Three policies

Based on a comprehensive understanding of education and research concerning lifelong human growth, development, and learning, this academic group aims to cultivate individuals who can take on various challenges as their own responsibility and contribute to society through individual, collaborative, and practical inquiry. Degrees are awarded to those who have acquired the following qualities and abilities.

 

(1) Understanding of specialized knowledge and diversity

Systematically studying specialized Area including education, psychology, and sociology, and developing the ability to understand diverse values and social issues.

① Interest in education and social issues

② Specialized knowledge related to education and society

③ Understanding diversity

 

(2) Problem-finding ability

Students will be able to take an active interest in educational and social issues, identify problems through logical thinking, research, and analysis, and devise strategies for solving them.

①Logical and critical thinking skills

② Creativity, planning and conceptualization (making plans)

③ Information gathering and analysis

 

(3) Practical skills

In local communities and educational settings, students can engage in dialogue and collaboration with others to solve problems, and utilize the knowledge they have learned to communicate and reflect on their experiences.

① Dialogue and collaboration, involving people

② Ability to coordinate and communicate

③ Reflection

 

(4) Self-development ability

By repeatedly engaging in self-understanding and reflection, one can cultivate a proactive attitude towards continuous learning, and achieve personal growth by connecting it to their career and life planning.

①Self-understanding, ethics

② Self-regulation ability

③ Lifelong learning

To achieve the learning outcomes outlined in the "Policy on Graduation Certification and Degree Conferral," this academic group has established "Basic Education Subjects," "Specialized Subjects," and "Elective Subjects" as concrete initiatives. "Basic Education Subjects" are a group of subjects primarily taken in the first year of university, forming the foundation for university learning. "Specialized Subjects" deepen theories for inquiry and connect their application to social and local issues, linking university learning with practice and culminating in inquiry-based learning through seminars and graduation research. Furthermore, this academic group has introduced a unit system, where theoretical foundations are learned in the basic program and their application is pursued in the practical program, developing a systematic learning process that connects from basic to applied, ultimately enabling authentic learning.




(1) Curriculum organization

The curriculum consists of "basic education subjects," "major subjects," and "elective subjects."

 

① Foundational Education Subjects: "Foundational Education Subjects" consist of "School-Designated Subjects," "Inquiry-Based Subjects," and "Communication Subjects," and are mainly placed in the first year with the aim of building a foundation for learning at the university. "School-Designated Subjects" include "Introduction to Education," "Introduction to Lifelong Learning," as well as "Founding Principles and Understanding Christianity," "Life Planning I & II," "ICT Utilization I & II," and "Data Science I & II." "Inquiry-Based Subjects" include "Basic Seminar I & II," "Applied Seminar I & II," and "Introduction to Fieldwork," allowing students to gradually acquire the fundamentals of inquiry through small-group learning and experiential learning. "Communication Subjects" cultivate practical communication skills, mainly through English as an additional language (EAL), and foster collaborative learning abilities through "Peer Learning Communication."

 

② Major Subjects: Major subjects consist of "Inquiry-Based Specialized Subjects," "Project Subjects," and "Advanced Inquiry Subjects."

The "Inquiry Specialized Courses" consist of foundational programs and practical programs. The foundational program systematically studies academic Area such as education, psychology, and sociology, acquiring theoretical knowledge for inquiry. For example, in the Educational Inquiry Unit, students develop practical leadership skills to serve as facilitators connecting educators through topics such as 'Educational System, Policy, and Social Issues' and 'Exploration of Educational Methods,' while in the Psychological Inquiry Unit, students cultivate the foundations of human understanding through programs such as 'Introduction to Psychology I & II' and 'Basic Psychology Experiments.' Furthermore, in the Social Inquiry Unit, students develop practical skills necessary to create a better society through courses such as 'Introduction to Sociology I & II,' 'Sociology of Education,' and 'Gender Studies.' On the other hand, the practical program aims to apply the theoretical knowledge gained through the foundational program to society and the local community. The Local Creator Unit addresses community issues through 'Introduction to Social Education' and 'Service Learning (Basic & Advanced)', while the Youth Supporter Unit is involved in supporting children and youth through 'Educational Social Work,' 'Inclusive Education,' and 'Developmental Support Education.' In addition, in the Human Resources and Organizational Design Unit, students study courses such as "Introduction to Organizational and Human Resource Management," "Leadership Theory," and "Coaching and Mentoring," cultivating practical skills related to organizations and human resource development.

In "Project-Based Courses," emphasis is placed on connecting the theories learned at university with educational settings and local communities through "Social Practice Projects A-D," and utilizing them in a reciprocal manner. This develops experiential learning that links on-campus learning with practical application in society.

The "Advanced Inquiry Subjects" include "Advanced Seminars I & II" and "Graduation Research I & II," allowing students to proactively set their own research topics and realize a culmination of inquiry that integrates theory and practice.

 

③ Elective Subjects

"Elective courses" are a group of subjects that students can flexibly take to pursue a wide range of research activities, and the system is designed to enable diverse learning, including courses from other academic faculties.




(2) Learning methods and learning process

Classes emphasize peer teaching and learning, and are based on active learning methods such as group work and presentations. Even in subjects where students acquire foundational knowledge, emphasis is placed on "teaching and encouraging critical thinking" to deepen understanding. Furthermore, student TAs and SAs are assigned to classes to provide multi-layered educational support. While face-to-face instruction is the primary method, online, on-demand, and hybrid learning methods are combined depending on the characteristics of the subject, creating a system that allows students to continue learning autonomously while enhancing their ICT literacy.

Furthermore, the curriculum of this academic group employs a unit system, requiring students to select one unit each from the "Foundation Program" and the "Practical Program." Students are required to complete at least six credits in the "Foundation Program" and at least ten credits in the "Practical Program." This system allows students to progressively develop their learning by first learning theoretical foundations in the Foundation Program and then cultivating applied practical skills in the Practical Program. In addition, students engage in project-based learning that connects the university with real-world settings, integrating their findings in their graduation research.




(3) How to evaluate learning outcomes

To achieve the learning objectives based on the diploma policy, this academic group will primarily evaluate learning outcomes using the GPA system and the CAP system. Furthermore, it will utilize a curriculum map that systematizes the entire educational program and a four-year rubric that clearly indicates the level of achievement at each stage of learning, creating a system that allows students to reflect on their own learning and check their progress. This will link the outcomes of each course to the learning objectives of the entire academic group, making systematic and gradual growth visible. Finally, through the mandatory graduation research project for all students, the results of their research will be comprehensively integrated, confirming the achievement of the learning objectives within this academic group.

This academic group aims to cultivate individuals who can contribute to society through individual, collaborative, and practical inquiry, based on a comprehensive understanding of education and research concerning lifelong human growth, development, and learning. To achieve this objective, we seek a wide range of individuals who possess the following qualities, abilities, and motivation.

 

(1) Individuals who possess the basic academic skills, communication abilities, and logical thinking skills acquired up to high school, which form the foundation for university studies.

(2) Individuals who have a strong interest in the challenges facing society and education and who have a strong desire to contribute to solving them.

(3) A person who has a strong intellectual curiosity and a willingness to deeply explore things without being bound by common sense.

(4) Persons who respect diverse values and have a willingness to learn together through dialogue and collaboration with others.

(5) Those who take initiative in everything they do and have a desire to improve themselves through learning from experience.