Student dormitories are located in the beautiful broad campus in Tokyo where international students can share life with Japanese students while enjoying four seasons.
Students and faculty members from various countries meet and study together in an academic environment where they appreciate diversity and learn from "differences" to become a person who can engage with the world.
ICU Environmental Mission Statement
ICU is endowed with a campus of extraordinarily natural beauty and cultural heritage.
This gift can and should be treasured as one of the unique and appealing assets of the institution.
Features
From its foundation in Japanese-English education, the ICU Graduate School strives to cultivate highly skilled human resources who can use their highly specialized leadership skills to act as bridges between Japan and the international community.
History
Right after World War II, a group of Christian educators in Japan and their supporters in the United States began fund-raising efforts with the hope of establishing a university based on Christian principles. Donations came from Japan, the U.S., and other parts of the world, Christians or non-Christians. Thanks to these endowments, ICU was established in April 1953 as the first four-year-liberal arts college in Japan. Based on the fundamental educational plan with emphasis on graduate education, Division of Education was established in 1957; Public Administration in 1963; Comparative Culture in 1976; and Natural Sciences in 1987. Finally, in April 2010, four graduate divisions aiming at interdisciplinary education were united and regenerated as the "Graduate School of Arts and Sciences".
Beautiful and Diverse Campus in Tokyo
Bilingual Education in Japanese and English
The English courses to acquire Academic English skill for completion of Master's thesis and the Japanese Language Programs for graduate students who wish to increase Japanese skills are also available.
Leaning with an emphasis on dialogue
As a liberal arts college, we place the utmost importance on dialogue between faculty and students. Our approach revolves around sharing our thoughts on different subjects with one another and generating new ideas through dialogue. That reflects a strong sense that all of our faculty respect students as individuals and are eager to bring out their potential.
Global encounter and the interchange on Campus
Students and faculty members from various countries meet and study together in an academic environment where they appreciate diversity and learn from "differences" to become a person who can engage with the world.
Number of full-time faculty according to nationality
Country/Region | Number |
---|---|
JAPAN | 98 |
USA | 20 |
CANADA | 7 |
UK | 7 |
KOREA | 6 |
GERMANY | 2 |
HUNGARY | 2 |
AUSTRALIA | 1 |
BULGARIA | 1 |
CANADA/UK | 1 |
CZECH | 1 |
FINLAND | 1 |
FRANCE | 1 |
NEW ZEALAND | 1 |
SPAIN | 1 |
UK/USA | 1 |
UK/IRELAND | 1 |
Total | 152 |
*As of May 2016
Number of graduate students according to nationality
Country/Region | Number |
---|---|
JAPAN | 77 |
CHINA | 17 |
USA | 9 |
PHILIPPINES | 8 |
KOREA | 4 |
LAOS | 4 |
NEPAL | 4 |
UK | 4 |
AUSTRALIA | 2 |
BANGLADESH | 2 |
COLOMBIA | 2 |
FRANCE | 2 |
INDIA | 2 |
KIRIBATI | 2 |
MALAYSIA | 2 |
MEXICO | 2 |
MYANMAR | 2 |
SOUTH AFRICA | 2 |
ZIMBABWE | 2 |
ARGENTINE, AUS/CAN, BRAZIL, DENMARK, EGYPT, ESP/CHE, FIJI, GAMBIA, HUNGARY, INDONESIA, MALI, NAMIBIA, NICARAGUA, PNG, SIERRA LEONE, SWEDEN, TAIWAN, TANZANIA, UGANDA, VIETNAM | 1 each |
Total | 169 |
*As of April 2017
Teaching Assistant System
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.