Three policies

At College of Health and Welfare, we cultivate individuals who can professionally contribute to achieving healthy lives for all and improving welfare.

 

[The ideal student profile]

Acquire specialized knowledge and skills in health and welfare.

They possess a rich humanity that allows them to empathize with the wishes, worries, and joys of all people.

They can acknowledge the existence of diverse values and actively collaborate with others based on logical thinking.

The knowledge gained at university can be used to improve one's own physical and mental health, as well as to support others and contribute to society.

 

To achieve this objective, this academic group will grant graduation and award 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 Conferral" is embodied in the "Policy on Curriculum Development and Implementation," and all learning within this academic group is linked to the school's guiding principle, "Gakuji Jijin" (learning and serving others).

 

(1) Knowledge and understanding of health, welfare, and related Area

Students will be able to acquire the knowledge necessary to respect fundamental human rights, recognize each individual as a unique being, adopt a global perspective, and contribute to the health and well-being of people with diverse needs.

 

(2) Skills that can contribute to the health and well-being of all people

By acquiring the skills necessary to contribute to the health and well-being of people with diverse needs, we can provide the most appropriate support for each individual.

 

(3) Understanding people and communication skills

This program aims to deepen understanding of all people from diverse cultural and social backgrounds, recognize the dignity of oneself and others, accurately understand one's own and others' feelings and thoughts, and develop and utilize communication skills to express oneself appropriately.

 

(4) Counseling Mind

You can develop the ability and attitude to accept other people's feelings and try to understand them from their perspective.

 

(5) Problem-solving ability

Students will acquire and be able to utilize information gathering skills and logical and critical thinking abilities that are useful when facing challenges. Furthermore, they will develop a continuous learning attitude, cultivate their own strengths, and maximize their use to explore challenges and move forward towards solutions.

 

(6) Teamwork and Leadership

To achieve common goals, individuals will develop the ability and attitude to collaborate with others, maximizing the team's overall strength. Furthermore, they will be able to fulfill their own roles with leadership qualities to achieve this.

 

(7) Ethics and self-management skills

To realize the health and well-being of all people, one must act with a sense of ethics, discipline oneself, and contribute to the development of society.

This school focuses on three academic Area: "Health and Sports Area," "Welfare and Psychology Area," and "Childcare Area." The goal is to support all people, regardless of differences in values, cultural or social backgrounds, or disability, to maintain their physical and mental health and improve their quality of life throughout their lives. The six majors—Health Sciences, Sports Science, Social Welfare, Mental Health Welfare, Practical Psychology, and Childcare—indicate the specializations available at each Area.

 

To achieve the academic outcomes outlined in the "Policy on Graduation Recognition and Degree Conferment," we have organized the curriculum into four categories: "Basic Education Subjects," "Specialized Basic Subjects," "Specialized Subjects," and "Optional Courses." These subjects are offered through a combination of lectures, seminars, experiments, practical training, and practical skills. Additionally, to systematize the curriculum, we offer major and minor programs and implement "numbering" (indicating academic Area and difficulty) to support systematic learning.

 

The following are the guidelines regarding the structure of this curriculum, learning methods and processes, and the evaluation of learning outcomes.

 

(1) Curriculum organization

The curriculum of this faculty is structured to cultivate professionals with a broad perspective, as is possible at a comprehensive university, through "1. Basic Education Subjects," "2. Basic Specialized Subjects," "3. Specialized Subjects," "4. Elective Subjects," and "5. Major/Minor Programs."

 

① “Basic education subjects”

These courses, primarily taken in the first year, are designed to lay the foundation for transitioning to university learning and life, fostering a proactive attitude and fundamental skills. They consist of "core subjects" and "foreign language subjects."

 

1) Core subjects

The curriculum consists of "Christianity and the Founding Principles," "Written Expression," "Fundamentals of Communication," "Computer Literacy I," and "Basic Seminar," and aims to equip students with the knowledge and skills necessary to embody the school's founding principles and other educational goals.

 

"The Fundamentals of Communication"

You will learn proactive, spoken communication skills (presentation abilities) and fundamental, versatile communication knowledge and techniques that are essential for interpersonal assistance. Through dialogue with others, you will gain an understanding of yourself and others, and develop the skills to help others.

 

"Basic Seminar"

To ensure that students in this undergraduate program have a fulfilling student life, we prepare them to approach their university studies with confidence. Students will set their own goals, create medium- and long-term plans, and consider how they want to spend their time at university. To this end, they will learn through experiential learning sessions held by advisor classes, majors, and the entire undergraduate program, so that they can understand university learning and its methods, how to solve problems in student life, and the importance of cooperating with peers in their studies.

 

2) Foreign language subjects

In "English I" and "English II," students thoroughly learn fundamental concepts and then progress to learning advanced, practical English. For students who wish to pursue more advanced English studies or study abroad, we offer "Applied English." Furthermore, in "English for Health and Welfare," which aims not only to acquire English skills but also to make learning English and different cultures enjoyable, we incorporate topics such as overseas cultures and lifestyles, serving as a bridge to studying abroad or pursuing graduate studies.

 

② Specialized foundational subjects

Mainly in the 1st~2nd year, students acquire the basic knowledge and skills needed for study within the academic cluster. The course is divided into 'Humanities Area' courses, 'Social Sciences Area', 'Natural Sciences Area', 'Composite Area', and 'Practical Foundation Subjects' to learn basic knowledge about each academic Area field. Through studying specialized foundational subjects, students learn fundamental knowledge about each academic Area and prepare for choosing their own major and program.

 

1) Humanities Area subjects, Social Sciences Area subjects, Natural Sciences Area subjects, Composite Area subjects

Students learn basic knowledge and skills, including the fundamental concepts of each specialized Area and the general knowledge and skills required for interpersonal support positions. Students must complete at least 2 credits each of the Area in humanities, social sciences, natural sciences, and the Area of the combined fields, and by studying the four Area in a balanced way, students acquire understanding of humanity from various perspectives.

 

2) Practical foundational subjects

The curriculum consists of "fieldwork" courses, which provide opportunities for learning through hands-on experience. Through direct interaction in the field with diverse people from different generations, cultures, and backgrounds, students can gain experience in thinking and acting independently within a team. A variety of programs are available, including opportunities to create "places to belong and playgrounds" in collaboration with local residents, children's clubs, and disability-related organizations, as well as opportunities for intergenerational exchange, connections through food, and health promotion for local people through sports and exercise. By sharing diverse values and broadening perspectives, students will enhance their motivation for learning in their specialized fields. In addition, programs are available to deepen understanding of welfare, education, and sports using overseas locations as field sites, making it possible to have even short-term overseas experiences during the four years of study.

 

③ Specialized subjects

It consists of "major subjects" and "research-based subjects."

 

1) Major Subjects

This group of subjects is designed to further enhance specialized knowledge, building upon the knowledge and skills acquired in "Basic Education Subjects" and "Basic Specialized Subjects." It consists of six specialized fields: "Health Science," "Sports Science," "Social Welfare," "Practical Psychology," "Mental Health and Welfare," and "Childcare," deepening specialized theories and skills based on the Basic Specialized Subjects. In addition, there are seminars, experiments, practical training, and hands-on subjects to provide practical experience in the field.

 

2) Problem exploration subjects

We offer courses such as "Specialized Seminars," "Graduation Theses," and "Graduation Research" that aim to bring students' learning to a culmination through research of their own interests. Furthermore, to resolve questions arising from fieldwork in practical foundation courses, we also offer problem-solving fieldwork courses where students consider what society needs and what they themselves can do, by actually interacting with local people. By experiencing the connection between specialized learning and the real world, we aim to deepen each student's learning and help them in their career development.

 

④ Free choice

In addition to the subject groups ① to ③ mentioned above, students can take courses of their choice according to their diverse interests and goals. They can study foundational and specialized subjects offered by this faculty in excess of the graduation requirements, or they can select and take courses from both on-campus and off-campus programs.

 

By acquiring major subjects from other academic faculties or courses from other universities (such as those offered through overseas study programs, credit transfer agreements with other universities, the Open University of Japan, and member universities of the Western Tokyo Metropolitan Area University Credit Transfer Agreement Association), students can further enhance their expertise or broaden their knowledge base.

 

⑤ Major/Minor Program

To comprehensively cultivate all the qualities and abilities outlined in the degree awarding policy, we have established six major programs and twelve minor programs (six minor programs I and six minor programs II). Both the major and minor programs consist of foundational and specialized subjects.

 

1) Major Program

It consists of 36 credits, a series of subjects that demonstrate the expertise one has acquired, and is linked to the type of degree awarded.

 

2) Minor Program

Each program consists of 20 credits: A) a program to study a minor in one of the fields adjacent to the major (Minor I), and B) a Area cross-sectional program (Minor II) to expand learning into health, welfare, and related fields.

 

By deepening specialized study of major programs while combining minor programs to study related Area, the goal is to acquire knowledge and skills in "health and welfare" with a broad perspective.

 

<6 Major Programs>

1. Health science

2. Sports Science

3.Social welfare science

4.Mental health and welfare science

5. Practical Psychology

6.Nursery science

 

<6 Minor I Programs>

1. Health science

2. Sports Science

3.Social welfare science

4.Mental health and welfare science

5. Practical Psychology

6.Nursery science

 

<6 Minor II Programs>

1. Social work

2. Support for the elderly

3. Community Design

4. Sports and Welfare

5. The psychology of health support

6. Child support

 

(2) Learning methods and learning process

① Graduation requirements

Students must acquire at least 14 credits in foundational education subjects, at least 16 credits in foundational specialized subjects, and at least 44 credits in specialized subjects, in addition to completing at least one major program and at least one minor program. However, this requirement can be substituted by completing two or more major programs.

 

② Completion of major and minor programs

Students choose one major program from six options (this will be their main major) and one or more minor programs from twelve options (six minor I programs and six minor II programs) (excluding minor programs with the same name as their major program). They must acquire at least 36 credits for their major and at least 20 credits for their minor I and II courses from the designated subject groups for each major and minor program.

 

You will learn and confirm whether the Area you chose at admission and your major truly suit you, and plan your studies until graduation. At the start of the fall semester of the second year (after four semesters), students confirm one major program and simultaneously select one or more minor programs from Minor I or II. However, minor I programs with the same name as your main major cannot be registered.

 

The final day of the regular examination period in your graduating semester (final semester) is your last opportunity to register for and change (add or delete) your major (second or subsequent) or minor program. If you have completed the required courses for your registered program, the name of the completed program will be listed on the "Major/Minor Completion Certificate" that you receive along with your degree certificate upon graduation.

 

③ Completion of "Fieldwork (Domestic)" and "Fieldwork (Overseas Training)" courses.

Multiple programs are available, allowing students to take the same course multiple times. This enables them to gain experience in various fields, or in the same field, share diverse values, and broaden their perspectives.

 

④ Completion of specialized seminars

The specialized seminar (taken in the third year of study) consists of "Specialized Seminar I" (2 credits) and "Specialized Seminar II" (2 credits). Commonly known as a "seminar," it is conducted in small groups. Students choose a seminar based on their area of interest or topic, independently determine their research theme, and deepen their specialized knowledge through discussions and other activities. Through discussions and presentations, students develop the ability to logically communicate their research findings.

 

"Specialized Seminar I" is offered in the spring semester, and "Specialized Seminar II" is offered in the fall semester. It is desirable to take both "Specialized Seminar I" and "Specialized Seminar II". "Specialized Seminar I" is a prerequisite for "Specialized Seminar II". In principle, "Specialized Seminar I" and "Specialized Seminar II" should be taken under the same instructor.

 

During a designated period in the fourth semester, applications and selections for the specialized seminars (seminars) that students wish to enroll in will take place.

 

⑤ Utilization of "Curriculum Models"

This school offers programs (major and minor programs) to help students acquire skills and knowledge across specialized fields or academic Area of each major. The curriculum model shows examples of skills acquired through cross-program programs or by combining programs with multiple subjects. Make use of the model and think about how to combine them according to your own interests, and create a course plan that best suits what you want to learn.

 

However, due to timetable constraints and enrollment limits for some courses, it may not always be possible to take courses exactly as planned.

 

Examples of combinations

1. Major Program × Minor I & II Programs + Specialized Subjects

2. Major Program × Minor I & II Programs + Specialized Subjects + Specialized Seminar

3. Major Program × Minor I & II Programs + Specialized Subjects + Specialized Seminar + Graduation Thesis/Research

4. Major Program × Minor I & II Programs + Specialized Subjects + Fieldwork (Inquiry-Based Approach)

 

* Our university offers two types of minors: "Minor I" and "Minor II," both of which consist of six programs.

* As a graduation requirement, you must complete at least one program from either Minor I or Minor II.

* We encourage students to take multiple minor programs. You may choose multiple programs within Minor I, multiple programs within Minor II, or programs that span both I and II.

 

⑥ Utilization of the advisor system

Our university has established an advisor system where advisors are responsible for providing individualized guidance to students regarding their study plans and course registration. Each advisor is generally assigned to guide approximately 15 students (advisees) in each academic year until graduation. The advising primarily focuses on academic matters, such as monitoring students' learning progress and providing guidance on course selection.

 

"Basic Seminar," one of the core subjects (required) in the first year, is conducted in groups (classes) of around 15 students, each assigned to a specific advisor faculty member. The advisor, acting as the class teacher, serves as the point of contact for the Basic Seminar, handling attendance management, assignments, and other related matters.

 

(3) How to evaluate learning outcomes

① Learning outcomes indicate the extent to which students have achieved the learning outcome objectives outlined in the "Policy on Graduation Certification and Degree Conferral." The curriculum map and other resources show which learning outcomes are emphasized for each subject.

 

② The methods for evaluating learning outcomes are specifically outlined in the syllabus for each subject. Furthermore, by clearly defining the evaluation criteria for learning outcomes, we make grade evaluation transparent and ensure rigorous assessment.

Its purpose is to train health and welfare professionals who can respond to the diverse and advanced welfare needs of a declining birthrate and aging society. To succeed as a professional, it is necessary to have an interest in human growth, development, and daily life from infants to the elderly, not limit oneself to a single specialized Area, acquire broad knowledge and skills, and have the ability to think comprehensively from multiple perspectives.

 

In a global society, respect for diversity is a fundamental principle, and individuals are expected to possess the humanity to empathize with people's wishes, worries, and joys, understand and accept people from diverse backgrounds, and contribute to the realization of a harmonious society.

 

Therefore, the academic cluster is divided into three academic Area: "Health and Sports Area," "Welfare and Psychology Area," and "Childcare Area," along with six majors (Health Sciences, Sports Science, Social Welfare, Mental Health Welfare, Practical Psychology, and Childcare). Alongside minor programs, students deepen their specialized learning that interests them and develop their studies in related Area.

 

During your four years of student life, you will not only deepen your knowledge and understanding, but also acquire practical skills to solve societal problems by accumulating experiential and practical learning.

 

[Desired Student Profile]

We seek individuals who resonate with the educational philosophy of our academic group and who desire to grow through learning and experience.

Furthermore, those who wish to begin their studies here are expected to possess the following qualities, and these qualities will be assessed during each selection process.

(1) Those who possess the basic academic abilities that should be acquired by the time they reach high school.

(2) Those who have a strong desire to learn on their own initiative and a sense of independence.

(3) Persons who have a strong interest in people's health, mind, body, and welfare.

(4) Individuals who actively engage with society and have the motivation to take on various challenges.

(5) Those who understand the founding principles of the school, are willing to serve others, and have the desire to improve together.