Educational Objectives (Objectives in Educational Research) and Educational Policies (Three Policies)

The College of Industrial Engineering, guided by the Nihon University Charter, the educational objectives of the College of Industrial Engineering (objectives in educational research), and the objectives of each department's educational research, confers the degree of Bachelor of Engineering upon individuals who have acquired proficiency in the following through the educational curriculum.

In the College of Industrial Engineering (Bachelor of Engineering), we organize and implement an educational curriculum consisting of "Common University Subjects," "Foundational Subjects," "Specialized Education Subjects," and "Industrial Engineering Subjects." This curriculum is designed to cultivate the eight competencies outlined in the table below, which serve as the criteria for recognizing graduation based on the policy outlined in the Nihon University Charter (hereinafter referred to as the "Charter").

Common University Subjects
For incoming students embarking on their learning journey, the subjects 'Foundations of Self-Initiated Creativity' and 'Contemplating Japan' are established with the aim of fostering a common learning attitude and cultivating study skills that all Nihon University students should possess. These subjects also aim to enhance awareness of the significance of acquiring cultural knowledge from real-world connections and understanding the importance of delving into one's specialized field of study.

Foundational Subjects
We structure our curriculum through 'Liberal Arts Subjects,' 'International Communication Subjects,' and 'Foundation Subjects' to cultivate the ability to correctly understand and recognize things from an integrated perspective. Additionally, we organize 'Cross-Cutting Subjects' to foster an overarching and multidimensional viewpoint, aiming to instill a broad range of knowledge and cultivate rich humanity and intellect.

Specialized Education Subjects
We structure our curriculum through specialized engineering courses to systematically understand the specialized fields of each department. Additionally, practical skill courses are organized to deepen understanding beyond theoretical knowledge through experiential learning, fostering applied skills.

Industrial Engineering Subjects
We systematically structure a group of courses composed of Career Design Education and Engineering Design Education to foster engineers who understand management through the fusion of theory and practice.

The courses constituting the above are organized systematically to align with each competency. They incorporate various teaching formats such as lectures, exercises, experiments, and practical training. Furthermore, we implement effective and diverse learning methods, including Project-Based Learning (PBL) and flipped classroom techniques, tailored to the course format, to enhance active learning.

Furthermore, the achievement of the eight competencies (generic skills) outlined in the "Charter" and the Nihon University Mind is determined systematically and comprehensively based on the attainment of course credits in the systematically structured curriculum, the level of completion in graduation research, and the students' self-reflection. Specifically, the assessment of academic achievements is conducted according to the evaluation methods (assessment criteria) aligned with the educational curriculum of each department. The attainment of foundational knowledge, skills, and attitudes underlying these competencies is evaluated through a multifaceted assessment approach tailored to the teaching methods and styles, as explicitly stated in the syllabi of each course, and the achievement of the set learning objectives.

In accordance with the principles of the Nihon University Education Charter, the College of Production Engineering is dedicated to nurturing individuals who possess the ability to learn independently, think critically, and pave their own paths while contributing to society.

Therefore, within our faculty, we are seeking individuals who, based on the knowledge, culture, and ethical perspectives acquired through their high school education, can comprehend the "Desired Student Profile" outlined below and actively pursue their studies with enthusiasm.

Desired Student Profile

• Have a Goal of Contributing to Society: Aspire to contribute to society (both within Japan and internationally) by acquiring profound knowledge and culture, coupled with a strong ethical foundation.
• Demonstrate Problem-Solving Skills: Exhibit the ability to collect and analyze necessary information for problem identification and resolution. Strive to organize and express their thoughts using critical thinking skills.
• Value Group and Team Dynamics: Understand the importance of personal improvement through group or team collaboration. Acknowledge the necessity of continuous challenges and reflections. Aspire to become engineers capable of managing business and production.

Prospective students aspiring to enroll in our faculty are expected to have an understanding of the "Desired Student Profile" and are judged to have applied for admission with this comprehension.
In the admissions selection process, we evaluate candidates through academic assessments and other criteria to assess their knowledge, skills, thinking ability, judgment, expression skills, initiative, diversity, and collaborative capabilities necessary for the four years of study in the College of Industrial Engineering.