02

Preparing the Syllabus

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

2. ‌Points of Note When Preparing a Syllabus• ‌Making changes to the syllabus after coursecommencement

3. Writing and Checking the Syllabus• ‌Syllabus content guidelines

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

Faculty Development Handbook 13

1. What is a Syllabus ?

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

A Syllabus is a contract between students and faculty

A syllabus is created in order to familiarize the students with the class policy and learning schedule. The syllabus
used in Japanese universities generally follows the format commonly used in the U.S., indicating most of theinformation necessary for the students to register and earn credits for the course, such as course objectives, course
targets, offered semester and duration of course, text material used, course goals, matters requiring preparation andreview outside of class, method and standards of grade evaluation, how to contact the faculty in charge, andschedule for each class. Students use the syllabus to select and register their courses during the registration period.
In other words, a syllabus is an indispensable tool for students taking a class, and can be considered a contract
between students and faculty. Since it is like a contract, both students and teachers are obliged to fulfill its terms.
There are merits if both parties meet their obligations; the students can understand beforehand what they must to
do to prepare for the course, and the standards of evaluation to be used; the teachers can follow a well-writtensyllabus without causing delays in schedule, and registration becomes easier with clear indication of achievement
standards and grade evaluation standards.
Syllabus within the curriculum

Individual lectures at a university are a part of the curriculum, which is a larger framework of the scholastic system.
A faculty member must therefore take into consideration the relationship between his/her subjects and others, andbe conscious of interweaving the warp and woof of various courses (subject hierarchy) when creating the syllabus.
A self-contained syllabus may cause course alienation from the scholastic system.
Plan-Do-Check-Action (PDCA) and syllabus

The syllabus is considered a public document of accountability; within it is the PDCA cycle. Subject objectives andappropriate course schedule are [1] Plan (set goals), followed by [2] Do (execute), which involves fulfilling
requirements per credit (course management pursuant to the syllabus and clarification of grade evaluation
standards), [3] Check (inspection) which involves increased stringency in grade evaluation (checking of evaluation
results by students, faculty in charge and colleagues), and [4] Action (improvement) which involves improving
individual education content and methods, curriculum organization (syllabus within the curriculum), generalorganization management etc. By continuously implementing the PDCA cycle, improvement of entrance (policy on
accepting new students) and exit (degree conferment policy) also enter the picture.

Examination, GradeEvaluation, Feedback

04

14 Faculty Development Handbook

02 Preparing the Syllabus

01<Preparing the syllabus and ensuring quality>
Improving education content and methods—Improving syllabus, class teachings and grade
evaluation• Improving individual education content and methods• ‌Reviewing and improving policies on curriculumorganization and management (syllabus within the
curriculum)• Improving general organization management• ‌Reviewing and improving policy on accepting newstudents and degree conferment policy

Subject objectives and course schedule—Create syllabus• ‌Set appropriate and clear achievement goals

Plan

Basic Policy of FD
at Doshisha University

Systematic improvement of education begins with the syllabus• ‌Appropriateness of grade evaluation results• ‌Checking of evaluation results by students andcolleagues• ‌Checking of Result of self-assessment

Check

Do

fulfillment of requirements per credit—Conduct classes• ‌Course management pursuant to syllabus• ‌Clarification of grade evaluation standards

For a better syllabus

There was a time when university lectures were unidirectional communication from the professor, with no dialogue.
However, since the deregulation of the Standards for Establishing Universities bi-directional communication between
students and teachers, such as in syllabus preparation, has gained importance. The syllabus is now no longer justpart of student services, it is an inducement for both students and teachers to be responsible in making the course
successful. This also helps correct students’ ungrounded assumptions and teachers’ self-righteousness. If suchproblems occur after classes have commenced, it is necessary to remedy them; at times, with permission from thestudents, it may even become necessary to make drastic changes to the course schedule. Also, if problems become
clear, the syllabus for the subsequent academic year must be revised (PDCA cycle). A good syllabus is created byboth students and teachers.

03
Various Class Formats

Increased stringency in grade evaluation—Appropriateness of syllabus and classes

PDCA

04
Examination, GradeEvaluation, Feedback

ActionPreparing the Syllabus

02

Faculty Development Handbook 15

2. Points of Note When Preparing a Syllabus

Basic Policy of FD
at Doshisha University

01

Syllabus content must enable students to grasp the overall picture of the course, as well as to understand, in asmuch detail as possible, the content of each class, grade evaluation standards etc. Doshisha University sets syllabus
guidelines so as to upgrade the syllabus for the entire school. Below, let us take a look at “Course content summary,”“Course goals,” “Course schedule,” “Assignments,” “Evaluation criteria” and “Comments on evaluation,” mandatory
information in the syllabus, as well as other points to take note of when creating a syllabus, based on the guideline(see P.28)
Making changes to the syllabus after course commencement

In general, syllabus content should not be changed after classes commence.

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback04• Course content summary• Course goals• Evaluation criteria• Course schedule • Reference books• Textbooks• Reference URLs

No changes allowed.

If after classes commence changes become
necessary, small changes may be made after
deliberation with the students.

If changes are made, be sure to familiarize the students with such changes by altering the online syllabus content,
as well as distributing during class a printed notification of syllabus changes. If course schedule is expected tochange during the course, it would be better to indicate so from the beginning, in the comment field of the syllabus
for that subject.

3. Writing and Checking the Syllabus
The syllabus manuscript submitted by the faculty will be checked by the FD committee of each faculty/school/
graduate school/center, based on the syllabus preparation guidelines. Please be aware that if, after comparison with
“Syllabus content guidelines” on the right any flaws or deficiencies of information are found, you will be asked torevise and resubmit your syllabus.
Syllabus formats do and should differ, to a certain extent, depending on course format (lecture/ seminar/ foreign
language /other) or academic field. Please take a look at the syllabus examples on P.18 et seq. These are provided
only for guidance purposes.
Reference URL• Syllabus online search
http://syllabus.doshisha.ac.jp/

16 Faculty Development Handbook

02 Preparing the Syllabus
Syllabus content guidelines
Course Content Summary

Evaluation Criteria

Indicate overall course content, aim, keywords, and how classes will
be conducted. Please be brief and simple.

Clearly indicate grade evaluation items (examination,
paper, attendance etc.). On the premise that several
evaluation items will be used, indicate the percentage
allocated to each item in calculating the final grade.

Indicate specifics of knowledge, skills, perspective etc. that students
can expect to acquire through this course. Itemize goals using
expressions like “Students will learn to...,” “Students will understand...,”“Students will acquire...” etc.

01

Comments
Concisely and clearly provide specific points ofevaluation for each evaluation item.

Basic Policy of FD
at Doshisha University

Course goals

Preparing the Syllabus

02

Various Class Formats

03

Comments on the schedule
Indicate if there is a possibility of making
changes to the course schedule.

Course schedule

Assignments

Reference URLs

Indicate out-of-class learning expected of students for each of 15classes, such as preparation and review, as specifically as possible.

When using websites during class, indicate URLs.

Textbooks and Reference books
Be sure to clearly provide name of author, book title, publisher and year of publication.
Provide comments regarding each textbook and reference book in the “Comments” field andgeneral comments on several textbooks/reference books in the “General Comments on the
Textbooks” and “General Comments on the Reference Books” fields respectively.

Remarks
Provide any additional remarks or information.

Examination, GradeEvaluation, Feedback04

Indicate planned theme and/or content for each class,based on number of classes to be held, according to
the academic calendar. Be concise and clear.

Faculty Development Handbook 17

4. Syllabus Examples

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

03

School of Theology (Lecture type)

Course title: Reformation in Germany
Instructor: Mika Murakami
Course code
03141

Course title○Reformation in Germany

Various Class Formats
Examination, GradeEvaluation, Feedback

SemesterCampusType

2

SpringImadegawa

LectureCourse Content Summary
The Reformation has a particularly significant meaning in the history of Christianity. However, there has not necessarily beena clear and unanimous interpretation of the event. For the Protestant Church, the Reformation was an extremely meaningful
event in the history of theology as “rediscovery of the Gospel,” whereas the Catholic Church regarded it negatively as thecause of “split of the church”. In order to overcome such interpretations based on the respective churches’ perspectives andapproach to a more fundamental understanding, this course offers a perspective that views the Reformation in a relative
sense in the historical context. Specifically, it reveals how the Reformation, which began with Luther’s “95 Theses,”developed into a major movement of church reformation helped by various factors within and outside of the church at thetime; we examine the process of how the Reformation began and developed in relation to the status of the church, politics,
economy, society and thought of the time, as well as how Luther’s theology developed through arguments with people
around him. Through these considerations, students will gain basic knowledge on the formation of the Protestant Church andits theology and learn that it was determined in the historical context.
Course goals[1] ‌Students will understand the history of central Europe from Late Middle Ages to the Reformation from various aspects
including politics, economy, society and the church.
[2] Students will learn to examine the formation and development of the Reformation from the historical perspective.
Course schedule
Week

04

Credits

Content

Assignments

1

Explanation of course content summary

Review of lecture content based on notes and distributed
materials

2<History before the Reformation>
Europe in Late Middle Ages (1) Politics and economy

Review of lecture content based on notes and distributed
materials

3

Europe in Late Middle Ages (2) Society

Review of lecture content based on notes and distributed
materials

4

Europe in Late Middle Ages (3) Humanism

Review of lecture content based on notes and distributed
materials

5

Europe in Late Middle Ages (4) Church of Rome, Pietist Review of lecture content based on notes and distributed
movement in and outside of the churchmaterials

6

Europe in Late Middle Ages (5) Theology

Review of lecture content based on notes and distributed
materials

7<Beginning and development of the Reformation>
Luther: course of religion

Review of lecture content based on notes and distributed
materials

8

Luther: formation of theology

Review of lecture content based on notes and distributed
materials

18 Faculty Development Handbook

02 Preparing the Syllabus“95 Theses” and indulgence controversy

10

Response of the Church of Rome and the development Review of lecture content based on notes and distributedof theological argument
materials

11

Reaction of society and the expansion of Reformation Review of lecture content based on notes and distributed
movement (1) supporters of Luthermaterials

12

Reaction of society and the expansion of Reformation
Review of lecture content based on notes and distributed
movement (2) the process of the expansion of thematerials
movement

13

Theological argument within the Reformation Review of lecture content based on notes and distributed
movement (1) Law and Gospel, Eucharistic theology materials and paper preparation

14

Theological argument within the Reformation
Review of lecture content based on notes and distributed
movement (2) On Free Will and On the Bondage of thematerials and paper preparation
Will

15

Wrap-up

Review of lecture content based on notes and distributed
materials and paper preparation

02
Preparing the Syllabus

Review of lecture content based on notes and distributed
materials

9

Basic Policy of FD
at Doshisha University

01

Comments on the schedule

03

Evaluation Criteriain30%

Final paper examination

70%

Whether the student has considered the
problem in the historical context and expressed
it in his/her own words will be evaluated.

Textbooks
Distributed in class as needed.

Various Class Formats

Class performance (attendance and participation in discussions)

Attendance rate and participation
discussions in class will be evaluated.

Reference books

Reference URLs
Remarks

04
Examination, GradeEvaluation, Feedback

A. E. McGrath (translated by Shun-ichi Takayanagi) “宗教改革の思想” (Reformation Thought) First edition (Kyobunkan,
2000)
Haruo Kaneko, Saiki Eguchi “ルターを学ぶ人のために” (Luther wo Manabu Hito no Tameni) First edition (Sekai Shisosha, 2008)

Faculty Development Handbook 19

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

Faculty of Policy Studies (Seminar type)

Course title: Seminar I - 14 (International Finance and Development)
Instructor: Shoko Negishi
Course code

Course title

Credits

SemesterCampusType

70101-014△Seminar I – International Finance and Development

2

Fall

ImadegawaSeminarCourse Content Summary
This course examines diverse world problems on economy, finance and development aid from various perspectives. Students
acquire basic knowledge on international finance through reading relevant literature in turns and learn the basics ofinformation processing using Excel etc. After that, debate sessions on familiar topics in economy and finance will be held as
an opportunity for students to link the knowledge acquired to actual problems. Together with off-campus activities, thiscourse is expected to serve as the starting point for students learning international finance.
Course goals
This course aims to equip students with basic knowledge required to participate in Seminar II-14, which will involve
discussions based on video material on world economy and finance and presentations based on literature written in English.
Course schedule
Week

Content

1

Introduction

Individual preparation for presentation

2

Information processing practicePreparation for group presentation and individual preparation

3

Summarizing the text and discussion (1)Preparation for group presentation and individual preparation,
write a review paper

4

Summarizing the text and discussion (2)Preparation for group presentation and individual preparation,
write a review paper

5

Summarizing the text and discussion (3)Preparation for group presentation and individual preparation,
write a review paper

6

Summarizing the text and discussion (4)Preparation for group presentation and individual preparation,
write a review paper

7

Summarizing the text and discussion (5)Preparation for group presentation and individual preparation,
write a review paper

8

Summarizing the text and discussion (6)Preparation for group presentation and individual preparation,
write a review paper

9

Summarizing the text and discussion (7)Preparation for group presentation and individual preparation,
write a review paper

10

Summarizing the text and discussion (8)Preparation for group presentation and individual preparation,
write a review paper

11

Summarizing the text and discussion (9)Preparation for group presentation and individual preparation,
write a review paper

12

Summarizing the text and discussion (10)Write a review paper

13

Information processing practiceWrite an information processing assignment, debate preparation

04
Examination, GradeEvaluation, Feedback

Assignments

20 Faculty Development Handbook

02 Preparing the Syllabus

14

Debate (1)Debate preparation, write a paper

15

Debate (2)Write a paper

Comments on the schedule
To prepare for group-based text reading and presentation, it is desirable that each student reads several pieces of literatureon their assigned field to deepen their understanding. The course schedule is subject to change depending on student
demands or progress.
Evaluation Criteria

Basic Policy of FD
at Doshisha University

01

40%

Attendance, Q & A, participation in discussions

Presentation in class etc.

40%

Presentation of the assigned part, debate etc.

Submitted material

20%

Papers etc.

Textbooks
Tadao Hata “国際金融のしくみ” (Kokusai Kin’yu no Shikumi) 4th edition (Yuhikaku Alma, 2012)
Reference books

Preparing the Syllabus

02

Class performance (attendance, class participation, presentation,
results of group activities etc.)

Reference URLs
Remarks

Various Class Formats

03

Skills that students are advised to acquire prior to taking this seminar:
reading comprehension (Japanese), composition (Japanese), presentation skill (Japanese), research skill
In addition to basic reading and composition skills, the ability to have own consciousness of problems through newspaperand news is also desirable.

Examination, GradeEvaluation, Feedback

04

Faculty Development Handbook 21

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback04

Department of Information Systems Design, Faculty of Science and Engineering (Lecture type)

Course title: Digital Circuits
Instructor: Takao Tsuchiya
Course code
G1002

Course title△Digital Circuits

Credits

SemesterCampus

Type

2

Fall

Kyotanabe

LectureCourse Content Summary
IT technology cannot exist without hardware like computers. Also, development of advanced software requires knowledge
in hardware as well. This course deals with logic circuits, which is essential in understanding hardware. It also covers thebasics of hardware description language for designing hardware like software.
Course goals(1) Students will understand the basics of logic circuit.
(2) Students will understand the basics of combinational circuit and sequential circuit.
(3) Students will be able to design simple logic circuits.
(4) Students will master the method for designing logic circuit using hardware description language.
Course schedule
Week

Content

Assignments

1

Guidance, digital and analog, binary numbers

Preparation and review

2

Basic logic circuit

Preparation and review

3

Venn diagram, Boolean algebra

Preparation and review

4

Combinational circuit, Karnaugh map

Preparation and review

5

Major combinational circuits

Preparation and review

6

Arithmetic operation circuit

Preparation and review

7

Digital IC

Preparation and review

8

Mid-term evaluation

Preparation and review

9

Pulse circuit, flip-flop 1

Preparation and review

10Flip-flop 2

Preparation and review

11Counter

Preparation and review

12

Designing a counter

Preparation and review

13

Memory, A/D and D/A, FPGA, HDL

Preparation and review

14

VHDL

Preparation and review

15

Wrap-up

Preparation and review

22 Faculty Development Handbook

02 Preparing the Syllabus

Comments on the schedule
The course schedule is subject to change depending on the level of understanding of the students.
Evaluation Criteria
10%

Practices and papers may be assigned to enhance
understanding of the lecture content.

Mid-term evaluation

45%

Evaluation of understanding of the basics of logic circuit

Final written examination

45%

Overall evaluation concerning logic circuit design

Class performance (class participation, presentation,
results of group activities, etc.)

Basic Policy of FD
at Doshisha University

01

02

Reference URLs
Remarks

03
Various Class Formats

Reference books

04
Examination, GradeEvaluation, Feedback

Ken Kasuga “よくわかるディジタル回路” (Yoku Wakaru Digital Kairo) (Denki Shoin, 2012)

Preparing the Syllabus

Textbooks

Faculty Development Handbook 23

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

Faculty of Health and Sports Science (Lecture type)

Course title: Coaching
Instructor: Keita Matsukura
Course code
F2035

Course title○CoachingSemesterCampusType

2

SpringKyotanabe

LectureCourse Content Summary
This course familiarizes students with the necessary mindset and methods in sport instruction and coaching in order topursue the purpose of coaching, “to guide the athlete to become who he/she wants to be.”Students will learn to develop and organize their own opinion on a variety of characteristics of sports, trainees andmanagement activities through case studies and group discussions.
Course goals
1. ‌Students will understand, through active participation in class, the philosophy needed in coaching, as well as necessary
elements in each aspect of coaching: analysis, planning and execution.
2. Students will be able to self-coach their own sport activities and improve their performance.
Course schedule
Week

Content

Assignments

Preparation (reflect on your own experiencein sport in relation to the theme discussed
in class), review

1

Guidance: the concept of coaching

2

Preparation (reflect on your own experience
The ideal instructor: qualities required in a coach/instructor, coachingin sport in relation to the theme discussed
philosophy
in class), review

3

Preparation (reflect on your own experience
Necessary elements for fostering athletes: system, environment, longin sport in relation to the theme discussed
term visionin class), review

4Preparation (reflect on your own experience
Coaching style: what type of coach you wish to become, coachingin sport in relation to the theme discussed
tailored to individual athletes
in class), review

5

Coaching psychology: motivating athletes, mental support

Preparation (reflect on your own experiencein sport in relation to the theme discussed
in class), review

6Communication skills: effective ways to express and listen

Preparation (reflect on your own experiencein sport in relation to the theme discussed
in class), review

7

Preparation (reflect on your own experience
Training 1: the concept of training, how to evaluate the present
in sport in relation to the theme discussed
performancein class), review

8Preparation (reflect on your own experience
Training 2: planning a training schedule, when and what kind of training
in sport in relation to the theme discussed
to conduct
in class), review

04
Examination, GradeEvaluation, Feedback

Credits

24 Faculty Development Handbook

02 Preparing the Syllabus

Preparation (reflect on your own experience
Coaching method in training 1: acquisition of technical elements (how toin sport in relation to the theme discussed
acquire techniques, relation with physical and tactical elements)
in class), review

10Preparation (reflect on your own experience
Coaching method in training 2: acquisition of tactical elements (what isin sport in relation to the theme discussed
a tactic, how to lead the trainee to understand it)
in class), review

11

Coaching method in training 3: acquisition of physical elements (physical Preparation (reflect on your own experienceelements required for individual types of sport, how to motivate the in sport in relation to the theme discussed
in class), review
trainee)12Preparation (reflect on your own experience
Risk management in coaching: types of risk in a coaching environment,in sport in relation to the theme discussed
necessary medical knowledge
in class), review

13

Preparation (reflect on your own experience
Team management: philosophy in a team, developing a team (necessary
in sport in relation to the theme discussed
roles and their respective duties)
in class), review

14

Conclusion

15

In-class evaluation

Review

Comments on the schedule02
Preparing the Syllabus

9

Basic Policy of FD
at Doshisha University

01

Evaluation CriteriaClassperformance(attendance,class
participation, results of group activities etc.)

30%

Attendance rate and group activities are evaluated.

Papers40%

Relevance and originality are evaluated.

In-class evaluation

30%

Relevance and originality are evaluated.

Textbooks

Various Class Formats

03

The course schedule is subject to change depending on the number of students or other factors.

No specific textbooks are assigned.
Reference books

Reference URLs
Remarks

Examination, GradeEvaluation, Feedback04

Rainer Martens, translated by Toshio Omori and Shigeru Yamada “スポーツ・コーチング学–指導理念からフィジ
カルトレーニングまで–” (Successful Coaching) (Nishimura Shoten, 2013)
Japan Sports Association “公認スポーツ指導者養成テキスト共通科目I・II・III” (Kounin Sports Shidousha Yousei
Text Kyotsu Kamoku I∙II∙III)

Faculty Development Handbook 25

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback

04

Faculty of Global Communications (Foreign language)

Course title: Communicative English 2 (Intermediate)
Instructor: Yoshiyuki Nakata
Course code
95014-532

Course title
Communicative English 2 (Intermediate)

Credits

SemesterCampus

Type

1

Fall

Imadegawa

LectureCourse Content Summary
The objectives of this class are for students to become able to listen to and grasp the rough meaning of spoken material on
a topic familiar to them and to learn to express their opinions using vocabulary and phrases learned in class. By listening to
BBC news, students learn an effective listening strategy and cultivate the ability to express their opinions in English using
vocabulary and phrases learned. Using materials that appeared on BBC news, students are expected to 1) understand thetext content, 2) practice reading aloud and pronunciation with the listener in mind, 3) practice self-expression with thelistener in mind (by shadowing etc.), and 4) develop a network of vocabulary and phrases. Specifically, students are requiredto 1) prepare for listening assignment, 2) organize vocabulary and phrases on a notebook, and 3) prepare an essay (submit
via the electronic message board) and give an oral presentation on it. Through these activities, students become aware ofand analyze the level of understanding of the listener in communication and their own English ability.
Course goals
Students are expected to reach the B1 level (in listening and expression) of the Common European Framework of Reference
for Languages (CEFR). Specifically;-to understand the main point of a conversation on a familiar topic spoken in a clear and standard manner.
-to be able to speak about the student’s own experience, dream, wish and goal, making sentences in a simple way.
Course schedule
Week

Content

Assignments

1

Introduction: Unit 1 Puppies at the Tower of London

Preparation for Unit 1

2

Unit 1 Puppies at the Tower of London presentations

Preparation for Unit 2

3

Unit 2 Cosplay in London presentations

Preparation for Unit 3

4

Unit 3 Shakespeare in London’s East End presentations

Preparation for Unit 4

5

Unit 4 Who Owns Banksy’s Street Art presentations

Preparation for the quiz and read-aloudassignment

6

Quiz 1, read-aloud reflection

Preparation for Unit 5

7

Unit 5 A Crip under the Skin presentations

Preparation for Unit 6

8

Unit 6 Houses Built from Straw presentations

Preparation for Unit 7

9Unit 7 Paternity Leave presentations

Preparation for Unit 8

10

Unit 8 Young Voters presentations

Preparation for Unit 9

11

Unit 9 Teaching Digital skills presentations

Preparation for Unit 11

12

Unit 11 Scotland’s Future presentations

Preparation for the quiz

13

Quiz 2

Group presentation

26 Faculty Development Handbook

02 Preparing the Syllabus

Reflection of the presentation, preparation
for the quiz

15

Quiz 3 (oral presentation), wrap-up and review

Wrap-upComments on the schedule
To realize smooth progression of material in accordance with the course schedule above, be sure to prepare the material forthe day. When preparing for a listening assignment, take notes of how many times you listened to the material until you
reached an answer, the reason for reaching the answer and any important keywords. With regard to the essay, you may takeeither side of the argument, but be sure to discuss from a multifaceted perspective. Organize vocabulary, phrases, sentencesand essay on a notebook. Students must not be late for or absent from class, nor talk during class.
Evaluation Criteria
Class performance (attendance, class participation,
results of group activities etc.)

15%

Proactive learning attitude will be highly rated.

Quizzes45%

Quizzes will be given three times during the semester(15+15+15)

Submitted material

10%

Essay, read aloud analysis

CASEC

30%

Conducted during the examination period.

Comments on the Evaluation Criteria
The above evaluation items will be comprehensively considered in calculating the final grade. Students who fail to attend
two-third or more of total class days will not be eligible to take the final examination. Taking the mid-term and final
examinations is compulsory. Other details will be explained on the first day of class.
Textbooks
Timothy Knowles, Daniel Brooks, Yukiko Takeoka, Mayumi Tamura, Rima Uraguchi, Seeing the World through the News
(Kinseido, 2016) 92 pages, ISBN: 978-4-7647-4015-0
Reference books
Reference URLs
Eijiro (language study website)
http://www.alc.co.jp

02
Preparing the Syllabus

Quiz 3 (oral presentation)

03
Various Class Formats

14

Basic Policy of FD
at Doshisha University

01

04
Examination, GradeEvaluation, Feedback

Remarks

Faculty Development Handbook 27

TOPIC
About Preparing the syllabus

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

04

Syllabus content guidelines
The syllabus content should facilitate independent subject selection and studies by the student, therefore should adhere to thefollowing guidelines.
[1] ‌“Course content summary,” “Course goals,” “Course schedule,” “Assignments,” “Evaluation criteria” and “Comments on
evaluation” are mandatory information in the syllabus. The evaluation items of the “Evaluation criteria,” to be included in thesyllabus format, will be decided by the faculty/school/graduate school/Center FD Committee.
• ‌“Course content summary” shall briefly and plainly provide the overall content, aims and keywords of the subject, as well as how
the classes will be taught.
• ‌“Course goals” shall provide specific goals in terms of knowledge, skills and attitude, written with the students as the subject,such as “By the end of the course, students will be able to...”• ‌“Course schedule” shall provide, as specifically as possible, the planned content of each class throughout the course, the classes
being of the total number standard for a normal academic year. If evaluation is given during class, it should be indicated as“mid-term evaluation” or “in-class evaluation” to distinguish from regular examinations.
• ‌“Assignments” shall provide, as specifically as possible, studies required outside of class, including class preparation and reviews.
• ‌“Evaluation criteria” shall clearly provide the actual percentage of weight for each evaluation item; several evaluation items must be used.
• ‌“Comments on evaluation” shall provide, as specifically as possible, what points will result in higher evaluation for each item of evaluation.
[2] ‌Be sure to always list all “Textbooks” and “Reference books” to be used for the class. When listing, always clearly indicate thepublisher and year of publication.
[3] ‌When using websites etc., in the course, always list the website URLs under “Reference URLs.”[4] ‌Regarding subjects of a nature for which it is difficult to follow the above guidelines, appropriate syllabus content will be determinedby the faculty/school/graduate school/center FD committee.

Checking the syllabus content
The syllabus draft will be checked by each faculty/school/graduate school/center, and if the content obviously lacks what is requiredby the guidelines, the faculty/school/graduate school/Center FD Committee will send to the faculty, in writing or other suitable format,
a request for revision. In relation to the “Comprehensive Support Program for Private University Reform” implemented since AY 2013,
there is a question about the third person review of syllabus content in the “2015 Comprehensive Support Program for Private
University Reform Survey Sheet.”[For reference] 2015 Comprehensive Support Program for Private University Reform Survey Sheet (excerpt)
Type 1 “Improvement of university education based on the founding spirit”(2) Establishment of PDCA cycle concerning the improvement of quality of education[6] ‌Does your university require all faculty members to clearly indicate the amount of time required for preparatory study (preparation and review) or
specific study content required in place of such time in the syllabus according to the syllabus preparation guidelines? [key question]
1 Implemented by all faculties and graduate schools and in all years.
10 points
2 Implemented by several faculties and/or graduate schools or in some years.
5 points
3 Not implemented.
0 point[7] ‌Does your university require all faculty members to clearly indicate the course goals in the syllabus according to the syllabus preparation guidelines?
1 Implemented by all faculties and graduate schools and in all years.
4 points
2 Implemented by several faculties and/or graduate schools or in some years.
2 points
3 Not implemented.
0 point[8] Is appropriateness of the syllabus content checked by a third person other than the faculty teaching the subject?
1 Implemented by all faculties and graduate schools and in all years.
5 points
2 Implemented by several faculties and/or graduate schools or in some years.
3 points
3 Not implemented.
0 point

Examination, GradeEvaluation, Feedback

Changing the syllabus content after classes begin
In general, syllabus content may not be changed after classes begin. If changes are absolutely necessary, make such changes in an
appropriate manner, in accordance with the rules listed below.
[1] ‌“Course content summary,” “Course goals” and “Evaluation criteria” may not be changed.
[2] ‌For “Course schedule,” “Textbooks,” “Reference books” and “Reference URLs,” small changes may be made after class begins if thefaculty determines that such changes are necessary for better education, and only after consulting with the registered students.
• ‌When the “Course schedule” is changed, the changes must be informed to the registered students by distributing the printed
syllabus in class or by revision using the online syllabus submission system.
• ‌If changes in the “Course schedule” etc. are expected at the time of syllabus submission due to the nature of the subject, so statein the comment field of the “Course schedule.”

28 Faculty Development Handbook