MOT教育コアカリキュラム_英語

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The names attached to the major and included items are to identify and facilitate the understanding of content that students must learn and are not necessarily consistent with the course titles offered under the major or included items. In addition, a single item in major or included level can be covered through several courses, and the order the items presented does not indicate the order where the education should be provided. There is also no need to constrain teaching style to traditional lecture, i.e., exercises, reading in turn, seminars, practical training, and other approaches may also be applied. Since students enrolling in MOT professional graduate schools have a diverse range of backgrounds, it is consequently conceivable that some of them will already be familiar when they enroll with certain knowledge of the core curriculum. As described earlier, the learning items in the core curriculum define the level of achievement that should be attained by the student. Hence, a student deemed to have already attained a given level of achievement should not be compelled to take a required course and should be dealt with flexibly depending on the situation. Introduction ――Background and concept of the development and revision of Core Curriculum for MOT-Education―― 6 of MOT professional education. While a graduate of an MOT professional graduate school is expected to demonstrate creative problem-solving skills from multiple viewpoints in MOT in the real world, the MOT graduate will, in practice, be required to collaborate with the relevant sections and personnel in a company or organizations in order to effectively solve problems. Basic knowledge of technology and management will be needed to provide a shared understanding or a common foundation for smoothly promoting such efforts. From this perspective, learning items are presented as the minimum requirement (learning requirements that the graduate must meet) of MOT education. As described earlier, there are diverse situations concerning the systemization of knowledge pertaining to MOT. Therefore, the method of describing the learning items has not yet been completely standardized. More detailed description should help to facilitate an understanding of certain items in some cases. The aim of the comprehensive area is to provide students with chances to obtain the capabilities for creative problems solving by leveraging the integration of learned knowledge and skills. It is conducted by each university as a part of the program with various contents, namely project study, project exercise, and research on specific topics depending on the diploma policy. In this booklet, the comprehensive areas is described on the basis of the qualitative requirements. Comprehensive area