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Education Policy of the Faculty of Science and Engineering

Diploma Policy  

The Faculty of Science and Engineering offers an opportunity to develop expertise in both engineering, with its focus on technology created by people, and in science, which is based on the natural laws of the universe, the earth, and life. It also provides a solid education in collaboration with industrial engineering. This allows students to prepare to become the highly motivated and mature engineering professionals necessary to build and maintain the next generation's manufacturing and technology, while embracing the university’s ideology, “The basis of all learning lies in philosophy.”  

Three Policies of the Department of Mechanical Engineering
Three Policies of the Department of Biomedical Engineering
Three Policies of the Department of Electrical, Electronic, and Communications Engineering
Three Policies of the Department of Applied Chemistry
Three Policies of the Department of Civil and Environmental Engineering
Three Policies of the Department of Architecture

Three Policies of the Department of Mechanical Engineering 

Admissions Policy

 Based on the philosophy of our founder, Inoue Enryō, the Department of Mechanical Engineering provides ambitious students with higher education and the opportunity for academic achievements that help to acquire skills and contribute to society.

Students must understand the university’s educational ideology, have flexible intellectual capabilities and an unflagging desire for learning experiences. They need to broaden their knowledge, enhance creativity, and learn how to think and voluntarily take action in order to meet the department’s needs.

The mechanical engineering curriculum emphasizes the importance of mathematics and science (especially physics) in the fundamental courses, and of English language skills necessary and indispensable in modern life. Therefore, in the entrance exam system, applicants are required to take written tests in three areas: mathematics, science, and English. Outstanding students must be recommended for early admission by a high school principal or by an affiliated and designated high school admission system. These students should act as role models for success in the department and are expected to have already received a background high school education in Mathematics I, Mathematics II, and Physics courses corresponding to their level of university education as required.

Curriculum Policy (policy on design and implementation of curricula)

 The department is committed to cultivating mechanical engineers who can contribute to society under the following curriculum and associated policies. Our objectives in this regard are:

1) To master courses in mathematics, physics, chemistry, and information technology, all of which are fundamental to study in mechanical engineering, and to apply this knowledge in both basic and specialized mechanical engineering fields.

2) To learn and acquire knowledge pertaining to the strength of materials, thermodynamics, fluid mechanics, engineering dynamics, measurement science and engineering, and control engineering, all of which make up the mechanical engineering core courses, and to be able to apply this knowledge.

3) To develop the practical skills required for manufacturing analysis and synthesis through experiments, design and drafting, and graduation research.

4) To enhance communication skills to accurately express and explain their ideas and thoughts during effective discussions.

5) To have an in-depth understanding of the environment and safety in society, sharpen their sense of ethics, and take responsibility in order to develop their ideas and thoughts with mutual respect.

 

Diploma Policy (policy on degree conferment)

Bachelor degree in Science and Engineering is awarded to students who complete the following requirements.

Knowledge/Understanding

1) Acquisition of knowledge focusing on core mechanical engineering courses including the strength of materials, thermodynamics, fluid mechanics, engineering dynamics, measurement science and engineering, and control engineering, after mastering the basic science and engineering courses.

Thinking/Judgment

2) Having the capability to analyze, discuss, investigate, and resolve technical problems from a mechanical engineering perspective.

Technical Skills/Expression

3) Possessing the basic technical skills to conduct experiments and design machines (including CAD) and to accurately express and explain thoughts in technical documents and presentations.

Attitude and demeanor

 4) Acquisition of a deep understanding of the environment and societal safety and to develop a sense of ethics and responsibility in order to develop ideas and thoughts with mutual respect.

Three Policies of theDepartment of Biomedical Engineering 

 Admissions Policy

Biomedical engineering is an academic discipline that integrates medicine, biology, engineering, and helps students to learn from a wide range of perspectives. This broad area offers a lot of opportunities for learning, ranging from the observation and analysis of the structures and functions of systems and living organisms in the natural world to engineering practice using state-of-the-art technology in industry, all of which are appropriately applied to manufacturing in order to design solutions that can assist people. The Department of Biomedical Engineering accepts students who are interested in medical treatments, social welfare, health and sports, manufacturing and technology, and robotics, and who would like to actively develop products and solutions, fusing the medical and engineering worlds in order to improve the quality of life in society. Applicants should have a sense of ethics and morality and international sensibility as well as a clear goal, and should be eager to study biomedical engineering.

Curriculum Policy (policy on design and implementation of curricula)

 We develop talented individuals who can contribute to medical and social environments and who have broad knowledge of different academic disciplines as well as high-quality expertise. With a view toward the ageing societies that many advanced countries are soon to experience, the curriculum aims to develop individuals who can contribute to research involving regenerative medical engineering and medical and nursing device development to enable elderly people and people with physical impairments to obtain the same quality of care as people enjoying normal health. We also seek to develop students who can contribute to research into the basic technologies required for minimally invasive treatments and remote medicine. As the core curriculum, we have established an experience-based autonomous creative learning program (Problem Based Learning: PBL) that uses realistic and practical case studies to comprehensively develop student capabilities of identifying and solving a range of problems. In the Da Vinci Project, students develop the language and problem-solving abilities essential for the global marketplace along with the necessary fundamental capabilities for their future careers. The curriculum provides students with well-balanced knowledge of biology, physics, medicine, and bioengineering.

Diploma Policy (policy on degree conferment)

The requirements for the award of a degree are as follows:

1) Through PBL education, students should have the communication and cooperative abilities to create the sense of solidarity necessary for the workplace and be capable of ethical behavior.

2) They should have mastered the basic knowledge of the structure, functions, and engineering of biology and organisms.

3) They should have a deep understanding of people and engineering, wide-ranging insight into the integrated areas of medicine and engineering, knowledge of various biomedical engineering problems and practical problems, and logical organizational capabilities to solve problems.

Three Policies of the Department of Electrical, Electronic, and Communications Engineering 

Admissions Policy

Selection exams are conducted for those who wish to be admitted. Based on these results, we admit people who have satisfied the following conditions:

1) Have an interest in advanced innovative technical fields such as electrical engineering (energy/control), electrical engineering (electronics), and information and communication systems and have the desire to be engineers involved in the development and manufacture of new products.

2) Understand the content of high school courses and possess sufficient knowledge for a high school graduate.

3) Possess knowledge of mathematics and English as the fundamental academic abilities necessary for learning after being admitted.

4) Be curious about unknown things and have a strong ambition to learn independently.

5) Have goals that are clear and be diligent and hard-working in order to achieve those goals.

Curriculum Policy (policy on design and implementation of curricula)

 To develop the foremost engineers of the next generation who are capable of flexibly responding to future technical innovations, the basic educational policies and implementation goals of the Department of Electrical, Electronic, and Communications Engineering are as follows: 1) to emphasize fundamental academic abilities, 2) to cultivate practical abilities through experimentation, exercises, and seminars, and 3) to cultivate technical skills for hardware and software design. To do this, the education process is as follows:

First Year:

・Through general education courses and common science and engineering courses, strengthen a foundation focused on the Mathematics, Physics, Information Processing, and English courses.

・Master the required specialized key courses: Electric Circuits and Computer Programming.

・Introduction to Electrical, Electronic and Communication Engineering provides students with the motivation to study specialized courses.

Second Year:

・Continuing from the first year, master the required specialized key courses of Electromagnetics and Electronic Circuits. Applied Analytics is also studied to aid in understanding these courses. Each course is split into two classes and detailed guidance is provided.

・Electronics and Communication Experiments A is a core course in which students acquire the fundamental technical skills to flexibly respond to technical innovations.

・Depending on a student’s desired future path, the fields of electrical engineering (energy/control), electronic engineering (electronics), and information communication engineering are the three pillars necessary during this year to enable students to achieve sufficient mastery of fundamental abilities.

Third Year:

・The required courses include Electric, Electronic and Communication Experiments B and C, which are studied to further enhance the technical abilities which will be necessary in the future.

・Further specialized courses based on the abovementioned three pillars are available to develop engineers capable of flexibly responding to technical innovations.

Fourth Year:

・Students are assigned to a laboratory depending on the abovementioned three pillars and conduct their Graduation Research.

Students develop their Graduation Thesis as a culmination of what they have learned. Through their Graduation Research presentation, students learn sophisticated knowledge and the ability to accurately convey their thoughts orally and in writing.

Diploma Policy (policy on degree conferment)

A degree is awarded to students with the following abilities:

1) Students who, based on Toyo University’s founding spirit, acquire a wide-ranging education that fully supports society.

2) Students who possess the basic mathematics, physics, and information technology abilities necessary for specialized education and possess the language abilities to contribute internationally.

3) Students who possess leading engineering abilities for the next generation and are capable of flexibly responding to technical innovations in electrical engineering (energy/control), electronic engineering (electronics), and information communication engineering.

4) Students who have wide-ranging views toward social problems such as energy and environmental problems and are also endowed with a sense of technical ethics.

5) Students who are self-aware regarding their role in society and are capable of independently contributing to society using the knowledge and techniques they have acquired.

Three Policies for the Department of Applied Chemistry 

 Admissions Policy

 The Department of Applied Chemistry aims to develop talented individuals capable of being active researchers, engineers, and educators utilizing knowledge of chemistry and its associated techniques. To realize this, we accept new students who satisfy the following criteria:

Knowledge/Understanding

1) Students who possess the minimum basic academic abilities required to master knowledge of chemistry and its associated techniques.

Thinking/Judgement

2) Students who can consider problems logically.

Interest/Ambition/Attitude

3) Students who possess a strong interest in chemistry and an ambition to learn its knowledge and associated techniques.

4) Students who seek to apply their knowledge of chemistry and techniques to various fields.

Technical Skills/Expression

5) Students who possess the necessary language skills to begin their studies and research at university.

When selecting new students, we choose outstanding students who can realize the Department’s educational goals in a fair and highly transparent process. To realize these goals, several examinations are conducted—entrance examinations for general students through written examinations and entrance examinations for recommended candidates through interviews.

Curriculum Policy

Knowledge/Understanding

1) Required key courses are set so that students can master the fundamental academic abilities necessary to respond to societal needs.

2) Specialized courses are systematically arranged for second, third, and fourth-year students to learn a wide range of knowledge in applied chemistry to contribute to a sustainable society.

Thinking/Judgement

3) Lectures, seminars, and experiment-based courses are provided for students to learn and practice strategies that are conducive to successful work in the field of chemistry.

Interest/Ambition/Attitude

4) Advanced Materials, Bio-Health Chemistry, and Environmental Chemistry courses are provided so that students may study advanced fields in chemistry such as those related to materials, the environment, biology, and food.

Technical Skills/Expression

5) Courses based on experiments are conducted during each semester of each academic year so that students can master chemistry techniques and technologies. In these experiments, students learn the importance of planning and performing experiments, and writing reports about them.

6) Through correction and guidance, courses are conducted on developing research papers to cultivate the communication abilities, such as writing ability, required for the workforce.

7) To polish logical thinking and communication abilities, students work on their Graduation Research as a culmination of their education. We provide individual guidance so that students can acquire the fundamental research abilities necessary for their future careers.

 Diploma Policy (policy on degree conferment)

A degree is awarded to those who satisfy the following conditions:

Knowledge/Understanding

1) Students who acquire fundamental academic ability in chemistry and knowledge through lectures and seminars.

Thinking/Judgement

2) In Graduation Research, students who demonstrate the application of academic abilities, knowledge, and techniques to specific tasks.

3) Students who can work toward specific tasks based on logical thinking.

Interest/Ambition/Attitude

4) Students who can respond to the various needs of society using their knowledge of chemistry.

Technical Skills/Expression

5) Students who acquire fundamental chemistry-focused experimental techniques.

6) Students who can appropriately present their Graduation Research results.

Three Policies of the Department of Civil and Environmental Engineering 

 Admissions Policy

The Department of Civil and Environmental Engineering is designed for applicants with the following abilities:

1) Possess the basic knowledge and understanding of mathematics, science, English and Japanese which are fundamental to study in the department.

2) Consider various issues in a logical way.

3) Students who can clearly express and convey their thoughts.

4) Students who have a deep interest in the various issues involved with the design, maintenance and management of urban structures, the environment, disaster prevention, urban management, the economy and who have the ambition to proactively contribute to society.

5) Students who have a positive attitude and are able to communicate effectively with others.

Curriculum Policy (policy on design and implementation of curricula)

The core of university education in civil engineering has been altered in accordance with modifications in industrial structure and historical background. In addition to the fundamental courses such as Structural Mechanics, Hydraulics, Soil Mechanics, and Design courses, we also emphasize courses on the environment, landscape, and ecosystem, as well as those on planning and management. We have developed a unique curriculum with innovative teaching methods in this department to support these various disciplines.

1) Three courses have been developed to correspond to students’ possible future path: the Urban Environment course focuses on man-made objects in cities and the environment and the basic elements of cities and environments such as water, soil, and waste; the Urban Design course focuses on the materials, design, and maintenance of man-made objects in cities; and the Urban Management course focuses on regional administrations, regional cultures, and international construction management, as community development elements.

2) The content of experiential learning, experiments, exercises, and seminar courses enables students to acquire the fundamental basic and advanced abilities of referring to principles and applying them to practical problems.

3) This course can be selected as a “Cross-Departmental Education Program (Minor)” from The Department of Civil and Environmental Engineering, with the objectives of learning practical skills and discerning and acting on regional issues from the perspectives of town planning, manufacturing, and human resource development.

Diploma Policy (policy on degree conferment)

A degree is awarded to students with the following abilities:

1) Students who have a deep sense of professional ethics toward the concept of ideal social infrastructure and can take responsibility and act as professional engineers.

2) Students who have fundamental engineering knowledge, management abilities, and planning ability.

3) Students who have the ability to use basic knowledge, language and information processing in construction and related fields such as the environment, disaster prevention, and management.

4) Students who can contribute to the realization of urban systems that support healthy, comfortable, safe and secure living environments.

5) Students who can design with a view toward coexistence with nature that contributes to sustainable city development.

6) Students who can clearly express and convey their thoughts and cooperate with others.

Three Policies of the Department of Architecture 

 Admissions Policy

Architecture includes buildings and towns and the various issues closely connected with them from the perspectives of society, economics, lifestyle, technology, fine arts, and the environment. To plan, design, and manage buildings and towns, various people are involved, such as the users of these buildings, residents, architects, engineers, general contractors, specialty contractors, building material and product manufacturers, artisans, and technicians. During this involvement with people, you will learn the joy and greatness involved in creating buildings and towns directly connected to people’s clothing, food, and homes. The Department of Architecture nurtures people who can design and develop buildings and towns for a wide range of circumstances.

In the Department of Architecture, students extensively study architecture through specialized courses presented in the form of lectures, experimental training, Architectural Design and Drawing, and Graduation Research. The Department of Architecture seeks students who have the following mindset necessary to succeed in this field:

Independent Spirit: The autonomy to choose and investigate themes and targets so as to independently learn about architecture, be involved in society and the community, create independent work, and write essays.

Desire to Learn: The capacity to improve, seek new information and technology from existing knowledge and technology, and learn from the past and present while considering the future.

Cooperative Spirit: The sociability to assert and act on one’s thoughts while respecting the sense of values and thoughts of others in activities on and off campus and in group work.

Curriculum Policy

The extensive study of architecture is organized into five specialized fields: Planning and Design, Community Design, Building Structure and Materials, Building Equipment, and Building Construction Management. All other specialized courses related to students’ graduation (Graduation Research, Graduation Thesis, Graduation Design) are organized as designated courses to prepare for the examinations required for qualifying as a First-Class Architect, Second-Class Architect, or a Registered Architect for Wooden Buildings.

1) A consistent education in architecture is provided over four years in Architectural Design and Drawing that connects the five specialized fields of Planning and Design, Community Design, Building Structure and Materials, Building Equipment, and Building Construction Management and the key courses (required courses) of Architectural Construction and Architectural Environments and Equipment.

2) Along with the design seminars for each of the five fields, Architectural Design and Drawing enables students to adopt a wide range of perspectives toward the many fields of architecture, such as changes in society, localities, internationalization, and lifestyle diversification. We comprehensively cultivate planning, design, and management abilities for architectural design and town planning.

3) Through field work practice, students learn societal norms and cultivate the ability to integrate tasks while cooperating with others.

4) We cultivate presentation abilities by providing many opportunities for students to present their research papers and design work both on and off campus.

5) Along with a good balance of specialized courses, we also focus on preparing students for the qualification examinations (necessary for occupations in specialized architectural fields) required for a First-Class Architect, Second-Class Architect, or Registered Architect for Wooden Buildings, along with the basic and specialized courses necessary to prepare for qualifications such as Construction Managing Engineer and Interior Planner, utilizing common courses in the Department of Architecture from the first year. Furthermore, seminars are also conducted to prepare students to gain qualifications after graduation.

Diploma Policy

1) Master the education, technical skills, and expert knowledge pertaining to Planning and Design, Community Design, Building Structure and Materials, Building Equipment, and Production Management, all of which are the foundations for planning, designing, and managing architectural designs and town planning.

2) Acquire the abilities required to design architecture and towns from a wide range of perspectives regarding people, society, and the environment, compose independent research papers and present the results of architectural design productions, and develop reliable presentation skills.

3) Cultivate communication abilities and a sense of ethics and acquire the perspective necessary to commit to working for various people and contributing to society.