Doshisha University
Faculty Development
Handbook

Doshisha University

Foreword

On this occasion of
FD 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 philosophy
and 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 independent
learning. 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 a
diploma 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 ............................. 30

TOPIC/ 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 .................................................................................. 32

4.	‌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 .... 10
6. Enhancement of Graduate School Education ................................. 11• Teaching Assistant Workshop ..................................................... 11• Graduate School Common Basic Subjects ................................. 11
7.	‌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

01

Basic Policy of FD
at Doshisha University
1. FD at Doshisha University
TOPIC/ About Course Numbering

2. ‌Education Philosophy and Doshisha
University Educational Goals• ‌Founding spirit/ Education Philosophy/ Educational goals• ‌Doshisha University Educational Goals

3. ‌Doshisha University Education Ethics
Standards
4. ‌Standards for Establishing Universities
and the Educational Structure of Doshisha
University• ‌Making faculty development compulsory• ‌Publication of education and research purposes• ‌Grounds for assigning number of credits• ‌Grounds for requiring 15 classes per semester• ‌Clear indication of grade evaluation standards etc. insyllabus

5. ‌Faculty Development from the Perspectiveof Learning Support
6. E‌ nhancement of Graduate School Education• ‌Teaching Assistant Workshop• ‌Graduate School Common Basic Subjects

7. ‌Observing the Learning Status of Students(“Questionnaire Survey on Campus Life”)

Faculty Development Handbook 03

1. FD at Doshisha University
01
Basic Policy of FD
at Doshisha University

Definition of FD at Doshisha University

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback04

FD at Doshisha University is defined as “all activities systematically conducted on the basis of the founding
spirit and the education philosophy, through the collaborative efforts of the faculty and employees, in orderto realize the individual growth of every student and to enhance and improve the education provided by
Doshisha University, so that its education objectives, as well as the education policies and objectives set
forth by each faculty, school, graduate school and center, may be achieved.”

Doshisha University has three education philosophies, of “Christian principles,” “liberalism” and “internationalism.”
The university aims to foster individuals who use their knowledge and abilities as conscience dictates to contributeto society. Using these education philosophies as the backbone, each has established its own faculty, school anddepartmental curriculum with its respective specialties, incorporating content appropriate to conferring the bachelor’s
degree upon all graduates at completion. In the case of Doshisha, each faculty, school and department has a highlevel of independence; the curriculum content therefore varies greatly for each faculty, school and department.
However, courses offered by the Center for General and Liberal Education and the Center for License and Qualification
are interdisciplinary classes, and some departments offer minors as well. Within the university are the vertical axisof curricula based on faculty/school/ department specialties, and the horizontal axis of interdisciplinary curricula thattranscend faculties and departments.
In realizing curricula developed by each faculty, school and department, what serves as the core are individual
subjects. The faculty members in charge must first understand the positioning of each subject within the curriculum.
They must also be aware of the purpose each subject serves in realizing the faculty/school/department curriculum,
its relationship with other subjects concurrently taken by students, and its continuity with future subjects. Subjects
for upperclassmen and subjects for lower classmen inevitably differ in content and level, and when students ofdifferent years are mixed in a classroom, that subject requires special attention to class material and content.
Once the individual subjects have been positioned within the faculty/school/department curricula, the next point ofconsideration is the syllabus of teaching subjects. It is important to clearly indicate to students the objective of theclass, the expected progress rate, the preparations and review required for each class and the grade evaluation
standards. To the students taking the class, it imparts a sense of security in knowing beforehand what they will belearning in each class and what preparations are necessary. Also, knowing the grade evaluation standards can help
them in their efforts to improve their grades as much as possible. University education tends to be a one-way
communication from the teaching side, but it is important for faculty members to reevaluate their teachings andclasses by viewing things from the students’ perspective.
At the end of the semester, members of the faculty must provide a grade evaluation for each of the students they
have taught. Doshisha University implemented the GPA system in AY 2004 to make student grades clearer and moreaccurate and, anticipating the increase in international students, to provide an internationally accepted form ofevaluation. Implemented almost simultaneously with the GPA system was the publication via the Internet of thegrade distribution; this had a great impact in many ways. Grading at universities is left completely up to the faculty,

04 Faculty Development Handbook

01 Basic Policy of FD at Doshisha University

Doshisha University has a Center for Learning Support and Faculty Development, to continue providing education of
the highest quality possible. The Center assesses education methods employed in universities in Japan and aroundthe world to discover and introduce progressive approaches, the additional aim being to unite the entire faculty inrealizing the ideal Doshisha education through active communication with students.

Basic Policy of FD
at Doshisha University

Since “education” takes place in communication among people, both the impression of the teachers and the feelingsof the learners are important in measuring the efficacy of education. Doshisha University publishes via the Internet
course feedback submitted after grade evaluation by faculty members regarding the achievement level of classstudents. There is also a student questionnaire by which students can send to the teaching faculty, via the Internet,
comments and opinions on the class. It goes without saying that knowing the responses of both sides reveals course
improvements to be made for the following academic year. In university education, efforts to create opportunities formutual communication between teachers and students concerning class methods will become increasingly
important.

01

02
Preparing the Syllabus

with no set standard for grading. For the students, however, it was difficult to objectively determine whether theirgrades were good or bad; as to the faculty, they could not accurately judge whether their grading standards were
stringent or lax. With the publishing of grade distribution, the students can now understand their grades in a relative
sense, and the faculty can now easily compare their respective grade distribution with those of other faculty, enablingthem to objectively review their own grading standards. Since universities offer a wide variety of courses withdiffering student compositions, the use of relative evaluation is of course inappropriate. However, after thecommencement of grade distribution publication, the faculty began voluntarily reviewing their own grading standards.
According to the faculty questionnaire survey conducted after grade distribution publication, 45% responded they
had “changed their grade evaluation standards” in one way or another.

About Course Numbering
Course Numbering

Doshisha University has implemented the Course Numbering System since AY 2015. Already a common
system in Western universities, the Course Numbering System assigns to every course offered anumber that indicates the academic field of the course, its level and position in the curriculum. It is
expected to enable faculty to find overlapping content between courses while they overview thecurriculum and organize each class, facilitating constant review of the overall curriculum.
It is also useful for students as the numbering makes the curriculum structure easily comprehensible,
and those going on study abroad can use it to check the compatibility of courses offered at the hostinstitution with courses offered at Doshisha University for possible credit transfer.
• ‌Website of the Center for Learning Support and Faculty Development [Course Numbering]
http://clf.doshisha.ac.jp/numbering/numbering.html

04
Examination, GradeEvaluation, Feedback

TOPIC

Various Class Formats

03

Faculty Development Handbook 05

2. Education Philosophy and Doshisha
University Educational Goals

Basic Policy of FD
at Doshisha University

01

The founding spirit of Doshisha University is based on the education of conscience, with the aim of fostering
individuals who use their knowledge and abilities as conscience dictates to contribute to society. To realize thiseducation of conscience, Doshisha University has upheld, since its establishment, the three philosophies of “Christian
principles,” “liberalism,” and “internationalism.” Doshisha University Educational Goals is the clearly written
description of an ideal person embodying these three philosophies, to be fostered through our education.
Founding spirit/ Education Philosophy/ Educational goals
Education of
conscience⬅ Founding spirit

Liberalism

Internationalism

02
Preparing the Syllabus

Christian principles

Various Class Formats

03

Examination, GradeEvaluation, Feedback04

Doshisha University Educational Goals

Education⬅ Philosophy

Philosophies in realizing
education of conscience

Educational⬅ Goals

Educational goals in
actualizing education
philosophies

Doshisha University Educational Goals• Development of high moral standards and well-rounded character
Doshisha University develops individuals of respectable character who have high moral standards and broad
range of knowledge.
• Development of ability to think and act independently
Doshisha University develops independent individuals who can find and solve problems on their own using theircritical and scientific mind.
• Development of eagerness and ability to make lifelong contribution to society
Doshisha University develops individuals who have lifelong commitment to search for truth and make contribution
to civil society.
• Development of language skills and capability to adapt to international society
Doshisha University develops individuals who can play an active role in international society with their excellent
command of foreign languages.
• Development of liberal mind
Doshisha University develops individuals who can accept diversity of values and contribute to world peace.
Reference URL• The founding spirit and Joseph Hardy Neesima
http://www.doshisha.ac.jp/information/history/neesima/neesima.html• Education of conscience and education philosophy
http://www.doshisha.ac.jp/information/history/educational_ideal.html• Doshisha University Educational Goals and policy on degree conferment, policy on curriculum organization andimplementation
http://www.doshisha.ac.jp/information/overview/educational_goal.html

06 Faculty Development Handbook

01 Basic Policy of FD at Doshisha University
3. Doshisha University
Education Ethics Standards

Doshisha University Education Ethics Standards
Established May 27, 2006

01
Basic Policy of FD
at Doshisha University

As part of the activities for improving education quality, Doshisha University sets its code of conduct to accord witheducation activities in the “Doshisha University Education Ethics Standards.” Those involved with education at
Doshisha University, such as full time faculty, part-time and temporary lecturers, and employees are expected tocomply with these standards when engaging in education activities.

Revised June 30, 2007
Revised March 20, 2015
With the university educational environment changing, Doshisha University established the “Doshisha
University Education Ethics Standards” for the purpose of diligently continuing to fulfill the educational
mission of Doshisha University.
(Founding Spirit of the University, and Educational Philosophy)
Article 1. ‌Doshisha University shall strive to continue the founding spirit of the university to provide a moral
education, and to pursue its educational mission through transmission of its educational philosophiesof Christianity, liberalism, and internationalism to the faculty, administrative staff, and students.
(Awareness for Educational Activities)

02
Preparing the Syllabus

Preface

Article 2.
1. Faculty shall have a professional awareness for educational activities.

03

2. Faculty shall diligently strive to inspect and improve its educational methods and content, etc.
4. Administrative staff shall diligently strive to support the educational activities of Doshisha University.
5. ‌Faculty and administrative staff shall use language appropriate to professionals associated with education.
6. ‌
Doshisha University shall provide organizational support for the smooth operation of educational
activities.
(Respect for Student Character and Human Rights)
Article 3. ‌Faculty and administrative staff shall show respect for student character and human rights. In
addition, Doshisha University shall adopt all necessary measures for facilitating respect for student
character and human rights.

Various Class Formats

3. Faculty shall perform appropriate class management and open and fair grade performance evaluations.

(Responsibility for Explanation of Educational Activities)
Article 4. ‌Doshisha University shall assume responsibility for explanations as needed to students, to interested
parties, and to third parties, that educational activities are being appropriately implemented.

04

Article 5. ‌Administration of these standards shall be handled by the Office for Ethics Review.
(Standards Improvement or Elimination)
Article 6. ‌Improvement or elimination of these standards shall be determined by the President, after
deliberations at the Ethics Review Committee and the Committee of Deans and Directors.
Supplementary Regulation
These standards shall be implemented from April 1, 2015.

Examination, GradeEvaluation, Feedback(Administration)

Faculty Development Handbook 07

4. Standards for Establishing Universities and the
Educational Structure of Doshisha University

Basic Policy of FD
at Doshisha University01

All education activities at Doshisha University are conducted in compliance with the Doshisha University School
Regulations, the Doshisha University Graduate Schools Regulations, the Doshisha University Professional Graduate
School Regulations and the Doshisha University Law School Regulations.
These university regulations have been established pursuant to national laws and regulations, such as the School
Education Act, the Ordinance for Enforcing the School Education Act, Standards for Establishing Universities,
Standards for Establishing Graduate Schools and Standards for Establishing Professional Graduate Schools.
Of these national laws and regulations, explained here is the relationship between the education system of Doshisha
University and Standards for Establishing Universities, a Ministry of Education, Culture, Sports, Science andTechnology ordinance established for the purpose of maintaining the level of university education activities.
Making faculty development compulsory

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback04

Article 25-3. A university shall conduct organized training and research to improve the content and methodology
used to give classes at said university.
Doshisha University has established the Center for Learning Support and Faculty Development to plan and develop
all-university education measures, as well as to promote and support continuous improvement of education activities.
The Center for Learning Support and Faculty Development liaises on a daily basis with FD committees in eachfaculty/school/ graduate school/center to inspect education content and methods, at the same time as deliberation
on measures to improve education so as to maintain and increase our education level.
Publication of education and research purposes

Article 2. A university shall define its purpose in regard to fostering human resources and its additional purposesof carrying out education and research for each faculty, department or course in its school regulations etc.
Doshisha University allows each department of faculties and each major of graduate schools to set their own
objectives as concerns the fostering of human resources and their other purposes of education and research. These
are indicated and publicized in the School Regulations, Graduate School Regulations, Professional Graduate School
Regulations and Law School Regulations.
Grounds for assigning number of credits

Article 21. The number of credits for each class subject shall be determined by the university.
(2) ‌When determining the number of credits as per the preceding paragraph, a class subject for one credit shallnormally be organized to contain content that requires 45 hours of learning, the number of credits to be
calculated based on the following standards, in light of the educational effects of said class and requiredlearning other than that during class hours, in accordance with class methods:(i) ‌regarding lectures and seminars, one credit shall consist of classes conducted for the number of hours
determined by the university, between 15 and 30 hours;(ii) ‌regarding experiments, practical training and skills practice, one credit shall consist of classes conducted
for a number of hours determined by the university, between 30 and 45 hours; provided, however, thatregarding skills practice classes in artistic fields, one credit shall consist of classes conducted for anumber of hours as determined by the university;(iii) ‌when using for one class subject two or more methods of either lecture, seminar , experiment, practicaltraining and skills practice, one credit shall consist of classes conducted for a number of hours as
determined by the university in light of the standards prescribed in the preceding two items, in accordancewith the combination of such methods.

08 Faculty Development Handbook

01 Basic Policy of FD at Doshisha University

Grounds for requiring 15 classes per semester

Article 22. The term during which classes are conducted in a year shall be 35 weeks, in principle, including theterms of regular examinations etc.
Article 23. Classes of each class subject shall be conducted using 10 weeks or 15 weeks as a unit; provided,
however, that this shall not apply when deemed especially necessary from an educational standpoint andsufficient educational effect is anticipated.
We conduct 15 classes per semester. This is because the term of classes is stipulated in Article 23 of the Standards
for Establishing Universities. Also permitted in this article is a term unit of 10 weeks, but this applies only to threesemester systems, and since Doshisha University has two semesters (spring and fall), classes must be conducted
for 15 weeks. Please note that the final examination may not be conducted during these 15 weeks. This is because
Article 22 of the Standards for Establishing Universities stipulates that the term during which classes are conductedin a year shall be 35 weeks, including the terms of regular examinations. By interpretation, this is achieved through30 weeks of classes: 15 in the spring semester and 15 in the fall semester, and a 5-week regular examination term.
Clear indication of grade evaluation standards etc. in syllabus

Basic Policy of FD
at Doshisha University

02
Preparing the Syllabus

The Doshisha University School Regulation does not clearly indicate standards for assigning the number of credits
for each subject, but for most courses, the calculation is one credit per 15 hours of learning for lecture- and seminarformat subjects, and one credit per 30 hours of learning for experiment, practical training and skills practice subjects.
As with many other universities, Doshisha University counts one 90-minute period as two hours of learning. For
lecture-format subjects having 15 classes per semester, this equals 30 hours of learning; therefore, two credits are
given. What must be taken into account is that in Article 21 Paragraph 2 of the Standards for Establishing Universities,
it is stipulated that “a class subject for one credit shall normally be organized to contain contents that require 45
hours of learning.” This means that 90 hours of learning is required in order to give two credits. In other words, inaddition to the 30 hours of learning in class, 60 hours of learning must be received outside of class. Therefore, thefaculty is asked to indicate in the syllabus the learning to be received outside of class.

01

03
Various Class Formats(3) ‌Notwithstanding the provisions of the preceding paragraph, regarding class subjects, such as graduationtheses, graduation research and graduation products, when it is deemed appropriate to grant credits by
evaluating the achievement of such learning, the number of credits may be determined in light of saidlearning etc. necessary for these activities.

Article 25-2. A university shall present to its students a clear outline of the methodology used to give classes,
the contents of classes, and a class schedule for the year.

Pursuant to the Standards for Establishing Universities, Doshisha University indicates the course schedule for eachclass, as well as the grade evaluation standards, in the syllabus given to students prior to commencement of classes.
Also, as a general rule, faculty are required to follow the course schedule indicated in the syllabus, and to evaluate
grades in a strict manner.

04
Examination, GradeEvaluation, Feedback(2) ‌A university shall, when assessing its students’ academic achievement and approving their graduation,
present the students with a clear outline of the standards thereof, in advance, so as to ensure objectivity andrigorousness, and shall conduct an assessment and approval process appropriately in accordance with said
standards.

Faculty Development Handbook 09

5. Faculty Development fromthe Perspective of Learning Support

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback04

Doshisha University opened Ryoshinkan Learning Commons in April 2013. A learning space with a total floor area of
2,550m2, it is remarkable for being located at the center of a classroom building. This is because it was establishedwith an intention for it to function as an easy-to-access space of active learning for both students and faculty. Thechange in learning environment is expected to bring about changes in the way students study and the way teachers
conduct class and give assignments, which potentially leads to improvement of academic performance.
However, preparation of facility is not sufficient enough to change the learning environment: enhancement of study
programs and seminars should also be undertaken at the same time. Specifically, at the Ryoshinkan Learning
Commons, faculty members who are appointed as Academic Instructors and graduate students who are called
Learning Assistants (LA) are offering learning support services such as “Academic Skills Seminars” and “Learning
Consultation.” We believe that students enhance their learning opportunities by making use of these seminars andlearning consultations during the four years from first year education until they write a graduation thesis. On theother hand, Academic Skills Seminars may also be useful for faculty members who are not sure of how to teachbasic academic skills to students. There would be quite a few faculty members who have experienced difficulty inteaching basic skills because they were too basic. Sorting out their thoughts about basic academic skills throughthese seminars may give hints for the management of the subjects they teach.
A few years of operation of Ryoshinkan Learning Commons has revealed next steps to take; one of which is thedevelopment of a collaboration model with faculties and schools. Already put into practice on a trial basis is afaculty’s attempt of facilitating learning outside class, in which the teacher encourage students to participate inAcademic Skills Seminars and other programs and give additional points on the grade for a regular subject for those
who submitted the certificate of attendance to such programs and an accompanying report. This is only an example,
but further enhancement of faculty development based on learning support is expected though expansion of suchattempts to the entire university and development of various collaboration models with many faculties.

[Academic Skills Seminars (examples)]No.

Seminar Title

Overview

1

How to read academic literature

Students learn how to read pieces of literature with their task and theme in mind through a short lecture
and practice.

2

Expanding ideas

Using a mind map and search engine, students learn how to generate ideas for writing a paper or an essay.

3

Effective writing

Students learn how to compose a convincing piece of writing through a short lecture and practice.

4

Structuring a presentation

Students learn the effective structure and delivery of presentation through examples.

5

Bringing up ideas in a group

Students learn how to bring up many ideas in group work and how to narrow them down through a lecture
and practice (minimum 3 participants required).

6

Using social media for academic
Students learn how to collect information on the Internet semi-automatically using tools such as SNS.
purposes

7

Structuring a paper

Students learn the basics of writing a paper, from deciding a theme to planning the structure.

8

Taking notes

Taking notes as you listen and read – this seminar teaches university-level note-taking and summarizing
method which is different from that at high school.

9

Designing a poster

Using common tools, this seminar introduces tips and techniques necessary for poster presentation,
including samples.

10 Faculty Development Handbook

01 Basic Policy of FD at Doshisha University
Seminar Title

Overview

10

How to prepare a presentation An outline is an essential part of student presentation. Students learn important points in preparing aoutlinepresentation outline through a short lecture and practice.

11

Citation rules

Why citation is important and what types of citation are there? Students learn the correct citation rules toavoid falling into “copying and pasting.”

12

Tips for using Learning Commons

This workshop introduces tips for making use of the Learning Commons from the point of view ofparticipants.

13

How to search for information

How do you search for information when you have no idea where to look, and how do you use theinformation? Students learn the information search method truly needed at university.

14

How to read and make figures This seminar explains the meaning of graphs and their appropriate use, as well as how to read numbers inand tables
figures and tables and how to make them.

15

Writing an e-mailWhether e-mailing a teacher or making an appointment with the subject of investigation, students learn
how to write a formal email message.

Reference URL• Website of Ryoshinkan Learning Commons01
Basic Policy of FD
at Doshisha UniversityNo.

http://ryoshinkan-lc.doshisha.ac.jp

Preparing the Syllabus

02

Teaching Assistant Workshop

The Doshisha University Teaching Assistant (TA) System offers outstanding graduate students opportunity to gain
teaching experience so as to encourage their independence as a teacher, researcher or specialist in other areas.
Since AY 2011 the Center for Learning Support and Faculty Development holds a workshop every year for graduate
students who are newly appointed as TA, explaining the definition and purpose of the TA system, duties andobligations, and administrative procedures, as well as introducing experiences of junior faculty members whoformerly worked as TA. This workshop is also open to faculty and staff and would be useful for faculty members
employing TAs.

03
Various Class Formats

6. Enhancement ofGraduate School Education

Graduate School Common Basic Subjects

Reference URL• Website of the Center for Learning Support and Faculty Development [TA Workshop]

04
Examination, GradeEvaluation, Feedback

The Graduate School Education Panel of the Center for Learning Support and Faculty Development conducted the“Survey on Career Vision” on all graduate students in AY 2014. In response to the results showing that many
graduate students want the university to offer basic subjects useful for their future career development, the “Graduate
School Common Basic Subjects” that are open to graduate students in all academic disciplines have been offered
on a trial basis since AY 2015.

http://clf.doshisha.ac.jp/ta/ta.html

Faculty Development Handbook 11

7. Observing the Learning Status of Students(“Questionnaire Survey on Campus Life”)

Basic Policy of FD
at Doshisha University

01

The Doshisha University Center for Learning Support and Faculty Development conducts the Questionnaire survey on
campus life to observe the learning status of students. The purpose of this survey, which targets all students who havejust finished their first or third year, is to collect information on their status of learning after enrollment as well as theircomments and opinions on education so that the faculty and employees can gain an understanding of the actual
status of students, and discover ways to improve the education offered at Doshisha University.
If we look at the example of “Learning Behavior of First-year Students (from AY 2014 survey),” the results reveal that
60% of first-year students “use the Learning Commons” and 53.5% “discuss the class content with fellow students”(both the total of “occasionally” and “frequently”).
It is obvious that students engaging inlearning behavior shown above more
I use the Learning Commons
43.5%
16.5%
frequently
demonstrate
higheracademic performance (GPA etc). But
I ask the teacher a question
24.9%
4.6%
about the class content
a student’s academic performance
I discuss the class content
cannot be measured just by his/her
42.1%
11.4%
with fellow students
0%
20%
40%
60%
80%
100% motivation toward learning; asstudents were admitted to Doshisha
Frequently
Occasionally
University through different screening
Figure: Learning Behavior of First-year Students
methods, it is easy to expect somedifferences in their academic abilities up to high school, and such differences may influence their academic
performance in university. Also, many of the students do not just study but also participate in club activities, andparticipation in such activities may also influence their academic performance. Considering such status of students,
it is not enough to simply examine the relation between learning behavior and academic performance; we must also
consider how the difference in screening method and participation in (or lack of) club activities are involved in that
relation. Effective use of the “Questionnaire Survey on Campus Life” enables evidence-based analyses from various
perspectives, which are expected to be useful data for faculties and schools in their efforts for education improvement.
I use the library

Preparing the Syllabus

02

Various Class Formats

03

55.6%

23.1%

The tally results of this survey are distributed to all full-time faculty members as “Mid-term Report” and to eachfaculty, school and center as “Report on Survey Results.” Some of the tally results are also available on the websiteof the Center for Learning Support and Faculty Development. These reports also indicate tally results by faculty/
school, and the following thematic analyses are conducted using the survey results.
• “Screening methods and academic grades” (AY 2012)• “Relation between club activities and academic grades” (AY 2013)

Examination, GradeEvaluation, Feedback04• ‌“Relation between use of learning environment and sense of improvement in logical thinking – Focusing on
students’ learning habits” (AY 2014)
It goes without saying that such surveys do not immediately result in improvement of education. However, it may
provide a meaningful resource grasping the student status from the perspective of quantitative data analysis. Such
resources provide significant hints for considering and deliberating education at Doshisha University.

Reference URL• Questionnaire survey on campus life
http://clf.doshisha.ac.jp/investigation/investigation.html

12 Faculty Development Handbook

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

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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.”

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Various Class Formats

1. ‌Class Formats That Facilitate Student
Learning• Large-hall lectures• Seminars• Service learning• PBL (Project Based Learning)• Internship
TOPIC/ Learn about other faculty members’ classes

2. Originality and Ingenuity in Classes• Case1‌Facilitating
use of English in class     William R. Stevenson III
		Department of Education and Culture		
Faculty of Social Studies• Case2 ‌Mutual learning between Japanese students
and international students		
Aya Okada		
Faculty of Policy Studies• Case3 Facilitating group work in class     Hiroshi Yadohisa
		Faculty of Culture and Information Science
TOPIC/ Education activity support systems

Faculty Development Handbook 29

1. Class Formats That Facilitate
Student Learning

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback04

Nowadays, university education involves a variety of class styles. Introduced here are some traditional class formats
of large-hall lectures and seminars, as well as some new ones.
Large-hall lectures

Traditionally, universities employed the method of one professor lecturing in front of a large number of students.
Such large-hall lectures can be deemed a highly efficient class style, since a small number of faculty can educate
many students.
However, keeping students interested throughout the 90-minute class time requires some sort of technique. Facultymust always keep an eye on the faces of the students to measure their level of understanding, and if their faces
show puzzlement, the professor must be flexible and repeat the content, to emphasize the point. Lectures are, by
nature, one-directional, but one good way to maintain student concentration is to speak out to the students, andwhen necessary, ask direct questions for an individual to answer on the spot.
The structure of lecture classes vary, but generally, the first ten minutes are spent on reviewing the previous class,
today’s class in relation to the syllabus, and some of the latest topics to interest the students. After this comes themain part of the lecture; the last 10 minutes are spent on summarizing the previous portion and preparations for thefollowing class.
It has become common to use PowerPoint presentations in large-hall lectures. This saves the time required to writeon the board, and also enables the teacher to provide visual information such as graphs, figures and photos.
Distributing lesson outlines and other materials is also useful in enhancing the level of student understanding.
However, this can sometimes lead to students gaining false satisfaction from copying down information provided by
the PowerPoint presentation and obtaining handouts. It is important to give students opportunities to actively listen
to and take notes of the lecture content as spoken by the professor.
Other methods include lectures by guest speakers involved in the course field and providing Q&A time with students,
or planning a relay lecture course to approach the subject from various perspectives.
Student-teacher relationships in large-hall lectures tend to be weak. It is therefore necessary to sincerely meet withstudents who come after class or during office hours with questions, or to answer questions students send via email
in order to respond to the enthusiasm of eager students. Anothergood method is to take questionnaire surveys during class, in orderto reflect the honest opinions of the students onto the class.
Please keep in mind that the e-classes prepared by the university
are also a very useful tool in developing communication between
teachers and students in large-hall lectures.

Reference URL• e-class
http://eclass.doshisha.ac.jp/index.html

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03 Various Class Formats

Seminars are also useful for giving individual assignments and having each student give presentations. Dependingon the size of the seminar, it may even be possible to give every student in the class an opportunity for presentation.
This is a chance for presenters to acquire the skills for making their presentations more intriguing and understandable.
Obligating presenters to create and use PowerPoint presentation, as well as to distribute presentation outline andother materials, yields high educational benefits.
Some care is also required in keeping the non-presenting students focused. The teacher should create a classatmosphere in which asking questions and confirming doubts is easy; handing out comment sheets so that thepresenter can receive feedback from other students is also beneficial. Active exchanges of opinions in seminars canfoster the logicality and demonstrative abilities required in research.
Service learning

The premise of large-hall lectures and seminars is that their venue is within the university, whereas service learning
takes students out of the campus where they experience various issues in the local community, enabling them togain extensive knowledge through involvement in the actual problem-solving process.
For example, participation in river beautification campaigns makes students aware of the importance of environmental
issues, leading to their deliberating specific ways to reduce unauthorized dumping. Helping to support the elderly
who are living alone causes them to realize the issues that pertain inelderly welfare, encouraging them to refine designs of community
support networks for the elderly. Service learning requires advance study
by students regarding theories and legal systems surrounding the issue
at hand; after community involvement, students must be given time tobring back to class what they experienced and to ponder its significance.
Traversing between theory and practice is said to be the key to successPreparing the Syllabus

Successful group work requires some facilitation from the teacher, such as providing assignments in a clear manner,specifically indicating methods of obtaining necessary information, and checking up on whether the discussion has
gone astray or become stagnant. It may be a good idea to refer to some published how-to books on workshops, toeffectively conduct group works.

02

03
Various Class Formats

For example, it is very effective to divide the class into several groups and give them group work assignments. This
provides the opportunity for serious group discussions, improving the communication abilities of students andenabling them to state their opinions in a clear manner. Being exposed to the opinions and ideas of other members
also helps broaden the minds of students. Group work requires the members to come up with a certain conclusion,and therefore fosters autonomy. The process of aggregating various opinions and drawing one conclusion from themaffords an opportunity to acquire an important skill that cannot be gained from large-hall lectures.

04
Examination, GradeEvaluation, Feedback

Compared to large-hall lectures, small classes can make use of many different methods and devices. Orientation andintroduction may require the conventional lecture style, but other than that there are many things one can try in asmall classroom.

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01

Seminars

Faculty Development Handbook 31

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

in service learning.
The successful experience of contributing to problem-solving in the community deepens students’ confidence,
cultivating in them a proactive attitude toward involvement in local community issues.
PBL (Project Based Learning)

PBL stands for both Problem-Based Learning and Project-Based Learning; the two are often confused. Here, we
introduce the latter. Project-Based Learning is, generally speaking, an education style in which project planning andexecution is the assignment, and students are expected to think independently and take action. Doshisha University
has “Project Subject” as part of its general and liberal education; many of these classes follow this style.
The important point is that the students are informed as to the aim of the projects, but teachers give no specific hints
on how to move the project forward. Students are expected to discover the know-how on this through trial and error.
Teachers, while providing necessary information, must prepare environment and conditions that facilitate the successof the student projects, and at the end must evaluate the results.
PBL requires thorough preparation that is much different from that oflarge-hall lectures; the cooperation of many people and organizations
outside of the school is essential for success. For this reason, it is said thatthe educational effect on the students is significant.
Internship

Various Class Formats

03

Examination, GradeEvaluation, Feedback

04

Internship is currently one of the most important education formats in the curriculum of universities throughout
Japan. Students enter the worksites of private companies, governmental agencies, NPOs etc., for a certain period
and work together with the employees, in order to experience the world of employment from the inside.
Classes must take student motivation that has been heightened through internships and use it to ensure better
learning by linking practice with study.
In addition to the formal internship courses offered by our Career Center and the Consortium of Universities in Kyoto,
there are currently many other external internship opportunities available.
Career education that prevents mismatchedchoices during job hunting
Gives students practical opportunities to think about what it means towork and to create a career image so that they may gauge their innate
qualities and seek employment that truly suits them.

Internship
Tool for improved awareness regarding
university class participation
With a clear career image, students can have a better grasp of theknowledge and skills required of their desired job, as well as a clear
consciousness of problems.

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TOPIC
Learn about other faculty members’ classes* ‌A login ID and password are required to watch the videos. Please contact the Center for Learning Support and Faculty
Development Office for details.

Invitation to Learning

The “Invitation to Learning” section is a collection of videos of popular lectures and lectures that give
hints for education improvement, effectively edited for viewers within and outside of the university.
Covering a variety of topics and cutting into actual contemporary issues, the lecture videos will surely
be of use for you to develop new class styles or education methods and learn about effective use oflearning environment.
• ‌Website of the Center for Learning Support and Faculty Development [Invitation to Learning]
http://clf.doshisha.ac.jp/manabi/manabi.html
OpenCourseWare• ‌Website of the Center for Learning Support and Faculty Development [OpenCourseWare]http://opencourse.doshisha.ac.jp/

03

04
Examination, GradeEvaluation, Feedback

Doshisha University makes available teaching materials used in actual classes of the university online
as part of its OpenCourse project. Faculty members who have their teaching materials available online
can review, improve and enhance their education content based on the feedback on the materials fromwithin and outside of the university. The content is also useful for those who do not have their teachingmaterials online, as they can refer to the materials used by their colleagues in class and gain various
hits for improving their classes.

02
Preparing the Syllabus• ‌Website of the Center for Learning Support and Faculty Development [University Admission
Preparation Course]
http://clf.doshisha.ac.jp/preparation_course/course.html

Various Class Formats

As part of our university-high school collaboration project, Doshisha University offers the “University
Admission Preparation Course” to familiarize high school students with the level of academic ability
needed at university. In this course, faculty members of Doshisha University choose a topic that may
interest high school students from their specialized field and give lectures in the same format as in
actual university classes. Videos of the lectures in previous years are also available online. They are
valuable resources giving faculty a rare opportunity to see what their colleagues teach in class, so
please feel free to watch the past videos for improvement of your class or for class management hints.

Basic Policy of FD
at Doshisha University

01

University Admission Preparation Course

Faculty Development Handbook 33

TOPICClass Design Seminar

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Since AY 2014, the Center for Learning Support and Faculty Development has been holding the Class
Design Seminar for Doshisha faculty members to casually share information and exchange opinions on
effective teaching methods, management of large-size class, how to facilitate use of English in class andother topics. It gives a rare opportunity where faculty members can share each other’s trial and error
experiences and benefit from mutual learning and communication with faculty of other academic
disciplines beyond organizational borders; the seminar is expected to promote classes that involve
active learning of students.
* ‌Videos and materials of the Class Design Seminar are available on the “Faculty Training Programs” section of the
webpage for faculty and employees (access limited to Doshisha faculty and employees).

Opening of Community Site

A community site “Class Design Seminar” has opened on the university’s Portfolio system as aspace for exchanging opinions and sharing information on tips and ideas for class and education
improvement.
Functions available to site members include participation in discussion on the message board anduploading materials.

Videos and materials of pastmeetings of Class Design
Seminar are also available on
the site.

Various Class Formats

03

04

How to access• Log in via Web Single Sign-On using the account issued by the university
https://sso.doshisha.ac.jp/

Examination, GradeEvaluation, Feedback• Access the Go Global Portfolio* ‌If you are interested, please contact the Center for Learning
Support and Faculty Development Office to register on thesystem as a member.
★Please feel free to contact us for any questions.

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03 Various Class Formats
2. Originality and Ingenuity in Classes

Case 1

Facilitating use of English in class
William R. Stevenson III, Department of Education and Culture Faculty of Social Studies

01
Basic Policy of FD
at Doshisha University

Conducting a class requires original and creative ideas. Introduced here are some examples of unique classes invarious formats.

Below is an example of using English in various ways in small-sized and large-sized classes respectively.
Educational Mission

02
Preparing the Syllabus

1. To teach through play, not compulsion
2. To teach how to think, not what to think
3. To promote English as a means, not an end
4. To promote community and interdependence, not competition and independence
5. To connect ethical ideas to moral action[1] Small-sized class
I invite students to participate in parties and meals together even before the classes commence so as to create arelaxed atmosphere for Japanese students to engage in conversations, discussions and debates using English in anatural manner. I also actively use facebook and other SNS to develop a community, opening the exclusive community
page for seminar members on which both faculty and students can communicate freely in English.
Flipped teaching is employed in the actual class. Students are required to watch or listen to specific online contents
before each class to prepare for the mainly debate-based class. Other tasks of students include writing papers, inEnglish and Japanese, on a specialized topic in the seminar that interested them and on the results of the survey
they conducted in town. I upload these papers on the facebook community page (open to public) to disseminate theirresearch results to the world.

03
Various Class Formats

Teaching method

The class uses English and self interpreting concurrently to cater for both students who are good at English andstudents who are not. Since I mainly teach first and second year students, I carefully choose the kind of content thatentertains and intrigues the students so as to draw their attention to the topic that I wish to address in class. To that
end, I avoid the one-way instruction of specialized content in a lecture format as much as possible and instead movethe class forward by first showing content related to the theme of each class and posing a question that can generatea discussion among students. When the first question is answered, I repeat the process of posing one question after
another, through which students are expected to deepen their understanding of the course content. Also, as a future
new attempt, I am considering making use of Twitter in a large-sized class. In addition to using Twitter in grasping

Examination, GradeEvaluation, Feedback04[2] Large-sized class

Faculty Development Handbook 35

the result of discussion in each group, I am planning to develop a framework that enables students to review thematerial and content used in class via Twitter.

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

04Case 2

Mutual learning between Japanese students and international students
Aya Okada, Faculty of Policy Studies

Below is an example of an attempt to create an opportunity for Japanese students and international students tostudy together towards their respective goals.
Course description

The course was conducted from the spring semester of AY 2013 to the fall semester of AY 2015 as a joint project of“Academic Skills 1” and “Academic Skills 2” (both taught in English) offered by the Faculty of Policy Studies and theJapanese language class offered at the Kyoto Consortium for Japanese Studies (hereinafter KCJS).

Examination, GradeEvaluation, Feedback

Background

The project began with my personal acquaintance with the Japanese instructor at KCJS. We agreed on the need torespond to the demands of the students of the Faculty of Policy Studies who want to gain international experienceand of the international students who seek more opportunities to communicate with Japanese university students,
and decided to start by doing what we could within the framework of our respective classes.

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Three methods are put into practice to facilitate effective mutual learning; “collaborative work toward shared goals,”“helping each other for accomplishing individual goals” and “informal learning.”[1] Collaborative work toward shared goals
Japanese students and international students work together for shared short-term goals, in activities such as theinterview project for learning the work attitude of Kyoto-based artisans and the joint class for translating
professionally-written policy notes into English.

Basic Policy of FD
at Doshisha University

01

Points of emphasis in course management[2] Helping each other for accomplishing individual goals

For smooth collaborative learning in class, we hold student-organized exchange events with games to help them get
to know each other and deepen their bond outside of class.
Conclusion

The presence of international students greatly helps Japanese students foster an international mindset while on
campus. However, just being in the same space together does not facilitate mutual learning. It is very important for
both involved teachers to share the objectives of our respective classes and fully understand the needs of Japaneseand international students in order to think of ways to maximize the learning effect on both sides.

Preparing the Syllabus[3] Informal learning

02

03
Various Class Formats

We conduct “peer editing” in which students help each other with their individual in-class assignments including
papers, essays and presentations. Mutual learning is facilitated by pairing one Japanese student and one international
student to review each other’s writing and learning content.

Examination, GradeEvaluation, Feedback

04

Faculty Development Handbook 37

Basic Policy of FD
at Doshisha University

01

Case 3

Facilitating group work in class
Hiroshi Yadohisa, Faculty of Culture and Information Science

Below is an example of transforming a large-hall lecture into an active learning environment for students.
Course description

I teach introductory level data science to first year students in both lecture and seminar formats.
BackgroundPreparing the Syllabus

02

03

Back in 2010, there were so many students in my class who fall asleep or chat during lecture or who came in latethat it was called “a zoo” by other faculty. I myself was getting tired of having to give warning to students in everyclass, when I came up with the idea “how about making it a task for students to talk and think together as part ofgroup work?” It was the beginning of my attempt of turning the classroom into an active learning environment.
Points of emphasis in course management

I am being conscious of “reducing the amount of knowledge to teach in class as much as possible” from the course
preparation stage. Even after the classes begin, the important role of the faculty teaching a class involving group
work is not to take initiative in moving the class along as the main speaker, but to speak as few as possible and toobserve the progress of students’ group work as much as possible.

Various Class Formats

Ideas to facilitate group work

Examination, GradeEvaluation, Feedback04[1] Icebreakers
Time for students’ self introduction in a game style is taken before group work. It takes about 10 to 15 minutes, but
it is well worthwhile considering how it uplifts the class atmosphere afterwards.
[2] Course material made by students during group work
With group work, students can get involved in making course material by themselves. Paper helicopters and paper
dice made by students are used in class for collecting data.
[3] Having students write group goals and reflections
Assigning students to write their group’s goals and points of reflection enables them to learn about the status of othergroups, and the faculty on the other hand can gain more trust of the students by giving feedback to them on the
points of reflection during class.
[4] Avoiding using mathematical formula in questions for students as much as possible
As the Faculty of Culture and Information Science is an integrated humanities-science program, a question containing
a mathematical formula may be comprehensible only to students with knowledge in science. For smooth operationof group work, the faculty should avoid using mathematical formula in questions as much as possible.

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It is not only the faculty that teaches students during a class. Adopting group work has revealed that helping eachother and thinking together have a significant influence on the level of understanding of the students as a result.
Nowadays the class has turned into an active learning environment, both in and outside of class, with students
gathering outside the class time for discussion.

Basic Policy of FD
at Doshisha University

01

Result of introducing group work

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback

04

Faculty Development Handbook 39

TOPIC
Education activity support systems
01

The Center for Learning Support and Faculty Development aims to further fuel active education activities by faculty; to that end, theCenter provides the following support systems.

Basic Policy of FD
at Doshisha University

Subsidy for developing education methods and materials
To further promote class improvement at the university, this subsidy targets full-time faculty with support for general expenses indeveloping new education methods and/or materials.
Applications for the following academic year are accepted every fall semester. Information is provided to the mail boxes of each faculty
as soon as the application procedures etc., have been determined.
• Website of the Center for Learning Support and Faculty Development [Subsidy for development of education methods and materials]
http://clf.doshisha.ac.jp/support/development/materials.html

Subsidy for FD Investigation Activities
In supporting active investigations aimed at improving the quality of education at Doshisha University, this subsidy provides support
for the expenses of participating in various out-of-school events relating to FD.

Preparing the Syllabus

02

Various Class Formats

03

Examination, GradeEvaluation, Feedback

04

Participation in FD-related out-of-school events announced by the Center for Learning Support and Faculty Development
Subsidy-target events are posted sequentially on the “Seminar/workshop information” page of the Center for Learning Support andFaculty Development website. Those who wish to participate in a particular event should contact the Center for Learning Support andFaculty Development Office.
• Website of the Center for Learning Support and Faculty Development [Seminar/workshop information]
http://clf.doshisha.ac.jp/research/research.html
Information is also available through a mailing list. To join the mailing list, notify the Center for Learning Support and Faculty
Development Office of the email address you wish to register.
Participation in FD-related out-of-school events not listed above
Even though an event is not listed in the website of the Center for Learning Support and Faculty Development, it may qualify for thesubsidy if the cost of participation is within a certain limit. If you wish to participate in an FD-related out-of-school event, submit the“Application Form for Subsidy for FD Investigation Activities” to the Center for Learning Support and Faculty Development Officeprior to the event.
The “Application Form for the Subsidy for FD Investigation Activities” may be downloaded from the website of the Center for
Learning Support and Faculty Development.
• Website of the Center for Learning Support and Faculty Development [Subsidy for FD Investigation Activities]
http://clf.doshisha.ac.jp/support/action.html
Applications for subsidy will be screened for approval at the Center for Learning Support and Faculty Development operational
meeting. You cannot apply for subsidy for an event hosted by an academic society or association that you belong to.
* Subsidy maximum is 150,000 yen per year per person.

Subsidy for Creating Multimedia Teaching Materials
In supporting smooth operation of remote lectures etc. at Doshisha University, this subsidy provides support for the expenses forcreating multimedia teaching materials.
Those who wish to receive the subsidy should first submit the “Questionnaire on Plans to Conduct Remote Lectures etc.” provided by
the Department of Registrar, Imadegawa Campus, receive approval and then submit the “Application Form for Subsidy for Creating
Multimedia Teaching Materials for Remote Lectures etc.” to the Center for Learning Support and Faculty Development Office atleast two weeks prior to use.
Applications for subsidy will be screened for approval at the Center for Learning Support and Faculty Development operational
meeting, where the amount of subsidy will also be decided.
* ‌The maximum amount of subsidy is 50,000 yen per semester per subject. However, in the case where several subjects are held
jointly in the same time slot, they are collectively considered as one subject.

Subsidy for FD Activities at faculties, schools, graduate schools and centers
Under this system, the Center for Learning Support and Faculty Development provides 300,000 yen annually to each faculty, school,
graduate school and center for their respective organizational FD activities. The allocated subsidy for FD activities is generally spent
for the following purposes:
1. Expenses for conducting surveys for graduating students and newly enrolled students
2. Expenses involved in FD retreat program
3. Expenses for organizing FD lectures and seminars
4. Costs for purchasing books on FD
5. Expenses regarding provision of specialist knowledge in course evaluation (remuneration for instruction)

40 Faculty Development Handbook

04

Examination, GradeEvaluation, Feedback

1. ‌Assessment of Academic Achievement
Level
2. Guidelines on Creating Examinations• On-site examination• Paper assignment

3. ‌Fundamentals and Principles of GradeEvaluation
4. Stringent Grade Evaluation
5. ‌Use of Class Evaluation Survey byStudents
TOPIC/ About Education IR

6. ‌Class Review by Instructor
7. Claims Committee System
Books at the Center

Faculty Development Handbook 41

1. Assessment of
Academic Achievement Level

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

As it is said that “evaluation” in general is an information tool, grade evaluation at universities is also a tool for
providing information. It is used by the faculty to learn the degree of student comprehension of lecture content inaccordance with the course objectives (course overview) clearly indicated in the syllabus, and as a tool to measure
how close students are to the course goals also stated in the syllabus. In other words, it is an assessment of
academic achievement level. Grades show how much students have developed through the lectures they haveattended.
Academic achievement level assessment is therefore not simply an assigning of letters from A to F, nor is it merelya means of passing or failing students. It provides important information for the faculty in recognizing the degree ofcomprehension, and at times, in reviewing and changing lecture content. For example, while quizzes, mid-term
examinations and paper assignments during the 15 classes afford approaches to discerning the efforts and growth
status of each student, they are also methods the faculty uses to review and tailor class content to meet the needs
reflected in the learning status of students. Of course, quizzes and examinations are graded and assigned anevaluation from A to F, but such grading and evaluation are conducted fairly in accordance with the objective grade
evaluation standards indicated beforehand. These evaluation standards would be meaningless unless they objectively
measure whether or not students are progressing along the course schedule. Therefore, the intent of questions andgrading standards must be clearly indicated beforehand; feedback to students on quizzes, final examinations andpaper assignments are essential.
There is a trend toward diversification in methods of measuring academic achievement level. Diverse methods, suchas in-class essay examinations, paper examinations that require investigation on a topic, quizzes picking up on
keywords of the course, evaluation by interactive interviews, and multiple choice examinations using bubble sheets
are being used to assess the academic achievement level. Many more methods of examination will be developed in
the effort to accommodate varied lecture/class formats, such as lecture formats, seminar formats and field-workformats, or according to the number of students in the class.
The importance of assessing academic achievement level, a tool in learning how much the lectures are contributing
to student growth, is expected to continue increasing.

Examination, GradeEvaluation, Feedback04

42 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
2. Guidelines on Creating Examinations

While entrance examinations generally aim to eliminate excess enrollee candidates, university examinations andquizzes measure student proficiency levels. Therefore, instead of posing questions to which most of the students do
not know the answers, examinations should serve to measure how close the students have come to the course goals
in the syllabus. From this perspective, an extremely low average score may be a sign that the examination did notreflect the course content as well as it should, and that a review may be necessary.
The two major types of questions on examinations are “multiple choice” and “essay.” Please understand the merits
and demerits of both types, so that you can “mix and match” for an optimum examination.
Multiple choice

Essay

MeritsQuestions and answers are one-to-one; grading standard isclear-cut, easy to grade, highly objective and very fair. Sincemany questions can be asked in this format, a broad range ofthe course can be covered evenly and all key points can beaddressed.

Reveals the comprehensive ability of the students, and since
the answers are not uniform, various perspectives in theanswers can be recognized and evaluated.

Demerits

Tend to be too knowledge-oriented; difficult to measurelogical thinking and writing abilities.

Since many elements are encompassed in one question, theanswers can vary greatly, often rendering evaluation
standards ambiguous and requiring much grading time.

Basic Policy of FD
at Doshisha University

On-site examination

0102
Preparing the Syllabus

Choosing the type of examination to administer depends greatly on the nature of the subject, class format, numberof students etc., but here we would like to confirm some guidelines on creating questions for two major examination
categories, namely the “on-site examination” and the “paper examination.”

The Center for Learning Support and Faculty Development holds an extracurricular program called “Academic Skills
Seminars” (see P.10) on a regular basis. It may be also effective to encourage students to participate in suchon-campus programs.

Reference URL

04
Examination, GradeEvaluation, Feedback

While on-site examinations are suitable for measuring the proficiency level of students in regard to course content,
paper assignment is effective in respecting the self-initiative of the students in digging deeply into a specific subject
for extensive consideration. However, prior to university many students have never written anything more than abook report, and papers submitted tend to be poorly written. Therefore, to improve the learning effect, guidance in“what is required in paper assignments at a university” is essential. Particularly for classes with a large number offirst year students, it is necessary to take time to explain the technical aspects of writing a paper, such as how to
structure a paper, how to research reference materials and how to write “notes” for citations. Also, to counter the
recent issues of “copying & pasting” (copying and pasting from the Internet), some measures are necessary; one
obvious one is to thoroughly enforce the citation rules, but it is also effective to provide paper topics relating tocourse content, specifically indicating the key points to be included in the paper.

Various Class Formats

03

Paper assignment• Types of examinations and precautions (Paper title page/Application for Makeup Examination downloads)
http://www.doshisha.ac.jp/students/curriculum/exam_type.html

Faculty Development Handbook 43

3. Fundamentals andPrinciples of Grade Evaluation

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

For example, if the course goal states that the student must learn 100 English words, and assessment is via written
examination, the proficiency level of the student who correctly defines all the words is 100%, while the student who
could only provide 30 correct definitions is at the 30% level. This is an extreme example, but in actual classes it isnecessary to have course goals be as specific as possible. Recommended is use of such expressions as “Students
will be able to...” in order to clearly indicate the evaluation points of the course. Ambiguous course goals impede
accurate measurement of student proficiency levels, rendering consistent and fair grade evaluation impossible.
Also, proficiency levels should not be measured solely on the basis of the final examination, but should be conducted
multifacetedly using evaluation items such as mid-term examination, quizzes, class performance etc. In regard to
the final grade, the percentage of all evaluation items should be clearly indicated. (For example, Class performance:
20%, Quizzes (3 times): 30%, Final written examination: 50%.)Having multiple evaluation items creates more workfor both teacher and student, but it is also important in creating dialogue between the two, so as to avoid unidirectionalclass teachings. By employing multifaceted evaluation and fastidiously checking student proficiency levels, teachers
can early-on discover problems students may have, and can then change the direction of or supplement the course
content as needed.
It goes without saying that course goals, as well as methods and standards of grade evaluation, must be clearly
indicated in the syllabus. Students rely on the syllabus to acquire a grasp of course content, schedule and methods
and standards of grade evaluation in choosing their classes. If details cannot be sufficiently explained in the syllabus,
it is important to establish a mutual awareness between teacher and students on the first day of class, so as to avoid
unnecessary misunderstandings based on assumptions. Also, try to proceed with your teachings in accordance with
the indications in the syllabus.
Finally, the main purpose of grade evaluation is not to rank students. Always maintain educational considerations
when grading. Proficiency levels vary by student. It is important to encourage students to reflect upon themselves,
so as to identify issues and facilitate future learning. From this perspective, excessive stringency in grade evaluation
damages the ambition of the students. Similarly, being too lenient in grade evaluation lowers student motivation.

Examination, GradeEvaluation, Feedback

04

Grade evaluation shows the achievement level of the students that have taken the class. Measuring the level ofunderstanding of each student in comparison with the course goals, and presenting the results to the students, is thedefinition of grade evaluation. This is what differs from examinations that target unspecified groups of students that
did not take a certain class. For problem-free grade evaluation, it is necessary to determine specific course goals andassessment methods beforehand.

44 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
4. Stringent Grade Evaluation(Undergraduate) A: 4.0, B: 3.0, C: 2.0, D: 1.0, F: 0.0(Graduate school) A+: 4.5, A: 4.0, B+: 3.5, B: 3.0, C+: 2.5, C: 2.0, F: 0.0
GPA is calculated using the following formula, including credits with Fs (fail); if students reregister credits for which theyreceived Fs and receive D (or C in the case of graduate school) or above, the respective Fs are changed to the new grade
for calculation.

The GPA system is currently used for many purposes. In addition to serving as information for individual study guidance
for students, it is also used as a standard for selecting scholarship and tuition waiver candidates, as well as for screening
applicants for graduate school and dispatching overseas student candidates. Such wide use of the GPA system, even as
selection criteria, obliges teachers to conduct stringent and fair grade evaluation so as to avoid unnecessary disadvantages
to students.
Students can ask questions or file a formal objection regarding their grade evaluation as indicated on their report card.
When asking a question or filing a formal objection, students must submit a Grading Question Form to the office of theaffiliated faculty/school/graduate school or to the Center for Academic Affairs at either campus within one week from theofficial date of report card issuance. After submission, the office will inquire of the pertinent faculty on behalf of the student,
and will then convey the decision to the student. Faculty is expected to answer sincerely all questions and objections.

• Academic grades
http://www.doshisha.ac.jp/students/curriculum/record.html

03
Various Class Formats

The GPA system has several outstanding merits. For students, grade evaluation is indicated each semester, using
objective numbers, providing a reference index to promote active learning. Also, to promote fairness and transparency ofevaluation, the average grade and distribution of grades for subjects/classes is published on the website as GradeEvaluation Status. For teachers, the Grade Evaluation Status provides an index for determining whether or not their grade
evaluation is appropriate. By viewing the Grade Evaluation Status for same-subject classes taught by different faculty,
one can check whether or not evaluations are unbalanced, or if there are major differences in evaluation for certain
faculties or departments. Publication of the Grade Evaluation Status is said to have the effect of encouraging teachers to
conduct stringent and fair evaluation.

04
Examination, GradeEvaluation, Feedback

The GPA system is widely used in American and European universities, and can be considered an internationallyrecognized grade evaluation standard. A stringent grade evaluation based on global standards enables students to usethat information to prove their academic performance when studying abroad or seeking employment at foreigncompanies.

Preparing the Syllabus

02<Undergraduate> (different calculation for graduate schools)(A) x 4.0 + (B) x 3.0 + (C) x 2.0 + (D) x 1.0 + (F) x 0.0/(A) + (B) + (C) + (D) + (F)* (A) to (F) is the total number of credits receiving each evaluation

Reference URL

01
Basic Policy of FD
at Doshisha University

The entire Doshisha University uses the GPA system. For undergraduate students, grade evaluation is on a five-point
scale (A, B, C, D and F), each grade being assigned grade points from 4.0 to 0.0 to derive the GPA (grade point average)
for each credit. Graduate School subjects are evaluated on a seven-point scale (A+, A, B+, B, C+, C, and F); grade points
range from 4.5 to 0.0.

• Regarding implementation of the GPA system
http://www.doshisha.ac.jp/students/curriculum/gpa/since2004.html

Faculty Development Handbook 45

5. Use of Class Evaluation Survey
by Students

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Various Class Formats

03

To teach is to be taught. Not many will object to this idea. As teachers evaluate students, teacher evaluation by
students is also meaningful and essential for enhancement of education content. In classes like seminars, where
teachers face a small number of students, interaction between the two elements is easy and natural, but in lectureclasses, especially large-hall lectures with a great number of students, it is necessary to find ways for the voice ofevery student to be heard. To that end, Doshisha University employs class evaluation surveys by students to gather
class evaluations and messages from the students. Doshisha University has been conducting “Class Evaluation
Survey by Students” since the fall semester of AY 2002; the survey is currently conducted via both online and printed
questionnaires.
Students evaluate the course on a five-point scale from various perspectives, including course difficulty level,
progression, speed, how the teacher answers questions, and how much effort the teacher makes in course materialpresentation to increase student motivation to study and to facilitate understanding. There is also some free space
where we receive constructive comments on how the class can be improved; this is proving extremely useful.
The survey is normally conducted half-way through the course so as to give immediate feedback to the current
students based on the questionnaire answers, but it is also possible to conduct it during a latter class of the semester
when the students have a grasp of the entire picture of the course so that the results are reflected in improvement for
subsequent semesters, or to conduct online and other methods of questionnaire surveying during the semester asnecessary; active use of such surveys is recommended.
The results of the class evaluation survey by students can be used in diverse and infinite ways. Considering theautonomy and character diversity of each faculty/school/graduate school, establishing a uniform method applicableto the entire school is both difficult and inappropriate. This is why use of results of the class evaluation survey by
students in FD activities is currently left largely up to each faculty/school/graduate school, though the following two
points are generally shared by the entire university as larger policies. First, with each faculty member taking theresults from their class seriously, the survey results are stimulating faculty into voluntarily finding innovative andingenious teaching methods. Second, the results are playing a major role in promoting organizational efforts by eachfaculty/school/graduate school to enhance and improve class content. For example, data of the class evaluation
survey by students are shared by the Faculty Council members of each faculty/school/graduate school, who use it as
fundamental material for organizational deliberations on promoting efforts and devising policies for class improvement
by FD committees of each faculty/school/graduate school.
Reference URL• Class Evaluation Survey by Students
http://clf.doshisha.ac.jp/evaluation/evaluation.html

Examination, GradeEvaluation, Feedback

04

TOPIC
About Education IR
Education IR
The Center for Learning Support and Faculty Development, as a node between faculties and graduate schools,
carries out practical education improvement activities led by faculty members in charge of education IR. As
education IR activities cover a wide range of fields, we plan and conduct surveys like “Class Evaluation Survey byStudents” and “Questionnaire Survey on Campus Life” (see p.12) and engage in the development and testing ofdata accumulation and analysis methods in order to identify the indexes for measuring what education improvement
issues are unique to Doshisha University and the level of improvement, as well as effective improvement methods.

46 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
6. Class Review by Instructor

It is the policy of Doshisha University to publicize on the university website review by each faculty regarding every
offered course, after the end of the course period. This mechanism enables feedback to students even after a course
has ended. It is naturally during the grading period that the students are most eager about receiving such feedback,so it is preferable for teachers to provide their review by that time. A review should be 2,000 characters or less on
one, a few, or all of the following topics, to be chosen by the teacher, and may be disseminated via DUET.
• Review topics   • View of teacher regarding results of “Class Evaluation Survey by Students”
   • Comments regarding and requests toward students from teacher   • Advice to students regarding future learning activities etc.
   • Explanation of intent of questions on final examination and/or paper examination   • Comments on status of answers on final examination and/or paper examination   • Comments on results of experiments, practical training etc.
   • Supplementary explanation on course goals, class management and/or grade evaluation standards   • Overview of final evaluation

Reference URL

Preparing the Syllabus

03
Various Class Formats

The course is complete when and only when a communication route is established so that the teacher can givevarious kinds of feedback to students, not only during class, but also after grades have been announced.

02

04
Examination, GradeEvaluation, Feedback

Also, by simply viewing their report card or grade distribution,
students cannot understand why they received their grades. Ifthey can learn what they could have done to earn a better grade, it heightens their motivation for future learning, andif they are unable to obtain such hints to do better, they lose opportunities to improve their learning attitude andcontinue making the same mistakes, or even worse, fall into the negative spiral of depending on “off-the-record
guides.” A student who receives a grade that is different from that of a friend in the class and does not know thereason will acquire a sense of dissatisfaction or distrust toward the grade evaluation by the teacher. Grading is not
the final task.

Basic Policy of FD
at Doshisha University

01

Designing a course, creating a syllabus, moving the class alongwith thorough preparation and innovative ideas, then conducting
stringent grade evaluations is, unfortunately, not enough. It is notenough because students who took the class want to know how
the teacher felt about the class’s achievement level and learning
attitude, or how the teacher feels about the results of the classevaluation survey by students.

• Class review by instructor
http://duet.doshisha.ac.jp/info/kohyoindex.jsp

Faculty Development Handbook 47

7. Claims Committee System

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

Doshisha University has a Claims Committee system that receives, investigates, deliberates and resolves complaints
from students regarding course content, teaching method and/or grade evaluation. The Claims Committee system
was implemented in April 2004, together with the GPA system, as a part of the efforts to realize more stringent grade
evaluations so as to improve the quality of undergraduate and graduate school education.
This system was implemented because although faculty is able to learn the opinions and comments of students
regarding a given course through the class evaluation survey by students and is able to use such information forimprovement, there are individual requests that do not easily come up in such survey format, or problems thatcannot be easily resolved through direct dialogue between teacher and student. There was need for an intermediary
entity, the Claims Committee, comprising Assistant Deans of faculties and graduate schools, which can listen to bothsides and find solutions that lead to course improvements. The Claims Committee thus protects student privacy
while protecting the students themselves from disadvantageous treatment resulting from claims filed.
Doshisha University has two types of Claims Committee: the Faculty Etc. Claims Committee for each faculty/school/
graduate school/center, comprising full time faculty, and the All-School Claims Committee. Each handles matters as
detailed below.
• The Faculty Etc. Claims Committee
Handles the following matters (claims) filed by students[1] ‌Requests for improvement regarding course content and education methods that cannot be resolved throughdirect communication between student and teacher[2] Questions and formal objections regarding grade evaluation

Various Class Formats

03

Examination, GradeEvaluation, Feedback04• The All-School Claims Committee
Exchanges information and coordinates matters handled by Faculty Etc. Claims Committee, investigates anddeliberates measures regarding all-school claims

The Faculty Etc. Claims Committee adheres to the following procedure in handling improvement requests fromstudents. After submission of an improvement request by a student, the ClaimsCommittee is convened within two
weeks, and the facts are investigated. Within two weeks of the Claims Committee meeting, the handling of therequest will be deliberated, and the result will be communicated to the student in writing. In the case of a questionor formal objection on grade evaluation, the office of the student’s affiliated faculty/school/graduate school will firstinquire of the teacher based on the submitted Grading Question Form (see P.45) and convey the answer to thestudent verbally. If the student is not satisfied with the answer and coordination by a Claims Committee is deemednecessary, the matter is reported to the Claims Committee of the faculty/school in question and the same procedure
as in the case of an improvement request will be taken.
The content of the student claims can be categorized into system/curriculum, teaching method, course content and/or level, syllabus, examination procedure, examination content, grade evaluation and others. The data accumulated
since implementation show that most claims concern course content and/or level, teaching method and grade
evaluation. Improving these points are also important for FD.
The Claims Committee is not just an organization for complaint handling, but also an important part of FD thatencourages both teachers and students to take courses seriously and provides opportunities to improve course
content.

48 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
Books at the Center
The Center for Learning Support and Faculty Development collects books and materials on university reforms
and FD to make available to full-time faculty and staff. Here we introduce a few terms that frequently appear in• Active Learning
Matsushita (2015) says “Active learning refers to learning through acting and reflection about actions.
With the help of the government policy, it has rapidly spread in university education in Japan as an
educational method to deal with the issues of universalization and skill development” (pp. 23-24).

02
Preparing the Syllabus

Also, Mizokami (2015) defines active learning as “all kinds of proactive learning by way of going beyond
the type of (passive) learning of one-way knowledge-transmission type lecture. It includes engagementin activities such as writing, speaking and making presentations, as well as externalization of thecognitive process arising from such activities” (p.32).

Basic Policy of FD
at Doshisha University

01

recent books on class management, with quotes from some of the books available at the center.

Structure One-way knowledge-transmission
Atype lecture from teacher tostudents
Passive
ActiveInteractive lecture
・Comment sheet
・Minutes paper・Quiz・Class evaluation survey

03

Structure One-way knowledge-transmission
type lecture from teacher toBstudents
Passive
ActivePositioning
Figure Figure
1-1 1-1
Transition
learningin interms
of positioning
Transitionto
to active
active learningterms
of positioning04
Examination, GradeEvaluation, Feedback

・Discussion
・Presentation
・Peer instruction
・TBL（Team-Based-Learning）
・LTD Learning Through Discussion
・PBL（Problem-Based-Learning）

Various Class Formats

Positioning

Faculty Development Handbook 49

• Backward Design

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

02

According to Mizokami (2015), “Backward design [...] firstly determines the goal of the course and thenplans the individual class contents, the course progress and the method of assessment. The instructor
begins the planning by deciding what learning outcome is expected in students at the end of thecourse, followed by what method to use for assessment and on what grounds, how to conduct eachclass based on that assessment plan, and what kind of learning to encourage students to do. [...] In
order to lead students to advanced, multi-dimensional learning outcome, backward design is aimed atdetermining the learning outcome and the assessment using tools such as rubrics and portfolios before
designing the class/course” (pp.39-40).

• Rubrics
According to Stevens and Levi (2013), “a rubric is a scoring tool that lays out the specific expectations
for an assignment. Rubrics divide an assignment into its component parts and provide a detailed
description of what constitutes acceptable or unacceptable levels of performance for each of thoseparts. Rubrics can be used for grading a large variety of assignments and tasks: research papers, bookcritiques, discussion participation, laboratory reports, portfolios, group work, oral presentations, andmore” (p.3).

Various Class Formats

03

Examination, GradeEvaluation, Feedback

04

50 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
Rubric for Presentations

Voice
volumeVoice does not reach the entire
classroom throughout thepresentation and difficult to hear at
the corner of the room.

Voice reaches the entire classroom
but is difficult to hear at times.

Voice reaches the entire classroom
and is easy to hear from beginningto end.

Eye contact

Student mostly does not see theaudience during the presentation.

Student sometimes fail to see theaudience during the presentation.

Student sees the audiencethroughout the presentation.

Presentation is not organized insequence and difficult to follow.
Main points are unclear.

Sequence needs somePresentation is well-organized in
improvements and presentation isclear sequence and easy to follow.
difficult to follow in part. Main points Main points are emphasized.
are slightly unclear.

Content

Student shows some enthusiasm
but not enough pursuasiveness.

Student shows sufficient enthusiasm
and pursuasiveness.

Teamwork

Group lacks communication
between members. One member
seems to be left with all
responsibilities or to carry out thepresentation alone without othermembers’ consent.

Group shows communication tosome extent and cooperation
between members. Some members
lack enthusiasm towards thepresentation.

Group shows sufficient
communication and cooperation
between members. All members
show enthusiasm towards thepresentation.

Q&A

Answers are off the mark because
student does not understandquestions accurately. Answers are
given in an aggressive way andoffending the questioners andaudience.

Student understands questions
accurately but answers are off themark. Answers are sincere andcommunication is constructive.

Student understands questions
accurately and answers are on themark. Answers are sincere andcommunication is constructive.

Time

Presentation continued beyond thealloted time or ended significantly
early.

Presentation ran within the alloted
time but ended slightly early.

Presentation ran within the alloted
time and student made the most ofit.
Table based on p.136 of Sato (2010)

02

03

04
Examination, GradeEvaluation, Feedback

Student does not show enthusiasm
Enthusiasm and seems to carry out thepresentation matter-of-factly.

01
Basic Policy of FD
at Doshisha University

Excellent (A)Preparing the Syllabus

Approaching Standard (B)Various Class Formats

Needs Improvement (C)Faculty Development Handbook 51

Rubric for Papers
Excellent

Basic Policy of FD
at Doshisha University01

Preparing the Syllabus

Poor

Creativity
andOriginality

You do not meet theparameters of theassignment.

Argument

Your central argument isclear, interesting, anddemonstrable (i.e., basedon evidence, not opinion).
The claims made in the
body of your paper clearly
and obviously support yourcentral argument. Your
arguments and claims
reflect a robust andnuanced understanding of
key ideas from this course.

Your central argument isclear and demonstrable.
The claims made in the
body of your paper support
your central argument.
Your arguments andclaims reflect a solid
understanding of key ideas
from this course.

Your central argument isdemonstrable but notentirely clear. A few of theclaims made in the body of
your paper do not clearlysupport your central
argument. Your arguments
and claims reflect someunderstanding of key ideas
from this course.

Your central argument isunclear or it is notdemonstrable. The claims
made in the body of yourpaper do not support yourcentral argument. Your
arguments and claims
reflect little understandingof key ideas from thecourse.

Evidence

The evidence you use isspecific, rich, varied, andunambiguously supports
your claims. Quotations
and illustrations areframed effectively andexplicated appropriately inthe text.

The evidence you use
supports your claims.
Quotations andillustrations are framed
reasonably effectively andexplicated appropriately inthe text.

Some of the evidence you
use does not support yourclaims. Some of thequotations and illustrations
are not framed effectively or
explicated appropriately inthe text.

Little of the evidence you
use supports your claims.
Few of the quotations andillustrations are framed
effectively or explicatedappropriately in the text.

The reader can follow the The reader cannot always The reader cannot follow
structure of your argument follow the structure of your the structure of yourwith very little effort.
argument.
argument.

Structure

Your ideas are presented
in a logical and coherent
manner throughout the
paper, with strong topic
sentences to guide thereader. The reader caneffortlessly follow thestructure of yourargument.

The reader can discern
your meaning with very
little effort.

The reader cannot always
discern your meaning.

The reader cannot discern
your meaning.

ClarityYour sentences areconcise and well crafted,
and the vocabulary is
precise; the reader caneffortlessly discern yourmeaning.
There are no distracting
spelling, punctuation, or
grammatical errors, andquotations are all properly
cited.

There are few distracting
spelling, punctuation, and/or grammatical errors, andquotations are all properly
cited.

There are some distracting
spelling, punctuation, and/or grammatical errors,
and/or some of thequotations are not properly
cited.

There are significant anddistracting spelling,
punctuation, or
grammatical errors, and/or
the quotations are
improperly cited.

03
Various Class Formats

Not Yet Competent
You meet most of theparameters of theassignment.

02

04

Competent

You exceed the parameters You meet all theof the assignment, withparameters of theoriginal insights or aassignment.
particularly engaging style.

Mechanics

Source: Eberly Center for Teaching Excellence, Carnegie Mellon University.

Examination, GradeEvaluation, Feedback

Table taken from Ambrose et al. (2010) p.236-238

52 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback
Rubric for Conducting an Experiment in the Lab

PurposeDatacollection

Data
analysis

The procedure could be designed
more efficiently, but it allows control
of all variables selected. Most stagesof the procedure are entered on thelab report.

The procedure does not allow
control of all variables selected.
Many stages of the procedure are
not entered on the lab report.

While conducting the procedure, thestudent is tidy, respectful of others,
mindful of safety, and leaves thearea clean.

While conducting the procedure, thestudent is mostly tidy, sometimes
respectful of others, sometimes
mindful of safety, and leaves thearea clean only after being
reminded.

While conducting the procedure, thestudent is untidy, not respectful ofothers, not mindful of safety, andleaves the area messy even after
being reminded.

Research question and hypothesis
are stated clearly, and therelationship between the two isclear. The variables are selected.

Research question and hypothesis
are stated, but one or both are notas clear as they might be, and/or the
relationship between the two is
unclear. The variables are selected.

Research question and hypothesis
are not stated clearly, and therelationship between the two is
unclear or absent. The variables are
not selected.

Raw data, including units, arerecorded in a way that is appropriate
and clear. The title of the data table
is included.

Raw data, including units, arerecorded, although not as clearly orappropriately as they might be. The
title of the data table is included.

Raw data, including units, are notrecorded appropriately and clearly.
The title of the data table is notincluded.

Data are presented in ways (charts,
tables, graphs) that best facilitate
understanding and interpretation.
Error analysis is included.

Data are presented in ways (charts, Data (chart, tables, graphs) are nottables, graphs) that can bepresented clearly. Error analysis isunderstood and interpreted,
not included.
although not as clearly as they mightbe. Error analysis is included.

The results are fully interpreted andcompared with literature values. The
Evaluation limitations and weaknesses areofdiscussed, and suggestions areexperiment made about how to limit or eliminate
them.

The results are interpreted andcompared with literature values, but
not as fully as they might be. The
limitations and weaknesses are
discussed, but few or nosuggestions are made about how tolimit or eliminate them.

The results are not interpreted in a
logical way or compared withliterature values. The limitations andweaknesses are not discussed, nor
are suggestions made about how tolimit or eliminate them.

Table taken from Stevens and Levi (2013) p.115

Basic Policy of FD
at Doshisha University

The procedure is well-designed andallows control of all variables
selected. All stages of the procedure
are entered on the lab report.

0102
Preparing the Syllabus

Courtesy
and safety

Need WorkAll needed materials are not present
and are not entered on the labreport. The materials are not all
appropriate for the procedure and/or
there are some major omissions.

03
Various Class Formats

Procedure

Competent
All needed materials are present, but
not all are entered on the lab report,
or some materials are absent andmust be obtained during theprocedure. The materials areappropriate for the procedure.

04
Examination, GradeEvaluation, Feedback

Materials

ExemplaryAll needed materials are present andentered on the lab report. The
materials are appropriate for theprocedure. The student is notwasteful of the materials.

Faculty Development Handbook 53

• Learning Portfolio

Basic Policy of FD
at Doshisha University

01

Tsuchimochi (2011) explains that “a learning portfolio is the documented process of ‘Reflection +Documentation + Mentoring = Learning’ as shown in the figure ‘the Leaning Portfolio Model’” (p81),
showing the following figure of the three elements of a learning portfolio, reflection, documentation andcollaboration (which includes mentoring) (p70).

Reflection／
省察

Preparing the Syllabus

02

Documentation（資料）／Evidence（証拠）

Reflection（省察）＋Documentation（証拠資料）＋
Mentoring（メンターリング）＝Learning（学習）Various Class Formats

03

図5-35

ラーニング・ポートフォリオのモデル
Figure5-35  Model of a Learning Portfoliio

Source: ‌John Zubizarreta, The Learning Portfolio: Reflective Practice for Improving Students Learning Second
Edition (San Francisco: Jossey-Bass, 2009), p.25

出典：John Zubizarreta, The Learning Portfolio: Reflective Practice for Improving Students Learning Second Edition(SanFrancisco: Jossey-Bass, 2009),p.25

Figure taken from Tsuchimochi, Gary Hoichi (2011) p.81

Also, Tsuchimochi (2011) explains that “One can understand everything about a class by reading thelearning portfolio of the class. In addition to learning outcome of students, it contains many hints for theteacher to improve the class” (Introduction iii).

Examination, GradeEvaluation, Feedback04

Collaboration（共同作業）／
Mentoring（メンターリング）

54 Faculty Development Handbook

04 Examination, Grade Evaluation, Feedback[Bibliography]
Stevens, Dannelle and Antonia Levi, “大学教員のためのルーブリック評価入門” (Introduction to
Rubrics) Translated by Hiroyuki Sato et al. Tamagawa University Press, 2014

Nakai, Toshiki, ed. “アクティブラーニング” (Active Learning) Tamagawa University Press, 2015
Matsushita, Kayo “序章 ディープ・アクティブラーニングへの誘い” (Introduction to Deep Active
Learning). In “ディープ・アクティブラーニング” (Deep Active Learning) edited by Kayo Matsushita,
pp.1-27. Keiso Shobo, 2015
Mizokami, Shin-ichi “第1章 アクティブラーニング論から見たディープ・アクティブラーニング” (Chapter 1 Deep Active Learning from the View of Active Learning Theory). In “ディープ・アクティブ
ラーニング” (Deep Active Learning) edited by Kayo Matsushita, pp.31-51. Keiso Shobo, 2015
Sato, Hiroaki, ed. “大学教員のための授業方法とデザイン” (Teaching Methods and Design for University
Faculty) Tamagawa University Press, 2010
Ambrose, Susan A. “大学における「学びの場」づくり–よりよいティーチングのための７つの原理” (How Learning Works – Seven Research-based Principles for Smart Teaching) Translated by Kayoko
Kurita et al. Tamagawa University Press, 2014
Ambrose, Susan A. et al. How Learning Works - Seven Research-based Principles for Smart Teaching. JosseyBass, 2010

• Website of the Center for Learning Support and Faculty Development [Books at the Center]
http://clf.doshisha.ac.jp/books/list.html

03

04
Examination, GradeEvaluation, Feedback

Reference URL

02

Various Class Formats

In addition to the books referred to in this article, the Center for Learning Support and Faculty
Development collects a variety of books, journals, bulletins and reports on FD. Please check the list of
materials stored at the Center for Learning Support and Faculty Development on its website.

01
Basic Policy of FD
at Doshisha University

Tsuchimochi, Gary Hoichi, “ポートフォリオが日本の大学を変える” (Portfolio Changes Japanese
Universities) Toshindo, 2011

Preparing the Syllabus

Stevens, Dannelle and Antonia Levi, Introduction to Rubrics, Stylus Publishing, LLC., 2013

Faculty Development Handbook 55

Publications
The Center for Learning Support and Faculty Development Annual Report

The Center for Learning Support and Faculty Development has been publishing the Doshisha University Center for
Learning Support and Faculty Development Annual Report since AY 2010 for the purpose of promoting academic andpractical research on higher education. In addition to the report of activities of the Center in the previous academic
year, the Annual Report contains research papers, practical reports, activity reports and literature articles on higher
education and related fields, which are submitted by Doshisha faculty and staff (including part-time) as well as
graduate students. The Annual Report is also published on the university’s Academic Repository.

CLF report
The Center for Learning Support and Faculty Development has been publishing the CLF report (Doshisha University Center for
Learning Support and Faculty Development Report) biannually since AY 2004 in order to disseminate the activities of theCenter within and outside of the school. It contains reports on the activities of the panels, as well as how the Learning
Commons is operated and FD activities in individual faculties/graduate schools/centers.
Back issues are available on the Center for Learning Support and Faculty Development webpage.
* ‌Following the recent name change of the Center, the report was renamed from CFD report to CLF report as of vol.17(published in October 2012).

Reference URL• Doshisha University Academic Repository
http://library.doshisha.ac.jp/ir/• Website of the Center for Learning Support and Faculty Development [CLF report]
http://clf.doshisha.ac.jp/clf_report/latest.html

徽章有※オブジェクトが２つ重なっています。
線幅指定用の背面オブジェクトをアウトライン後パスファインダで切り抜き、印刷でヌキになるように処理を行ってください。

処理の方法でご不明な点があれば広報課までご相談く

Doshisha University FD Handbook• March 2016 (2nd English edition)※140th の指定色は白• ‌Published by: Doshisha University Center for Learning Support and Faculty Development
Karasuma-higashiiru, Imadegawa-dori, Kamigyo-ku, Kyoto 602-8580
http://clf.doshisha.ac.jp/

Copyright (c) Doshisha University 2016 All Rights Reserved.

56 Faculty Development Handbook