Schools

School of International Liberal Arts
Department of Comparative Culture

Aspects of Education

01 SMALL CLASSES and ACTIVE LEARNING conducted in ENGLISH

Because we aim to develop globally competent adults with critical thinking skills and advanced language ability, we teach our courses in English, limiting class sizes to approximately 20 students per class. Classes are run on the basis of active learning methodology, and in the School of International Liberal Arts you will find no classes where all you do is listen to a lecture and take notes. Students are required to think on their own or in collaboration with classmates, and in the process of finding a solution to issues at hand, strengthen their abilities to communicate in English while they hone their critical thinking skills.

02 LIBERAL ARTS EDUCATION AND STUDY ABROAD 
  develops broad knowledge and multifaceted perspectives

The curriculum of the School of International Liberal Arts is comprised of liberal arts courses in the humanities, social sciences and general sciences, whose diverse approaches provide students the opportunity to develop a broad education and a multifaceted perspective that is unfettered by narrow boundaries. Additionally, students take part in programs of study abroad in one of five English-speaking countries. During their semester abroad, they not only hone their English skills, but also acquire a broader perspective on the world that would not have been possible in Japan. They also develop a sense of themselves as Japanese and the self-confidence and independence they will need to live in our global society.

03 GLOBAL EDUCATIONAL ENVIRONMENT (75% international faculty)

To learn and understand the diverse cultures and perspectives in our world, it is not only effective, but sometimes necessary, to learn directly from the people of those cultures or from people who have profound knowledge of them. Approximately 75% of the faculty of the School of International Liberal Arts are non-Japanese, requiring that English be the lingua franca of the campus. Through the time they spend every day on a campus overflowing with diverse cultures, ideas, and senses of values, students learn first-hand the meaning of multicultural coexistence, the new wave in globalization.

3 Policies

01
Admissions Policy
The Ideal MIC Student

The School of International Liberal Arts welcomes students who identify with its educational policies and are motivated to achieve personal realization as global citizens through their studies in the international environment at MIC, and whose high school education has provided a foundation of knowledge, skills, and motivation to meet the standards described in the Diploma Policy. 

  1. A desire to develop critical thinking (comparison, analysis, synthesis, evaluation, etc.) 
  2. Basic educational background to enable understanding of different cultures 
  3. Basic ability to identify and solve problems
  4. Basic foundation and motivation for developing communicative proficiency in both Japanese and English 
  5. Foundational academic abilities and skills and self-initiative
 

02
Curriculum Policy
Curricular Structure and Implementation Policy

International Liberal Arts is foundational at SILA and permeates every aspect of the curriculum. Liberal arts colleges, though global in scope, are small in scale. We are a learning community where classes are small and the relationship between teachers and students is close. With the exception of Japanese Expression, Career Design, and some classes in the Teacher Certificate program, all the classes are taught in English. The educational curriculum of Miyazaki International College consists of General Education Courses, Language Courses, Study Abroad Courses, Specialized Courses, Career Education Courses, Senior Thesis and Optional Courses. Courses are developed in accordance with the following principles: 

  1. Classes conducted through active learning enable every student to practice and develop critical thinking skills 
  2. By studying the cultures of Japan and other countries through a broad range of liberal arts courses, students will learn how to compare, analyze, and value different cultures 
  3. Students practice identifying and solving problems through specialization in their chosen research areas and through the development of individual research projects 
  4. Language courses (“Japanese Expression”, “Studies in Japanese Expression” and “English”) serve the purpose of developing a solid proficiency in the Japanese language and complementing and enhancing the English language proficiency that is foundational for global citizenship 
  5. Courses shall offer students opportunities to acquire ICT knowledge and skills, and the ability to employ ICT in the use of the e-Portfolio system and presentations, etc. 


The principles above are reflected across the major components of the following educational framework:  

(1) In the first two semesters students develop and improve their English language skills through streamed courses in English 1, 2 and 3, and additional courses in Reading 1, 2 and 3 and Academic Writing 1 and 2, and enhance their Japanese language skills through courses in Japanese Expression 1 and Studies in Japanese Expression A. Students also take foundational courses in Introduction to Liberal Arts and Introduction to Global Citizenship, and choose from a variety of disciplinary courses in Humanities, Social Sciences, and General Sciences such as Introduction to Art History, Introduction to Religion, Introduction to Economics, Introduction to Politics, Introduction to Information and Communication Technology and Introduction to Natural Life Science. 
(2) In the first semester of the second year, students study social issues from comparative cultural perspectives such as International Social Issues, Issues in Human Relationships, and Introduction to Cultures of English-Speaking Countries and study contemporary Japanese arts and culture, through courses such as Japanese Thought and Arts and Japanese Folklore and Folklife. In the second semester, they complete a Study Abroad program with required courses in ESL, Independent Study and Area Studies. 
(3) In the third and fourth years, students choose a major (Humanities, Social Sciences or English Language and Culture). Students in the Humanities and Social Sciences can develop their own research topics and deepen specialization in their chosen research area but must take at least one course each from at least three disciplines to develop a broad perspective on their topics and chosen fields. To develop global perspectives in research on issues concerning all humankind, students in the Humanities take core courses including Art and Society, Ethical Theory and 20th Century History. Students in the Social Sciences take core courses such as Research Methods 1 and 2, International Relations, and Cross-Cultural Psychology. Students in English Language and Cultures take courses focusing on the study of the English language and its cultural context through courses such as English Linguistics, British Literature, American Literature, and History and Language of the British Isles. This major includes a special track for students seeking Teacher Certification. Teacher Certification students must also complete additional courses prescribed by MEXT regulations such as Introduction to the Teaching Profession, Issues in Education, and English Teaching Methodologies. Furthermore, students who meet prerequisites can also take a certificate program in Global Leadership with required courses including Global Leadership in the 21st Century, Theory and Practice of Conflict Resolution, and Global Leadership Seminar. All students complete a Senior Thesis in English on a research topic of their choice which is evaluated by faculty and presented to the MIC community. Subject specific knowledge and skills assessed in class. Language skills are assessed in class and by standardized tests such as TOEIC and the Japanese Proficiency Exam (Nihongo Kentei). Critical thinking is assessed in class and by the SILA Critical Thinking test, which has been created for this purpose. Rubrics are used on an individual or college wide basis depending on the breadth of the skills to be assessed.

 

03
Diploma Policy
Qualities Students Should Acquire by Graduation

The School of International Liberal Arts awards the degree of Bachelor of Arts in Comparative Culture upon students who have successfully completed the requisite 124 graduation credits, achieved a cumulative Grade Point Average (GPA) of 1.5 or higher and completed the English objectives. Students are expected to acquire the qualities and capabilities to contribute to world society as global citizens described below. 

  1. Advanced thinking skills (comparison, analysis, synthesis, and evaluation) based on critical thinking (critical and analytic thought) 
  2. The ability to understand and accept different cultures developed through acquisition of a broad knowledge and comparison of the cultures of Japan and other nations 
  3. The ability to identify and solve problems 
  4. Advanced communicative proficiency in both Japanese and English 
  5. Proficiency in the use of information technology

Available Qualifications, etc.

  • Level 1 Junior High School Teacher License (English)
  • Level 1 High School Teacher License (English)
  • Level 2 Elementary School Teacher License
  • TOEIC (target 900 or higher)
  • TOEFL (target iBT 100 or higher)

Diverse Post Graduation Career Paths (Past Results)

Types of Industry Airlines, Travel Industry, Hotels, Broadcasting, Newspapers, Information (computer-related), Banks, Trade, Manufacture, Insurance/Securities, Education, etc.
Civil Service Teachers (junior and senior high school), Police, Fire Department, Government Offices, etc.
Graduate Studies Domestic and international graduate schools