Since 1962, Hokkaido University (HU) has been a member of the International Association
of Universities (IAU), the UNESCO-based worldwide association whose aim is to strengthen
higher education. In 2009, HU was the fi rst member to invite the IAU to collaborate in the review of
HU’s internationalization strategy and processes. The aim of the collaboration was to fi nd means to
accelerate HU’s future internationalization, in concurrence with the university’s medium term goals
as delineated for the years 2010-2016.
The IAU selected fi ve internationalization experts to form a panel to support HU’s internal review
by providing direction and feedback. The panel conducted an onsite meeting at...
This essay introduces a history of Hokkaido University’s preliminary development for
founding a writing service for students. The idea was developed by a working group of HU’s International
Affairs Offi ce and, after a two-month pilot period, the working group came to conclude that it
is necessary to found a writing lab not only for the students, but also for the university’s internationalization.
The fi rst section defi nes the writing lab as a place of service for any HU student who wishes to develop
his/her written communication skills in English and Japanese as s/he learns the development of
an idea, “critical thinking,” with a tutor...
Amidst the rapid progression of various aspects of internationalisation, having adequate
English-language skills is becoming a must rather than a merit, and more and more universities are
now offering courses in English. This report traces the development of three faculty development (FD)
Programmes for teaching in English at Hokkaido University (HU), and focuses on the characteristics
of each programme.(1) It aims to demonstrate the necessity to shift the discussion from the recurring
question of “Why encourage offering classes in English at HU located in a non-English speaking
country in the fi rst place?” to “How can HU offer more classes in English?” and, furthermore, “What
This paper reports a seminar in Nagoya University on August 30, 2010. I presented my
experience of attending FD programs to teach classes using English in Hokkaido University in 2009.
1) The faculty development (FD) program for the Graduate School of Letters. We practiced teaching
by microteaching. We saw our videotaped demo lessons and checked and improved our ways of
teaching. 2) The Leiden University FD program. We learned various methods of FD in English in
ICLON (Graduate School of Teaching), Leiden University. 3) Meeting toward a Bilingual University.
We attended the meeting, and I presented a demo lesson on Miyazawa Kenji in English. Through the
This paper reports the results of an English training seminar for a year in the Graduate
School of Letters, which was implemented as a part of the faculty development program by the International
Assistance Offi ce of Hokkaido University. The author, one of the participants, discusses its
multiple effects on undergraduate and graduate course education. Illustrating the condition in which
our faculty deals with foreign students, whose number is expected to be more than 20% in the master
course and 30% in the doctoral course, I will suggest how to resolve the challenges created by the
rapid move towards internationalization, which separates into several dimensions.
Tamashiro, Hiko; Lee, Romeo B.
This paper summarizes a survey carried out in February 2010 concerning the “Classes
Conducted in English (CCE)” issue in the general education curriculum at Hokkaido University.
Among 794 instructors who are teaching a general education class at Hokkaido University, 317 people
responded (full time teachers = 257, part time teachers = 59, unknown = 1). The report shows that
116 instructors (about 40% of the respondents) have experience teaching classes in English, and 168
(about 50% of the respondents) state that they can provide CCE (if the relevant conditions are met) in
Hokkaido University general education classes. This suggests that it is possible to increase the...
In this age of globalization, some people advocate that professors should teach disciplines
in English. Is it necessary to teach in English in the classes where most students are Japanese?
I recently had the chance to visit universities in Thailand and Taiwan. The faculties of these universities
are also faced with this problem of teaching in English. Many Asian countries have succeeded
in economic growth in the last decade. In these countries, at fi rst, higher education was done
in English, and then they changed to their own languages. This localization of higher education has
contributed to the training of large workforces with professional knowledge.
My former studies clarifi ed that Finnish education, which has maintained the world’s
highest level as shown in an international academic assessment, helps children learn through various
kinds of social relations. This study was conducted to examine how a Finnish textbook supports children’s
learning. I analyzed the non-mathematical words that appear in the “number and calculation”
unit of a seventh grade Finnish mathematics textbook, and determined what kinds of mathematical
contexts the words are used in. I found that the Finnish mathematics textbook contained a great
many more non-mathematical words than Japanese ones and helps children learn through the social
relations that are given by the words....
Ouimet, Judith A.
Ayala, Emiliano C.; Christie, Brett
佐藤, 香苗; 山部, 秀子; 川上, 貴代; 百々瀬, いずみ; 岡部, 哲子; 松下, 真美; 荒川, 義人
Recently, the opportunity for registered dietitians to provide dietary guidance through talks has
increased as part of the national effort for the prevention and treatment of lifestyle-related diseases. With
this, there has been a greater demand for a move from traditional knowledge-based education in the curriculum
of registered dietitian training institutions toward practical education regarding human skills, including
With the aim of creating basic documentation for the development of an effective education system, in
this study we performed an objective structured clinical examination (OSCE) on students just prior to their
visit to hospitals for off-campus practical training and evaluated their ability to integrate the knowledge...
松田, 康子; 久蔵, 孝幸; 川俣, 智路; 福間, 麻紀; 内田, 雅志; 田中, 康雄
This study discusses support for students with psychiatric disabilities and developmental
disabilities as a primary challenge in education. The purpose of this study was to show the actual
conditions of support and teachers’ awareness about students with educational diffi culties. This study
explored assignments and the potentiality of support for students with disabilities. This study method
was a questionnaire survey to college teachers. The results indicated each ratio fallen into students
with educational diffi culties on the number of students in a classroom group, lecture’s group and supervised’s
group. Answers to open-ended questions were analyzed using Trach’s categories of (1997)
natural support. College teachers indicated that 10%-20%...
安藤, 厚; 新田, 孝彦; 人見, 剛; 大畑, 昇; 榎戸, 武揚; 三浦, 清一; 西森, 敏之; 細川, 敏幸; 小笠原, 正明
In July 2006 the Research Group on a code of ethics for education was organized at the
Center for Research and Development in Higher Education and, after a year of deliberation, proposed
a draft of the Code of Ethics on Education, which will serve as the basis for faculty development
activities at Hokkaido University (HU). Based on this proposal, extensive campus-wide discussions
were held and in June 2009 the Code of Ethics on Education and the Code of Conduct on Science at
HU were enacted.
The medium-term goals and medium-term plan of HU for FY2010-2005 says: In order to “enhance
the teaching ethics and abilities of the...