Undergraduate

Acquire a wide range of engineering knowledge and a diverse skill set that are essential in supporting modern society.

Faculty of Engineering equips students with the diverse knowledge and technical skills necessary to contribute to modern society. Engineering is an intelligent system that integrates scientific principles with advanced technologies, transforming ideas into real-world innovations. Our six specialized departments provide students with hands-on experience, empowering them to develop practical skills and expertise to solve complex challenges in the society and pioneer new possibilities for the future.

• Diploma Policy

  The Faculty of Engineering aims to cultivate professionals who will contribute to global culture through technology, in alignment with the university's founding spirit. The educational framework integrates engineering expertise with interdisciplinary learning to address the needs of society and industry. To earn a Bachelor of Engineering degree, students must complete a minimum of 36 credits in general education, 88 credits in specialized subjects, and a total of 124 credits.

   

  Skillsets Aquired by Graduates of Faculty of Engineering

  1. Strong foundation in natural sciences and core engineering principles.
  2. Develop the ability to engage in continuous self-directed learning to acquire the specialized knowledge and skills required for problem-solving.
  3. Acquire the ability to utilize specialized knowledge to solve problems from an engineering perspective.
  4. Develop communication skills to articulate and present desion making process and justify it
  5. Strong abilities to collaborate in diverse environments and create build cooperative relations
  6. Understand the ethical responsibilities and social obligations expected of professional engineers.
• Curriculum Policy

  To ensure students develop the skillsets outlined in the Faculty of Engineering's diploma policy, the following principles guide our curriculum design, educational policies, and evaluation policy.

   

  Curriculum Policy

  The curriculum is structured around a carefully selected set of core subjects, ensuring students acquire the skills outlined in the diploma policy, regardless of their course selection. Educational and learning objectives are established for both general education and department-specific specialized subjects. The necessary course structure and sequence are defined in the curriculum tree.

   

  Guidelines for Curriculum Policy

  1. To equip students with the ability to apply fundamental knowledge and basic technical skills in engineering to the creation of products and systems, learning goals are established for each subject group, and practical exercises are effectively integrated.
  2. To promote lifelong learning, first-year education and career design courses are designated as mandatory courses, equipping students with proactive learning strategies while creating opportunities for independent learning in subsequent general and specialized subject areas.
  3. To equip students with the ability to solve problems from an engineering perspective using specialized knowledge, a problem exploration seminar is introduced in the early stages of learning, followed by a structured sequence of problem-solving courses, including experiments, exercises, practical training, and seminars.
  4. To enhance students' ability to articulate their ideas logically and communicate effectively in both Japanese and English, Japanese and English lanugage courses are offered.
  5. To equip students with the ability to plan and execute collaborative work effectively and develop strong teamwork skills, collaborative learning opportunities are provided.
  6. To ensure students understand the ethics and social responsibilities expected of professional engineers, courses on engineering ethics are incorporated, and the importance of ethical conduct and social responsibility is reinforced within specialized subjects.

   

  Evaluation Policy

  The assessment of the skills outlined in the diploma policy is based on the following common requirements, in addition to specific criteria set by each department:

  1. Completion of all mandatory courses.
  2. Earn 6 or more credits in communication skills.
  3. Earn at least 2 credits in the International Understanding area by selecting from 'Law in the Global Era' and 'International Society Theory.'
  4.  Earn at least 6 credits from department-designated subject group 1 and 4 credits from department-designated subject group 2 in the area of human, societal, and natural understanding.
  5. Earn at least 1 credit from the special general education subject area.
  6. Earn 2 or more credits from 'Research Seminar' and 'Comprehensive Interdisciplinary Subjects' in the comprehensive subject area.

Improve people's lives by creating a more comfortable living environment.

The Faculty of Creative Engineering deals with a broad spectrum of subjects, from objects small enough to hold in your hands—or even smaller—to large-scale systems that can only be observed from space. A defining feature of this faculty is its frequent involvement in manufacturing and creative projects, where the background and constraints vary with each situation.

Students are expected to "create" by adapting their technical skills, knowledge, and experience to different challenges. We support motivated and hardworking students not only in acquiring high-level expertise but also in developing broad interdisciplinary knowledge, adaptability, and problem-solving skills, enabling them to apply their abilities across various fields.

• Diploma Policy

  The Faculty of Creative Engineering aims to nurture students who possess the ability to continue learning independently, strong logical thinking, problem-solving skills, communication abilities, a well-rounded character, and a sense of global awareness. These students will understand the ethics and social responsibilities that professional engineers must uphold and contribute to global culture through creative engineering and interdisciplinary fields. To achieve this, the following six competencies are defined as those students should acquire by graduation. The attainment of these competencies, along with the completion of the required credits in the curriculum (36 credits or more in general education, 88 or more credits in specialized subjects, or 84 or more credits, totaling at least 124 credits), will be considered as meeting the goal of the desired student profile, and a Bachelor of Engineering degree will be awarded.

   

  [Abilities that students of the Faculty of Creative Engineering should acquire by graduation]

  (1) Acquiring foundational knowledge in key areas of the humanities, social sciences, and natural sciences, and the ability to connect them with knowledge and skills relevant to creative engineering.

  (2) Developing the habit and necessary skills for continuous learning to acquire the specialized knowledge and abilities required for problem-solving.

  (3) Gaining basic knowledge, skills, and the ability to propose solutions related to creative engineering through the integration of technology, planning, design, and development.

  (4) Acquiring the basic ability to present and explain the processes behind one's thinking and judgment, and the ability to creatively apply them in global contexts.

  (5) Developing the basic ability to perform group work effectively and establish appropriate cooperation.

  (6) Understanding the ethics and social responsibilities that professional engineers must uphold.
• Curriculum Policy

  The Faculty of Creative Engineering establishes the following basic policies for curriculum organization, specific policies for curriculum development, and evaluation policies for competency attainment to ensure that students acquire the skills outlined in the Diploma Policy.

   

  [Curriculum Organization Policy]

  The curriculum is structured around a carefully chosen set of subjects, ensuring that students acquire the competencies outlined in the Diploma Policy, regardless of their specific subject selections. The educational objectives for both general education and specialized subjects in each department are clearly defined, and the necessary courses to achieve these goals are organized and sequenced using curriculum maps and course numbering.

   

  [Specific Guidelines for Curriculum Organization]

  (1) Students will receive a foundational education in the major fields of humanities, social sciences, and natural sciences, and will develop the ability to integrate this knowledge into creative engineering-related skills. Educational goals will be set for each subject group, with practical exercises effectively incorporated.

  (2) A learning environment will be provided that encourages the continuous acquisition of specialized knowledge and skills required for problem-solving. Required courses, such as first-year education and career design, will help students develop independent learning methods, developing an attitude and motivation to continue learning through subsequent general education and specialized subjects.

  (3) Students will acquire foundational knowledge and skills in creative engineering, including the integration of technology, planning, design, and creativity. This will enable them to apply these skills in fields such as product development, system creation, spatial design, urban planning, and national development. The core curriculum will include engineering fundamentals and specialized courses in planning, design, and creativity, with a strong emphasis on exercises. Graduation research or design projects will be designed to enhance students' proposal-making abilities with a focus on practical skills and creative perspectives.

  (4) Students will learn to communicate technical information clearly using both graphic and verbal expression, enabling effective communication in global settings. To support this, courses will focus on graphic expression, logical thinking, clear communication in Japanese, and practical English skills.

  (5) Students will gain experience in collaborative work, producing creative results through teamwork and building cooperative relationships. Problem-exploration seminars will be offered in the early years, and specialized subject exercises will involve group-based projects where students will share themes, processes, and outcomes.

  (6) Students will understand the ethics and social responsibilities that professional engineers must uphold and be able to adhere to these standards. Moral education within the university, strict adherence to rules in each course, and the development of habits to follow social rules will be emphasized. Specialized courses on engineering ethics will also be offered.

   

  [Competency Assessment Policy]

  The acquisition of the competencies defined in the diploma policy will be evaluated based on the following common requirements, in addition to specific requirements set by each department:

  * Complete all required courses.

  * Earn at least 6 credits in the communication skills area.

  * Earn at least 2 credits from either "Law in the Global Era" or "International Society" in the international understanding area.

  * Earn at least 6 credits from the department-designated subject group 1 and at least 4 credits from the department-designated subject group 2 in the understanding of humanity, society, and nature area.

  * Earn at least 1 credit from the special general education subjects.

  * Earn at least 2 credits from "Problem Exploration Seminar" or "Interdisciplinary Subjects" in the comprehensive field.

Pioneer the future of science and technology through innovative ideas.

The Faculty of Advanced Engineering has developed a curriculum that equips students with foundational knowledge and concepts, while also helping them understand the essential elements of advanced science and technology. This enables students to master the competencies required to pioneer their respective fields and adapt to future developments. The faculty's research aims to improve convenience in our lives, addressing a significant societal demand. The Faculty of Advanced Engineering continues to evolve, striving to create a future society where robots are seamlessly integrated into daily life, effective medicines maintain good health, and information is managed in a way that feels instantly accessible.

• Diploma Policy

  The Faculty of Advanced Engineering aims to develop professionals who will contribute to global culture through technology, improving human life and pioneering advanced fields in engineering. The department has defined five key competencies that students should acquire by graduation. The attainment of these competencies, along with the completion of the required credits (36 credits in general education, 88 credits in specialized subjects, and a total of 124 credits), is considered the achievement of the desired graduate profile, leading to the award of a Bachelor of Engineering degree.

   

  [Abilities that students of the Faculty of Advanced Engineering should acquire by graduation]

  (1) Possess fundamental knowledge and technical skills in engineering, with the ability to apply them in advanced and interdisciplinary fields.
(2) Have the ability to independently engage in continuous, logical learning to acquire the specialized knowledge and skills necessary for problem-solving.

  (3) Apply a broad perspective, along with comprehensive knowledge and skills, to address challenges while adapting to changes in science, technology, and globalization.

  (4) Possess presentation skills to clearly explain their thought processes and decisions, communication skills to collaborate with others, and the ability to demonstrate teamwork and leadership in group projects.

  (5) Understand the ethics and social responsibilities that must be upheld as a professional engineer.
• Curriculum Policy

  To ensure that students acquire the competencies outlined in the diploma policy of the School of Advanced Engineering, the following principles are established for curriculum design, educational policies, and competency assessment.

   

  [Curriculum Organization Policy]

  The curriculum is structured around a carefully selected set of core subjects, ensuring that students acquire the competencies defined in the diploma policy, regardless of the courses they take. Educational and learning objectives are established for both general education and department-specific specialized subjects, with the necessary course structure and sequence clarified through a curriculum tree and course numbering.

   

  [Specific Guidelines for Curriculum Organization]

  (1) To enable students to apply basic knowledge and technical skills in engineering to advanced and interdisciplinary fields, subjects are systematically arranged, including common general education, foundational specialized subjects, and department-specific core courses.

  (2) To encourage continuous and logical learning, first-year education and career design courses are required, teaching students methods for proactive learning, while also providing opportunities for independent study in subsequent general and specialized courses.

  (3) To equip students with advanced and specialized knowledge and skills in life sciences, robotics, and intelligent media engineering, practical exercises and research seminars are included to promote independent engagement. Additionally, a graduation research project focuses on applying specialized knowledge and skills to real-world challenges.

  (4) Practical Japanese and English courses are included to ensure students can logically express and explain their ideas and communicate effectively in both languages. Group work and collaborative learning courses are designed to develop teamwork and establish cooperative relationships with others.

  (5) To ensure students understand and uphold the ethics and social responsibilities required of professional engineers, courses on engineering ethics are provided, and the importance of ethics and social responsibility is emphasized in specialized subjects.

   

  [Competency Assessment Policy]
The assessment of the competencies defined in the diploma policy is based on the following common requirements, in addition to specific requirements set by each department.

  • Completion of all compulsory subjects.
  • Earning 6 or more credits in communication skills.
  • Earning 2 or more credits from the International Understanding area, choosing from Law in the Global Era and International Society Theory.
  • Earning at least 6 credits from the department-designated subject group 1 and 4 credits from department-designated subject group 2 in the area of understanding humans, society, and nature.
  • Earning at least 1 credit from the special general education subject area.
  • Earning 2 or more credits from the Research Seminar and Comprehensive Interdisciplinary Subjects in the comprehensive subject area."

Approach problems from both a hardware and a software perspective.

Approach the foundational and applied technologies of information engineering, which support advanced cyber-physical societies, from both hardware and software perspectives. Our goal is to develop professionals who can design and create ICT (Information and Communication Technology) solutions to meet the demands of a rapidly evolving world.

• Diploma Policy

  The Faculty of Innovative Information Science aims to develop students who can contribute to global culture in response to the evolving information society. The following five competencies are defined as those students should acquire by graduation. Achieving these competencies and earning the required credits set by the curriculum (at least 35 credits in general education, at least 89 credits in specialized subjects, and a total of 124 credits) will be considered the successful attainment of the desired graduate profile, leading to the awarding of a Bachelor of Engineering degree.

   

  [Abilities that students of the Faculty of Innovative Information Science should acquire by graduation] 

  (1) Acquire foundational knowledge and skills in the field of information science and develop the ability to apply them to a wide range of fields through the development of critical thinking and human capabilities. 

  (2) Develop the ability to learn continuously and logically to acquire the specialized knowledge and skills necessary for solving problems. 

  (3) Demonstrate the ability to apply broad perspectives and comprehensive knowledge to address societal challenges, such as advancements in information technology and globalization, and solve problems independently. 

  (4) Develop presentation skills to clearly explain their thought processes and decision-making, as well as communication skills to effectively collaborate on group tasks and develop strong working relationships. 

  (5) Understand the ethics and social responsibilities that an information technology professional must uphold.
• Curriculum Policy

  To ensure that students acquire the abilities outlined in the Diploma Policy of the Faculty of Innovative Information Science, the following foundational principles for curriculum development, specific guidelines for each of the four curriculum areas, and evaluation criteria for achieving these abilities are established.

  [Specific Guidelines for Curriculum Organization] (1) To apply foundational liberal arts education along with basic specialized knowledge and skills in information science, common liberal arts courses are systematically integrated with specialized foundational and core courses. (2) To enhance logical expression and communication skills in both Japanese and English, practical courses in Japanese and English proficiency are included. Additionally, English courses are integrated into specialized courses to develop an international perspective. (3) To ensure effective group work execution, exercises are introduced early in the curriculum, with practical and experimental courses included in subsequent specialized subjects. Seminar courses are also offered to develop collaborative learning environments. (4) To understand and uphold the professional ethics and social responsibilities required of information technology specialists, courses focused on professional ethics are incorporated.

   

  [Competency Assessment Policy] 

  In addition to the common requirements listed below, the achievement of each ability defined in the Diploma Policy will be evaluated based on the specific requirements established by each department.

  • All required courses must be completed.
  • A minimum of 6 credits must be earned in the Communication Skills area.
  • At least 2 credits must be earned from the Global Age Law and International Society Theory courses within the International Understanding area.
  • A minimum of 6 credits must be earned from the specified subjects in the Understanding Humans, Society, and Nature area (Group 1) and at least 4 credits from Group 2.
  • At least 1 credit must be earned from the Special Liberal Arts Subjects area.
  • A minimum of 2 credits must be earned from the Problem Exploration Seminars and Comprehensive Interdisciplinary Courses in the Comprehensive area.

Transforming society’s structure through the power of information processing technologies.

In the fields of management engineering and social design, which require complex mathematical thinking and data science skills to transform society's structure using information processing technology, we train students to develop practical and adaptable skills for effectively utilizing essential information technologies and driving digital transformation (DX).

• Diploma Policy

  The Faculty of Innovative Management Science aims to nurture students who can contribute to global culture by adapting to the transformations in management practices. Upon graduation, students are expected to acquire the following five competencies. A Bachelor of Engineering degree will be awarded to those who have achieved these competencies and completed the required credits outlined in the curriculum (at least 35 credits in liberal arts subjects and at least 89 credits in specialized subjects, for a total of at least 124 credits).

   

  [Abilities that students of the Faculty of Innovative Management Science should acquire by graduation] 

  (1) Students will acquire fundamental knowledge and skills in either Management Engineering or Digital Studies and, through the development of theoretical methodologies, will learn to apply these to various fields. 

  (2) Students will develop the ability to engage in continuous and logical self-directed learning to acquire the specialized knowledge and skills necessary for problem-solving. 

  (3) Students will gain broad perspectives, comprehensive knowledge, and technical skills, enabling them to respond to societal transformations, such as advancements in digital technology and globalization, and to apply this knowledge independently to solve problems. 

  (4) Students will develop presentation skills that allow them to logically explain their thought processes and judgments, as well as communication skills for effective teamwork and establishing appropriate collaborative relationships. 

  (5) Students will understand the ethics and social responsibilities that they must uphold as specialized professionals in either Management Engineering or Digital Studies.
• Curriculum Policy

  To ensure that students acquire the competencies outlined in the Diploma Policy, the following core principles for curriculum organization, four specific guidelines for curriculum development, and evaluation criteria for competency achievement have been established.

   

  [Specific Guidelines for Curriculum Organization]

  (1) Common liberal arts courses, foundational specialized courses, and advanced specialized courses are systematically arranged to provide fundamental education and equip students with the basic knowledge and skills needed in the field of information science.

  (2) Courses are offered to improve practical proficiency in both Japanese and English, ensuring that students can communicate effectively in both languages. In addition, seminar courses are included to encourage constructive discussions, debates, and the ability to lead projects in global environments.

  (3) Group exercises are implemented to develop collaborative problem-solving. Specialized courses also include laboratory experiments, practical training, and seminars to create opportunities for cooperative learning.

  (4) Courses on engineering ethics are provided to ensure that students understand and uphold the ethical principles and social responsibilities required of professional engineers.

   

  [Competency Assessment Policy]

  Competency acquisition, as outlined in the Diploma Policy, is assessed based on the following general requirements, along with specific criteria set by each department.

  • Complete all required courses.
  • Earn at least six credits in the Communication Skills category.
  • Earn at least two credits from Law in the Global Era and International Society in the International Understanding category.
  • Earn at least six credits from Department-Designated Course Group 1 and four credits from Department-Designated Course Group 2 in the Understanding of Humanity, Society, and Nature category.
  • Earn at least one credit from the Special Liberal Arts category.
  • Earn at least two credits from Problem-Solving Seminar and Interdisciplinary Studies in the Comprehensive Studies category.

In the information society, utilizing ultra-high-speed networks to collect data from people, objects, and environments is essential. To extract meaningful insights and guide optimal actions from vast amounts of mixed-quality data, realistic media expressions and intuitive interfaces are required. The Faculty of Information Science aims to develop students who not only master the foundational technologies behind computers and networks that support modern society, but also anticipate the evolution of the information society over the next 10 to 20 years. The department develops the ability to overcome existing technological barriers and create new concepts and principles.

• Diploma Policy

  The Faculty of Information Science is dedicated to developing professionals who contribute to global culture through technology, with a focus on diverse fields of information processing, including information systems, networks, and media processing. Upon graduation, students are expected to have acquired the following five core competencies. Achieving these competencies, along with completing the required credits (at least 36 credits in general education courses and 88 or more in specialized courses, totaling at least 124 credits), qualifies students for a Bachelor's degree in Information Science.

   

  [Abilities that students of the Faculty of Information Science should acquire by graduation]

  (1) Acquire fundamental knowledge and technical skills in the field of information science and develop analytical thinking based on theoretical methods, enabling application across various information processing domains. 

  (2) Develop the ability for continuous and logical learning to acquire the specialized knowledge and techniques necessary for effective problem-solving. 

  (3) Gain comprehensive knowledge to adapt to advancements in science and technology and globalization, enabling independent problem-solving. 

  (4) Develop presentation skills to clearly explain thoughts and judgments and the ability to collaborate effectively in groups while developing cooperative relationships. 

  (5) Understand the ethics and social responsibilities required of specialized engineers.
• Curriculum Policy

  To ensure that students acquire the competencies defined in the diploma policy, the Faculty of Information Science has established the following fundamental principles for curriculum design, specific policies across five key areas, and evaluation criteria for measuring competency attainment.

   

  [Curriculum Organization Policy]
The curriculum is designed with a carefully selected set of courses to ensure that all students, regardless of their specific course choices, can achieve the competencies outlined in the diploma policy. Learning objectives and educational goals are established for both general education and specialized courses, with a clear structure of course sequences and relationships defined through a curriculum tree and course numbering system.

   

  [Specific Guidelines for Curriculum Organization]

  (1) General education courses, along with foundational and specialized subjects, are systematically organized to build essential knowledge and technical skills that can be applied in the field of information science.

  (2) First-year education and career design courses are mandatory to develop independent learning skills. The curriculum offers opportunities for students to engage in proactive learning across both general and specialized subjects.

  (3) Courses are designed to enhance practical communication skills in both Japanese and English, ensuring students can explain and present concepts logically. Specialized courses also include English-taught subjects to develop international awareness.

  (4) From the beginning, problem-solving seminars are introduced, followed by practical exercises and seminar-based courses to strengthen teamwork and collaborative research abilities.

  (5) Courses on professional ethics ensure that students understand and adhere to the ethical and social responsibilities expected of information and network technology professionals.

   

  [Competency Assessment Policy]
Competency acquisition, as outlined in the Diploma Policy, is assessed based on the following general requirements, along with specific criteria set by each department.

  • Complete all required courses.
  • Earn at least 6 credits in the communication skills category.
  • Earn at least 2 credits from "Law in the Global Era" or "International Society Studies" in the International Understanding category.
  • Earn at least 6 credits from Faculty-Designated Course Group 1 and at least 4 credits from Faculty-Designated Course Group 2 in the Human, Society, and Nature Understanding category.
  • Earn at least 1 credit in specialized general education courses.
  • Earn at least 2 credits from "Problem-Solving Seminar" or "Interdisciplinary Studies" in the Integrative Learning category.

The Faculty of Social Systems Science consists of three departments: Management Information Science, Project Management, and Financial and Management Risk Science, with the aim of uncovering social structures through the power of science. Students comprehensively learn not only IT skills but also abilities to analyze and evaluate operations and markets, business capabilities such as operational knowledge and project management, and problem-solving skills for social systems and management. We cultivate abilities that enable graduates to play active roles in various business domains as system planners and designers, system developers, project managers, and more.

• Diploma Policy

  The Faculty of Social Systems Science aims to develop students who contribute to world culture through technology—the founding spirit of the university—in the interdisciplinary academic fields of systems science, management engineering, social science, and information engineering. The Faculty defines the following five abilities that students should acquire by graduation, and considers its human resource development goals achieved when students acquire these abilities and earn the specified credits in the curriculum (36 or more credits in liberal arts subjects, 88 or more credits in specialized subjects, totaling 124 or more credits). Upon completion, students will be awarded a Bachelor's degree (Management Information Science), Bachelor's degree (Project Management), or Bachelor's degree (Risk Science), depending on their department.

   

  [Abilities that students of the Faculty of Social Systems Science should acquire by graduation] 

  (1) Students have acquired the basic knowledge necessary for analyzing, evaluating, and managing social systems and management problems, and the fundamental ability to solve problems by comprehensively applying specialized knowledge and techniques while effectively utilizing human resources, physical resources, financial resources (funds), and technological/informational resources. 

  (2) Students can continuously learn on their own to acquire the specialized knowledge and techniques necessary for problem-solving. 

  (3) Students have acquired presentation and communication abilities to collect and utilize technical information both domestically and internationally, and to explain and convey their own thinking and judgment processes. 

  (4) Students have acquired basic communication abilities to accurately execute collaborative work in groups and to establish appropriate cooperative relationships. 

  (5) Students understand the ethics that should be observed and the social responsibilities that should be borne as professional engineers.
• Curriculum Policy

  The Faculty of Social Systems Science establishes the following basic policy for curriculum development, five specific policies for curriculum organization, and evaluation policies for achievement levels to ensure students acquire the abilities defined in the Diploma Policy.

   

  [Curriculum Organization Policy]

  The curriculum is based on a carefully selected small number of courses, with subjects arranged so that students can acquire all abilities defined in the Diploma Policy regardless of course selection differences. Learning and educational goals are established for both general education and department-specific specialized course groups, and the systematic progression and sequential nature of courses necessary to achieve these goals are clarified through curriculum trees and course numbering.

   

  [Specific Guidelines for Curriculum Organization]

  (1) To enable problem-solving with awareness of teamwork and leadership by applying foundational liberal arts education and basic specialized knowledge and techniques, general education courses and specialized foundation/specialized courses are systematically arranged. Within specialized courses, subjects that encourage more active behavior such as group learning, off-campus internships, and fieldwork are included.

  (2) To enable continuous and logical self-learning, first-year education and career design courses are positioned as required subjects to help students acquire independent learning methods, and subsequent liberal arts and specialized course groups provide opportunities for autonomous learning.

  (3) To develop the ability to express and explain logically and to communicate in both Japanese and English, courses designed to enhance practical Japanese and English abilities are provided. Additionally, effective practical courses and, in some departments, overseas training courses are arranged to enable constructive discussion and debate with others and to lead projects proactively in global environments.

  (4) To facilitate appropriate problem-solving through group collaboration, inquiry seminars and group exercises are arranged from the early stages, and effective practical courses and seminars are strategically placed within subsequent specialized courses to create collaborative learning environments.

  (5) To understand and adhere to the ethics and social responsibilities that professional engineers must uphold, courses related to engineering ethics are included.

   

  [Competency Assessment Policy]

  The acquisition of abilities defined in the Diploma Policy will be evaluated based on the following common requirements in addition to requirements specifically defined by each department:

  • Complete all required courses.
  • Earn 6 or more credits in the Communication Skills field.
  • Earn 2 or more credits from "Law in the Global Era" and "International Society Theory" in the International Understanding field.
  • Earn 6 or more credits from Faculty-designated Course Group 1 and 4 or more credits from Faculty-designated Course Group 2 in the Human, Society, and Nature Understanding field.
  • Earn 1 or more credits from the Special Liberal Arts Education field.
  • Earn 2 or more credits from "Inquiry Seminar" and "Comprehensive Interdisciplinary Courses" in the Comprehensive field.