Episode
The eight competencies developed at Ritsumeikan Academy.
We introduce how they are developed through daily experiences, along with diverse episodes.
*These episodes are based on responses actually submitted by students at every level of education—including elementary, junior high, and high school students, as well as university and graduate students—in the Quantitative Survey for Ritsumeikan Academy Competency Framework conducted in the 2024 academic year. Information that could identify individuals has been removed or modified before publication.
Competency
Episode
- Classes
- StudyAbroad
- ExtracurricularActivities
- ClubsAndSocieties
- StudyingOutsideOfClass
- Research
- SchoolEvents
- ExtracurricularLessons
- Community
- Family
- FriendsAndPeers
- TeachersAndMentors
- Goals
- Effort
- Achievement
- Growth
- Collaboration
- SeekingAdvice
- GivingUp
- Worries
- Happiness
- Anxiety
- Confidence
- Change
- EntranceExamsAndQualifications
- JobHuntingAndInternships
- PartTimeJobs
Last November, together with the other laboratory members, we went to a research facility in Tsukuba to do an experiment for a week. We had made a schedule to divide the work. As usual, even if we already scheduled everything in detail, there must be unpredictable conditions. We planned to do the experiments the next day after we arrived but for some reason, we had to start the experiment earlier than the scheduled. Because of this, there is a major change to the schedule. I always said that if there is anything I can help please don’t hesitate to contact me. Even though I am not able to provide meaningful help because of the language barrier, my friends always appreciate my initiative. Finally, we acquired the data safely. Thus, after this event, I felt that we were getting closer to each other.
Teamwork
During group projects in a class, I took last semester with classmates. We work well with each other by firstly scheduling our work time together, considering our busy schedules and conveniences. Then, decide on each person's role or separate work responsibility and brainstorm how to deliver the presentation together. To ensure that the work is in good progress, we keep clear communication and ask among ourselves when any question arises and think of a way to tackle it together. After the group work is finished, we gain good feedback from the professor and other classmates. As a self-reflection, working on a task together also deepened our friendship.
Teamwork
Over the past year, I've grown in my ability to understand things scientifically through lab seminars at the Intelligence Computer Entertainment Laboratory under my professor. These weekly gatherings exposed me to diverse research topics and methodologies in computer science. I learned to analyze experimental designs critically, interpret data, and question assumptions. Discussions with fellow students and faculty sharpened my analytical skills. Presenting my work forced me to explain complex concepts and defend my approaches clearly. This regular practice of scientific thinking and communication has deeply enhanced my competency in this area.
Understanding
From my interactions with my friends, I realized that I'm more connected with people who likes to argue and debate ideas. Until now, my closest friends are the ones who are open minded and likes to argue about anything. We can argue about almost anything, from religion, philosophy, science, government policy, and even anime characters. Since we hate to lose debate, we always try to refine our logic and understanding so that we can win the next time we enter into a debate. I think our mutual traits as well as the high frequency of interactions allow us to think more objectively about many things and to look at things from multiple perspective.
Understanding
I developed advanced research skills, critical thinking, and subject expertise through rigorous coursework, collaborative projects, and hands-on learning experiences.
Self-efficacy
I faced a challenging yet transformative time of growth. The demanding coursework, combined with the pressure to conduct independent research, pushed me to my limits. Balancing academic responsibilities with personal well-being required resilience and adaptability. There were moments of doubt, especially when facing complex problems or receiving critical feedback. However, the supportive environment of my peers, mentors, and advisors was a strength. Collaborative discussions and encouragement helped me hone my skills and maintain my focus. Through this journey, I discovered the importance of self-discipline, time management, and believing in my ability to overcome challenges.
Self-efficacy
Over the past year at the Intelligence Computer Entertainment Laboratory, I've grown significantly in my ability to set and pursue goals independently. During our lab seminars led by my professor, I consistently pushed beyond assigned tasks. I began proposing my research ideas, designing experiments, and working late into the night to see them through. When faced with setbacks or unexpected results, I didn't give up. Instead, I adjusted my approach and kept going. This self-driven attitude led to several breakthroughs in our game AI projects. My initiative caught the attention of my peers and my professor, who encouraged me to present my findings at a conference. This experience taught me the value of self-motivation and perseverance in academic research.
Initiative
As a student pursuing a doctoral degree, we were required to think proactively, identify problems around us, and propose effective solutions. Being a Doctoral Student automatically positioned me as a "senior" student in the laboratory, making it essential to become a role model that students from other levels could look up to. With limited time and the high expectations of producing novel research, I often had to take the lead in starting discussions and setting clear goals right from the start. When discussing research topics with my professor, the conversation dynamic shifted from directives like "You should do this to obtain this" to more collaborative conversations such as "What do you think we should do to obtain this?" this kind of approach consistently challenged and strengthened my initiative mindset.
Initiative
I always discuss with my professor and cohorts.
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