The Degree Programs in Systems and Information Engineering provide a flexible learning system so that the students can be guided towards the acquisition of generic competences, and the specific competences mentioned in the Diploma Policy through a path suitable for individual students.
Since the learning contents of students varies depending on the individual career plans, the learning status will be confirmed through dialog between the supervisors and students according to the following three steps, in order for students to systematically acquire generic/specific competences while ensuring the extensive learning of students.
(1) Indicate the relationship between the courses and the competences in the curriculum map to arrange an environment so that students and instructors are able to confirm it mutually;
(2) While managing the learning status including learning and research activities other than classes for each student (participation in academic conferences, internships, etc.) by a check sheet (achievement level assessment sheet);
(3) Utilize opportunities, such as giving instructions on theses, mid-term evaluations and preliminary assessments
This structure allows students and supervisors to accurately confirm the student’s learning status of the competences. If there are any insufficiencies in the learning, it can be compensated for by providing guidance on course selection.
Regarding how to make plans to acquire the competences, the acquisition of competences will be fulfilled while providing guidance on a course selection suitable for the career plan of students, through dialog with instructors utilizing the curriculum map and achievement level assessment. The quality of the degree will also be guaranteed by comprehensive evaluation of the learning items for each competence in the Doctoral Thesis and Dissertation Committee.
In order to acquire diverse knowledge in the Systems and Information Engineering field, courses in the degree programs are specified as common courses which can be studied by all students of degree programs, except for the courses specialized for specific degree programs (specific degree program courses), such as compulsory subjects of specific degree programs. The common courses are divided into two categories including basic subjects and advanced subjects. In the basic subjects, the fundamental knowledge and ability is fostered for setting the research tasks and executing the research plans. In the advanced subjects, special knowledge and management ability is fostered together with the special seminar courses and special research courses of each specific degree program.
Based on the curriculum mentioned above, graduate students are able to learn in their major field of research from the basics and then expand, while studying the curriculum of a specific degree program.
Subjects consisting of courses which can be studied by students of multiple specific degree programs.
Subjects consisting of courses which can only be studied by students of specific degree programs.
The Achievement Level Assessment System is introduced in the Degree Programs in Systems and Information Engineering for all specific degree programs.
The achievement level assessment is for checking the achievement status of the knowledge and ability (generic/specific competences) which must be acquired by all students on their own, in order to promote systematic learning. Studying while checking themselves on how they have been studying and their level of achievement will lead to them reconsidering their level, which will also clarify the knowledge and ability required to achieve future goals and acquire the competences. The aim of this system is to also guarantee the quality of the degree by performing a comprehensive assessment of the learning outcome for each competence in the specific degree programs.
Although when and how to perform the achievement level assessment (period and standard of achievement level assessment) has been defined in each specific degree program, the basic policy as a degree program is as follows.
– Standard of Achievement Level Assessment: The standard of the Achievement Level Assessment refers to the level required to complete the applicable program, and the standard is defined separately by each specific degree program.
– Position of Achievement Level Assessment at completion of a program: The assessment results of the achievement level are handled as a part of the final examination which is performed at the same time as the examination of a thesis / dissertation. In order to pass the final examination, it is necessary to satisfy the Achievement Level Assessment standard defined by each specific degree program in principle.
– Establishment of Achievement Level Assessment Committee: The Achievement Level Assessment Committee which implements the Achievement Level Assessment will be established in each specific degree program.
– Competence points: The points for the generic competences and specific competences will be defined for each class subject. The points will also be defined for learning (Academic Conference presentations, etc.) other than the class subjects. Regarding the points, one credit converts to 100 points, and the points are distributed to the generic competences and specific competences.
– Implementation period of Achievement Level Assessment: The mid-term assessment and final assessment are implemented for the Achievement Level Assessment. The details of the implementation period are defined separately by each specific degree program.”
The basic research guidance in each specific degree program of the degree programs adopts a team-teaching system, where the program is provided by a secondary supervisor, in addition to a primary supervisor. The faculty members of the degree programs provide research guidance in other specific degree programs as a secondary supervisor if necessary, after defining the specific degree programs as the primary supervisor. This system allows for the provision of detailed course selection guidance and learning support, based on the research plan and career plan of individual students.
* The faculty members of other graduate schools and degree programs in cooperation will also participate in the research guidance as required according to educational requirements.
The University of Tsukuba is located in the center of Tsukuba Science City. For this reason, there are many exchanges with various research institutions, where collaborative research and joint seminars are often held. Research institutions that we have close relationships with include the National Institute of Advanced Industrial Science and Technology (AIST), National Institute for Environmental Studies (NIES), National Institute for Land and Infrastructure Management (NILIM), Public Works Research Institute (PWRI), Building Research Institute (BRI), High Energy Accelerator Research Organization (KEK), and Japan Aerospace Exploration Agency (JAXA), etc. We also actively perform research exchange with private research institutions that moved into Tsukuba Science City.
In order to respond to the academic and social needs, this degree program adopts a cooperative graduate school system which provides research guidance to students of degree programs in an excellent environment, where the state-of-the-art research facilities of research institutions can be utilized with prominent researchers invited from numerous research institutions located in Tsukuba Science City as Professors and Associate Professors of the University of Tsukuba.