Civil and Environmental Engineering

Features of the program

Community development that supports ways of living Acquiring the knowledge and skills to support safe, sustainable societies

In the development of the kinds of civil infrastructure and urban environments covered in this program emphasis is placed on harmony with nature and compatibility with the environment as a whole. Specialists in these areas are expected to possess not only knowledge in the field of engineering but also a broad education including elements such as ethical thinking and social interest.
More specifically, students learn specialist knowledge and skills related to the planning, surveying, design, construction, and operation and maintenance of the civil infrastructure facilities that help us to live in safety and comfort—such as roads and railways, bridges and tunnels, embankments and dams, weirs and flood control channels, ports and airports, water supply and drainage facilities, and parks—and the networks of those facilities, as well as the urban and community development of countries, regions, prefectures, cities, towns, and villages.

Program of education

  • Second year
  • Lectures are given in compulsory subjects related to the major fields of civil and environmental engineering: applied mechanics, civil engineering materials, hydraulics, and geotechnical engineering. These subjects allow students to acquire basic knowledge in specialist fields. Students also learn the basics of design, drafting, and surveying techniques. The Basics of Civil Engineering Design course, one of the subjects distinctive to the program, allows students to learn the basic processes of planning and designing urban development and structures, and to simulate such processes through group work.

  • Third year
  • The program also includes laboratory work devised to cover the key fields listed above. Through the laboratory work, students develop a deeper understanding of the academic fields they have studied up until that point, as well as learning measurement techniques, and cultivating the skills to analyze and provide observations on results. The Civil Infrastructure Project Management course, a practical seminar course in planning and design, is also provided to allow students to study the series of stages from the planning to the design, construction, and operation and maintenance of civil infrastructure facilities, and the content of those stages, through lecture and group work-based seminar classes. The program will also incorporate internships which allow students to deepen their understanding of the connections between academic study and practical application, and learn means of tackling more specific issues.

  • Fourth year
  • In the fourth year students are assigned to laboratories to engage in research activities. Through their graduation research projects, students are able to acquire the skills to understand and mentally organize specialist problems and devise solutions on the basis of surveys, analysis, and other such approaches. They also cultivate skills such as the ability to correctly express their own ideas to people and understand the opinions of others, and presentation techniques.
    In addition to the activities students pursue in their laboratory groups, classes are also given in courses entitled Technical English I/II, and Engineering Ethics. Students acquire skills for communication in international environments, as well as developing into technical experts that consider engineering ethics and pursue key roles in society.

The Civil and Environmental Engineering Program is accredited by the Japan Accreditation Board for Engineering Education (JABEE) as a “JABEE accredited program in civil and environmental engineering.”

Flow of the course

Once students enter the second year and start to study the specialist subjects for each course, they take subjects covering the basics in specialist fields such as applied mechanics, civil engineering materials, geotechnical engineering, hydraulics, and water quality engineering, in addition to their courses in fields such as mathematics and physics. In the third year, they build on these basic subjects through a significant amount of study of more practical subjects in areas such as civil infrastructure project management and river engineering, including student laboratory work devised to correspond with each of these basic subjects. Through graduation research projects in the fourth year, students pursue more in-depth research related to their own assignments.

Introduction to classes

Basics of Civil Engineering Design, Civil Infrastructure Project Management

  1. Basics of Civil Engineering Design
  2. Basics of Civil Engineering Design is a course held in the first semester of the second year, when students are starting to engage in fully-fledged study of specialist subjects. In groups of around five students, students look at transportation planning and bridge design for central Niigata City. In their respective groups, students engage in activities such as discussing the state of urban transportation and producing models of bridges by referring to various bridges around the world.

  3. Civil Infrastructure Project Management
  4. Students take the Civil Infrastructure Project Management course in the second semester of the third year, by which point they have already studied various specialist subjects. Drawing on the specialist knowledge they have acquired in the course up until then, students thoroughly tackle a series of topics such as the planning of highways, and the design, construction, and operation and maintenance of bridges, with guidance from people with practical work experience in those fields.

Creating bridge models Exchanging opinions to devise plans of roads Sketch of a bridge design Exchanging opinions to create bridge models

Advanced research pursued by the program

Creating truly safe and secure urban environments
The “visualization” of risks

Associate Professor
Yu Otake

With major natural disasters such as flooding and earthquakes occurring year after year, we are painfully aware of the magnitude of the risks faced by urban environments. We have created convenient urban environments at a speed that exceeds that of the cycle of natural disasters. What needs to be done next in order to provide residents with not only convenience but also cities that are truly safe and secure, and societies that are sustainable?
Designing civil infrastructure facilities that have to contend with the natural environment may be seen as the problem of making decisions amid significant uncertainty and risks. We need to measure risks and recognize their different types. How can we predict and make decisions on events that rarely occur? We believe that quantifying risks and pursuing countermeasures will provide the cornerstone for new forms of design.
Cities today may have begun to encroach on places where humans should not live. Rather than simply “creating” new things, we should quantify the risks that lurk in the fundamental infrastructure in our societies today, and in some cases make an honorable retreat.
In order to measure risks, it is essential to have data. In recent years, we have obtained a vast amount of data through the accumulation of information on natural disasters such as floods and earthquakes and geotechnical information. However, it is difficult to say that such data is being sufficiently utilized.
We are researching suitable new forms of design that draw on a fusion of statistics and mechanics, with the aim of discovering what we can learn from this vast supply of data and visualizing the risks lurking in life in our societies.

A class at the geotechnical engineering laboratory
Risk analysis of river embankments
Specifying flood risk spots,
quantifying the risk of oversight,
planning the optimum arrangement of geotechnical surveys

Licenses and qualifications that can be acquired


  • First class upper secondary school teacher's license (industry)


  • Assistant surveyor (qualification)
  • Associate professional engineer (JABEE accreditation), etc.

Employment paths

*The information provided here refers to students’ employment paths for the department prior to reorganization.

Career paths after graduation

Many graduates pursue careers as “civil engineering technicians” at workplaces such as national, prefectural, and municipal government organizations, railway companies, electric power companies, construction companies, and construction consultancies, engaging in work to protect lives and property from natural disaster, develop and maintain lifelines, develop facilities and devise policies for transportation and distribution, pursue regional and community development, and develop production infrastructure in industries such as manufacturing and agriculture, forestry, and fishery.

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