Journal of JSEE
Online ISSN : 1881-0764
Print ISSN : 1341-2167
ISSN-L : 1341-2167
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Volume 72, Issue 1
Displaying 1-22 of 22 articles from this issue
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Foreword
Special purpose
Woman in STEM and Engineering Education
Introduction and explanation
  • A New Diverse Society Created by and for Female Students in Engineering
    －The Diversity in Engineering Education－
    Takashi SATO, Fusako UTSUMI
    2024 Volume 72 Issue 1 Pages 1_3-1_7
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_3
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    Two Japanese national women’ s universities have decided to start Faculties of Engineering, and several Japanese national universities also announced to start the new entrance examination systems accepting female students in Faculties of Engineering. So, the Diversity Research Group in JSEE proposed Organized Session (OS) “A new diverse society created by female students in engineering” in the 70th and the 71st JSEE Annual Meetings. This paper proposes the discussion “why are female students in engineering expected?” form the perspectives of engineering education and enterprise.
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  • What is Holding Back Female Scientists?
    Hiromi YOKOYAMA, Yuko IKKATAI, Atsushi INOUE, Azusa MINAMIZAKI, Kei KA ...
    2024 Volume 72 Issue 1 Pages 1_8-1_9
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_8
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    Why are there so few women in science in Japan? A one-time study, which confirmed the male-dominated image of mathematics and physics, the foundations of science, identified three main factors: (1) perceptions of employment, (2) stereotypes of mathematics, and (3) a social climate of discrimination against women. Providing junior high school students with information that counteracts these factors increased their motivation to participate a STEM event.
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Case study
  • Fostering of Young Researchers in STEM by Supporting the Female Graduate Student Team IRIS
    Osaka Metropolitan University
    2024 Volume 72 Issue 1 Pages 1_10-1_13
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_10
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    IRIS, a team of female graduate students in STEM, communicates the fun and excitement of science to elementary, junior high, and high school students, serving as role models for female researchers and engineers. The support center for women researchers has been supporting for IRIS. The purpose of this support is to provide female graduate students with opportunities for growth by working independently. IRIS members from various research fields collaborate and interact as a team, generating diverse ideas. IRIS was initiated at Osaka Prefecture University in 2011, and since 2022, the IRIS team at Osaka Metropolitan University have been active in various fields. Accordingly, they have been appreciated from both inside and outside the university.
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Introduction and explanation
  • University Environment and Policies Pursued through DEI
    Kaoru KUWATA
    2024 Volume 72 Issue 1 Pages 1_14-1_19
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_14
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    In response to the global trend of promoting diversity, the concept of ensuring diversity, equity, and inclusion (DEI) has become paramount. Establishing and advancing DEI has become a pivotal goal for universities worldwide. This paper commences with an overview of the current DEI trends, emphasizing its critical importance. It then delves into what universities should aspire to achieve by championing DEI in response to the evolving societal demands and delineates the necessary environmental enhancements to realize this objective. Among the myriad issues to be addressed, this paper examines the case of Tokyo Institute of Technology (Tokyo Tech) to discuss measures aimed at bridging the gender gap, particularly through women’ s quota in entrance examinations, and underscores the indispensable management strategies essential for propelling DEI initiatives.
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  • On the Implementation and Effects of Female-Only Recommendation Entrance Examination at Nagoya Institute of Technology
    Yasushi IDO
    2024 Volume 72 Issue 1 Pages 1_20-1_25
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_20
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    To increase the number of female students in the department, since 1994 Nagoya Institute of Technology has introduced a female-only recommendation entrance examination in the Department of Mechanical Engineering (Department of Electrical and Mechanical Engineering from 2016). The ratio of female students to all students was shown and the impact of the introduction of female-only recommendation was discussed. It was shown that the introduction of the female-only recommendation entrance examination not only increased the ratio of female students in the targeted department but also across the entire institute. The objective of increasing the number of female students in the department has been achieved.
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Initiatives in International Student Education
Case study
  • Initiatives for International Student Education at Niigata College of Technology
    Nobutaka KAWASAKI, Kazumasa ICHINOSE, Makoto SUZUKI
    2024 Volume 72 Issue 1 Pages 1_26-1_31
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_26
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    Niigata College of Technology initiated a vigorous intake of international students in its automobile maintenance technology department in 2019. Although the COVID-19 pandemic presented challenges, 2022 witnessed a significant surge in international enrollments across Japan. By 2024, the college anticipates student numbers to rebound to 2019 levels. Emphasizing diversity and inclusion, the college tailors its educational environment to accommodate the varied backgrounds of its international students. This holistic approach has contributed to impressive pass rates in national examinations.
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Initiatives in Global Education
Case study
  • STEM in English
    －Practices at International College of Technology, Kanazawa－
    Omihito MATSUSHITA, Mamoru MUKAI, Pauline BAIRD
    2024 Volume 72 Issue 1 Pages 1_32-1_37
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_32
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    As global society has progressed, there has been an increasing need for skills that enable people to collaborate with professionals in various fields while accepting diversity in culture and values. Thus, students studying STEM in English prepare to capitalize on opportunities in professional fields nationally, regionally, and globally. However, although studying STEM itself can pose multiple challenges for students, finding viable ways for them to study in English is an ongoing process for teachers. This paper describes our introductory STEM in English educational practices called “Bridge English” and “Learning Session” , especially for the first and second year students, aiming for lowering the barrier of studying STEM in English, as well as fostering their learning ownership to improve English communication skills.
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Education for diverse student types
Case study
  • A Learning Environment that Considers the Diversity of Learners in Higher Education:
    Practical Application Based on Universal Design for Learning
    Atsunori FUJII
    2024 Volume 72 Issue 1 Pages 1_38-1_43
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_38
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    In this study, universal design for learning (UDL) frameworks enhanced with technology were introduced in programming courses, with the aim of constructing a learning environment that considers the diversity of learners in higher education. The curriculum was designed with options that encourage self-selection of learning formats and resources (e.g., face-to-face and online; teachers, peers, and web contents). Analysis of learning logs in the learning management system and course-evaluation questionnaires revealed that students generally learned well based on their self-selection in accordance with their various characteristics and needs. Several students positively evaluated the flexibility of the course design. In addition, the students’ behavior and attitudes made the instructor aware of the potential needs of the learners. These results suggest that the introduction of UDL with technology in programming course is helpful in creating an inclusive and autonomous learning environment with promoting the teacher’ s perception about diversity of learners.
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Initiatives in Disability-Inclusive Education
Introduction and explanation
  • Engineering Education and Reasonable Accommodation for Deaf and Hard-of-Hearing Students
    Mayumi SHIRASAWA
    2024 Volume 72 Issue 1 Pages 1_44-1_49
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_44
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    This paper provides an overview of support methods and issues for deaf and hard-of-hearing students studying in engineering colleges. Currently, Japanese universities are attempting to ensure communication access in the classroom by assigning volunteer students who have trained in real-time captioning and speech recognition techniques. To solve the problems associated with providing support, an engineering approach can also be effective. In engineering education, we have high expectations for the development of students who can approach and solve problems that arise in the field.
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Unconscious Bias in Education
Case study
Consideration for Diversity and Inclusion in Organizational Management
Case study
  • Diversity and Inclusion in STEM Fields at Osaka University
    Mana SHIMAOKA
    2024 Volume 72 Issue 1 Pages 1_54-1_59
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_54
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    No matter how many efforts are made to promote D & I in STEM fields, if many members do not understand the necessity of D & I and the true reasons for it and feel that it is imposed from above, it will be a temporary phenomenon and will not last long. The most common reasons for the necessity of D & I are “source of new value creation (innovation) ” and “economic effect”. As a legal scholar, I would like to emphasize the viewpoint of “human rights protection” in addition to these reasons. In other words, the important significance of D & I promotion is to eliminate discrimination against minorities, to ensure diversity, and to protect human rights of all people. Sharing good practices is certainly important, but merely imitating them is a symptomatic treatment, so to speak, and thus does not lead to the root cure of the disease. In order to provide fundamental treatment, it is necessary to face up to the current impediments to D & I, such as gender inequality in Japan, and to perform a major operation as soon as possible. Effective measures such as training, nudges, and positive actions should be boldly taken to remove unconscious discrimination and prejudice (UB) by the majority unaware of their privilege, which is the root cause of Japan’s disgraceful inequality with a GGGI of 125th place.
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Paper
  • Launch of the DEI Promotion Project, Graduate School of Engineering, Tohoku University
    Tomoko WATANABE, Naomi SHIBASAKI-KITAKAWA
    2024 Volume 72 Issue 1 Pages 1_60-1_64
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_60
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    Under the Tohoku University DEI Promotion Declaration, the School of Engineering launched its DEI Promotion Project to foster gender equity and inclusion. A crucial step was collecting and analyzing data to understand the current status. Results indicated a positive correlation between the ratios of female faculty and undergraduate students, intensifying at higher positions. Efforts to increase female professor numbers and integrate diversity into departmental faculty meetings included both top-down initiatives by the Dean and bottom-up approaches by faculty members. Additionally, we raised organizational awareness through Unconscious Bias training and discussions about Equity-conscious evaluation methods.
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Paper
  • A Study on Effects of Collaborative Ice Break on Performance of Teamwork in Cross-Disciplinary PBL
    Makiba SAKAMOTO, Hidetsugu SUTO, Matsunobu NOMURA
    2024 Volume 72 Issue 1 Pages 1_65-1_77
    Published: 2024
    Released on J-STAGE: January 20, 2024
    DOIhttps://doi.org/10.4307/jsee.72.1_65
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    The goal of this study is to clarify the effect of collaborative ice break on teamwork for application to cross-disciplinary PBL. We examined the effects of collaborative ice breaks for teamwork. According to the results of the experiment, the degree of understanding of the subject’s teamwork showed no significant change before and after the experiment in both the experimental group and the control group. After the third ice break, the experimental group had a higher evaluation of teamwork than the control group. In addition, the teachers’ evaluations of the experimental group’ s proposals were generally higher than those of the control group. In particular, the proposals of the experimental group were highly evaluated for their innovation.
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