Department of Welfare and Culture,Welfare and Culture Major
When each individual is healthy both physically and mentally, it is possible to move in a good direction for the community. In order to achieve this well-being, we aim to train professionals who can play an active role in the fields of health, sports, and welfare in the community.
In the Department of Welfare and Culture; Welfare, Health, and Sport Major, a degree is awarded to students who complete 124 credits and take the required courses and fulfill other requirements, and who are able to develop and comprehensively use the following abilities and qualities.
1. Well-educated, with the ability to think comprehensively and from multiple perspectives
(Ability to understand the diversity of multiple and different cultures)
By understanding diversity, it is possible to foster empathetic human relationships while becoming well-educated and acquiring specialized knowledge and ethical views to respect human rights.
2. The ability to learn independently and cooperate with others
(Attitude for actively contributing to regional society)
Students are able to acquire the practical skills required at health, sports, and welfare sites based on the community’s needs and actively work towards developing the local societies.
(Communication ability for cooperating with various kinds of people and organizations)
Students acquire a communication ability with a welfare mindset at the core that incorporates consideration for others, acceptance/empathy, co-existence, and support towards people of different backgrounds.
3. Regional co-creation
(The ability to solve problems in regional societies and the corresponding required logical thinking abilities)
Students can find and understand the problems in local communities and analyze and express the information and knowledge needed to solve them logically and from multiple perspectives.
4. The ability to use specialized knowledge and skills
(Ability to comprehensively use specialized knowledge and skills)
While students help support others stay healthy or improve their health so that all people can lead culturally, physically, mentally, and socially healthy lives, students acquire knowledge and learn theory in a comprehensive and interdisciplinary way for the balanced development of a healthy body and a generous heart, as appropriate for their stage of development.
Curriculum policy (Content and method of education)
1. Content and method of education
(1) Well-educated, with the ability to think comprehensively and from multiple perspectives
(Learning through general education)
Through general education, we aim for students to acquire the study skills and communication skills fundamental for four years of education, and we provide career guidance to help students consider their career. Also, by taking courses across a broad range of fields, students consider the values, systems, practices, education, etc., related to the broad problems faced by modern society from multiple perspectives, and they learn the basic perspectives and way of thinking for co-creation. In the Departmental Core Courses, students deepen their understanding of health and welfare principles like well-being and self-actualization while establishing ethical views and developing practical skills based on their career plan in the health or welfare fields.
(Arrangement of courses in consideration of academic relationships)
The specialized courses are arranged into Health and Sport Courses and Basic Sport Courses for acquiring the fundamental knowledge and skills required at health and sports sites; Welfare Courses for developing a welfare mindset that includes consideration for others, acceptance and empathy, etc.; and Career Courses for deeper learning related to a student’s career. The curriculum structure includes lectures, seminars, field learning, and participatory learning to foster specialized knowledge and skills through practice and reflection.
(2) The ability to learn independently and cooperate with others
(Educational method in consideration of practical skills)
In order for students to acquire the fundamental practical skills related to health, sports, and welfare, we have them understand the links between the knowledge gained through studying and from on-site, primarily through field learning and seminars, so that it can be put into practice. Also, in order to achieve in-depth learning that is independent and interactive, our educational methods incorporate active learning.
(3) Regional co-creation
So that students can find and understand the problems in local communities, particularly in the health and sports fields, and analyze and express the information and knowledge needed to solve them logically and from multiple perspectives, we have established courses in the Major Specialization Courses where community education is practiced and students study these methods.
(4) The ability to use specialized knowledge and skills
(Course of study in specialized courses)
In year one, as students increase their understanding of health from the perspectives of medicine, psychology, and sports science, they will be able to acquire, through practical sports training, the core knowledge and skills for the balanced development of a healthy body and mind, as appropriate for their stage of development.
In year two, as students undergo lectures, seminars, and practical sports training on health science, they will be able to link this to their understanding of diversity by taking Welfare Courses.
In year three, students increase the specialized knowledge learned through college education according to their career choice. This is linked to their senior thesis in year four so that they can integrate their specialized knowledge and skills.
(Integrated, specialized seminar education)
Specialized seminar courses (required) have been established for years two to four. Specifically, Basic Seminars have been established for acquiring basic knowledge and theory related to specialized health, sports, and welfare fields, and Specialized Seminars have been established for strengthening and pursuing personal expertise.
In year four, students create their senior thesis as a culmination of four years of study.