Foreword

On this occasion ofFD Handbook publication
Director, Center for Learning Support and Faculty Development“Education quality assurance” is an emerging issue surrounding the present higher
education in Japan. It was first raised in the Central Council of Education’s report “For thedevelopment of undergraduate program education” in 2008, and since then there has
been a strong demand for each university to enhance its undergraduate program as thelearning environment for realizing student development based on its education philosophyand objectives. In its report in 2012, the Central Council of Education published a message
that a university education reform that enables students to acquire the ability to cope withand survive the era of unpredictability would be the basis for consolidating the lives ofstudents and the future of Japan, and that the promotion of qualitative shift ofundergraduate education is crucial for that purpose. Another new aspect in this report wasits clear indication that securing sufficient learning time is the starting point for ensuring
independent learning of students, and that the responsibility for the improvement ofundergraduate education is on each university.
At Doshisha University, the Learning Commons opened in 2013 as part of the measures toencourage independent learning of students and secure sufficient amount of time forlearning outside the classroom. The Learning Commons offers a variety of learning support
services which are expected to enhance student learning in and out of the class. If wedefine independent learning as “students’ independent engagement in learning, with aclear sense of purpose instead of a passive attitude, toward some form of accomplishment,”
Active Learning is recently gaining attention as a strategy to facilitate such independentlearning. It is based on the promotion of shift of the central objective of education activities
from “what to think” to “what ability to acquire,” and the increasingly shared notion thatinteractive active learning is effective in such shift. Along with the traditional classroom
lecture, typical methods of active learning such as first-year education, project-based
education, presentation and PBL are becoming common.
In order to cultivate in students the thinking ability, creativity and problem inquiry ability
required to deal with problems they face in the real world that are complex, diverse andhave more than one right answer, faculty members are expected to conduct an interactiveclass based on discussions and student presentations and encourage students to actively
engage in learning before and after class, seeking materials and literature on their own.
Also, with the ongoing universalization of higher education, it is becoming increasingly
difficult for university entrance examination to keep its function of maintaining the level of
new students as before. Accordingly, the recent trend is that universities are expected toeducate students with diversified academic abilities and goals and assure the quality ofhigher education at the point of their graduation. In addition to the firm establishment of adiploma policy, a curriculum policy and an admission policy both at the university level andin each faculty, assessment of more specific learning outcome is the new added aspect ineducation quality assurance.
The Center for Learning Support and Faculty Development has taken various measures topromote education quality assurance, such as a range of learning support at the Learning
Commons, introduction of the course numbering system in the entire university, andpromotion of education IR for grasping the learning outcome. This handbook is publishedas part of the education quality assurance as well. In order to enhance independent
learning of students through active learning, we hope that the examples of education
improvement and education methods introduced in this handbook will give you some hints
for your class improvement and education practice.

Contents
Chapter 1 Basic Policy of FD at Doshisha University

Chapter 3 Various Class Formats

1. FD at Doshisha University ............................................................. 04

1. Class Formats That Facilitate Student Learning ............................. 30TOPIC/ About Course Numbering ........................................................ 05• Large-hall lectures .................................................................... 30

2. ‌Education Philosophy and Doshisha University Educational Goals ....... 06• Seminars ................................................................................... 31• Founding spirit / Education philosophy / Educational goals ........ 06• Service Learning ....................................................................... 31• Doshisha University Educational Goals ....................................... 06• PBL (Project Based Learning) ..................................................... 32

3. Doshisha University Education Ethics Standards ........................... 07• Internship .................................................................................. 324.	‌Standards for Establishing Universities and the Educational
Structure of Doshisha University ................................................... 08

2. Originality and Ingenuity in Classes .............................................. 35• Making faculty development compulsory ................................... 08• Case1 Facilitating use of English in Class .................................. 35• Publication of education and research purposes ........................ 08• Case2 ‌Mutual learning between Japanese students andInternational students ..................................................... 36• Grounds for assigning number of credits ................................... 08

TOPIC/ Learn about other faculty members’ classes ........................... 33• Grounds for requiring 15 classes per semester .......................... 09• Case3 Facilitating group work in class ....................................... 38• Clear indication of grade evaluation standards etc. in syllabus .... 09

TOPIC/ Education activity support systems ......................................... 40

5. Faculty Development from the Perspective of Learning Support .... 106. Enhancement of Graduate School Education ................................. 11• Teaching Assistant Workshop ..................................................... 11• Graduate School Common Basic Subjects ................................. 117.	‌Observing the Learning Status of students(“Questionnaire Survey on Campus Life”) ..................................... 12

Chapter 4 Examination, Grade Evaluation, Feedback
1. Assessment of Academic Achievement Level ................................ 42
2. Guidelines on Creating Examinations ............................................ 43• On-site examination .................................................................. 43• Paper assignment ..................................................................... 43

Chapter 2 Preparing the Syllabus
1. What is a Syllabus? ...................................................................... 14• A syllabus is a contract between students and faculty ............... 14• Syllabus within the curriculum ................................................... 14• Plan-Do-Check-Action (PDCA) and syllabus ............................... 14• For a better syllabus .................................................................. 15

3. Fundamentals and Principles of Grade Evaluation ......................... 44
4. Stringent Grade Evaluation ........................................................... 45
5. Use of Class Evaluation Survey by Students .................................. 46
TOPIC/ About Education IR ................................................................. 46
6. Class Review by Instructor ............................................................ 47
7. Claims Committee System ............................................................ 48
Books at the Center ........................................................................... 49

2. Points of Note When Preparing a Syllabus ..................................... 16• Making changes to the syllabus after course commencement ... 16
3. Writing and Checking the Syllabus ................................................ 16

Publications ....................................................................................... 56• Syllabus content guidelines ....................................................... 17• ‌The Center for Learning Support and Faculty Development
Annual Report ............................................................................ 56

4. Syllabus Examples ........................................................................ 18• School of Theology (Lecture type) .............................................. 18• Faculty of Policy Studies (Seminar type) ..................................... 20• ‌Department of Information Systems Design,
Faculty of Science and Engineering (Lecture type) ..................... 22• Faculty of Health and Sports Science (Lecture type) ................... 24• Faculty of Global Communications (Foreign language) ............... 26
TOPIC/ About Preparing the Syllabus .................................................. 28

02 Faculty Development Handbook• ‌CLF report ................................................................................. 56