ADMISSIONSICU Graduate School has an admissions system that enrolls students in April（through Autumn Selection andSpring Selection）and September（through September Selection）. Selections are through a document
screening of the application documents submitted at the time of application and an interview screening inJapanese and/or English.



Schedule
AY2023 April Admission

Admission Type

Application Period

Autumn Selection
Application Period：2022/8/4（Thu）10:00（JST）8/18
17:00（JST）（Thu）

Spring Selection

AY2023 September Admission

Application Period：2022/11/16（Wed）10:00（JST）11/30（Wed）17:00（JST）

Application Period：2023/2/15（Wed）10:00（JST）
3/8（Wed）17:00（JST）

First Screening（Document screening）
Result Notification

2022/9/26（Mon）11:00（JST）

2023/1/27（Fri）11:00（JST）

2023/4/14（Fri）11:00（JST）

Second Screening（Interview）
Schedule

2022/10/4（Tue）*Alternate date:10/8（Sat）

2023/1/31（Tue）*Alternate date:2/2（Thu）

2023/4/22（Sat）（Tentative）*Alternate date:4/25（Tue）

Decision Notification

2021/10/18（Tue）11:00（JST）

2023/2/14（Tue）11:00（JST）

2023/5/16（Tue）11:00（JST）（Tentative）

Event

Graduate School Information Sessions
Date:2022.5.28（Sat）,10.15（Sat）

Open Campus

Date:2022.7.16（Sat）,8.20（Sat）,2023.3.25（Sat）

FINANCIAL AID
ICU Scholarships / Grants
For Master’s Course Students-ICU Torch Relay Graduate School Scholarship for New Students-ICU Torch Relay Scholarship for Current Students-Non-Japanese Student Scholarship
For Master’s/Doctoral Course Students-Grants for Research Presentations
For Doctoral Course Students-Research Scholarship for Doctoral Students

The Japanese Government（Monbukagakusho: MEXT）Scholarship
The MEXT scholarships cover full tuition and facilities fee,and monthly stipend for your study at ICU Graduate school.

Rotary Peace Fellowships
The Fellowships are funded by Rotary aiming to cultivate human resources to contribute to world peace and conflict resolution.
It covers full tuition and facilities fee, and monthly stipend.
Visit our web site for more options anddetails about the available financial aid.

Teaching
Assistant System

https://www.icu.ac.jp/en/admissions/finance/index.html

By assisting a class as teaching assistants, students can learn pedagogic practices directly from professors
while getting a reward. This system supports graduate school students economically for their research work.

Towards Professionalism Beyond Liberal ArtsI N T E R N AT ION A L C H R I S T I A N U N I V E R S I T Y

GRADUATE SCHOOL
3-10-2, Osawa, Mitaka-shi, Tokyo 181-8585, JAPANTEL: 0422-33-3231 FAX: 0422-33-3688
E-mail: gs-adm@icu.ac.jp
https://www.icu.ac.jp/en/

FOR PROSPECTIVE STUDENTS 2023
Graduate School Of Arts & Sciences

ICU has joined
the UN Global Compact
and UN Academic Impact［ Master's Course ］［ Doctoral Course ］

Education and Psychology Program

Arts and Sciences Program

Public Policy and Social Research Program
Comparative Culture Program
Natural Sciences Program      

Everything We Do Is to Enrich the Learning Experience for Each and Every Student
Dialogue

Mission
Building on the foundations of generaland specialized education provided at
the college level,our aim is to enable
more in-depth educational research
into academic theories andapplications,to equip students with theadvanced knowledge and abilities theyneed to take on jobs requiring a highlevel of expertise, and to contribute tocultural development.

Interdisciplinary
The ICU Graduate School has a single school,
called the school of Arts and Sciences, towhich all students belong. Utilizing aninterdisciplinary educational system based on afoundation of liberal arts, and a learning
environment that enables students to study adiverse range of specialist fields in a combined
and integrated manner, ICU provides
appropriate guidance to empower students todiscover their own research tasks, and tovoluntarily seek out and determine their own
research themes. We have also introduced
School-wide Interdisciplinary Courses, which
every ICU Graduate School student is required
to take. These Courses transcend conventionalboundaries between disciplines, enabling
students to build a solid foundation for their
future research efforts, such as by studying
research methods, learning techniques forwriting theses and research papers, andseeking to improve their presentation skills.

5-year Program

ICU Faculty List

1

As a liberal arts college, ICU places the utmost
importance on dialogue between faculty andstudents. Our approach revolves aroundsharing information concerning "who thinks
about what subject matter and how he/shethinks" with one another and generating new
ideas through dialogue. This approach reflects
our faculty members' strong awareness thatthey should respect students as individuals andstrive to bring out the potential of the students.
Every student is assigned a full-time faculty
who serves as the student's advisor. The
advisor gives advice on the student's course
plan for each term and provides guidance for
their thesis and helps ensure that the student
successfully earns his or her degree.
Our faculties go to great lengths to provide
high quality education and responsible advice.
As a liberal arts university, we have continued
to explore every possible means of nurturing
critical thinking and independent thought in ourstudents.

Diversity
Students and faculty members from various
countries come together on campus in an
academic environment where they can accept
and respect one another's "differences," andstudents grow into individuals who can makethe world their stage. A high percentage ofinternational students come from abroad tostudy at the ICU Graduate School, including
self-supporting and government-sponsoredinternational students, Rotary Peace
Fellowship students, and international students
from regions such as Asia and Africa whocome to ICU with the support of Japanese
government programs that invite non-Japanese

students to study in Japan. Students at ICU
Graduate School come from a diverse range ofbackgrounds, and engage in learning
experiences that transcend their various
cultural differences.
It is for this reason that ICU seeks to have adiverse cross-section of nationalities andcultures in its faculty body. A global open
application process has been used to recruit
full-time faculty members ever since theuniversity was founded, and today one-third of
the university's full-time faculty members havenationalities other than Japanese. This
proportion of foreign faculty members is higheven by international standards.
Moreover, as many as 90 percent of ICU’s
Japanese faculty members have education andresearch experience outside Japan. Around 60
percent of the faculty earned their doctoral
degrees at foreign universities.
ICU offers students both courses taught inJapanese and courses taught in English.
Students can choose their courses inaccordance with their needs and interests.
Japanese students and non-Japanese students
can improve their language skills in English
and Japanese by participating in courses
together. Japanese language programs forinternational students and English language
courses to acquire the English skills essential
for research are also provided.
In the Public Policy and Social Research
Program, it is possible to complete theMaster's degree by taking only classes inEnglish.

ICU has introduced the 5-Year B.A./M.A. Program since 2011. While it usually requires a total of six years of learning four years at the undergraduate level and two years at the graduate level - to obtain a master's degree, with ICU's
5-year Program, it is possible to obtain both bachelor's and master's degrees in a total of five years - four years at theundergraduate level and one year at the graduate level.
*This is applicable for the current（or prospective）ICU undergraduate students.

See the ICU Graduate School faculty profile such as their academic background,research field, research theme, authored books and papers.
https://www.icu.ac.jp/en/academics/gs/faculty/  
The ICU Graduate School confronts the ever-changing global situation
by cultivating comprehensive views of various specialized fields
What is the expected role of a graduate school in the international
community? Some of you may have chosen to pursue graduate studies todeepen and develop the expertise you acquired during the four years of yourundergraduate education. Others may have moved on to graduate studies inorder to look for new research areas to study. I am sure that you will be able toadvance your specialty at the ICU Graduate School where you can freely
select your academic field and pursue your research. However, with a myriadof problems in the present world that are complexly intertwined with diverse
factors and are changing from moment to moment, having only one highly
advanced specialty cannot be enough. Among the news we have seen inearly 2022, the international community has faced a wide range of challenges,
such as issues on doping of athletes at international sporting events,
international disputes and terrorism, rapid development of highly advanced
science and technology, and the spread of infectious diseases. Let us think
about one of these issues, for instance, the task of preventing the global
spread of a novel virus, and formulating strategies for its treatment. Applying
medical or biological theories or technologies alone is not sufficient for these
critical challenges. It is essential that we study the characteristics of the novel
virus; investigate the mechanisms of transmission of infectious agents and its

onset; and develop diagnostic techniques as well as preventive andtherapeutic medicines. At the same time, political and economic approaches
are also indispensable. Governmental decisions must be made promptly andaccurately, not only domestically, but also taking advantage of international
cooperation. Estimating the possible impact on economic activities andconsidering compensation strategies for each industrial sector are also crucial
matters. And what about the impact on consumer activity? There can be great
confusion depending on how information is disclosed by the government or
mass media, or on how we interpret the information and take action.
Therefore, it is critically important to acquire a multifaceted understanding ofpolitical science, international relations, economics, law, information
technology, etc. to arrive at accurate judgments. In other words, what thepresent world needs is not only researchers who possess highly specialized
expertise, but also versatile talents with an inclusive and cross-disciplinary
perspective in order to confront the multi-dimensional challenges. The ICU
Graduate School does not separate what students aspire to learn into discrete
academic fields. We believe that dialogue crossing the boundaries of eachacademic field is truly essential in obtaining “the power to lead the world’s
problems towards resolution, beyond one specialty.”

Experience of emergency will be an invaluable aid in normal times.
We develop professionals with multifaceted analytical skills,
who can take action with calm rationality.
The ICU Graduate School is based on the Liberal Arts vision of education
which features interdisciplinary learning through small group classes with anemphasis on dialogue. Although ours is a small graduate school consistingof one school providing four programs and thirteen areas of concentration,
we offer a wide selection of highly specialized academic studies. The
number of applicants for the “5-year Program”, whereby students obtain
both a bachelor's degree and a master's degree in five years, is increasing
year by year. For the further enhancement of Liberal Arts education, and tonurture competent professionals who can lead the world in the future, three
new academic programs were established in April 2019: the “Diplomatic andInternational Public Service Program”, the “Responsible Global Corporate
Executives and Financial Professionals Training Program”, and the “IB(International Baccalaureate) Teacher Certification Program”.Furthermore,aiming for the development of global citizens, we have acceptedinternational exchange students on the "Rotary Peace Fellowship Program","JDS (Japanese Grant Aid for Human Resources Development Scholarship)
Program," and "NOHA (Network on Humanitarian Action) Program." In thismanner, ICU has assiduously prepared a wide variety of academic
programs for each one of you as described earlier. Facing theunprecedented COVID-19 pandemic, however, the University has needed tothoroughly implement preventive measures against its global spread. During
Spring Term AY2020, all courses were delivered online, and in principle, allstudents had been prohibited from entering the campus. Classes for Autumn
and Winter Terms AY2020 had been conducted in a combination of hybrid
mode and face-to-face learning mode. In AY2021, we increased the numberof face-to-face interaction courses and combined them with online and mixed
mode courses. Under these challenging circumstances, all ICU faculty andstaff have been discussing for more than two years on how to ensure thehealth and safety of our students while proceeding with the educational
activities of the University. In this spirit, Spring Term AY2022 has begun incooperation with all students, faculty, and staff. We believe that dialoguebeyond academic fields and programs is of fundamental value in overcoming
various difficulties during the emergency. The ICU Graduate School aspires
to develop professionals with multi-dimensional analytical skills and calm
rationality. When our life returns to normal, I believe that the experience of
this emergency will represent an invaluable aid for each of us.

ProfileProfessor Mizoguchi graduated from the College of Biological Sciences, University of Tsukuba and completed his Ph.D.
in Institute of Biological Sciences, University of Tsukuba. He joined RIKEN in 1997 as a full-time researcher. After
serving as associate professor at University of Tsukuba since 2007, he joined ICU as a Professor in 2012. He hasserved as Director of Center for Research Planning and Support, Chair of Department of Natural Sciences and Chair ofDepartment of Life Science to date. In AY2017, he concurrently served as Senior Science and Technology Policy
Fellow at the Cabinet Office of Government of Japan. He specializes in chronobiology; mainly molecular genetics,
molecular biology and physiological research related to seasonal photoperiodic responses of living organisms.
MIZOGUCHI,Tsuyoshi

Dean,Graduate School2



Experiencing the Essence ofLearning at ICU Graduate School[Dialogue between Current Student and Graduate]

we meet many students who wish to work forinternational organizations, which is anotherdistinctive feature of ICU. What makes ICU
invaluable is not only the abundance ofpeople with diverse backgrounds, but also theculture of sharing their experiences andviewpoints in classrooms, which has beenvery beneﬁcial for me in gaining a variety ofperspectives.

Close Relationships with Faculty
Excellent Learning Experience
Current Student

Graduate Student〔Rina〕:When I entered the Graduate School,
it was in the middle of the COVID-19 crisis,
and unfortunately, most of the classes had
already been held online. Despite thissituation, professors at the Graduate School
were genuinely ﬁlled with vitality, and I never
got tired of participating in their classes. I am
deeply grateful for their commitment toproviding detailed guidance similar toin-person situations, not simply through a
computer screen.

TAMAKOSHI, Rina

KACHUR, Jonah Bennett

Christian Academy in Japan (Tokyo); BA, International Christian
University in March 2020; Currently enrolled in the Masterʼs Coursein the Educational Psychology Program (Language Education) at
ICU Graduate School. Upon graduation, she plans to work as
a teacher at an international school.

Eastchester High School, USA; BA, Sarah Lawrence College;
MA in Comparative Culture Program (Japanese Culture Studies),
ICU Graduate School in 2021.
Present: Advertising Consultant, Principle Co. Ltd.

Mas ter 's th e sis “ H erit age L ang uage Mainte nan c e an d Biliteracy
Development: A Case Study of a Filipino Immigrant Family in Japan.”
Her interest in heritage language stems from her background growing
up abroad, which led to her current research since undergraduate
studies at ICU. She has advanced to ICU Graduate School to pursue her
research.

Master's thesis “Managing Manchuria: Formal and Informal Power in
Settler Communities in Southern Manchuria, 1905-1931.” His Senior
thesis at Sarah Lawrence College focused on the same research topic.
Seeing the need for further research and seeking a more convincing
analysis, he enrolled in ICU Graduate School.

Diverse Environment
With Inspiring Faculty and Friends〔Graduate Student, Jonah (hereafter,
Jonah)〕:The major reason I chose ICU
Graduate School is that ICU had a professor
who was well versed in my ﬁeld, and I wished
to complete my thesis under his guidance,seeking to further advance my research.
During my visit to ICUʼs Open Campus before
enrolling, I had a chance to talk with theprofessor, which made me decide to apply to ICU.
〔Current Student, Rina (hereafter, Rina)〕:
That sounds similar to my situation. A
professor of ICU Graduate School focuses on
the research topic I have pursued since myundergraduate days. I wanted to learn under
her supervision and write my Master's thesis.
〔Jonah〕:Another reason for choosing ICU
Graduate School was its excellent learning
environment as a liberal arts college. I

graduated from a liberal arts college in New York
City, and during my college years, I studied
abroad at a university in Kyoto. The university
was large in scale, so classes were mostly heldin large sizes. Because of this experience, I
recognized that a liberal arts education was rightfor me. A dialogue-oriented class in small
groups is the heart of learning at ICU, insteadof one-way lectures. Another attraction of ICU
is that students can choose to take courses inEnglish while improving their Japanese
language skills.
〔Rina〕:ICU emphasizes small-group educationand interactive discussion. Research at ICU
Graduate School is conducted in an evensmaller size than undergraduate courses. I feel
really fortunate to have this opportunity tolearn with professors in close communication.
〔Jonah〕:I also like how highly motivated ICU
students are. All of my classmates chose ICU
to study the ﬁeld they wished to pursue. ManyICU students are unique and have a speciﬁc

and profound interest, such as highly minor
music or a particular novelist.
〔Rina〕:In my ﬁeld (Education), some students
who already have teaching experience enroll at
ICU Graduate School to learn new ideas andpractice new teaching methods, aiming tostudy the IB (International Baccalaureate)program or obtain the IB teacher certiﬁcation.
They are so motivated and take as many
courses as their time allows, which greatly
stimulates me. Hearing their words, “It was
marvelous to learn at ICU,” convinced me ofwhat an irreplaceable environment ICU has.
Their comments also encourage me to move
forward.
〔Jonah〕:In my ﬁrst year of the Graduate
School, the COVID-19 pandemic had not yet
occurred, and I met a wide variety of people.
There were many returnees and international
students, and students had a wide range ofbackgrounds and work experience. Some werein their 50s. In classes of international studies,〔Jonah〕:I also felt close to my researchadviser. I visited his ofﬁce many times andenjoyed casual conversations with him. He
gave me advice on my research, such as,“How about thinking about it this way?” Healso provided career advice to me.

had a similar experience in the U.S., but thedebates at ICU were more thorough. Because
I was refuted so many times, my theory wascorrectly organized, and I acquired a logicalapproach and a practical learning process.
This undoubtedly contributed to the originalityof my theory. Faculty respect students,
reminding us that “Your work is unique to you,”which gave me conﬁdence in my Master's
thesis. Although my current job is in acompletely different ﬁeld, I believe that theway of thinking I acquired at ICU is proving
useful.
〔Rina〕:Itʼs about developing our own learning
style and methods of exploration, I guess. In
my classes, the faculty constantly ask
questions such as “Why?” and “Why do you
think so?” At ﬁrst, it was hard to get used toit. Still, gradually I became more conﬁdent in
expressing my opinions, even when sharing
them with classmates in presentations, rather
than seeking generalized correct answers orarguments. So, my Master's thesis, while
receiving intensive guidance, is “the result of
my original thinking and hard work.” After
graduation, Iʼll work as a school teacher. Iʼdlike to approach my students in the same way,
uncovering and respecting their ideas.

Liberal and Open-minded
Learning Community〔Rina〕:I agree. My research advisor has also
given me many kinds of advice. When I ask aquestion, she answers, “What do you think?”
and does not try to lead me to one deﬁnite
answer. Her stance was to respect studentsʼ
independence to think for themselves.

〔Jonah〕:Iʼve heard that many universities inJapan offer separate courses for international
and Japanese students, but at ICU, allstudents learn together. I felt comfortable inthis kind of community spirit.

〔Jonah〕:I had the same experience with myadvisor. I think there were a lot of“challenges” in the course of his instructions.
For example, after reading some primarysource material, he asked, “What do you
think?” After my answer, he replied, “Why do
you think so?” After my explanation, he again
asked, “Why?” The repetition of this process
deepened my understanding of my own ideas
and clariﬁed the basis for my arguments. I〔Rina〕:ICU has a “5-year Program” (students
begin to take graduate courses in their fourthyear of undergraduate studies and complete
their Master's degree in ﬁve years), so it is not
unusual for graduate students to take classes
with undergraduate students. I believe thateveryone, including undergraduates, graduate
students, faculty and staff, shares the
freedom and culture of ICU and contributes tocreating this community.

〔Jonah〕:There are all kinds of stimuli, andbefore the COVID-19 crisis, there were many
people on campus, recruiting for clubs, playing
musical instruments, and relaxing on thecampus lawn. The dorms held weekly “potluck
parties.” ICU studentsʼ mindset and the cultureof the dorms are open-hearted, which aresimilar to those of American universities.
Students are blessed with both academic
enrichment and fulﬁlling life. ICU is located in
the woods, and I felt such a homey
atmosphere where friends got together.
〔Rina〕:ICU is home to people from all walksof life bringing about diversity into ourcommunity. Despite our differences, a friendly
atmosphere ﬁlls the campus, where we feel
comfortable in expressing our own ideas. And
there is much to learn through the dialogues.
There are many things that I had neverthought about, which had literally expanded
my horizons. Because of my parentsʼ work, I
was raised abroad from childhood, and I
thought I had developed a relatively broad
perspective, including my undergraduate days
at ICU. Yet, when enrolling at ICU Graduate
School, I came to realize that my perspective
was still narrow. I was so amazed to learn thatthe world is much wider than I had thought.
〔Jonah〕:If you are unsure which graduate
school to attend, I strongly recommend
visiting ICU to feel a sense of the community,
talk to faculty, and get a picture of what ICU isreally like. Since you will be spending two
years, I also recommend seeing if you like thecampus in the woods. In my experience, it also
helps to meet others who are considering ICU.
Itʼs good to try to recognize who is
like-minded to you and how people think
differently from you. I have gained further
insights through it.
〔Rina〕:I totally agree. I believe there are manythings that words cannot convey. Why donʼt
you come and join the ICU Open Campus? We
look forward to welcoming you!

Procedure of Conferring Master's Degree
Year

Term

Procedure

Remarks

1styear

1st term

Matriculation ceremony, Orientation (Academic guidance)

Completion of GS required courses

2nd term
3rd term
1st term

Submission of [Application for Candidacy for the Degree of MA]
Approval of Candidacy for the Degree of MA(Requirements: Residence of one year or more,

Start writing Master's thesis

Completion of 18 units or more with a GPA of 3.00 or above.)
2nd
year

2nd term

Submission of [Report on Outline of Master's Thesis](Interim report / Interim presentation)

Submission of [Application for Submission of Master's thesis]
3rd term

Submission of [Master's Thesis and summary]
The ﬁnal examination for Master's Thesis
Conferral of M.A. at the Commencement

34

Master's course

Master's Course(MA)

Education and Psychology Program

No. of Faculty20

No. of Courses

75

English Courses

36 %The Education and Psychology Program pursues research in academic fields related to
psychology, education, and language education in search of conditions that enable humanbeings to coexist while engaging in a peaceful and creative endeavor, nurturing leaders whoplay a pivotal role in realizing an optimum environment in the world.

In the Master's course, students delve
deeper into their field of study to enhancetheir research abilities and to acquire
the professional skills necessary for their future career.

Message from the Program Director

Degree Requirements

The Education and Psychology Program challenges students to explore important questions about human nature and the development andTo complete the Master’s Course, students must be enrolled in the degree program for a period of at least two years; complete
at least 30 credits of the coursework; be granted master’s degree candidacy; submit a master’s thesis; and pass the thesis
review and final examination carried out by the Graduate School. The standard period of enrollment is 2 years.

psychology, and language education. Students have opportunities to develop academic skills in problem solving, analytical and creative thinking,cultivation of individuals. Our curriculum provides training in the knowledge and skills necessary for high-quality research in the fields of education,and professional communication. They are also encouraged to gain new perspectives for—and keen insight into—humanity through active
interactions and collaborations with nationally and internationally recognized faculty members and other students from different parts of the world.

MORISHIMA, Yasunori Professor

AREA OF CONCENTRATION

About Program and Area of Concentration
Master’s course offers an interdisciplinary curriculum, but those who wish to apply must choose one Program and Area of Concentration at the time of application.
Please consider which to choose carefully by checking professor's specialization / courses offered / the degree conferred in each program.
Especially research guidance received from faculty is important in Graduate School. When prospective applicants are not sure which Programs / Areas to choose,
it is recommended that they contact and consult with faculty whose field of specialization is related to their research plan or desired field of study.

■ Education
Based on liberal arts principles and the rigor of research methods, students will examine
increasingly complex issues in education. Under close supervision of program faculty indiverse fields such as sociology of education, educational technology, development studies,
psychology, and philosophy and history, students are expected to focus on one or moreareas of research. The topics include international and domestic issues in education,
applications of innovative computer and internet technology in instructional design andpedagogy, learning and teaching strategies in diverse contexts, societal and community
structures and educational policies in Japan and developing countries, designing andimplementing IB programs in higher education, and evaluating peace education.

■ Psychology

Doctoral Course(Ph.D.)In the Doctoral course, students will be trained to conduct research
independently as well as acquiring the capacity toassume highly professional positions. Students can obtain
the degree of Doctor of Philosophy.

Degree Requirements
Research advisors will instruct doctoral candidates through the Doctor Thesis course（three courses, 6 units）and so on. At
the end of each academic year, students must submit an annual study report. In order to acquire doctoral candidacy status,
students must pass the Doctoral Candidacy Examination. Those qualifying for this status receive research guidance for atleast three terms before they submit their dissertation and take the final examination. The degree is decided by an
Evaluation Committee. The standard period of enrollment for this program is three years.
Faculty Messages

HWANG, Insang
Senior Associate
Professor

My research interests include economic growth, dynamic
stochastic general equilibrium model (DSGE), and overlapping
generation model (OLG) using econometrics, simulations, andmacroeconomic dynamics. Economic and econometricresearches have motivated my academic focus to study andverify the uncertainty and unpredictability of macroeconomic
theories and policies. Based on the ﬁndings of those studies, wewill be able to provide our society with accurate and predictablepolicy consequences. I am now working on human capital andincome inequality, ﬁscal and monetary policy in the small open
economy, Tobin's Q - TFP and business cycle, oil price shockand macro-dynamics, Covid-19 and macroeconomic ﬂuctuation,and ﬁnancial market and risk premium puzzle.

■ Language Education
Students in this concentration will be trained in the theory and practice of teaching
English and teaching Japanese as a Foreign Language. Based on the interdisciplinary
knowledge of linguistics, psychology and education, and of the target language,
students will engage in the research of focused areas such as first language acquisition,
second language acquisition, foreign language teaching methodology, bilingual
education, early foreign language education, and the relationship between language andculture. Aiming at the integration of theory and practice, students will participate inteaching practice at respective classrooms.

Faculty Messages

Great Academic Support
Here at ICU, I am pursuing a doctoral study in education
with a research focus on primary school teacher
education in Cambodia. While academic freedom,
creativity, and students' well-being are promoted,
excellent academic support from well-versed faculty
members and the relevant ofﬁces is always available,
making studying and researching at ICU an enrichingexperience even during the pandemic. Along with an
SOL, Koemhong
Doctoral Course
Student

Student Voice

Application of cognitive linguistics tolanguage education

Student Voice

Solving the Dynamics of Economic Problems andIncreasing the Predictability of Our Society

We engage in research standing in a unique position, with an integrated perspective
combining both scientific and human aspects. We work to cater to the needs of society forthe training and development of highly specialized professionals.
Through specialized lectures, our team of professors - with specialties in cognitive, linguistic,
developmental, educational, social, cultural and clinical branches of psychology, andneuroscience - train students in experimental and investigative techniques, statisticalmethods and qualitative research; as well as conducting proactive joint seminars involving
all faculty members.
A cosmopolitan mixture of students from a diverse range of backgrounds apply themselves
and learn from one another as they engage in university educational activities.

impressive university campus, ICU has much more to

My specialized ﬁelds are second language education andI have been enrolled in the IB Teacher Training Program

cognitive linguistics. I am doing research focusing on theand the Teacher Certiﬁcation Program while pursuing myapplication of cognitive linguistic theories in analyzing

research on the role of a learners' ﬁrst language inlanguage learning and teaching. It includes the semantic

teaching English as a foreign language. Discussions with

network of word meanings, the use of metaphor instudents from diverse backgrounds made me noticecommunication, and multimodality in language learning.

myself being bound by ﬁxed notions. When I think back to

From the perspective of linguistic embodiment, language

my time in the classroom, I realized the teaching style hadlearning is a part of the overall cognitive development,

restricted my thinking. I became aware of this through thewhich involves both the body and the mind. Students are

insights I received from students with different

TSUJITA, Mari

encouraged to carry out research on how multimodal

NONAKA, Kanae

educational experiences. I am conﬁdent that thisAssociate Professor

experience contributes to language learning, such as

Master's Course

experience will help me with my future career as anvideo, music, drama, dance, and sports.

Student

English teacher in Japan.

offer. Come and join ICU for both personal andprofessional development!
*Please see the ICU Graduate School faculty profile at5

Expanding perspectives through discussion
with students of diverse backgrounds

https://www.icu.ac.jp/en/academics/gs/faculty/

6

Master's course

Master's course

Public Policy and Social
Research Program

No. of Faculty

39

No. of Courses

98

English Courses

83 %No. of Faculty

21

No. of Courses

Message from the Program Director

English Courses

26 %Message from the Program Director

This program offers five areas of concentration in the social sciences. Each of these academic fields does not stand alone as completely independent areas ofIn the Comparative Culture Program, students can develop the academic sense of grasping cultural phenomena in a comprehensive manner bystudy; they are areas that strongly inter-relate with one another both from a theoretical and methodological perspective. Thus, students are expected to not only

studying subjects of humanities and historical studies, crossing over the borders between specialized fields. Various classes on history, religion,

engage in intellectual pursuit merely in their chosen area of study, but also to embrace an interdisciplinary attitude towards academics. Many courses are taught

philosophy, fine art, music and literature in regions including Japan, Asia, Europe and North America are offered. The broad perspective, which isin English, where students from both within Japan and overseas with a range of backgrounds devote themselves to academic endeavors under the guidance offostered through these small-sized classes where dialogue is emphasized, will be a foundation for procuring originality in each student's

our internationally diverse faculty.

AONUMA, Satoru Professor

AREA OF CONCENTRATION

specialized research, which is conducted under the guidance of the thesis advisor.

SANO, Yoshinori Professor

AREA OF CONCENTRATION■ Politics and International Studies■ Public Economics■ Japanese Culture Studies

Politics and International Studies covers international relations, politics, public
administration, public policy, and law. Courses offered include Political Thought,
Refugee Law, Multilateral Diplomacy, Comparative Politics and Government, Law andPeace,Public Administration and International Organization.The concentration in politicaland international studies is aimed at cohesive education and research inmultidisciplinary fields: international relations, politics, public administration, and law.
The concentration provides a unique combination of three distinct approaches, i.e.,
normative studies, empirical analyses, and policy studies. It aims to deepen
understanding and further education and research in each multidisciplinary field.

Students in the Public Economics Concentration choose either economics or businessadministration as their field of specialization: Students in economics are required to takecore courses in microeconomics, macroeconomics, econometric analysis, and advanced
econometrics, while students in business administration choose relevant courses frombusiness administration, accounting, and finance. Upon entering the Public Economics
Concentration program, students are assigned a faculty adviser to counsel themregarding their research topic and start preparing for their Master’s Thesis, while taking
more advanced courses.

Japanese Culture Studies offers a wide array of courses in small group seminars thatcover Japanese history, art, philosophy/ethics, religion, and literature in order for
students to gain a broad overview of Japanese culture. Students also participate inclasses on the cultures of various regions worldwide and cultivate a global perspectivethat focuses on Japan’s position in Asian countries and its international relations with
Europe and the US. Preparing their Master's thesis under the guidance of a personalacademic advisor, students can engage in cross-disciplinary research to deepen theirknowledge, such as in literature and the arts that include historical, ideological, andreligious viewpoints.

■ Social and Cultural Analysis■ Peace Studies

Social and Cultural Analysis offers students the opportunity to examine contemporary
global problems using the methodological tools and theoretical insights of Sociology andAnthropology. Faculty specialize in a broad range of relevant topics, including Gender &Sexuality, Science & Technology, Global Health, Population & Development, Violence,Contemporary Religions, Social Inequality and Globalization. Students in the program
engage in multidisciplinary research projects that combine any of these specialties andwork closely with our Faculty to pursue their individual interests. Social and Cultural
Analysis helps students develop the skills necessary to interpret some the most pressing
issues facing the world today.

We offer a wide variety of courses relevant to peace, conflict and security. They
range from foundation courses in peace and conflict studies, to more specialized
courses on human rights, ideas and norms, gender, religion, conflict resolution,
peace-building, development, traditional and post- traditional security threats,human security, the role of international organizations and international law.
Graduates should then be able to analyze existing and potential conflicts, conduct
empirical research, and should be able to work within national governments,
international government or non-governmental institutions with a focus on peace andsecurity issues.

■ Transcultural Studies
Through small group seminars that emphasize discussions, students acquire a wide
range of research methods in history and humanities that study the cultures of various
regions worldwide while removing the barriers between each academic field. Cultivating acomparative perspective that transcends time and space, students are exposed to thediverse research methodologies of various academic disciplines and gain specialized
research methods under the guidance of a personal academic advisor. Through learningthese, students develop essential academic senses and insights that will lead to truly
original research achievements.

ICU Society for the Study of Comparative Culture■ Media and Language

The Society supports members’ research activities in various ways, including the
publication of ICU Comparative Culture, an academic journal containing members’
research papers, and the ICU Comparative Culture Series, which provides a medium
for publishing outstanding yet unpublished doctoral dissertations on comparative
culture. Through theses efforts, the Society strives to promote the interaction andmutual development of members. Students are encouraged to join the Society at thetime of their enrollment.

In the interdisciplinary Media and Language area of concentration, students can gain
expertise in such fields as sociolinguistics, communication, media, and translation
studies. Basic research skills are acquired and then applied in project-oriented
courses, and students gain awareness and understanding of the important
theoretical works in this interlocking range of disciplines. With this solid foundationof knowledge and methods, students will be able to engage in research that allows
them to critically explore a wide range of topics related to the meanings,
relationships and operations of media and language in contemporary society.

Student Voice

Faculty Messages

Donʼt be afraid to think big

Faculty Messages

Share your niche interests.

Student VoiceIn Search of Undiscovered Beauty

The gaze of the "outside" on the "inside" of the major

My research can be considered in two ways. One is more

At ICUʼs Public Policy and Social Analysis course, I was

My research focuses on the art of Northern Italy from

My major is Japanese classical literature. In thefrom a macro perspective, the other more micro. Broadly, I

able to further my research in humor studies andthe 14th to 16th centuries, particularly stories depicted,

Comparative Culture, I am able to study with students andexamine issues of inequality, social movements andcomplete my MA thesis about the representation of

costumes, and meanings of colors applied. Italy isfaculty members with diverse perspectives andeducation, while more speciﬁcally, my research centers on

BONDY,Christopher

surrounding buraku issues. Choosing a graduate program can

SAARANEN, Elina

Senior Associate

be a challenge, but it is a time for you to explore your

Master's Course*Please see the ICU Graduate School faculty profile atStudent

https://www.icu.ac.jp/en/academics/gs/faculty/

well-rounded understanding of my topic and the society
it is surrounded by. I am conﬁdent that the course's
diversity can do the same for your topic of interest.

specialty. In my case, I got an idea to compare Japanese

artworks remain unrecognized in churches, castles andknowledge. What I learned helped me develop aof laws and social movements in shaping discourse

interdisciplinary thinking beyond the framework of myGermany, where multiple cultures intermingle, many

was also able to gain anthropological and sociologicalthose teachings. I have also conducted research on the role

Learning various students and professors enhances myin Japan. Also, along the border of France andpoints of view. Not limited to media and gender studies, I

issues are taught along with how buraku youth respond to

backgrounds. This is unique to ICU graduate school.

the Renaissance, but only a few have been introduced

allowed me to study my interest from many different

have spent time in public schools exploring how buraku

intellectual passions and we hope that ICU can be that place.

abundant with artistic works from ancient Rome andwomen in Japanese TV comedy. In the end, this course

Japanʼs largest minority group, known as the burakumin. I

Professor

41

The Comparative Culture Program compares and studies all dimensions of culture based on
problem- oriented methods, to nurture responsible and perspicacious leaders embodying the spiritof liberal arts.

The Public Policy and Social Research Program delves into field research in the social sciences
including public policy. Relations with other fields are through an interdisciplinary approach. Our
objective is to nurture future leaders for domestic and international organizations, with training in
flexible problem-solving based on analytic and planning skills.

7

Comparative Culture Program

classics and Greek literature for my master thesis. Thispalaces. Although they may appear awkward at ﬁrst
ITO, Aki
Professor

glance, unique sophistication and sentiments dwell inthem. I ﬁnd pure joy in conveying the beauty andcharm of such undiscovered works rather thanmasterpieces of renowned artists.

*Please see the ICU Graduate School faculty profile atinterdisciplinary learning allows me to participate in the
MATSUDA, Tomoya

International Baccalaureate Teacher Training Program,

Master's Course

and I feel that I have a wide range of career options.

Student

https://www.icu.ac.jp/en/academics/gs/faculty/8

Master's course

No. of Faculty

Natural Sciences Program

25

No. of Courses

36

English Courses

91 %In the Natural Sciences Program, we provide specialized training in various scientific fields,
enabling students to understand their fields within the framework of science as a whole. Our
goal is to nurture leaders who can help society by means of science.

Distinctive Study Program
The Graduate School offers the following study programs for its students including the 5-year Program students.
Those who have completed all the requirements are eligible to receive a program certificate.

Diplomatic and International Public Service ProgramThis program is open to those who are considering careers in diplomacy or international organizations such as in the United Nations system. It offers
academic learnings with relevant courses while also encouraging extracurricular activities such as internships and seminars to support the students
pursuing their career.

Message from the Program Director

Eligible Students①Undergraduate students in the 5-year program at ICU ②Graduate students including the 5-year program, M.A. and Ph.D. Program at ICU＊Non-degree students are not eligible.

Our aim is to supervise students with various kind of backgrounds from those who have not learnt sufficiently in undergraduate toRequirements of the Program

those who want to be a researcher in the future. In addition, our programme is suitable for coping with ”problems without answers”
which we often meet in our real life.

YAMAZAKI, Mitsuru Professor

AREA OF CONCENTRATION■ Mathematics and Information Science
In this program, students engage in complementary theoretical and applied or practical
study, while at the same time advancing their research in close collaboration with theirresearch supervisors, from classical themes to the latest cutting-edge areas of researchdrawn from both the Japanese and overseas research communities.
After completing the program, students aim to enter employment in corporate or
educational fields, or progress to higher levels of study on doctoral programs in Japanand abroad, with the aim of becoming professional researchers.
In terms of background knowledge, it is desirable for students to have accumulated awide range of knowledge up to the third year of undergraduate study and to haveengaged in fundamental studies in their area of specialization. Students also require
foreign language ability in order to read academic journals and dissertations written inforeign languages, including English.

Note to Prospective Applicants
We strongly recommend that all prospective applicants to the Natural
Sciences Program communicate with our faculty members and visit thecampus to ensure that our facilities and laboratories meet their researchneeds. ICU facilities can be open to prospective applicants on open campus
day or by appointment.

Other Requirements
Ⅲ．
1. English language competence for non-native speakers of English: TOEFL iBT 100 or above / IELTS 7.5 or above
2. UN Official language or quantitative analytical competence (Choose either ① or ② from below)①UN Official language– For non-native speakers of English: Proof of successful completion of one of the UN official language courses (except
English) at the foundation level taken from ICU’s World Language courses (3 terms) or other institutions with equivalent terms– For native speakers of English: Proof of successful completion of two of the UN official language courses (except
English) at the foundation level taken from ICU’s World Language courses (3 terms) or other institutions with equivalentterms UN Official Languages…Arabic, Chinese, English, French, Russian, and Spanish＊French or Spanish is strongly recommended.

②Proof of successful completion of credit-level university
courses on quantitative analytical and statistical skills
or＊If it is going to be one of the courses listed in "2.
Course Requirement", it would be treated outside of
the course requirement.(QALL401 can be counted
for this requirement)＊Strongly recommended for finance andeconomics fields.

3．
Participation of an internship hosted by institutions related to diplomatic and international public service, including governmental, intergovernmental, and international
non-governmental organizations. ( In any region /country. Both full time and part time are counted )( QALL 402 and QPPI524 can be counted for this requirement. )This program aims to nurture future business leaders (corporate executives) and financial professionals who are “responsible” to theenvironments and societies surrounding them. It provides lectures which are taught by highly acclaimed enterprises for ESG and leading credit rating
agencies to foster business professionals who will be highly expected by society in the future.

While scientific studies relating to physical matter are mainly classified into experimental
and theoretical study, calculation from first principles using computers is becoming
another important area. Experimental work requires fundamental experimental skills andlogical thinking to arrive at an understanding of physical substances based on
experimental result; while theoretical work involves explanation of facts and making
prediction based on basic laws of material science and modelling of phenomena. In thisway, we seek to interlink and integrate the experimental, theoretical and computational
sciences.

Eligible Students①Undergraduate students in the 5-year program at ICU②Graduate students including the 5-year program(M.A. or Ph.D. Program) at ICU＊Non-degree students are not eligible.

■ Life Science

Requirements of the Program

In this program, we engage in research in the three areas of botany, zoology andmicrobiology, ranging from the molecular level to the individual organism or ecologicallevel. In terms of specific themes, some examples include biological rhythms,
metabolism, DNA repair, generation, reproductive behavior and ecological conservation.
In addition to specialized themes, we instruct students in scientific thinking and basic
research methods. We also place importance on utilizing the unique features of ICU asa liberal arts university, thinking about connections between the life sciences andsociety, and developing scientific communication abilities.

1. Completion of 5 courses (10 credits) designated in this program
2. GPA of 3.20 or above in the 5 courses (10 credits ) designated in this program
3. GPA of 3.20 or above in the overall courses taken in the Graduate School

Faculty Messages

To the unknown world beyond what is
written in textbooks and papers

4. A Grade of A in Master’s thesis
5.Completion of an external online course ‘Bloomberg Market Concepts’ with a course
certificate, or the equivalent approved by the Graduate School

IB Teacher Certification Program
Student Voice

Immerse yourself in research ina small-group environment.

My research ﬁeld is geometry. Nevertheless, I also use
algebraic and combinatorial methods very often. I think it isfair to say that two mathematical activities, investigating
high-dimensional "shapes" that are difﬁcult to visualize(geometry) and successfully counting something(combinatorics), are connected through algebra. Realmathematical activities start from the curiosity within us. The
unknown world that lies beyond what is written in textbooks
and papers is surprisingly within reach. I look forward to
MATSUMURA, Tomoosharing that experience with graduate students through

ORYU, Tatsuya

Associate Professor

cutting-edge research in pure mathematics.

Master's Course*Please see the ICU Graduate School faculty profile at

Ⅱ. Course Requirements
1. Completion of 7 courses (14 credits) from the designated course list
2. GPA3.50 or above in the designated 7 courses

Responsible Global Corporate Executives and Financial Professionals Training Program■ Material Science

9Ⅰ. Degree Requirement
Successful completion of the Master’s degree program at ICU’s Graduate School of Arts
and Sciences *Exempt for the master's degree holders enrolled in ICU’s Doctoral Course.

Student

https://www.icu.ac.jp/en/academics/gs/faculty/

My research is on security systems in Internet routing. I entered ICU
as a college student and continued on to graduate school throughthe 5-year program. As a matter of fact, the population of science
majors at ICU is particularly small, with only two students in the
Mathematics and Information Science department including myself,
and only one in my laboratory. On the contrary, this small-groupenvironment turned out to be perfect for me. This environment
allowed me to take adequate time to learn what I did notunderstand and even brought me an opportunity to become moreproactive in my research. Despite my initial lack of specialized
knowledge and research experience, I was able to take on new
challenges and gained enlightenment regarding my study. And last
but not least, the verdant environment at ICU campus isunmissable. If you ever feel stuck or tired, you will deﬁnitely feel likedaydreaming at the three great mountains of ICU: Mt. Baka, Mt.
Aho, and Mt. Manuke.

The International Baccalaureate (IB) is an international education program that focuses on teaching students to think critically and independently. This
training program in ICU aims to nurture IB educators in MYP (11-16 years old) or DP (16-19 years old.) Students who have completed the program canrequest an IB Certificate in Teaching and Learning (CTL), or an IB Advanced Certificate in Teaching and Learning Research (ACTLR) to theInternational Baccalaureate Organization. ＊For details about ACTLR, please contact us at ibec@icu.ac.jp

Eligible Students for CTL
1.Undergraduate students including students in the 5-year program at ICU who fulfill both of the following conditions:① Students who have a GPA of 2.5 or above when register. ②Students who are enrolled in the Teaching Certification Program.
2.Graduate students at I CU including the 5 -year program ( M.A. or Ph.D. Program in any field ) who fulfill the following conditions:① Students who have (or expect to have by graduation) teaching certification in Japan or the equivalent in another country.
② Students who have a GPA of 3.0 or above when register.
*Non-degree students are not eligible.

Requirements of the Program for CTL
In order to complete the I C U I B Certificate in Teaching and Learning, students must fulfill all of the following requirements:① Complete the required courses: Total of 6 courses (12 credits )② Complete a Teaching Practicum at an IB World School ( 2 credits)③ Teaching certification in Japan (or equivalent certification in another country)＊Students who complete the IC U I B Teacher Certification Program are eligible to apply for the IB Certificate in Teaching and Learning MYP or IB Certificate in Teaching and Learning DP
issued by the International Baccalaureate Organization.

For details, please refer to our university website
or a dedicated brochure.
You can check the detailed features,the main teachers, and the steps to complete.

https://www.icu.ac.jp/en/academics/gs/ studyprogram/10