Project-Based Learning (PBL) has been extensively implemented in engineering education to develop not only students’ personal and professional skills but also a rich sense of humanity for their future careers as engineers or researchers through collaborative activities. In this study, 10 National Institute of Technology (NIT) graduates were interviewed to investigate how PBL experiences during their five-year education had impacted on their career path and what amount of awareness of learning through group project work the graduates could show. The qualitative analysis of interview data suggests that the graduates’ awareness of the PBL experiences were mainly related to their needs of improvement in engineering skills and networking expansion through projects.

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An idea of systematization to improve a quality of both product and process of each project in university is introduced. The method of project management, which is well known as PMBOK (Project Management Body Of Knowledge) GUIDE, that is practically a world standard used in business world, is applied to improve project activities in this study as a methodology for the processes of projects. In addition, student awareness for completing project activities is also important. To satisfy this requirement, a definition of “Fundamental Competencies for Working Person” defined by Ministry of Economy, Trade and Industry, Japan in 2006 is also applied in this study. Utilizing the above standard and definition, formats for project planning and regular report to improve the project activities are introduced. From survey of awareness level on the competency factors of “Fundamental Competencies for Working Person” , students who have experienced project activities aware of the competency factors that are important in the project process to create project outputs. On the other hand, there were some project activities that could not be completed as planned, and it was recognized that management to guide students by teaching staff to complete the outputs are necessary. From research results, a style to improve the projects activities in universities are systematized.

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In this study, we examined the contents of the original design training program conducted over the past 21 years and confirmed the necessity of a paradigm shift in education. Within this training program, students are familiarized with the entire process of developing an original machine or device. Through processes such as product planning and cost control, mechanical and structural sketching, and product manufacturing and assembly, students acquire substantial knowledge that cannot be gained from specialized classes. Based on the results of this training, we identified the issues concerning engineering education in the current faculty. Further, we proposed that the educational paradigm should be reformed by considering the social progress, technological development, and changes in the current learning environment.

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In recent years, increasing attention has focused on cutting off the power supply to electrical appliances off before a disaster occurs. If the residents turn off the breakers of each household before evacuation, it is possible to support the early restoration of the local community as well as the function of the electrical equipment of each household at the time of restoration. In this paper, we have developed a new electrical disaster prevention education program for children on the impact of electrical equipment in the event of floods and grasped the enhancing emergency response during floods. We are developing abilities to restore the entire community at an early stage, in addition to the perspectives of prevention and mitigation against flood damage.

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As practical learning materials for the acquisition of improvement methods in manufacturing sites that utilize internet of things (IoT), we developed simple devices that simulate a manufacturing machine, an inspection device, etc. In addition, we built a virtual factory equipped with a machine line having the simulated manufacturing machines and a manual line that allow manual assembly. We also lectured university students using the developed materials. Through preparing devices that visualize operating time data toward process improvements, many students believed that their knowledge of improvement methods in manufacturing sites and ability to generally utilize IoT had improved. Thus, the developed materials showed potential in fostering personnel with the knowledge of manufacturing site improvements that utilizes IoT.

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Ten years have passed since the missions to develop and donate teaching materials for whole Japanese school for the visually impaired started in our university. Through newly developed teaching materials, mutual educational support relationship has been established between the university and the schools for the visually impaired. Evaluation of those activities as engineering design training, and educational outputs were explained.

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“Monodukuri” during disaster program adapted the online approach to conduct its activities after COVID-19 hits, due the participants travel restrictions. Prior that, both overseas and domestic program was conducted. Utilizing SNS, web video system, etc., Problem Based Learning (PBL) was fully online oriented after February 2020. Adding up to the original concept, COVID-19 effect and SDG elements was also taken into considerations on the “Monodukuri” program. Products of the program was partipated Malaysia Technology EXPO, and won bronze medal in 2020 and silver medal in 2021.

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With the rapid development of IoT or AI technologies, the required abilities of today’ s engineers have become more diverse than before. For the above reasons, Tsuruoka KOSEN opened the “Integral Engineering class” as a program to comprehensively develop human skills including “fundamental knowledge”, “logical thinking ability”, “judgment”, “teambuilding”, “leadership”, “communication skill” and “initiative” . This class, which is open to students of all courses from 1st to 4th grade, is designed to nurture students with practical skills that can work in the real society through various programs over a long period of four years based on active learning. We introduce the examples held in 2016～2020 in this article.

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[in Japanese]

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