The Division of Health Sciences in the Graduate School of Health Sciences offers highly specialized courses in the set major fields of study and establishes cross-disciplinary/interdisciplinary courses with the aim of developing human resources with the skills as provided in its Diploma Policy. It designs and implements the curriculum as below under a research supervision system providing more than one supervising faculty member per student. In order to assure high-quality education, the Graduate School encourages faculty to take part in faculty training designed to raise the teaching quality of the faculty under the FD committee’s schemes. Through the activities of the Academic Affairs Committee and the Students’ Committee, the Graduate School implements education assessment to further its continuing institutional reform providing student academic support/career counseling services and conducting education system assessment.

Learning Outcome Assessment Policy

I Academic Assessment Criteria

1. In keeping with the “specific skills expected of human resources we develop” which the degree conferment requirements of the Division of Health Sciences elaborate in the Diploma Policy of the Graduate School, the academic assessment shall be conducted against set learning objectives for each course to measure course enrollees’ achievement levels of learning outcomes.
2. The Division shall not provide a suggested grade distribution for each course.
3. Pass-fail grading can be applied to the academic assessment only when the class format of the course is experiment, practical training or research.
4. Academic Assessment Advisory Committee shall examine the adequacy of the learning objectives for each course and the academic assessment results achieved against those objectives every semester, then request the faculty in charge to review the learning objectives if necessary.

II Academic Assessment Methods

1. The academic assessment shall be conducted using exam scores, marks on reports and presentation scores as well as the student’s levels of proactive learning approach and engagement in class.
2. Record of class attendance will not be simply converted into numeric values and used in the assessment.
3. Faculty in charge of the course shall determine the specific assessment methods.

In the master’s degree programs, the Division of Health Sciences shall:

• Offer students advanced and core “Division of Health Sciences Common Foundation Courses” to acquire knowledge and technical skills to deal with a wide range of fields in health sciences;
• Offer students necessary courses to develop expertise and practical skills relevant to the fields of health sciences;
• Offer students the courses to acquire knowledge, technical skills and implementation skills to contribute globally to the field of health sciences;
• Establish a research supervision system which appoints a chief supervisor and a sub-chief supervisor(s) for each student by the end of the first year of the degree program;
• Hold a mid-term thesis presentation for master’s theses and research papers where faculty other than the supervisors can advise on theses in the first half of the second year of master’s degree programs to help students develop quality research projects; and
• Provide students with TA job opportunities to improve their teaching skills which they can apply to a variety of careers.

In the doctoral degree programs, the Division of Health Sciences shall:

• Offer the Supervised Individual Research course in all major fields of study to help students carry out their research projects with the aim of acquiring problem-solving skills and learning the methods of research paper writing which are requisites of a self-organized researcher;
• Establish a research supervision system which appoints a chief supervisor and a sub-chief supervisor(s) for each student by the end of the first year of the degree program;
• Hold a mid-term dissertation presentation for doctoral dissertations where faculty other than the supervisors can advise on dissertations to help students develop quality research projects; and
• Provide students with TA/RA job opportunities to step up their teaching skills and project implementation skills which they can apply to the professions in university settings or the research and development field in health sciences.