Applicable to students entering in the 2023 academic year and onwards.

Faculty of Engineering will award a Bachelor of Engineering degree to those who have acquired the 124 required credits for graduation in accordance with the prescribed curriculum regulations and whose following learning outcomes have been confirmed.

This allows for reflection on how to live well in the modern world, based on Christian teachings.

Students will be able to understand the contemporary significance of the Bible and, based on that understanding, discuss their own thoughts on how to live well in modern society. In particular, they will be able to understand the importance of compassion for others and collaboration with others.

They will be able to utilize the general skills and abilities necessary for advanced intellectual activities, as well as their English language skills.

Students will acquire and be able to utilize general skills and abilities that form the basis of advanced intellectual activities (such as communication skills, logical and critical thinking skills, information literacy, and mathematical literacy), as well as English language proficiency. In particular, they will be able to understand things logically and objectively and express those understandings orally and in writing.

Students will be able to identify problems and comprehensively utilize their learning outcomes to solve them.

By comprehensively utilizing the learning outcomes from both general education and specialized fields, students can propose solutions to various specific issues, including regional challenges. In particular, they can leverage their specialized engineering knowledge and related learning outcomes to identify and solve problems.

They can perceive things from a broad and diverse range of perspectives and show understanding for different ways of thinking and values.

Students will be able to perceive themselves and the world from diverse perspectives, including history, society, and nature, and to show understanding for different perceptions, ways of thinking, and values. In particular, they will be able to critically consider solutions to engineering problems and their effectiveness.

The following learning outcomes can be demonstrated in Faculty of Engineering.

The following learning outcomes can be demonstrated in the Department of Department of Mechanical Engineering and Intelligent Systems.

1. You will be able to understand the fundamental knowledge of mechanical engineering and explain the overview of design, development, and production.
2. Students will be able to identify specific challenges in mechanical engineering, comprehensively utilize their learning outcomes to solve them, and explain the outline of their solutions.
3. They possess an awareness of the applications of mechanical engineering and can make proposals that contribute to its development.

In the Department of Department of Electrical and Electronic Engineering, students can demonstrate the following learning outcomes:

1. Based on the fundamental mathematics, natural sciences, and specialized knowledge in the fields of electrical and electronic engineering, one can explain the general outlines of the perceptions and ways of thinking specific to each specialized area.
2. Students will be able to independently pursue their studies by utilizing their fundamental knowledge in specialized fields such as power and control systems, information and communication systems, and electronics and materials science, and will be able to summarize their research results and explain their outline in their graduation research.
3. To solve problems demanded by society, students can proactively acquire information on science and technology and offer opinions from an engineering perspective on analyzing issues and proposing solutions.

In the Department of Civil and Environmental Engineering, students can demonstrate the following learning outcomes.

1. Based on expertise in civil engineering, environmental engineering, and architecture, I can offer opinions from an engineering perspective on problems that society demands.
2. They are interested in a wide range of engineering fields and can proactively seek out information related to science and technology.
3. Through their graduation research, students will be able to utilize their foundational knowledge in their specialized field to pursue independent learning, summarize their research findings, and explain their outline.
4. I can explain the importance of ethics for engineers.

Applicable to students entering in the 2024 academic year and beyond.

In order to achieve the learning outcomes (hereinafter referred to as "learning outcomes") set forth in the Faculty of Faculty of Engineering 's degree awarding policy, Faculty of Engineering will organize and implement a systematic and sequential curriculum in accordance with the following policy.

1. With the primary objective of achieving learning outcomes 1-4, the curriculum includes general education subjects, foreign language subjects, and health and physical education subjects, with courses mainly allocated to the first and second years.
2. With the primary objective of achieving learning outcome 1, a university-wide group of courses called "Human Foundations" will be established within the general education curriculum. At its core, courses on the Bible and Christianity will be placed in the first and third years, with 4 credits required and 2 credits elective, respectively.
3. With the primary objective of achieving learning outcome 2, a university-wide group of courses called "Intellectual Foundations" will be established within the general education curriculum. Furthermore, with the primary objective of achieving learning outcome 2, English will be a required subject with 4 credits among the foreign language courses.
4. With the primary objective of achieving learning outcome 3, a university-wide group of courses called "Problem-Solving Research" is included in the general education curriculum, fostering an attitude of independently identifying problems and striving to solve them.
5. The liberal arts courses "Human Foundations," "Intellectual Foundations," and "Problem-Solving Research" serve as first-year education, foundational education, transition education to active learning, and career development support education for university learning, forming the basis for learning outcome 5 through the achievement of learning outcomes 1, 2, and 4 and their connection to specialized education.
6. Learning Outcome 3, as an initiative toward active learning, will be part of the achievement goals for all subject groups and all courses. Furthermore, with the primary objective of comprehensively utilizing learning outcomes related to engineering, a graduation research course will be included within the specialized education courses.
7. The "General Education" subject group is established within the liberal arts curriculum with the primary objective of achieving learning outcome 4. Furthermore, the foundational specialized subjects in the first year also serve as a basis for achieving this learning outcome.
8. Specialized education subjects are established with the primary objective of achieving learning outcomes 5(1) to (4). The implementation policies for specialized education subjects in each department are as follows.

   Department of Mechanical Engineering and Intelligent Systems

   Students will acquire fundamental knowledge of design, development, and production related to mechanical engineering, and will develop the ability to independently pursue learning by utilizing this fundamental knowledge in their specialized field through experiments, exercises, and graduation research, as well as to summarize research results and explain their outlines.

   Department of Electrical and Electronic Engineering

   Students will acquire fundamental knowledge in power and control systems, information and communication systems, and electronics and materials systems within electrical and electronic engineering. Through experiments, exercises, and graduation research, they will utilize this fundamental knowledge in their specialized fields to pursue independent learning, and develop the ability to summarize research results and explain their outlines.

   Department of Civil and Environmental Engineering

   Students will acquire specialized knowledge in civil engineering, environmental engineering, and architecture, and will develop the ability to independently pursue learning by utilizing fundamental knowledge in their respective fields through experiments, exercises, and graduation research, as well as to summarize research results and explain their outlines.

9. The primary objective is to provide a comprehensive foundational education in specialized subjects, and introductory courses are included in the specialized subjects taught in the first year.
10. For specialized education subjects, a diverse range of courses will be offered to correspond to students' career paths after graduation. Multiple study systems will be established, and career development support education will be provided in the first year to help students choose the appropriate system.
11. The required credits for graduation and the methods of coursework will be determined appropriately for each department, focusing on the completion of specialized education subjects while ensuring a balanced achievement of the learning outcomes stipulated in the degree awarding policy.

Applicable to students entering in the 2023 academic year.

In order to achieve the learning outcomes (hereinafter referred to as "learning outcomes") set forth in the Faculty of Faculty of Engineering 's degree awarding policy, Faculty of Engineering will organize and implement a systematic and sequential curriculum in accordance with the following policy.

1. With the primary objective of achieving learning outcomes 1-4, the curriculum includes general education subjects, foreign language subjects, and health and physical education subjects, with courses mainly allocated to the first and second years.
2. With the primary objective of achieving learning outcome 1, a university-wide group of courses called "Human Foundations" will be established within the general education curriculum. At its core, courses on the Bible and Christianity will be placed in the first and third years, with 4 credits required and 2 credits elective, respectively.
3. With the primary objective of achieving learning outcome 2, a university-wide group of courses called "Intellectual Foundations" will be established within the general education curriculum. Furthermore, with the primary objective of achieving learning outcome 2, English will be a required subject with 4 credits among the foreign language courses.
4. With the primary objective of achieving learning outcome 3, a university-wide group of courses called "Problem-Solving Research" is included in the general education curriculum, fostering an attitude of independently identifying problems and striving to solve them.
5. The liberal arts courses "Human Foundations," "Intellectual Foundations," and "Problem-Solving Research" serve as first-year education, foundational education, transition education to active learning, and career development support education for university learning, forming the basis for learning outcome 5 through the achievement of learning outcomes 1, 2, and 4 and their connection to specialized education.
6. Learning Outcome 3, as an initiative toward active learning, will be part of the achievement goals for all subject groups and all courses. Furthermore, with the primary objective of comprehensively utilizing learning outcomes related to engineering, a graduation research course will be included within the specialized education courses.
7. The "General Education" subject group is established within the liberal arts curriculum with the primary objective of achieving learning outcome 4. Furthermore, the foundational specialized subjects in the first year also serve as a basis for achieving this learning outcome.
8. Specialized education subjects are established primarily to achieve learning outcomes 5(1) to (4). Introductory subjects are included in the first-year specialized education curriculum primarily to provide a general foundational education related to these outcomes.
9. For specialized education subjects, a diverse range of courses will be offered to correspond to students' career paths after graduation. Multiple study systems will be established, and career development support education will be provided in the first year to help students choose the appropriate system.
10. The required credits for graduation and the methods of coursework will be determined appropriately for each department, focusing on the completion of specialized education subjects while ensuring a balanced achievement of the learning outcomes stipulated in the degree awarding policy.

Applicable to students entering in the 2025 academic year and beyond.

The Faculty of Faculty of Engineering accepts students based on the following criteria:

1. I strongly desire to understand Tohoku Gakuin University's educational program, which is based on the educational philosophy of "character education through Christianity" (including classes on the Bible and Christianity, and university worship services), and to learn collaboratively with diverse people while maintaining a sense of initiative. (A proactive attitude towards learning)
2. I am eager to acquire broad knowledge in science and technology, and I strongly desire to contribute to society through proactive learning within the Faculty of Engineering Faculty of Engineering and its various departments, after understanding the educational philosophy, objectives, and content of each department. (Proactive learning attitude)

   Department of Mechanical Engineering and Intelligent Systems

   They possess a strong interest in and desire to learn about, understand, and create machinery, have the necessary foundational knowledge to accomplish these things, and have a sense of responsibility as a member of society.

   Department of Electrical and Electronic Engineering

   I am eager to acquire broad knowledge in power and control systems, information and communication systems, and electronics and materials systems, and I strongly desire to contribute to society through learning in these fields.

   Department of Civil and Environmental Engineering

   I have a strong desire to study essential subjects in the fields of environmental engineering, civil engineering, and architecture (such as mathematics, mechanics, planning, design and drafting, and experimentation), and I hope to contribute to society as an engineer in these fields.

3. Through their studies in high school, they possess the fundamental knowledge and application skills equivalent to that of a high school graduate, which are necessary for studying in the Faculty of Faculty of Engineering. (Knowledge and Skills)
4. Students will be able to utilize the knowledge and skills acquired in high school, and use the required level of critical thinking and Japanese language proficiency to answer basic and general questions and problems related to university studies in both written and oral form. (Critical thinking, judgment, and expression skills)

For those who fall under any of the following categories, item 5 or 6 will be added to the evaluation.

5. Having achieved outstanding results in sports and cultural activities, I intend to contribute to the revitalization of extracurricular activities after enrolling at this university. (Knowledge/Skills / Proactive Learning Attitude)
6. As international students, returnees, and working professionals, they are striving to leverage their respective strengths in their university studies. (Knowledge/Skills / Proactive Learning Attitude)

Applicable to students entering in the 2023 academic year and onwards.

Faculty of Engineering (hereinafter referred to as "the Faculty") will accurately grasp the achievement status of its three educational policies: the "Policy on Degree Conferral," the "Policy on Curriculum Development and Implementation," and the "Policy on Student Admissions." In order to utilize this information for improvement toward "quality assurance of education," the Faculty will measure and evaluate educational outcomes from various perspectives (hereinafter referred to as "assessment") based on the following policies.

1. The assessment will be conducted on three policies: "Policy on degree awarding," "Policy on curriculum development and implementation," and "Policy on student admissions."
   1. Regarding the "Degree Awarding Policy," the assessment will focus on the extent to which students are actually achieving the learning outcomes required by that policy, particularly the learning outcomes of "Policy 3" and "Policy 5."
   2. Regarding the "Curriculum Organization and Implementation Policy," the assessment will primarily focus on whether appropriate educational content and methods are being provided to students in order to achieve the learning outcomes stipulated in the "Degree Awarding Policy."
   3. Regarding the "Admissions Policy," the assessment will primarily focus on the extent to which new students possess the proactive learning attitude, the knowledge and skills necessary for learning in this faculty, and their thinking, judgment, and expression abilities, as required by the policy.
2. In assessments, while utilizing existing data within the university, new indicators must be continuously developed in collaboration with relevant organizations, primarily the Institutional Research Committee, to address the complexity and multifaceted nature of the assessment subjects.
3. The assessment must be conducted and compiled annually by the Faculty Review and Evaluation Committee, and the results, along with a comprehensive evaluation of the "Three Educational Policies," must be reported to the University-wide Review and Evaluation Committee.
4. Assessments will also be conducted for each subject.