“International Educational Program for the Head Engineer over the Fronts of Gigantic Systems” In the rapidly changing environment in engineering research and education, it is already apparent that multidisciplinary thinking is urgently needed to muster human resources to respond to the needs of the globalized world. Further, the nature of engineering research and education has changed substantially in recent years due to these cross-disciplinary trends. Thus, it is now crucial that traditional engineering education be augmented with multidisciplinary studies without compromising depth. To this end, the Graduate School of Engineering at The University of Tokyo aims to promote the formation of a multidisciplinary research and educational environment by establishing joint educational programs through collaboration with leading partner universities in the U.S. and Europe within the “Deans Forum”.

■ The following are the six pillars of our program through which the quality of academic exchanges with our partner universities is assured.

1. Promotion of student exchange based on transferrable credit system. 2. Increase mobility of students based on joint degree supervisions. 3. Exchange of faculty members for multidisciplinary academic guidance. 4. Cooperation in compilation of engineering text books. 5. Periodical Deans Forum meetings. 6. Organization of student symposiums and workshops.

■ Student-Mobility

■ Visualization of the Content of Education, Dissemination of the Outcomes The contents of education and research at the School of Engineering and reports of the various programs conducted under this project can be found on our “Global Initiative” website. On this website , there is also a syllabus search system where the relationships between course syllabus structures can be searched for and viewed. http://global.t.u-tokyo.ac.jp/

<Visit to KTH>

2011 2012 2013 2014 2015

Outbound 70 59 78 78 78

Inbound 14 25 57 57 57

Through this project, we aim to increase the number of outbound and inbound students by promoting student exchange based on a transferrable credit system, joint degree supervisions, and short-term student exchanges related to multidisciplinary, project-based programs.

■ Promotion of Student-Mobility Environment In 2011, the Institute for Innovation in International Engineering Education (IIIEE) was established in the Graduate School of Engineering to reinforce a global system of education and research. 4 centers (the Global Centre for Innovation in Engineering Education, the Center for Engineering Fundamentals, the Center for International Affairs, and the Center for Interdisciplinary Research and Education Collaboration) each play an important role in the promotion of this project.

■ Programs in 2012 1. UT-MIT International Lectures: As part of this joint lecture with MIT, 8 MIT students visited UT and 14 UT students visited MIT. Students experienced lectures and lab visits and held an international symposium. Presentations were given in groups and active discussions were held. 2. Workshop for Interdisciplinary Global Engineers: 15 Master’s students were selected to take part in this workshop at KTH (Sweden) and Imperial College London. Students experienced academic exchanges with students and researchers in English on multidisciplinary topics. 3. Student Exchange Program: 2 students to KTH, 5 students to ETH (Zurich), and 1 student to Imperial College London were sent as exchange students based on agreements. 4. Short –term student visit to KTH: Four students were selected to visit KTH to experience graduate-level lectures using the “Peer instruction method”.

5. International Spring School at UCB: 8 US Students, 7Japanese students and 2 European students participated in a Spring School 4 day workshop on nuclear engineering organized by UC Berkeley and UT. 6. Doctoral Student Research Projects in Overseas Universities: 5 doctoral students were selected to conduct short-term research in overseas partner universities to establish new multidisciplinary joint educational programs. 7. Deans Forum Workshops and Meetings: Within the Deans Forum framework, an interdisciplinary workshop on Resilience Engineering was held at UT. A working-level meeting among members was also held to discuss further collaboration in joint education and research.

Note : FY2011-2012 results, FY2013 -2015 planned

Re-Inventing Japan Project: The University of Tokyo

<Deans Forum on Engineering>

Tokyo Institute of Technology International Education Program for Research Advancement: Conceptual Overview

Name of project (Type B-1) Global Science and Engineering Leader Development Collaborative Network Project Overview The project provides start-to-finish education for internationally-oriented students, from university admission to graduation and employment, to become future global science and engineering leaders. Through an established international collaborative network with world-leading science and engineering universities in Europe, the US and Asia, the project offers a research experience-oriented overseas education program for undergraduate students and a group guidance-oriented exchange program for graduate students, a new model of exchange for science and engineering students.

■ Program objectives and model for developing human resources

■ Formation of a framework for inter-university exchange with assurance of quality ○ Basic approach to the assurance of quality The basic approach of the project is to construct a system for certification that allows participating students to effectively achieve satisfying results in coursework, with partner universities maintaining each other's respective quality assurance systems.

■ Student mobility in exchange programs

■ Making educational content visible and communicating results Summer Program student presentation

○ Construction of a world-class cooperative network and development of global elite human resources Based on the results of collaboration with major universities in Asia and Europe, the project has constructed a systematic cooperative network with major US universities which have traditionally pursued exchanges individually, and is working toward developing global elite human resources – researchers, technicians, businesspersons, international institution staff, and others – who are active on the world stage.

○ Initiatives to foster internationality in Tokyo Institute of Technology students As initiatives that spans the course from university admission to the awarding of a degree, the project engages in (1) activities to enhance awareness among high school students; (2) development of an international liberal arts education program; (3) development of a research-oriented summer program ; (4) development of the Joint Educational program (group guidance-oriented exchange program); and (5) development of a support system for international careers.

○ Guidance and advice through Study and Research Plans For each student, academic advisors in universities on both sides maintain communication and, by exchanging Study and Research Plans/Record, provide guidance and advice regarding curriculum studies and research both before and during study abroad period, and after returning to the home university.

○ Web-based provision of information and development of outstanding human resources In the implementation of the program, the Institute has established a unique website associated with the existing Tokyo Institute of Technology English website and partner universities‘ websites, providing information to a wide demographic community extending beyond participating students. Moreover, the use of Study and Research Plans/Record, as well as grade management with strong commonality, are presented in a form that can be referenced by other universities.

2011 2012 2013 2014 2015

Outgoing students n/a 11 17 17 17

Incoming students n/a 17 17 17 17

○ Outgoing Japanese students The project sent 11 students to several of the 16 partner universities in 2012 and plans to annually send one student to each partner university from 2013 onwards, under the framework of either the summer program or the Joint Educational Program.

○ Incoming foreign students The project accepted 17 students in 2012 and will continue to annually accept one student from each of the 16 partner universities, under the framework of either the summer program or the Joint Educational Program.

■ Preparations to support the exchange of outgoing Japanese and incoming foreign students ○ Preparations to support the outgoing exchange of Japanese students The project has established an English prep course to boost the language skills of students wishing to study abroad. It also academically advises students through the appointment of study abroad advisors at the partner universities. During study abroad period, the project offers consultation on studies and everyday living through means such as email, and offers advice through career advisors.

○ Support structure for the incoming exchange of foreign students In addition to posting program content on its website, the project is working toward the smooth acceptance of foreign students through close communication with partner universities. During students' studies in Japan, the project appoints Tokyo Institute of Technology students in related fields as tutors, and provides advice from career advisors and 24-hour counseling.

■ Content of the initiative

Tokyo Institute of Technology

Caltech MIT

Georgia Institute of Technology UC Berkeley

University of Washington University of Wisconsin University of Minnesota

Stanford University Brown University

IDEA League Imperial College

Delft University of Technology

ETH RWTH Aachen University

ParisTech (Tokyo Institute of

Technology) Tsinghua University *

KAIST* The Hong Kong University of

Science and Technology Nanyang Technological University

US Europe

Asia

The international collaborative network

ASPIRE League

○ Summer program-focused educational program and graduate school group guidance program The above (3) research-oriented summer program consists of short-term research projects, lecture-based coursework on common themes, and coursework in specialty fields in English under the name Tokyo Tech International Research Opportunity Program (TiROP), with undergraduate and Master's course students joining a laboratory for the summer and fall terms onward. The above (4) Joint Educational Program consists of research activities in partner universities for a fixed period, on research themes jointly set by the Tokyo Institute of Technology and partner universities.

* Tsinghua University and KAIST are implemented under a separate program.

2012 : Actual number exchanged / 2013 onward: Projected number

【Name of project】（Adopted year: FY2011, Type B－1） Japan-US Advanced Collaborative Education Program (JUACEP)

【Aim of project, Ideals for Global Human Resources on project】 To provide top-level research-based education for master’s course students in Engineering, and to stimulate Japanese students and broaden their scope through co-study and co-work with overseas students in a multi-cultural environment.

【Summary of project】 Co-education with the University of Michigan and University of California Los Angeles (UCLA). Exchange of students and faculty to promote collaborative research and develop a global educational program leading to a joint graduate school in the future. ■ Forming University Networks with Quality Assurance

■ Student Mobility

■ Visualization of Education Content, Dissemination of Outcomes

〈 Lecture on Lexus LFA 〉

○ Short (Summer) Exchange Course (2 to 3 months) Outbound: Master’s course students visit U.S partner universities as research scholars with a J1 visa. Two credits are given by Nagoya University. Inbound: Master’s course students at U.S universities visit Nagoya to carry out independent research along with intensive lectures. Nagoya University gives a maximum of 3 credits, transferrable to the students’ home universities.

2011 2012 2013 2014 2015

Outbound 37 50 14 32 22

Inbound 0 10 22 17 37

○ Outbound: 200 NU students are expected to visit U.S universities through student exchange and workshops. ○ Inbound: 70 students at U.S universities are expected to visit and study at Nagoya University. ■ Promotion of Student Mobility Environment

■ Program Contents, Preparation for the Start of the Programs ○ FY2011 Outbound: Sixteen graduate students visited the University of Michigan for 2 months. A total of 4 students also participated in the medium & long courses and studied/are studying at the University of Michigan or UCLA. Inbound: Ten Michigan students studied “Energy Storage and Green Vehicles” at Nagoya University for 2 months. The program consisted of a research internship, 10 intensive lectures, and automobile plant tours. Workshop: To promote student exchange and partnership between universities, a student workshop was held in Michigan and a faculty workshop was held in Nagoya.

Note : FY2011-2012 actual results, FY2013 -2015 planned

○ Program PR: JUACEP is widely recognized publicly through the JUACEP homepage, http://www.juacep.engg.nagoya-u.ac.jp. The activities are updated every week. ○ Networking through SNS: To share information and experiences and maintain friendships after the program among Nagoya University and American university students, use of SNS such as Facebook is encouraged.

Re-Inventing Japan Project Nagoya University

Nagoya is called the “hub of Japanese technology.” Nagoya University takes advantage of this to provide hands-on research education by closely working with local but global industrial companies. The official agreement between NU and U.S universities allows credit exchange and transfers that ensure the quality of the program.

○ Medium & Long Exchange Courses (6 to 12 months) Outbound: Students carry out research leading to publication in scientific journals and presentations at academic conferences. They have opportunities to use state-of-the-art equipment and facilities at U.S universities as well as taking several lectures. A maximum of 4 credits are given by Nagoya University. Inbound: Students carry out NU’s unique research. A maximum of 3 credits are given by Nagoya University.

〈Nagoya University students in Michigan〉

〈 Test drive of Mitsubishi i-Miev 〉

○ Outbound: The coordinators (faculty at U.S partner universities) support visiting students to maximize the productivity of their study. An English course is prepared at Nagoya University to increase their English. ○ Inbound: Nagoya University provides all kinds of support, including university dormitories, counseling, Japanese classes, and careful mentoring by the hosting professors, teaching assistants, and the JUACEP team.

〈Co-work by Nagoya and Michigan students〉

〈Michigan University students in Nagoya〉

【Name of project】（Adopted year: FY2011, Type B－I） Introducing “Japan/US Collaboration Project-Based Learning (PBL)” and establishing “Japan/US Faculty Collaboration Arena (FCA)” 【Aim of project, Ideals of Global Human Resource on the project】 The goal of the project is to foster students’ competence to work in diverse environments and to promote their communication/coordination skills through team work. It will also enhance collaboration between faculty members in AIU and partner universities in the U.S. 【Summary of project】 Introduce “Japan/US Collaboration Project-Based Learning (PBL)” to encourage students to acquire skills necessary to take a leadership role in global society. And establish “Japan/US Faculty Collaboration Arena (FCA)” as an educational framework to promote academic exchange between Japanese and US university faculty members through collaborative research and teaching.

■ Forming the University Network with Quality Assurance ○ Japan/US Collaboration Project-Based Learning (PBL) AIU faculty together with faculty members from US universities will jointly design and co-teach courses. Students will be selected from both institutions (4-8 per school) to work together as a learning team to conduct field research accompanied by lectures in each country. Through the courses, students will have the opportunity to tackle real issues in a community, debate about the issue among group members, and work together to come up with their own solutions. They shall see that issues are intermingled with many other factors, linked to a complicated web of global, national, prefectural, state and municipal-level events and policies.

■ Student-Mobility

■ Visualization of the Content of Education, Dissemination of the Outcomes

〈A Field Activity in JAS231: Preserving Local Folk Culture (Type 3 PBL) 〉

〈FCA Workshop 〉

○ Japan/US Faculty Collaboration Arena (FCA) The FCA is a platform for faculty members to engage in cross-disciplinary and international academic conversations. It includes building PBL courses together, from the preliminary planning of syllabi to managing the course delivery and evaluation at the workshop or symposia.

2011 2012 2013 2014 2015

Outbound - 5 27 33 28

Inbound - - 27 33 33

AIU students who enrolled in Type 1 and Type 2 PBL courses will study abroad. After completing the first half of the PBL course in the US, they will come back to AIU with the US students to take the second half of the course.

■ Promotion of Student-Mobility Environment As One-Year-Study-Abroad is mandatory for all full-time students in AIU, outbound and inbound study-abroad process is a routine part of the job for faculty and staff members. Besides the advising system by the full-time faculty members, study-abroad support will be offered by the Center for International Affairs, credit transfer system by the Office of Academic Affairs and etc. The Educational Renovation Project Team, especially assigned for Re-Inventing Japan Project, will organize the PBL courses with the cooperation of other administration offices.

■ Contents of the Programs, Preparation for the Start of the Programs ○ Pre-PBL and 3 Types of PBL courses Pre-PBL course (SOC285 Community Development): offered for students

who will take a PBL course later. Also available for non-PBL students. Type 1 – PBL with 1 Year Study Abroad: students will study abroad for 1 year

prior to PBL course (starting from summer of 2013) Type 2 – PBL Short-term Study Abroad: students will study abroad only for

PBL course (starting from summer of 2013) Type 3 – PBL at AIU: the course will be offered as one of the regular courses

at AIU (started from winter of 2013)

○ FCA Workshop (2012.6.23-27) AIU hosted a “Japan/US Collaboration Project-Based Learning Courses Workshop”, inviting faculty and staff members from US universities which offers PBL courses together with AIU. Participants discussed the theme and contents of PBL courses and visited research fields in Akita prefecture.

*In AY2013, AIU will organize a FCA symposium to publish PBL results.

Note : AY2011-2012 results, AY2013 -2015 planned

At the end of the PBL course, students will make a presentation for locals in the community where they conducted their PBL field activities. Furthermore, students and faculty members will make presentations about their learning and teaching experience through PBL at FCA workshops or symposia to deliver and share the outcomes widely. Information regarding PBL and FCA activities is available at http://www.aiu.ac.jp/icpt .

Re-Inventing Japan Project Akita International University

○ Recruitment of full-time faculty/Offering extension lectures by visiting professors from abroad In order to improve the quality of trans-national education, we hired faculty including a non-Japanese full-time faculty from the USA in September 2012. We also invited three guest lecturers from abroad who are internationally recognized as leading innovators. We held special extension lectures about business and innovation design.

Re-Inventing Japan Project Exchange Program Framework Keio University

[Name of project] (Adopted year: FY2011, Type-B-I) Global Innovation Design Program (“GID Program” hereafter) [Aim of project, Ideals of Global Human Resource on the project] This program aims to educate “Global Innovation Design Leaders”, defined as internationally-oriented innovative individuals, who have skills in innovation design, communication, conducting projects, and are able to think creatively. [Summary of project] This project is an international educational program led by universities in three major centers in the US, Japan and UK. We offer a trans-national design education where students study for one semester at each partner school in different cultures amongst three of the largest economies in the world. Students earn a Master’s degree upon completion of the program.

■ Forming the University Network with Quality Assurance ○ Designing the joint educational curriculum of GID Main Program We established a framework for the GID program, accredited as a Master’s degree that will last two and a half years, starting 2013. Through regular joint meetings and a pilot exchange program (“Pre-Program”), we created a consistent, integrated curriculum.

■ Student-Mobility

At GID Short Program

Extension lecture by Prof. Josh Spear

○ Selection of GID Main Program students and commencement of the program In addition to the selection of GID students who will begin studying abroad in 2013, we conducted three-way negotiations on an agreement for the GID Program and worked out the relevant terms: the field of study, credit transfer, grade managements and coordination of curriculum. A website providing information for prospective students was also launched. (http://gid.kmd.keio.ac.jp/)

Total Number of Students 2011 2012 2013 2014 2015

Outbound (Japanese) 3 16 20 20 20

Inbound (International) 5 13 25 25 25

○ Outbound In the Academic year 2012, we sent 10 undergraduate students (Japanese) to the USA. Under the Pre-Program, we sent 7 students to the USA (3 were Japanese) and 4 students to the UK (3 were Japanese). In total, we have sent 21 students (16 were Japanese). ○ Inbound 11 international students participated in the Pre-Program (5 students from KMD, 3 from the partner institution in the UK, and 3 from the partner institution in USA) and 2 international students in the Main Program (1 from China, 1 from Canada.

■ Contents of the Programs, Preparation for the Start of the Programs ○ Putting GID Short Program into practice We sent 10 undergraduate students to a partner university, Pratt Institute in the USA, for a 1 week Short Program(a trial exchange). Instructors from three institutions took charge of lectures and workshops.

○ GID Pre-Program and a commencement of a Main Program We held a mutual exchange educational program for students at each center for approximately one month. Based on this experience, we have improved the joint curriculum provided by the three centers. We commence the GID Main Program and student exchanges starting in September 2013.

From GID Pre-Program

GID Symposium GID Workshop

Note: FY2011-2012 results, FY2013-2015 planned ■ Promotion of Student-Mobility Environment ○ GID project room use and maintenance In 2012 we held workshops for exchange students in our GID Project Room which was set up exclusively for GID students’ project work and GID workshops. We keep the facilities in good working order.

○ Maintaining the environment for exchange students We have finished working out the details of the administration framework and checked over the paperwork for visas, housing, and other matters related to students’ stays abroad for the Pre-Program. We learned about accessibility issues by hosting a hearing-impaired student for the Short Program and developed a method of assistance for students in similar circumstances.

■ Visualization of the Content of Education, Dissemination of the Outcomes ○ GID Symposium and Workshop We held a GID Symposium on November 21st, 2012 and broadly publicized the philosophy behind GID to the world. On November 23rd, GID Workshops were held at Keio University’s Hiyoshi Campus where we showcased trans-national design education. Finally, we published an Annual Book that summarized all our efforts and achievements in Academic Year 2012, including essays and photographs.

Visualization of the Contents of Education ・The university-wide minor “Global Leadership Studies (GLS)”, which was newly established in FY 2011, drew 1,742 students in 26 subjects in AY 2012. 432 students of these students took courses in 8 subjects in the Spring of 2012, and 1,310 students took courses in 18 subjects in the Fall 2012. Waseda will further expand the curriculum of the GLS. ・ Some classes are offered “on-demand”

【Summary of project】

The GLP is based on the vision of Waseda University’s founder Shigenobu Okuma whose educational philosophy aimed at creating “Harmony between the Eastern and Western civilizations.” The GLP is a program that nurtures human resources who can exhibit strong leadership in various fields in our global society. Through collaborative education with our five partner universities in the United States, this program nurtures not only Waseda’s undergraduates, but undergraduates of the United States as well, to become global leaders of the future.

【 Aim of project, Ideals of Global Human Resource on the project 】

Aim of project: With the rise of Asia in recent decades, the economy, politics, and cultures of the world have become more complex. An appreciation of issues of global significance arising out of the Asia-pacific region is in urgent need. The goal of the GLP is to foster individuals that have a solid knowledge of the histories, cultures, and societies of both Asian and Western countries. On the basis of this knowledge, and with respect for differing value systems, our hope is that these individuals will make valuable contributions as they address these issues. Ideals of Global Human Resource: Our ideal global leader is the one who can further strengthen the “Harmony between the Eastern and Western civilizations” and make positive contributions in our complex world.

Dissemination of the Program/Outcomes The website of the program has been prepared in three versions. Readers can select the appropriate page from the top page: ① For Waseda students in Japanese ② For Waseda students in English ③ For American students of the U.S. partner universities This website has been a useful and informative vehicle for publicizing the program: http://www.cie-waseda.jp/glp/gate/

Waseda University Global Leadership Program (GLP)

Re-Inventing Japan Project (Adopted year: FY2011, Type B-1)

An understanding of the histories of Eastern &Western civilizations, cultures and societies

An appreciation of such universal values as courage, trust, and commitment to service

High intellect, analytical abilities, communication skills

The ability to address global issues Individuals who can exhibit leadership in international and governmental organizations, the business world, academics, etc.

Support for Outbound Students 10 students selected as the 1st group took an intensive course during the spring break to improve their language ability and academic skills in preparation for studying abroad. Moreover, during the 2013 spring semester, the students will participate in an overnight seminar, in addition to taking an American style course to gain knowledge of aspects of Eastern/Western histories, cultures and societies.

Support for Inbound Students ・In preparation for the selection of American students in 2014, promotion of the program began at the Study Abroad Fair held at the University of California, Berkeley in September 2012. More than 100 students visited Waseda’s booth at the fair. ・ Also, the production of a promotion brochure and a DVD about the program for American students are currently in progress. Both will be used in student recruiting at the U.S. partner universities.

Sending Japanese Students Each year 10 to 15 students will be selected as GLP candidates and be sent to the U.S. partner universities beginning in the Fall 2013. Accepting American Students From AY 2014, Waseda will accept the same number of students from the U.S. partner universities. Accepted students will join the U.S.-Japan Zemi with Waseda students who have finished studies in the U.S.

Promotion of Student-Mobility Environment

Student-Mobility

Visualization of the Content of Education,

Dissemination of the Outcomes

Global Leadership Program 2nd Annual Meeting at Berkeley

Following the 1st GLP Annual Meeting held in March, 2012 when faculty and staff from the five U.S. partner universities (Columbia University, Georgetown University, the University of Pennsylvania, the University of California, Berkeley and the University of Washington) were invited to Japan, Waseda again invited the partners of the program to the University of California, Berkeley in June, 2012. There were discussions to mutually clarify specific issues regarding the program, e.g., 1) The model curriculum for U.S. students, 2) The purpose and contents of the U.S.-Japan Zemi, 3) Implementation method of field trip, internships, public presentations and so on, 4) The system for credit transfer, and 5) The system for accepting Waseda students at U.S. universities

Waseda Faculty and Staff Pay a Visit to Partner Universities

Curriculum Deliberation

In order to meet requests of the U.S. partner universities for a better understanding of Waseda’s host schools, Waseda’s faculty and staff who are in charge of the GLP visited U.S. partners in the beginning of 2013. In addition to introducing each of Waseda’s schools, faculty delivered specific information on the curriculum for the U.S. exchange students.

The professors of the U.S.-Japan Zemi and its research themes were selected by the GLP team and host schools after careful deliberation regarding the class contents and the educational benefits. Furthermore, discussions have begun on how to conduct the Global Leadership Fellows Forum, which is primarily managed by students, and how to utilize the field trips, volunteer work and internships.

Contents of the Program,

Preparation for the Start of the Program

Forming the University Network with

Quality Assurance

The Global Leadership Program Planning Meeting The GLP planning meeting shall have a gathering annually to: ・continue deliberations about the curricula considering credit transfers, grade management , the awarding of certificates ・continue deliberations over faculty exchanges and collaborative team-teaching considering the different academic calendars

*Prior to this program, student exchanges started under the existing exchange agreements.

Launch of Third Party Evaluation Committee A third party evaluation committee was established, including faculty of Waseda’s overseas affiliated universities as well as the University of California at Berkeley, a partner university of GLP, and intellectuals from the educational community and economic world. The first meeting is scheduled to take place in fall 2013.

2011 2012 2013 2014 2015

Outbound － 5* 12 12 12

Inbound － 9* 0 12 12

Project Name: （TypeB-I） Cooperative education programs with American universities Project aim and image of Global Human Resources to be developed : Ritsumeikan Asia Pacific University (APU) and St. Edward's University (SEU) will work to create a high quality collaborative education

program for students from both universities to study together, improve their language and communication skills, enhance their intercultural understanding skills and become a human resourse who can succeed in the global arena.

Project Summary: GLUE consists of two main components: a building-block style collaborative liberal arts program and a collaborative dual-degree program.

Under GLUE, students participate in a pre-enrollment study abroad program (For APU students only) before progressing into the aforementioned component sub-programs, which culminate in Capstone Subjects that serve to tie together all of the knowledge and experience gained from the liberal arts and major education subjects taken.

■ Program Progress & Student Mobility

■ Dissemination of Outcomes

Program webiste : www.glue-apu.net/e/

We publicize our program outcome via the program website and make presentations at conferences in Japan. In June this year, we will hold a mid-term report with the external evaluation committee members (open to public), and also plan to make presentations at overseas conferences as well.

# of participants

2011 2012 2013 2014 2015

Outgoing 8 49 70 70 70

Incoming 16 40 30 35 35

Pre& Post Program Classes, Advising, and e-portfolio By providing pre and post classes, individual advising and the e-portfolio, students are able to set their study abroad goals clearly prior to departure, check their progress during their study abroad, and make progress towards their future goals by utilizing study abroad outcomes after completing study abroad. E-portfolio helps create a supportive learning community. In one program of 3 months, 13 students gave over 200 comments to encourage each other. This program also provides opportunities for students who went on different programs share their experience and motivate each other for their future goals.

(1) Pre-enrollment study abroad program （March）

This is a 3 week pre-enrollment study abroad program for students slated to enroll at APU. This program aims for students to be able to plan their university study with a global perspective by taking English class by SEU faculty and a Pre-Enrollment Class by APU faculty, communicating with SEU student buddies, and participating in some field work. 8 students participated in the program in the 2011 Academic Year (AY) and 23 in AY2012.

(2) Building-block style collaborative liberal arts program Business In Japan – BIJ （March）

SEU students majoring in international business come to APU for a week of classes on Business in Japan and Asia. Students deepen their knowledge of business in Asia by taking lecturers by APU faculty, visiting Japanese companies, US companies based in Japan, and public organizations.16 students participated in AY 2011 and 20 in AY2012.

Gateway Program （June - July）

SEU students spend two months at APU learning Japanese language and culture. Students take a Japanese language course and APU-SEU joint communication course, participate in a field trip, farm-stay, and activities with APU student buddies, allowing them to experience Japanese culture from multiple angles and to learn "real live" Japanese. 10 students participated in AY 2012 and 6 are expected to participate in AY2013.

Global Communication Program - GCP （June- July）

APU students study abroad at SEU for 2 months. The aim is to improve students' English proficiency and communication skills, skills they will require to become global human resources. This is achieved by students taking SEU's acclaimed liberal arts education subjects, participating in volunteer activities in local community, and communicating with SEU buddies. 13 students participated in AY 2012 and 28 are expected to participate in AY2013.

Southeast Asian Studies Program - SEAS (August)

APU students participate in GCP and SEU students participate in BIJ or Gateway Program, then students from the Catholic University of Korea join them in conducting two weeks of field work in Thailand and Malaysia on the topics of Southeast Asian religions, cultures and societies. This program aims to further develop students’ intercultural skills and communication skills by having the participants work together in cultures unfamiliar to all. 25 students participated in AY 2012 and 20 are expected to participate in AY2013.

(3) Collaborative dual-degree program APU and SEU students study abroad for 2 years each at the host university, thus enabling them to receive two degrees upon graduation.2 APU students will start their study at SEU from August in 2013, and SEU students will study at APU in 2014. (4) Capstone Subjects Capstone Subjects are major subjects that integrate the diverse and wide-ranging liberal arts knowledge that APU and SEU students have obtained through exchange in the various GLUE programs. In 2012, they were held as part of SEAS.

Total participants. Numbers from 2013 are estimates.

English Ability・・・APU students feel their English has been improved. GCP participants’ improved their TOEFL-ITP score 25.3 average, and TOEIC-IP score 94.0 average. Intercultural skills and Global perspective・・・Both of the APU and SEU students felt their intercultural skills had been improved according to the post program survey, and many became student buddies back in their university. Most students who participated in GCP will take study abroad programs after GCP and the rest gained jobs at international companies, and continued studying to work at an international organization. APU-SEU Partnership・・・ Members from both universities, from the president level to the staff level, are actively exchanging opinions to further develop the program, and thus partnerships between the two universities are getting stronger.

■ Outcomes

Ritsumeikan Asia Pacific University Global Collaborative University Education（GLUE）

Southeast Asian Studies Program Joint study in Thailand & Malaysia