Based on Christian ideals and the Universal Declaration of Human Rights, International Christian University (ICU) aims to educate individuals to serve God and humankind and, in so doing, to nurture knowledgeable, responsible, and peace-building global citizens. In keeping with its threefold mission as an academic, Christian and international institution, the university grants a Bachelor of Arts diploma to those who obtain the following abilities by completing academic requirements in the arts and sciences:

1. Ability to form plans independently as a selfmotivated scholar and to learn creatively while strengthening their academic foundation.
2. Ability to learn in both Japanese and English and to use those languages to communicate with people from around the world.
3. Ability to identify and resolve problems with a foundation in critical thinking focused on both themselves and others.
4. Ability to bring together diverse knowledge and data, whether from the sciences or the arts, and to put such knowledge to use in real-world situations.
5. Ability to express ideas effectively in both oral and written communication.
6. Ability to harness in-depth knowledge to produce original insights based on scholarship in the student's major(s).

Based on its objectives and mission, ICU's curriculum cultivates the abilities outlined in its diploma policy as follows:

1. Based on ICU's belief in "Later Specialization," a feature of Liberal Arts education that allows students more time to study a variety of subjects before deciding on their specialized field(s), students decide their major at the end of their sophomore year.
2. Students can select majors in three patterns: single major, double major (in which students pursue two majors simultaneously), and majorminor (in which students pursue one major with full requirements and a minor with limited requirements).
3. The overall curriculum consists of Language courses, General Education courses, Health and Physical Education courses, and specialized courses.
4. Students take Language courses (English for Liberal Arts or Japanese Language Programs) in their first and second years. These courses provide training in academic skills such as language proficiency, critical thinking, and communication.
5. General Education courses include "Introduction to Christianity" and courses in three areas: humanities, social sciences, and natural sciences. These courses, by offering a quintessence of various academic disciplines, help students choose their major on the one hand, and connect chosen fields and topics from multiple perspectives on the other.
6. Health and Physical Education courses cultivate the holistic growth of students by helping them enhance their physical, mental and social wellbeing.
7. Specialized courses include foundation and area major courses that help students to systematically deepen their knowledge in their major(s) as well as other college-wide courses.
8. World Language courses provide instruction in languages other than Japanese and English. They provide students with the opportunity to explore unfamiliar cultures and thinking in order to nurture a broader perspective.
9. In their last year in the College, seniors write a thesis on a topic of their choice. Through this exercise in composing academic research, students learn to present the results of their intellectual endeavors by bringing together what they have learned in their undergraduate studies.
10. Class sizes will be taken into consideration in order to secure small class sizes and interactive classes.

Founded on the principles of the Universal Declaration of Human Rights, ICU aims to cultivate "responsible global citizens" who will contribute to world peace and to help people from diverse backgrounds live together harmoniously. ICU has been a trailblazer in liberal arts education in Japan since its founding in 1953, pursuing, as its name suggests, international, Christian, and academic missions. In order to realize this vision and meet challenges in the global community, ICU seeks students from Japan and around the world who possess - and want to enhance - the following qualities:

1. Intellectual curiosity and creativity transcending disciplinary boundaries.
2. Sound judgment and the ability to think logically and critically.
3. Global communication skills necessary for dialogue with people from diverse cultural backgrounds.
4. The initiative and motivation needed to identify, solve, and engage with real world problems.

In Admissions, we look for students who have studied broadly, whether in Japan or in other parts of the world and whether in the arts or in the sciences. We look for students who have the ability to integrate basic knowledge from various subjects so that their understanding forms the basis of taking action, and who also have the ability to communicate in foreign languages.

ICU's College of Liberal Arts offers a variety of admissions and assessment procedures in order to admit diverse students with the potential to change both themselves and the world.

As members of a liberal arts institution devoted to academic excellence and the pursuit of truth, ICU students are expected to maintain the highest levels of honesty and integrity in all their endeavors. Scholarship is naturally built upon past achievements. Accordingly, it is a serious violation of academic integrity to pass off the thoughts, ideas, words, phrases or research of another person as if those achievements were one's own. All work submitted by students for evaluation by their teachers must be original work. Students are expected to properly acknowledge all sources of information that is not the product of their own research or thinking.
Violations of the academic integrity policy fall into three categories:

1. Cheating:

Cheating is defined as:

1. Copying from another student on an examination.
2. Exchanging information with another student during an examination.
3. Bringing notes or 'cheat sheets' into an examination, or writing answers out on a desktop prior to an examination.
4. Using electronic devices (for example, cell phones, electronic dictionaries or pocket computers) for unauthorized access to answers on an exam.

2. Plagiarism

Plagiarism is defined as the passing off of another's work, ideas, or results as one's own. It primarily occurs in written papers and commonly involves:

1. Copying without attribution passages from books or articles written by another author.
2. Copying without attribution text or information from an internet source.

3. Misrepresentation of Unoriginal Work as Original Work

This violation occurs when students:

1. Submit a paper, assignment, lab book, or lab results already used in one course for credit in another course.
2. Submit a paper, assignment, lab book or lab results already used by another student in one course for credit in one's own course.
3. Commercially purchase a paper or lab results and submit it without acknowledgment of its origin.

All ICU faculty, staff, and students are expected to learn and understand ICU's policy on academic integrity. Any question a student has regarding the policy should be taken to a professor for clarification prior to submitting work for grading. All academic work will be evaluated by professors with the assumption that students know and understand the academic integrity policy.

Students may not submit work that contains violations of the academic integrity policy and then seek leniency claiming that they were ignorant of the policy.

Punishment for violations of the academic integrity policy vary depending upon the severity of the offence and whether the offence is a first or repeat offence. The minimum punishment will be a failing grade for the course in which the violation occurred.

In the context of the widespread use and rapid evolution of generative artificial intelligence tools, the University has adopted this Generative AI Policy. The Policy rests on a commitment to the goal of providing a high-quality liberal arts education to students, and to the goals and practices identified in the University's Diploma Policy and Curriculum Policy. These goals and practices include fostering critical thinking, bilingualism, breadth of learning, creativity, and self-expression. This Policy should also be understood in relation to the ICU Policy on Academic Integrity.

This Policy aims to promote and ensure an authentic learning experience for students, and to promote and ensure the ethical production of authentic research and academic writing by students.

Responsibilities regarding teaching and learning:

In matters of teaching and learning, students and faculty jointly share a responsibility for understanding and adhering to this policy.

Students are responsible for ensuring that they study and learn authentically, and that their use of generative AI tools does not harm their attainment of 1) the abilities identified in the Diploma Policy and 2) the goals for courses that are identified on the syllabi. In particular, students must understand and adhere to the requirements that faculty have set for their courses concerning how generative AI tools may or may not be used. Students must also ensure, in courses where the use of generative AI tools is permitted, that they are using the tools ethically when they participate in class activities and prepare assignments.

In order to help students attain the abilities identified in the Diploma Policy, faculty are responsible for designing and teaching courses that promote authentic learning and that use authentic measurements of learning. Syllabi should be designed, and courses taught, so that the processes and outcomes of learning cannot readily be simulated by the use of AI tools. In particular, faculty must indicate clearly on their syllabi how generative AI tools may or may not be used in their classes.

Responsibilities regarding course assignments, theses, and dissertations:

The ICU Policy on Academic Integrity indicates three categories of violations of academic integrity (Cheating, Plagiarism, Misrepresentation of Unoriginal Work as Original Work). Students must avoid using generative AI tools that will in any way result in such violations. Students need to exercise particular care to ensure that they do not, whether intentionally or unintentionally, plagiarize the work of others or present as their own work something that has been produced by a generative AI tool.

Faculty members must provide guidance to students--particularly when they are writing their undergraduate theses, Master's theses, or Doctoral dissertations--about whether generative AI tools may be used, and if their use is permitted, how they should be used and how their use should be documented.