Three policies

Our university's basic philosophy is "to cultivate rich human qualities by imparting broad knowledge, conducting research and education in specialized academic disciplines, and fostering highly cultured and insightful international individuals based on Christian principles" (excerpt from Article 1 of the university regulations). Graduation requirements include completing the curriculum of each degree program at our university, staying enrolled for the prescribed period, acquiring 124 credits, and achieving a cumulative GPA of 1.50 or higher.

To realize this fundamental philosophy, our university grants graduation and awards degrees to those who have enhanced the abilities and qualities listed below and who can comprehensively utilize them. Furthermore, this "Policy on Graduation Certification and Degree Awarding" is embodied in the "Policy on Curriculum Organization and Implementation," and all learning at our university is connected to the school's guiding principle, "Gakuji Jijin" (learning and serving others).

 

(1) Knowledge and understanding in each field of specialization

Students will gain a systematic understanding of fundamental knowledge in their chosen field, deepen their understanding of generic skills such as common sense and morality as working professionals, and become aware of how they can contribute to society.

 

(2) Communication skills

This program aims to deepen understanding of other countries (different cultures), develop language skills necessary for effective communication in a global society, and acquire the ability to read, write, listen to, and speak. Furthermore, it fosters a rich humanity that fosters empathy for others, essential for social life, and enables students to accurately express their own thoughts and ideas.

 

(3) Logical thinking ability

Students will be able to collect and analyze diverse information using ICT and other tools, and further develop the ability to express the analysis results from multiple perspectives and in a logical manner. By developing objective, critical, and analytical skills, as well as problem-solving and communication skills, they will be able to enhance their logical thinking abilities.

 

(4) Problem-finding and problem-solving ability

When actively engaging in learning and activities, students can develop the ability to constantly be aware of and identify problems and challenges in their own actions, and enhance their ability to think about what to do and how to do it to solve those problems and challenges, and then take action.

 

(5) Self-management ability and social ethics

To put into practice the school's guiding principle, "Learning to Serve People," students will be able to act with self-discipline in accordance with social norms and rules, and actively participate in the development of society. Furthermore, they will maintain a continuous learning attitude and be aware of their own role. By extending their learning at this school beyond mere classroom study to include engagement with society, students will enhance their self-management skills and social ethics.

 

(6) Cooperation and Leadership

They can act in cooperation and collaboration with others not only domestically but also internationally. Furthermore, they can utilize their communication skills, intelligence, and professional abilities to contribute to society, demonstrating leadership by guiding others and taking the lead in achieving goals.

To achieve the learning outcomes outlined in the "Policy on Graduation Certification and Degree Conferral," our university has organized its curriculum into three categories: "Basic Education Subjects," "Specialized Subjects," and "Elective Courses," which grant credits for courses taken at other academic faculties, universities, and various skills examinations. Classes are conducted using one of the following methods: lectures, seminars, experiments, practical training, or practical skills, or a combination of these. Furthermore, to systematize the curriculum, we use "numbering" (indicating the relationships and difficulty levels of each subject) to clearly show the structure of each subject and facilitate systematic learning. The organization of this curriculum, as well as the methods of learning, the learning process, and the evaluation of learning outcomes, are defined as follows.

 

(1) Curriculum organization

① "Basic Education Subjects" are courses designed to equip students with the fundamental knowledge and skills necessary to achieve learning outcomes in accordance with the "Policy on Graduation Certification and Degree Awarding" as students of this university. Focusing on Christian subjects, spoken language, written language, computer skills, foreign languages, and career-related subjects, students acquire knowledge that embodies the founding spirit and educational goals of the university. Therefore, there are compulsory subjects that must be completed, and elective subjects or elective compulsory subjects that are related to these subjects. These are composed of basic subjects designated by each academic group, designed to cultivate the basic academic ability necessary to understand the content of courses in more difficult major subjects, and to ensure that learning at this university is smooth and fulfilling.

 

② "Specialized Subjects" are courses designed to further enhance the knowledge and skills acquired in basic education. Therefore, the difficulty level is set to increase with each stage, as indicated by the numbering. The curriculum is structured to allow students to develop their abilities and qualities in relation to their chosen specialization, starting from basic education. Required and elective subjects are set for each academic group, department, major, and course to enhance specialization.

 

③ "Elective courses" are designed to allow students to plan and freely select courses from both within and outside the university to achieve their diverse interests and goals. By taking courses from other academic faculties or other universities (such as overseas study programs, credit transfer agreement institutions, the Open University of Japan, and member institutions of the Western Tokyo Metropolitan Area University Credit Transfer Agreement Association), students can broaden their knowledge base.

 

(2) Learning methods and learning process

① "Basic Education Subjects" cover subjects that form the foundation of one's learning, including first-year education. In particular, Christian subjects, spoken language, written language, computer skills, foreign languages, and career-related subjects are positioned as the standard of learning at this university and are studied by many students. In addition, to promote proactive and active learning among students, service-learning subjects are provided, creating a learning environment that combines "university lectures" and "field lectures." In addition to programs such as "Community Participation" and "International Understanding Education" for all students, subjects are arranged to take advantage of the characteristics of each academic group's curriculum and are linked to the enrollment in "Major Subjects." Furthermore, in order to deepen understanding of other countries (different cultures) and enable effective communication in a global society, students will acquire language skills in "reading, writing, listening, and speaking," as well as develop a rich humanity that shows consideration for others, which is necessary for living in society, and be able to express their thoughts and ideas accurately.

 

② In line with the founding principles of our school, we offer language education in 18 languages, befitting our aim to cultivate internationally-minded individuals with language skills. We place particular emphasis on English, the global language, and all students whose native language is Japanese are placed in classes based on their proficiency level, determined by placement tests, from the very beginning of their studies. Therefore, even students who are hesitant about English can learn at a gradual pace. Furthermore, participation in conversation circles linked to regular language classes serves as an extracurricular learning opportunity, providing preparation and review benefits for regular lessons.

 

③ The "major subjects" are arranged with required and elective courses so that students can systematically learn their specialized fields in relation to their foundational education. In addition, the subjects are numbered to indicate their difficulty level, so students can study in a way that suits their academic year, semester, and personal progress.

 

④ Our university has established an "advisor system" to check each student's learning plan and course registration. Advisors provide learning guidance to ensure that students take appropriate and effective courses in their field of study. In addition, course registration and learning consultations are available as needed through the Educational Support Office, creating a unified learning support system involving faculty and staff.

 

⑤ A curriculum map (a flowchart that simultaneously illustrates the sequence of learning content and the relationships between subjects, allowing both faculty and students to share a "visualized" curriculum and gain an overview of the entire education) is used to visualize the organization and implementation methods of the curriculum within each academic group, department, or course, enabling students to understand which subjects they should study to enhance the abilities and qualities listed in the "Graduation Certification and Degree Awarding Policy."

 

(3) How to evaluate learning outcomes

① Learning outcomes indicate the degree to which students achieved the learning objectives set forth in the course, as defined in the "Policy on Graduation Certification and Degree Awarding" and as shown by the learning methods and learning process (curriculum map, etc.). Therefore, learning outcomes are set for each individual course.

 

② The methods for evaluating learning outcomes will be specifically outlined in the syllabus for each subject. Furthermore, by incorporating rubric assessment (a table consisting of evaluation criteria that show levels indicating the degree of success and the characteristics of performance (presentations, collaborative work, etc.) corresponding to each level), grade evaluation will be made clear, easy to understand, and rigorously assessed.

(1) The type of student we produce

Obirin Gakuen's mission is to cultivate individuals who, based on Christian principles, sincerely seek truth in education and research, and possess a compassionate heart capable of serving others, through their learning and experiences at the university.

Considering the school's history, which began in Beijing, China in May 1921, we aim to equip all students with the foreign language skills and the ability to live and work with people from diverse cultural backgrounds, which are essential for success in a global society.

Furthermore, our aim is to cultivate the intellectual capacity necessary to solve a variety of unpredictable social problems, and to produce individuals who will lead society in the future.

 

(2) Desired applicants

Our university resonates with this mission and, within the faculty system that is a distinctive feature of our educational system, hopes that students will be interested in adjacent academic fields from a broad perspective, not limited to the specialized Area they wish to study.

Furthermore, we seek students from a wide range of countries and regions who possess a proactive attitude towards learning and gaining experience, as well as the ability to communicate with people who have different values across national and regional boundaries.

 

(3) Skills that students should acquire before enrollment and selection methods

Students who wish to enroll are required to possess the following three qualities upon admission.

Furthermore, the selection process will take into account the characteristics of each academic group and will utilize a variety of admission selection systems to provide a multifaceted evaluation.

 

① Having acquired the knowledge and skills covered within the scope of study based on the high school curriculum guidelines.

(Applicants from overseas must have completed high school-level education in their respective countries or regions.)

② Having acquired "thinking skills, judgment skills, and expressive skills" through facing various challenges and difficulties and repeatedly trying to solve them through learning and various activities up to high school.

③ Having experience working towards goals and challenges in teams or other groups, demonstrating initiative and proactiveness through learning up to high school, club activities, and coexistence and collaboration in external community activities.

 

(4) Basic policy for the selection of entrance candidates

Obirin Gakuen's founding philosophy is "to cultivate individuals who contribute to a global society through education, based on Christian principles."

Furthermore, students are expected to inherit the spirit of "Gakuji Jijin" (learning and serving people), the school's guiding principle, and to face challenging tasks and make a significant contribution to society after graduating.

Our university, which aims to nurture "global talent" and "people who inherit the spirit of 'Gakuji Jijin'" in the future society, hopes that students will be interested in adjacent academic fields from a broad perspective, not limited to the specialized Area they wish to study, within the distinctive academic cluster system of the education system.

Furthermore, we seek students from all countries and regions who possess the ability to learn proactively, gain experience, and communicate with people who have different values across national and regional boundaries.