The hydraulics education is emphasized in the department of civil engineering in institutions of higher education due to the importance of river administration and management, including preservation of water environment and prevention of flood disaster. However, it became clear in previous works that many students were weak in the hydraulics. The main aim of this study is to examine the ideal way of hydraulic education for beginners.
 In this paper, after replanning the exercise of hydraulics and analyzing the questionnaire to students who had taken its exercise of hydraulics class, the following became apparent. Many students can solve a question designed to test the ability to apply the important and basic hydraulic knowledge.

View full abstract

 The student organization which consists of multiple universities carried out community design learning for 50 school hours to the fifth-grade in the Nihonbashi Tokiwa elementary school in 2004. The continuous effects after five years of community design learning in 2004 were considered in this paper. Respondents to this panel survey were 19 students who took the coursework, their parents, 3 teachers and 8 senior class students who did not take the coursework at the time.
 We obtained the following results: more than half students who took the coursework are interested in actual community design, outside cooperators, such as university students and local residents have increased the effect of this course work, long-term education for one specific community design proved to be effective and durable.

View full abstract

 We have developed a reskilling program for determining deformation of civil engineering structures based on instructional system design (ISD) methodology. First, subjective theory of skillful engineering was visualized to determine the deformation level of the structure. Related knowledge was extracted by combination behavior analysis in psychology, and then a model was constructed by Grounded Theory for human science. Next, a reskilling program was developed following the subjective theory using the instructional system design (ISD) methodology based on learning theory. The program was then applied among engineers responsible for judging damage level of civil engineering structures. Revision of the program based on the evaluation by training operators and participants allowed participants to choose an appropriate program from three levels. The evaluation score improved by ~20%, and the program was therefore implemented.

View full abstract