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Introduction to the Center for Crossover Education
The Center for Crossover Education was reactivated in April 2019 as an affiliated facility that implements a variety of new initiatives related to science and technology-based practical education. The reactivation of previously existing center, was done by reorganizing the affiliated manufacturing creation engineering center. The center is responsible for the development of new methods for science and technology education, internationalization of education and teaching duties, and consists of the following three divisions devoted to the improvement of the quality of education for both students and teachers.
We will continue to carry out student voluntary projects and children's manufacturing classes that we have been working on at the Creative Engineering Center for Progress. The Center for Crossover Education aims to be a center familiar to students, teachers and everyone in the Faculty of Engineering Science.
1) Education Methods Development Division
In charge of developing educational methods such as Project Based Learning (PBL) and Active Learning. We will develop and practice classes that integrate, or cross, specialized fields, instead of PBL education and active learning, such as Creative Studio Training, which have been tackled separately in each course so far. In addition, we will create a new curriculum for educational methods in cooperation with local companies, including internships.
Development of the plant growth stimulation technology using diatomaceous earth and organic acid.
2) Globalization Division
Responsible for promoting study abroad and accepting foreign students. Studying abroad and living in another country is the ultimate hands-on experience and learning practice.
With a vision of future internationalization of Akita, we will handle the dispatch and acceptance of foreign students at the Faculty of Engineering Science. We will offer consultation to students who want to study abroad. Furthermore, the number of lectures with English as a medium of instruction at Akita University is expected to increase due to the growth of foreign student enrollment. We will develop innovative lectures in English together with foreign English teachers so that each instructor can provide high quality English lectures.
Analysis of mass transfer processes during the crustal evolution on the Earth, Development of isotope analytical technique.
My academic background is in physics and engineering, with some medical experience too. My scientific interests include climate change, energy systems, and new materials. In the area of education my interests are active learning, critical thinking, scientific literacy, and CLIL. CLIL seeks to provide not only appropriate language content for the learner, but also content that is appropriate to the academic field and outlook of the learner.
Cultural and societal awareness is necessary to fully grasp the reality of the surrounding world. English is a tool to deepen that understanding.
Mathematical modelling of regular and random processes of motions transformation: research of mechanical multibody systems, oriented to the synthesis and reconstruction of their dynamic behavior.
Research on transportation problems with minimax criterion. Development of methods for network utilization monitoring.
3) Teacher profession-related Division
Responsibilities will relate to obtaining a teacher license. Until now, there was no place in the Faculty of Engineering Science to handle teaching positions. In the future, the center will be the contact point for students who wish to acquire a teacher's license and aim for a junior high school teacher position. Interested students are always welcomed to come here for consultation.
Empirical Research on Adolescent Friendship and Adjustment to School. I use multiple social research methods to analyze relationships among peer groups in schools, such as friend relationships, love, and bullying.
The Research Center for Potential Development of Disaster Prevention is based on the midterm plan for this faculty formulated in April of 2004, and was established in January of 2006 with the purpose of “promoting the prevention and mitigation of natural disasters, and at the same time contribute to the formation of a safe and secure local society through research and support regarding disaster prevention and mitigation in the community”.
The center consists of 6 areas: seismic disaster, tsunami disaster, river disaster, slope disaster, volcanic disaster, and information and planning. In the future we hope to achieve a track record that will allow us to expand our organization throughout the entire university, and not be limited to natural disaster. Also, in order to achieve our purpose we actively seek cooperation from the national and local governments and the local community.