Curriculum Philosophy

Elucidating the “principles controlling phenomena and structures,” mathematical sciences are expected to serve as the driving force for generating innovation that transcends established concepts with new ideas. The philosophy of the School of Interdisciplinary Mathematical Sciences is to “create, advance, and communicate mathematical sciences that contribute to society.” The School develops human resources who can address various issues in contemporary society and act on a global scale by utilizing cutting-edge knowledge and skills in mathematics and information, which are both universal and formidable tools. Centered on mathematics and information, the curriculum heightens the intellectual curiosity of the students while developing their powers of logical and scientific thought, flexible application, and creativity.

Curriculum Structure

The curriculum is broadly divided into three categories: general education courses, basic education courses, and specialized education courses.

The general education courses nurture the proficiency in English required in global society as well as the education necessary for persons who will support the coming knowledge-based society. English courses are required for the first three years. They build the ability to logically construct one’s own thoughts and communicate them both effectively and with certainty. In addition, courses in Japanese for international students are aimed at improving Japanese proficiency. They are required for first and second year students. Liberal arts courses span the first to fourth years and are taken in parallel with specialized courses. By doing so, these courses broaden the perspectives of the students.

In the basic education category, courses instill the basic grounding in mathematical and information sciences required for all students in this School. Basic courses in mathematics include classes that cover academic areas such as those on the high school level. Instruction is given in accordance with the level of academic attainment of the students. Courses are mainly held in the first year. They are designed for solid mastery of the fundamentals of mathematical and information sciences, and are linked to learning in the specialized education courses.

Courses in the specialized education category consist of seminars and graduation research courses as well as courses related to majors in each department. The seminars and graduation research courses are positioned as requisites in all departments. The “Interdisciplinary Mathematics Seminar” in the first year refines powers of thought and expression, and develops an attitude oriented toward learning on the student’s own initiative. The graduation research beginning in the third year is aimed at building the student’s ability to analyze, systematize, and express matters regarding the themes of their majors. In courses related to the field of major in each department, the students deepen their expertise through systematic acquisition of knowledge in the majors for which degrees are awarded (science or engineering).

Curriculum Features

1. Department of Mathematical Sciences Based on Modeling and Analysis
The Department of Mathematical Sciences Based on Modeling and Analysis revolves around three multiplex methodologies: “modeling” for expression of phenomena using mathematical formulas, “simulation” using computers to approach the phenomena, and “mathematical analysis” for analyzing the formulas derived from modeling. It develops capabilities for organic application of these three methodologies and flexibility in their use. The Department organizes its curriculum with a view to enabling broad and deep acquisition of knowledge as academic learning through studies that take into account an understanding of the need for those studies. The Department has five categories of specialized courses. In “Fundamentals of Phenomenological Mathematics” courses, students comprehensively study the basics of this subject. In “Computer Mathematics” courses, students learn about the techniques of computer simulation, the mathematics required for it, and application thereof  in society. These courses develop the ability to use computers as an extension of thought. In “Social Mathematics” courses, students are instructed in various modeling methods as well as how probability theory and statistics are applied. The courses provide wide-ranging knowledge and nurture flexibility. In “Creative Mathematics” courses, students learn theory for construction of mathematical models and acquire the knowledge needed to prepare new mathematical structures from complex phenomena. In “Seminars and Research” courses, students develop deep expertise and problem-solving skills as well as powers of communication and planning to link mathematical sciences with society.
2. Department of Frontier Media Science
The curriculum at the Department of Frontier Media Science allows students to obtain a far-reaching perspective which goes beyond the conventional scientific borders and encompasses society, humanity, and culture in addition to sophisticated information technology. The Department has six categories of specialized courses. In “Introduction & Special Lectures” courses, students learn everything from the history of media information science to leading-edge technology. In “Programming” courses, students master wide-ranging programming methods through lectures in seminar and practical formats. In “Information Technology” courses, students acquire the knowledge required as IT engineers through comprehensive studies, beginning with the fundamentals of computer hardware and software, extending to information technology actually used in industry. In “Media Mathematical Systems” courses, students are taught mathematical sciences as well as signal processing and analysis methods. The courses develop skills for designing media systems in terms of mathematical sciences and building those systems on computers. In “Frontier Information Media & Humanity” courses, students learn about the creation of audio and visual works using computers, perceptual psychology, and art design. They develop the skills to design systems and content that take into account human sensibility and subjective assessment. In “Seminars & Research” courses, in addition to skills to analyze problems and tackle agenda, the seminars provide students with four years of seminars and education to develop powers of conception, planning, and presentation.
3. Department of Network Design
The curriculum at the Department of Network Design provides for well-balanced learning in the fields of mathematics, information, and engineering. Through this curriculum, students acquire fundamental grounding for problem-solving in various network systems used in the real world. Specialized courses comprise five categories. In “Fundamentals of Network Design” courses, students deepen their understanding of the concepts behind networks that support a variety of fields by learning the basics of various network technologies. In “Fundamentals of Engineering” courses, students learn about engineering technology and basic information technology. The courses develop capabilities for understanding the constituent technologies that make up networks, as well as those for analyzing, designing, and controlling networks using computers. In “Mathematical Engineering” courses, students are instructed in the basics of engineering technology and the background mathematics that support it. Students nurture the skills that are needed to take on unprecedented problems. In “Network Design” courses, students develop their abilities to address more realistic, complex problems using the knowledge and technology acquired in the “Fundamentals of Network Design,” “Fundamentals of Engineering,” and “Mathematical Engineering” courses. In “Seminars & Research” courses, students are instilled with the skills to identify problems and a high level of expertise as well as powers of written expression and communication through seminars and graduation research.

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