant, Syllabi, Grading Rubrics, Academic Writing
To enable graduate students of any discipline to obtain basic skills and knowledge to manage
education and research through effective English communication skills as a foundation for
those considering a career in teaching at the university level. This workshop will introduce
teaching and writing skills by the renowned instructors from UC-Berkeley and introduce theirPreparing Future Faculty (PFF) program.
1. Obtain knowledge and skills in teaching as preparation for teaching at the university level.
2. Obtain knowledge and skills as a Teaching Assistant.
3. Obtain skills to write and edit proposals and essays for conferences and academic journals.
4. Obtain knowledge and skills for giving academic presentations, participating in
discussions, and giving peer reviews in English.
5. Acquire the ability to explain the tasks of academic professions.
6. Obtain knowledge and skills as an international, academic professional.
1. Opening: Keynote Speech and Introduction
2. Basics of Teaching
3. Basics of Academic Writing
4. Designing Course Syllabi and Learning Objectives
5. Writing and Submitting Conference Proposals
6. Submitting Articles to International Journals
7. Creating and Using Grading Rubrics
8. Teaching Large Courses
9. Writing Abstracts

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Homework
Grading
SystemTextbooks
Reading List

Websites

Additional
Information

10. Professional Standards and Ethics in Teaching
11. Editing and Revising Writing
12. PFF Review
13. Student Presentations 1
14. Student Presentations 2
15. Closing: “Teaching Fellow” at Hokkaido University, Summary and Closing Address
Preparation for oral presentations and essay writing. Your actual workload (in-class/at-home)
will be approximately 90 hours before/during/after the course.
Your grade for this course will be based on the following:
1. Class Contribution (33.3%): Attendance and active participation in each workshop. This
includes participation in large and small-group activities; teamwork and collegiality; andhelping each other learn through peer feedback and scholarly exchange.
2. Course Work (33.3%): Completion of assignments between sessions and use of resources
such as tutorial support and instructor office hours.
3. Final Project and Presentation (33.3%): Written and oral presentations to help you apply
and synthesize what you have learned in the workshops. Details will be provided.
No textbook required. Handouts will be distributed.
TA 実践ガイドブック / 小笠原 ･西森･瀬名波編著 : 玉川大学出版部, ISBN:4472403366
プロフェッショナル・ディベロップメント―大学教員・TA 研修の国際比較 / 安藤・細川・山岸・小笠原編著 :北海道大学出版会, ISBN:9784832967618
International Symposium on Professional Development in Higher Education 2009, HU &University of Tsukuba
PFF Workshop 2009: March 18−24, 2010, HU
PFF Workshop 2010: July 21−27, 2010, HU
PFF Workshop 2011: July 27−August 2, 2011, HU
PFF Workshop 2012−2013: March 18−22, 2013, HU
PFF Workshop 2015: March 16−20, 2015, HU
PFF Workshop 2016 (1st): March 14-18, 2016, HU
Evaluation of the Workshops 2009, 2010 & 2011 “Preparing Future Faculty: An Introduction
to Teaching and Writing for Graduate Students” by Lecturers from the University ofCalifornia, Berkeley, HU
GSI Professional Standards and Ethics Online Course, UCB
TOEFL 500+ is advised (No document is required for the application).

Workshops• Linda von Hoene (Teaching)Session 2. Basics of TeachingThis workshop will address some of the fundamental questions that instructors need to consider as they
begin to teach courses in higher education: who are your students, what are the goals for the course you will
be teaching, how do students learn, and what practices can you use as a teacher to promote and assess student
learning?
Session 4. Designing Course Syllabi and Learning Objectives
This workshop will assist participants in developing courses that focus on student learning rather thansubject matter coverage. Using samples of courses taught at U.S. universities as a point of departure,
participants will identify the components of effective courses and course syllabi and create and map out
learning objectives for a course they would like to design.
Session 7. Creating and Using Grading Rubrics
Grading rubrics are increasingly being used in higher education to grade everything from research papers
to presentations to problem sets. Rubrics enhance learning by making the criteria for grading moretransparent and tying grades to specific learning objectives. They also promote fairness and consistency and4reduce grade challenges from students. In this workshop participants will learn how to use and design
grading rubrics. Sample rubrics from a number of disciplines will be provided.
Session 8. Teaching Large Courses
In this workshop participants will learn basic techniques to promote student learning and engagement in alarge enrollment course. Topics addressed include how to plan a class session, how to make the class small
by incorporating small-group activities, and how to work effectively with TAs in teaching a large course.
Session 10. Professional Standards and Ethics in TeachingThis workshop will address professional standards, conduct, and ethics that impact teaching and learningin higher education. Using scenarios, participants will work together to collaboratively generate solutions andresponses to common ethical problems that arise in teaching.
• Sabrina Soracco (Writing)Session 3. Basics of Academic Writing
What exactly is academic writing? As a scholar, there are a variety of forms in which you will write about
your research, e.g., grant proposals, short papers, longer seminar papers, articles, book reviews, anddissertation chapters. How do you learn these different genres? How do you develop the skills necessary to
become a successful academic writer? These are some of the questions that will be addressed in thisworkshop.
Session 5. Writing and Submitting Conference Proposals
In this workshop, participants will review calls for conference proposals to identify what needs to be
included in a successful conference submission. Participants will also have the opportunity to read and assess
conference proposals from the perspective of a reviewer.
Session 6. Submitting Articles to International Journals
This workshop will address the steps scholars need to take to successfully submit papers for publication.
Participants will learn how to identify and contact appropriate journals and understand what needs to be done
at various stages in the process. If time permits, we will also discuss how to respond to reviewer feedback.
Session 9. Writing Abstracts
In this workshop participants will learn about how various types of abstracts are used in academic
scholarship. Participants will have the opportunity to review samples and identify the elements of aneffective abstract. We will also examine the role abstracts can play in promoting successful academic writing.
Session 11. Editing and Revising Writing
The goal of this workshop is to introduce participants to the skills of a professional editor for the purposeof revising and improving one’s own writing. This workshop will cover the following topics: 1) how aprofessional editor works with a manuscript; 2) how one can use the techniques of an editor to revise one’s
own writing; and 3) how one can diagnose and avoid common writing errors and weaknesses.
Review
Session 12. PFF Review
This session introduces another perspective of PFF inviting the PFF tutors as panelists who not only taught
but also learned as young faculty during the week. Tutors will be joined by Linda and Sabrina, exchange
concerns and ideas, ask questions, and receive advice to build their career. Audience is also encouraged toparticipate in this session. If you want any clarification and contribution, this is it!
Closing
Session 15. “Teaching Fellow” at Hokkaido University
Teaching Fellows (TF) are the integral component of the “Teaching Fellow” system which will be
introduced at Hokkaido University in the 2015 academic year. This system will employ doctoral students as
Teaching Fellows to facilitate undergraduate education while under the supervision of a principal professor.
The TF will have a wider range of duties than the teaching assistant (TA); they will give lectures, evaluate
outcomes by students, and develop course content. This lecture shows the role of the TF and theireducational code of ethics for teachers.

5Support
Role of Tutors
Tutors will 1) provide feedback on your written assignments; 2) facilitate small-group discussions in theworkshops; and 3) facilitate the final oral presentations by keeping time and moderating question and answer
period that will follow each presentation. Tutors encourage you all to use this valuable resource. The
instructors will communicate daily with the tutors.
Instructor Office Hours
In the event you have specific questions that cannot be addressed in a workshop, we will be happy to
speak with you during office hours. Instructors encourage each participant to attend office hours at least once
over the five-day period.
Tutorial Support is available in the same room before/after the workshop, and Office Hours − in the
instructors’ office on the 4th floor of the Multimedia Education Building.
Schedule
Date: September 5 (Mon.) − 12 (Mon.), 2016
10:00-10:30
5Mon.
6Tue.
7Wed.
9Fri.
12Mon.

H
OH
T

Tutorial
Tutorial
Tutorial
Tutorial

10:30-12:00
1:
Opening
4:
H2
7:
H3
10:
H5
13:
P1

12:00-12:30
Tutorial
Tutorial
Tutorial
Tutorial
Tutorial

13:15-14:45
2:
H1
5:
S2
8:
H4
11:
S5
14:
P2

All Instructorsvon Hoene
S
SoraccoOffice Hours (You can talk with the instructors one to one.)
Tutorial Support (You can talk with the tutors one to one.)

15:00-16:30
3:
S1
6:
S3
9:
S4
12:
Review
15:
Closing

P

T
T
T
T

16:30-17:30
Office Hour
Office Hour
Office Hour
Office Hour

Presentation

Rooms Floor Maps
Place 1: Institute for the Advancement of Higher Education, HU (Sapporo, N17W8)
10:00-10:30
12:00-12:30
10:30-12:00
13:15-14:45
15:00-16:30
5Mon.
1:
S5
2:
S5
3:
6Tue.
S5
4:
S5
5:
S5
6:
7Wed.
S5
7:
S5
8:
S5
9:
9Fri.
S5
10:
S5
11:
S5
12:
12Mon.
S5, etc.
13:
S5, etc.
14:
S5, etc.
15:
S5
S5

Bldg. S, 1st floor, S5 (Workshops on Mon. − Fri.)

16:30-17:30
S5
S5
S5
S5
Coffee & PC
S5

* Free access to computers and non-alcoholic drinks are available.
* You can have lunch at the University Cooperative’s cafeteria behind the Multimedia Education Building.

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