Faculty of Sociology
Educational/Research Objectives and Policies

Purpose of education and research

Its purpose is to go beyond training students to simply discover the problems that society truly needs to solve and think about and be active in the solutions to the problems by themselves. It is to develop capable human beings who can contribute to the stable development of modern society and the happiness of the people who live in it through active cooperation with others.

Department of Sociology

Purpose of education and research

Its aim is to develop capable individuals who go beyond utilizing their expertise in sociology to independently act to solve the various problems in modern society related to "regions," "humans," and "media." These individuals will also contribute to creating a society that accepts diverse values and will have the ability to act openly in social cooperation with others.

Policies

Diploma policy

This department's diploma policy is in accordance with the university-wide diploma policy, and it is based on molding human beings according to the founding principles. Additionally, it will have the students learn the qualities listed below, and it will graduate and confer a Bachelor’s degree in sociology to people who have satisfied the graduation requirements stipulated by the faculty.

(A) An understanding and knowledge about specialized fields

  1. Having an understanding and fundamental knowledge of the diverse concepts and frameworks of sociology.
  2. Having an understanding and fundamental knowledge of social research that is done to clarify social phenomena.
  3. Having and understanding the diverse specialized knowledge that is at the core of sociology that is needed to solve the various problems in modern society related to "regions," "humans," and "media."

(B) Skills

Specialized skills

  1. Being able to conduct proper quantitative and qualitative social research to get a proper understanding of the societal realities.
  2. Being able to convey information and make proposals to solve the problems based on the results of the research that was conducted.
  3. Being able to apply the diverse specialized knowledge that is at the core of sociology in practical settings to solve the various problems in modern society related to "regions," "humans," and "media."

Generic skills

  1. Being able to make logical claims based on evidence when having a dialog or discussion with others, and being able to fairly assess other people's claims using the same criteria.
  2. Being able to responsibly see one's roles through to end while advancing the process to solve the problem in cooperation with others.
  3. Being able to handle basic communication in foreign languages (particularly English) to build good relationships with diverse partners in the global community.
  4. Being able to accurately acquire necessary information using Information and Communication Technology (ICT) devices and to be able to process, compile, and effectively convey the information that was obtained as necessary.

(C) Attitudes and intentions

  1. Having pride in one's self and self-confidence and having the desire to manifest one's own maximum potential while working in harmony with others.
  2. Being aware that it is possible to be mistaken in one's own ideas and thoughts while having the desire to keep making progress towards building a better society by continuing to encourage others.

Curriculum Policy

To accomplish the goals set out in the diploma policy (policies for approving of graduation and conferring degrees), a curriculum has been created that systematically organizes general education courses, interdisciplinary education courses, and specialized education courses (general faculty courses and specialized department courses). The general education courses that are shared by all of the faculties are organized based on the university's curriculum policy, and the class subjects are organized so there is no division between specialized education and liberal education.

Specialized education courses provide the foundational learning to acquire this department's specialization. The general faculty courses are organized so that learning sociology can be done in stages in the introductory courses and the basic courses, and the arrangement of leadership courses makes it so that they are also organized so students can get a deeper understanding of their future jobs and professional lives. Furthermore, in the specialized department courses, there are diverse subjects related to sociology and the department, and as students' advance into later academic years, there are also seminar courses that promote independent learning, advanced courses for application, and basic courses that provide a foundation for specializing. By having these courses, the curriculum is organized in a way that can deepen specialization in stages for each of the three courses of study established within the department.

Additionally, interdisciplinary education courses have been established to cultivate a multifaceted viewpoint at the same time as deepening students' specializations, and the class subjects are organized so that students can take specialized education courses in fields to supplement their specialized fields.
These policies for curriculum organization match up with the following seven items that are characteristics of this department's organization of its curriculum. The department has sought to make these items suitable through examining the results of student questionnaires related to: (1) syllabi and grade assessments methods, (2) grade distributions, (3) classes being taken and state of credit acquisition, and (4) educational programs. Moreover, the evaluation of learning outcomes in each of the courses is done according to the methods for assessing grades stipulated in the syllabus for each course.

[Characteristics of the curriculum's organization]

  1. Emphasis of general education courses
    In addition to the human science education courses that are in the fields of the humanities, social sciences and natural sciences, there is also an emphasis placed on any one of the following: physical education courses, career development support education courses, or language education courses.
  2. Getting the most out of introductory education
  3. By providing basic knowledge in general sociology in both seminars and lectures and offering lectures that explain actual examples, the student's desire to learn in their specialized area is evoked.
  4. Developing specialized education that is systematic and sequential
    The students learn the methodology of social research and the skills to conduct quantitative and qualitative social research as the foundation for specialized education. Additionally, the department provides basic knowledge related to regional sociology, family sociology, and the sociology of the media, and it also deepens the specialized knowledge in each of these areas in the Regional Social Development Course, Human Social Development Course, and Social Media Development Course.
  5. Cultivating a multifaceted perspective based on the standard of specialization Students can take courses in the Department of Sports and Health Sciences and courses offered in other faculties that are in their field of interest or fields related to their specialized area. This allows students to cultivate a multifaceted perspective based on their own specializations.
  6. Getting the most out of seminars that build "integrated knowledge"
    Seminar courses that incorporate Project Based Learning (PBL) lessons and active learning techniques have been established. The purpose of these seminar courses is to form higher-level "integrated knowledge" that combines academic knowledge. obtained in the classroom with experiential knowledge learned. through experiences with various real problems.
  7. Emphasis in leadership and career education in specialized education
    The specialized education is systematically incorporated into the leadership and career education in the form of being combined with the general education courses, so that students can be strongly aware of the relationship between their area of specialization and career development.
  8. Support for acquiring qualifications
    The curriculum is organized in a way where students can obtain qualifications related to their specialty, and it is possible for them to obtain qualifications to be a social researcher. Moreover, it is also possible for students to obtain the first class teaching license of middle school (social studies) or the first class teaching license of high school (civics), and it is also possible for them to obtain qualifications as a librarian, qualifications as a curator, qualifications as teacher librarian or the qualifications to take the test for being an officially certified sports coach.

Admissions policy

The educational goal of the Faculty of Sociology is to "go beyond training students to simply discover the problems that society truly needs to solve and think about and be active in the solutions to these problems by themselves. It also is to develop capable human beings who can contribute to the stable development of modern society and the happiness of the people who live in it through active cooperation with others. "This department has established the admissions capacity so that all of the students who are admitted can grow into these sorts of capable human beings through the four-year curriculum, and it is seeking talented people who have the following qualities.

  1. People who have an interest in the various problems and phenomena in society and who have the desire to try to think of the relationship between them and the solutions to the problems.
  2. People who can exhibit leadership without being absolutists about their own perspectives and values while understanding and accepting people with diverse characteristics and values.
  3. People who have strong academic ambitions and are inclined to try to contribute to the development of a society that accepts diverse values in the future.

Department of Sports and Health Sciences

Purpose of education and research

Its aim is to develop capable individuals who go beyond utilizing their expertise in sociology and sports and health sciences to independently act to solve the various problems in modern society related to "health and sports." These individuals will also contribute to creating a mentally and physically healthy society and will have the ability to act openly in social cooperation with others.

Policies

Diploma policy

This department's diploma policy is in accordance with the university-wide diploma policy, and it is based on molding human beings according to the founding principles. Additionally, it will have the students learn the qualities listed below, and it will graduate and confer a Bachelor's degree in sports and health sciences to people who have satisfied the graduation requirements stipulated by the faculty.

(A) An understanding and knowledge about specialized fields

  1. Having an understanding and fundamental knowledge of the diverse concepts and frameworks of sociology.
  2. Having an understanding and fundamental knowledge of social research that is done to clarify social phenomena .
  3. Having and understanding the diverse specialized knowledge that is at the core of sociology that is used to solve the various problems in modern society related to "sports and health sciences."
  4. Having and understanding the specialized knowledge in the sports and health sciences department to solve the various problems in modern society related to "sports and health sciences."

(B) Skills

Specialized skills

  1. Being able to conduct proper quantitative and qualitative social research to get a proper understanding of the societal realities regarding sports and health.
  2. Being able to convey information and make proposals to solve the problems based on the results of the research that was conducted.
  3. Being able to apply the diverse specialized knowledge that is at the core of sociology in practical settings to solve the various problems in modern society related to "sports and health sciences."
  4. Being able to apply the diverse specialized knowledge of the sports and health sciences department in practical settings to solve the various problems in modern society related to "sports and health sciences."

Generic skills

  1. Being able to make logical claims based on evidence when having a dialog or discussion with others, and being able to fairly assess other people's claims using the same criteria.
  2. Being able to responsibly see one's roles through to end while advancing the process to solve the problem in cooperation with others.
  3. Being able to handle basic communication in foreign languages (particularly English) to build good relationships with diverse partners in the global community.
  4. Being able to accurately acquire necessary information using Information and Communication Technology (ICT) devices and to be able to process, compile, and effectively convey the information that was obtained as necessary.

(C) Attitudes and intentions

  1. Having pride in one's self and self-confidence and having the desire to manifest one's own maximum potential while working in harmony with others.
  2. Being aware that it is possible to be mistaken in one's own ideas and thoughts while having the desire to keep making progress towards building a better society by continuing to encourage others.

Curriculum Policy

To accomplish the goals set out in the diploma policy (policies for approving of graduation and conferring degrees), a curriculum has been created that systematically organizes general education courses, interdisciplinary education courses, and specialized education courses (general faculty courses and specialized department courses). The general education courses that are shared by all of the faculties are organized based on the university's curriculum policy, and the class subjects are organized so there is no division between specialized education and liberal education.

Specialized education courses provide the foundational learning to acquire this department's specialization. The general faculty courses are organized so that learning sociology can be done in stages in the introductory courses and the basic courses, and the arrangement of leadership courses makes it so that they are also organized so students can get a deeper understanding of their future jobs and professional lives. Furthermore, in the specialized department courses, there lecture courses and practical learning courses related to sports and health sciences from early on , and as students' advance into later academic years, there are also seminar courses that promote independent learning, advanced courses for application, and basic courses that provide a foundation for specializing. By having these courses, the curriculum is organized in a way that can deepen specialization in stages.

Additionally, interdisciplinary education courses have been established to cultivate a multifaceted viewpoint at the same time as deepening students' specializations, and the class subjects are organized so that students can take specialized education courses in fields to supplement their specialized fields. These policies for curriculum organization match up with the following seven items that are characteristics of this department's organization of its curriculum. The department has sought to make these items suitable through examining the results of student questionnaires related to: (1) syllabi and grade assessments methods, (2) grade distributions, (3) classes being taken and state of credit acquisition, and (4) educational programs. Moreover, the evaluation of learning outcomes in each of the courses is done according to the methods for assessing grades stipulated in the syllabus for each course.

[Characteristics of the curriculum's organization]

  1. Emphasis of general education courses
    In addition to the human science education courses that are in the fields of the humanities, social sciences and natural sciences, there is also an emphasis placed on any one of the following: physical education courses, career development support education courses, or language education courses.
  2. Getting the most out of introductory education
    By providing basic knowledge in general sociology in both seminars and lectures and offering lectures that explain actual examples, the student's desire to learn in their specialized area is evoked.
  3. Developing specialized education that is systematic and sequential
    Fundamental knowledge related to sports and health sciences and the sociology of sports and health sciences is provided, and in later academic years, the students learn about a variety of fields that apply sports and health sciences while deepening their specialized knowledge about "fields related to the connection between sports and health sciences and society and fields related to sports and health sciences. Also, the students learn the methodology of social research and the abilities to conduct quantitative and qualitative social research as the foundation for specialized education.
  4. Cultivating a multifaceted perspective based on the standard of specialization
    Under certain conditions, the students can take courses in the Department of Sociology and courses offered in other faculties that are in their field of interest or fields related to their specialized area. This allows students to cultivate a multifaceted perspective based on their own specializations.
  5. Getting the most out of seminars that build "integrated knowledge"
    Seminar courses that incorporate Project Based Learning (PBL) lessons and active learning techniques have been established. The purpose of these seminar courses is to form higher-level "integrated knowledge" that combines academic knowledge. obtained in the classroom with experiential knowledge learned through experiences with various real problems.
  6. Emphasis in leadership and career education in specialized education
    The specialized education is systematically incorporated into the leadership and career education in the form of being combined with the general education courses, so that students can be strongly aware of the relationship between their area of specialization and career development.
  7. Support for acquiring qualifications
    The curriculum is organized in a way where students can obtain qualifications related to their specialty, and it is possible for them to obtain qualifications to be a social researcher. Moreover, it is also possible for students to obtain the first class teaching license of middle or high school (physical education), and it is also possible for them to obtain qualifications as a librarian, qualifications as a curator, qualifications as teacher librarian or the qualifications to take the test for being an officially certified sports coach.

Admissions policy

The educational goal of the Faculty of Sociology is to "go beyond training students to simply discover the problems that society truly needs to solve and think about and be active in the solutions to these problems by themselves. It also is to develop capable human beings who can contribute to the stable development of modern society and the happiness of the people who live in it through active cooperation with others. "This department has established the admissions capacity so that all of the students who are admitted can grow into these sorts of capable human beings through the four-year curriculum, and it is seeking talented people who have the following qualities.

  1. People who have an interest in the various problems and phenomena in society who have the desire to try to think of the relationship between them and the solutions to the problems.
  2. People who can exhibit leadership without being absolutists about their own perspectives and values while understanding and accepting people with diverse characteristics and values.
  3. People who have strong academic ambitions and are inclined to try to contribute to the development of a society that is both physically and mentally healthy in the future.