Learning and Educational Goals

The Department has set the following learning and educational goals for students to develop into individuals who contribute to society. The curriculum is organized based on these goals, so you are expected to understand and direct your efforts to achieving them.

Objective of Education (Desired Traits of an Engineer, as Embraced by the Department)

The Department of Civil and Environmental Engineering sets its educational goals for developing engineers guided by the following six traits, which focus on “an autonomous person of compassion,” “a person who endeavors to acquire knowledge and skills as an engineer and contributes to society with his/her expert knowledge,” and “a person with awareness of his/her social responsibility as an engineer, interest in the environment and society, and the capability to help solve problems.”

1.
Autonomous Person of Compassion
1-1
Person who cares for others, is cared for by others, and is trusted by others (a common objective of the university)
1-2
Person who is full of creativity, is courageous in meeting difficult challenges, and is willing to devote time for lifelong learning (creativity, autonomy, lifelong learning, and ethical values)
2.
Person Who Endeavors to Acquire Knowledge and Skills as an Engineer and to Contribute to Society with His/Her Expert Knowledge
2-1
Person with extensive expert knowledge, from fundamental theories to applications, necessary for maturing into an engineer engaged in infrastructure development (expert knowledge)
2-2
Person with an understanding of national and regional climates, a respect for history, and a creative perspective in new national and regional development involving local residents (contributions to local communities)
3.
Person with Awareness of His/Her Social Responsibility as an Engineer, Interest in the Environment and Society, and the Capability to Help Solve Problems
3-1
Person with an extensive understanding of and a sense of responsibility for the environment and ecology, from the global environment to the everyday living environment (responsibility for the environment)
3-2
Person possessing a keen awareness, the knowledge and ability to independently help solve problems concerning humanity’s happiness and welfare, and the ability to solve such problems in a cooperative framework within society (responsibility for the society)

Learning and Educational Goals

Behind the six traits described in the “Objective of Education” are two underlying concepts: “areas or topics to be learned or considered” and the “personality development required of engineers.” “Areas or topics to be considered” requires a social welfare perspective to fulfill an engineers’ social responsibility and meet the needs of society, an environmental perspective for raising awareness about engineers’ responsibility for the earth environment, as well as fundamental and applicative skills required of engineers.

“Personality required of engineers” refers to the need to build trust with other people and the sense of responsibility of an engineer toward society. Moreover, important qualities include autonomy in learning, researching, and acting, cooperativeness for promoting projects in cooperation with many people, and creativity for constructing novel things meeting the need of the times and society.

To incorporate the above perspectives into our curriculum, eleven learning and educational goals from (A) to (K) have been set forth, as described below.

1.
Principles and Fundamental Abilities
(A)
Interest in society and the environment, self-reflection, and the ability to serve and contribute to society
(B)
Acquisition of necessary qualities as an enthusiastic, brave, and self-reliant engineer who values ethics
(C)
Ability to voluntarily continue learning throughout life, keeping up with changes of the times
(D)
Ability to plow ahead with work under any given constraints and produce results
2.
Extensive Knowledge and Technical Expertise
(E)
Acquisition of mathematical and natural science knowledge and the ability to apply it
(F)
Acquisition of the technical knowledge required for civil engineering and the ability to apply it
(G)
Interest in a wide spectrum of fields, from the living environment to the global environment, and the ability to do things to one’s full potential
3.
Creativity and Organizing Capability
(H)
Ability to use multi-faceted technical knowledge and creativity to develop a concrete model when planning and designing infrastructure
 (I) 
Ability to identify social and environmental problems from diverse and global perspectives and to provide comprehensive solutions using various sciences, technologies, and information
4.
Communication Competence
(J)
Ability to write logically, make oral presentations, and hold discussions in Japan and abroad
(K)
Ability to coordinate and establish communication to pursue collaborative projects with others, including those in other fields

The above learning and educational goals correspond to subjects in the curriculum for students who were enrolled in and after academic year 2013, as shown in Table 1-a (for students enrolled in academic year 2013 through 2016), Table 1-b (for students enrolled in academic year 2017 and 2018), and Table 1-c (for students enrolled in academic year 2019 and later). By consulting these tables, ascertain to what extent you have achieved the learning and educational goals from (A) to (K) at the end of each semester and proceed with learning by setting your targets for each semester.