Three Policies

• Diploma Policy
• Curriculum Policy (Policy for organizing and implementing the curriculum)
• Admission Policy

Diploma Policy

Based on the founding spirit, the educational philosophy of the school is to cultivate "chidoka" as advocated by the founder, Takayoshi Endo, through practical education.
The Faculty of Faculty of Humanities and Social Sciences aims to develop talented individuals who understand the structure and dynamics of modern society, which is becoming increasingly complex and diverse and in need of sustainability, and who have the ability to conceive and realize the well-being of people, society, and nature. Students who meet the requirements set by Faculty of Humanities and Social Sciences and who have acquired the following abilities will be awarded a Bachelor's degree in Human and Social Sciences.

High ethical standards

• By learning about the existence of people with different cultural, social, and historical backgrounds than our own, and imagining the significance of coexistence and the difficulties involved in achieving it, we can develop an ethical attitude.

Wide-ranging education

• By acquiring a wide range of knowledge in the natural sciences, humanities, and social sciences, students will be able to utilize specialized knowledge, thereby discovering the source of problems and discovering the path of scientific approaches to problems. They will also be able to communicate appropriately to share problems and proposals for solutions.

Specialized knowledge and skills

• Students will be able to collect data and materials using methods such as social surveys to grasp the structure and dynamics of modern society, and analyze and interpret them from the perspective of sociology and related social sciences. In addition, students will be able to take action to reconcile diverse opinions and realize collaboration in practical problem-solving settings, and will be able to appropriately examine and utilize the results.
   

We will develop and implement a curriculum to help students acquire the above abilities, and evaluate their learning outcomes based on the acquisition of the required credits. For students who have not acquired enough credits, we will conduct interviews to understand their learning outcomes and help them improve.

Curriculum Policy (Policy for organizing and implementing the curriculum)

The Faculty of Faculty of Humanities and Social Sciences values tradition and achievements, pursues the true joy and excitement of practical studies, and systematically organizes and implements the following curriculum in order to achieve its diploma policy.

The School of Faculty of Humanities and Social Sciences defines its four-year curriculum as follows: In the first year, students study general faculty subjects that form the basis of university-wide fundamental education. In the second year, students develop basic skills according to their interests. In the third year, students deepen their learning according to their individual interests. In the fourth year, students further deepen their learning and complete the results of their learning in the form of a graduation thesis.

Specialized Education

Undergraduate specialized subjects are broadly divided into "introductory subjects for undergraduates" and "elective subjects." "Introductory subjects for undergraduates" are mainly assigned to students in their first and second years, and students acquire basic concepts and academic literacy in preparation for studying specialized subjects. "Elective subjects" are mainly assigned from the second year onwards, and three courses have been established to allow systematic learning by organizing multiple subjects into units: "Environment and Sustainability," "Culture and Communication," and "Community Development and Coexistence." Each course will specify required elective subjects across units. There will also be a "research and analysis unit" to allow students to acquire the necessary knowledge and skills according to their interests. Furthermore, there will be a "Project Based Learning unit (PBL unit)" to deepen learning in a practical setting.

Seminar education

In the "Seminar Courses," interactive education is provided in small groups, deepening each student's individual interests and summarizing them in a graduation thesis. In addition, by linking these courses with the Faculty Basic Seminars and PBL courses such as "Project Training" from the second year onwards, the improvement of necessary skills, the formation of abilities, and the deepening of interests are linked.

In Faculty of Humanities and Social Sciences, the knowledge and skills acquired in each course are listed in the syllabus, and the learning outcomes are evaluated according to the evaluation methods and standards listed in the syllabus. In addition, the GPA system is introduced to grasp the learning situation of students and to use it for guidance. A degree is awarded as set out in the Diploma Policy by acquiring the number of credits set out in the above categories, and by acquiring a total of 124 credits or more.

Admission Policy

The Faculty of Faculty of Humanities and Social Sciences aims to cultivate individuals who can thrive in today's society, where sustainability is paramount. To achieve this, it is desirable to develop the ability to envision and implement a sustainable world where everyone can live better. To develop such visions, it is necessary to have a broad interest in phenomena and issues related to people, society, and nature, and to conduct independent research. Furthermore, to carry out practical activities based on these visions, collaboration based on understanding and respect for diverse individuals is essential. We welcome students who are motivated to learn about the world by studying a wide range of disciplines, primarily sociology, but also economics, political science, environmental studies, and social welfare. These students will be eager to investigate social issues independently, collaborate with diverse individuals, actively engage in practical work, and contribute to the realization of a sustainable world.

Fundamental Qualities Required of Prospective Students

1. Students who have acquired a broad range of high school curriculum skills, possess the fundamental academic abilities necessary for their studies, and are motivated to conduct in-depth research on their own to broaden their knowledge (knowledge and skills).
2. Students with the desire to envision and realize a sustainable world where everyone can live better (thinking skills, judgment skills, and expressive skills)
3. We are looking for motivated students with strong logical thinking skills, accurate reading comprehension, and effective communication skills (thinking ability, judgment, and expression).
4. Students who respect the perspectives of people from different cultures, societies, and historical backgrounds, and who are willing to engage in active exchange of opinions, are seeking to foster an understanding of diversity (proactiveness, diversity, and collaboration).
5. Students who are proactive and collaborative, and who are eager to engage in practical learning by collaborating with various people inside and outside the university (proactiveness, diversity, collaboration)

Basic Policy for the Selection of Incoming Students

For the selection of new students in the Faculty of Humanities and Social Sciences, the Fundamental Qualities for Prospective Students will be evaluated using the following methods.
Interviews will be conducted primarily to comprehensively evaluate candidates’ desire to realize a sustainable society, their ability to think logically and communicate accurately, their understanding of diversity, their positive attitude toward learning, and their cooperative spirit to engage with issues. School records and study plans will be used to evaluate candidates’ positive attitude toward learning in high school and their ability to cooperate with others. Records of certifications and scholastic ability tests will be used to evaluate basic academic skills and accurate reading comprehension up to high school level. The specific selection policies are as follows.

1. Selection by School Recommendation
   Admission will be determined through a comprehensive assessment based on interviews, school principals’ letters of recommendation, school records, and essays, focusing on basic academic skills, capacity for thinking, communication skills, and proactiveness.
   1. (1) Selection by School Recommendation Under the Designated School System
      Candidates will be assessed based on letters of recommendation, school records, and content of essays to confirm their capacity for thinking, making decisions, and expressing opinions. In particular, the assessment will focus on basic academic skills, capacity for thinking, communication skills, and proactiveness.
   2. (2) Publicly offered school recommendation-based selection
      [Academic Evaluation Type] "Knowledge and skills" will be assessed based on the content of recommendation letters, transcripts, and essays. In particular, emphasis will be placed on and evaluation of "basic academic ability," "critical thinking skills," "communication skills," and "proactiveness."
      [Certification and Qualification Evaluation Type] This evaluation primarily assesses "knowledge and skills" based on recommendation letters, academic transcripts, and the status of certifications and qualifications held. Particular emphasis is placed on evaluating "basic academic ability," "critical thinking skills," "communication skills," and "proactiveness."
2. Comprehensive Selection
   Admission will be determined through a comprehensive assessment based on study plans, essays, and interviews, focusing on capacity for thinking, communication skills, understanding of diversity, proactiveness, and cooperation.
   1. (1) Scholarship recipient comprehensive selection
      In order to select particularly outstanding individuals as scholarship recipients, the selection method will include their inquisitive approach to assigned tasks, the status of their qualifications, and character evaluations by alumni faculty members.
      [Presentation-based] This assessment evaluates "thinking skills, judgment skills, and expressive skills" based on understanding the problem, appropriateness of data collection methods, presentation skills, and accuracy in answering questions. Particular emphasis is placed on evaluating "understanding of diversity," "reading comprehension," and "communication skills."
      [Certification and Qualification Evaluation Type] This evaluation assesses "knowledge and skills" based on the possession of certifications and qualifications. Particular emphasis is placed on evaluating whether the applicant possesses "basic academic ability."
      [Collaborative with graduating faculty] "Thinking skills, judgment skills, and expressive skills" are assessed based on the content of the character evaluation report, transcript, and essay. Particular emphasis is placed on evaluating "proactiveness" and "collaboration."
      [Inquiry-Based Learning Assessment] Based on the inquiry-based learning report and oral examination, "proactiveness, diversity, and collaboration" will be assessed by examining the student's actions and efforts in inquiry-based learning, the logical organization and explanation of those actions and efforts, and the learning and motivation gained through the experience. Particular emphasis will be placed on "understanding of diversity," "proactiveness," and "collaboration."
   2. (2) General comprehensive selection
      [Aptitude Test Type] Based on the results of the aptitude test, "knowledge and skills" will be confirmed. In particular, "thinking ability" and "communication skills" will be emphasized and evaluated through the interview.
      [Certification and Qualification Evaluation Type] This evaluation assesses "knowledge and skills" based on the possession of certifications and qualifications. Particular emphasis is placed on evaluating whether the applicant possesses "basic academic ability."
      [Activity-Based Evaluation] This evaluation assesses "proactiveness, diversity, and collaboration" based on students' participation in extracurricular activities. Particular emphasis is placed on evaluating "proactiveness" and "collaboration."
   3. (3) Comprehensive selection for applicants applying to multiple schools
      [Activity-Based Evaluation] This evaluation assesses "proactiveness, diversity, and collaboration" based on students' participation in extracurricular activities. Particular emphasis is placed on evaluating "proactiveness" and "collaboration."
      [Academic Ability Assessment Type] This assessment focuses on "knowledge and skills" from a basic academic ability test to evaluate whether students have a good understanding of each subject and topic they studied in high school. Those who achieve particularly outstanding results will be selected as scholarship recipients.
   4. (4) Comprehensive selection based on cultural and sports achievements
      [Special Selection Type, General Selection Type] We will assess "proactiveness, diversity, and collaboration" based on the achievements of students in cultural clubs, sports clubs, etc. In particular, we will place emphasis on and evaluate "proactiveness" and "collaboration."
3. General Selection
   Candidates will be assessed based on an examination of documents, including the results of a scholastic ability test, a comprehensive written test, the Common Test for University Admissions, school records, and so on, to confirm their knowledge and skills. Admission will be determined through a comprehensive assessment, with a particular focus on evaluating whether a candidate possesses basic academic skills.
   1. (1)Individual Examination Category
      Focusing on the results of the individual tests, basic academic skills will be evaluated by adding the assessment of school records to the results. In the scholastic ability test, particular emphasis will be placed on Japanese among the designated subjects.
   2. (2) Common Test for University Admissions Category
      Focusing on the results of the Common Test for University Admissions, basic academic skills will be evaluated by adding the evaluation of school records to the results.
4. Special Selection
   
   1. (1) Special selection for international students, special selection for students with foreign roots
      Applicants will be evaluated based on their interview, study plan, essay, and Japanese Language Proficiency Test (JLPT) scores, and a comprehensive decision will be made regarding their acceptance or rejection. "Knowledge and skills" will be assessed based on JLPT scores. In particular, "basic academic ability" will be valued, and "proactiveness" and "collaboration" will be emphasized in the interview.
   2. (2) Special Selection based on Recommendation by the National Association of Principals of Commercial High Schools 
      Admission will be determined through a comprehensive assessment of school records, study plans, and so on. Knowledge and skills will be confirmed based on the acquisition of high-difficulty qualifications designated by the university. Scholarship students will be selected based on an assessment of basic academic skills and other qualities.