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.

1. Introduction

You are probably aware of the generative AI, which has recently become a hot topic. As a form of artificial intelligence that is evolving at an accelerating pace, it is gaining attention as a convenient tool, but at the same time, various potential dangers have been pointed out. Here, we present the basic perspective of International Christian University (ICU) on the use of generative AI.

ICU's mission is to nurture individuals who possess free and independent ability to think and critique, and make rational judgments based on truth and freedom, and accept responsibility for these decisions. In other words, students are expected to think independently, critically evaluate their thoughts, pursue high academic and ethical standards, and apply them in society.

2. What is Generative AI?

In the context of ICU's academic standards, how can the use of generative AI be positioned? Generative AI is a program that learns from massive amounts of data, such as existing documents and images on the internet or other databases, and can output answers to questions posed by users (prompts) in natural language or other forms.

Generative AI is highly likely to be integrated into daily life just as internet search engines were, and it is necessary for all of us living in the 21st century to use these tools, examine their pros and cons, explore solutions, consider new forms of communication that transcend differences in language, culture, and disabilities, evaluate the significance of human languages, and discover their progressive usages.

3. ICU's Academic Integrity Policy

Considering what is stated above, we, as a university that proclaims itself as the "University of Tomorrow," do not wholly deny the use of generative AI. On the other hand, using work created by generative AI as if it were your own creation for the purpose of grade evaluation is considered "plagiarism" as defined by ICU's Academic Integrity Policy. The policy states:

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.

Furthermore, there are concerns about the academic objectivity, ethical aspects, and safety of generative AI, as follows:

• The data used by generative AI consists of other people's works, presentations, and research results, so the output itself may infringe copyright or constitute plagiarism.
• The inaccuracy of the output has been pointed out.
• The narrowness, bias, and errors in the accumulated data may be reflected in the output, potentially reproducing discrimination based on race, gender, language, and religion.
• The input content is stored on servers and cannot be retrieved or deleted, posing privacy and security risks.
• There are no globally established common rules for development and usage.

To use generative AI appropriately, meticulous care and specialized knowledge are required, and it is necessary to critically examine the output and correct any issues. Relying on generative AI may mean abandoning human endeavour to craft words and sentences to communicate with others, and hinder your growth in creativity, critical thinking, and skills such as information gathering, organization, discussion, writing, and language learning.

4. ICU's Policy

In light of these considerations, ICU emphasizes the process of critical thinking among students. Therefore, when students engage in assignments, we expect them to think, research, reflect, and compose their responses in their own words. Texts created by generative AI, even with some alterations, will not be considered as their own work and will be deemed in violation of the Academic Integrity Policy. Tasks that are required to be completed by themselves should not be performed by generative AI. Violations of these policies will be treated as breaches of the Academic Integrity Policy.

This does not apply if the instructor specifically instructs students to use AI. Please consult with your course instructor regarding the AI usage policy for each course. In the absence of special instructions, this policy will apply.

5. Precautions When Using Generative AI

Exercise caution when using generative AI. Do not input personal information about yourself or others, others' copyrighted works, unpublished research results, or confidential information. Choosing to opt-out and not allowing the system to learn from the information input is the minimum necessary precaution. However, please be aware that privacy concerns may remain even when opting out.

6. In Conclusion

ICU is more concerned with the thought process leading to the outcome, rather than the outcome itself. It is through this process that "freedom and independence in ability to think and critique" can be acquired. When responding to assignments, we expect students to think, compose, revise, critically examine, and carefully craft their work, using their creativity and critical thinking.