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Bringing people together, serving the world. International Christian University (ICU) was founded in 1949 as a four-year liberal arts university. For nearly 60 years, ICU has provided students with a unique opportunity to acquire a global perspective, critical thinking skills, and fluency in Japanese and English. ICU was established at a time in Japan when political and economic leaders sought more democratic and humanistic approaches to addressing domestic and international issues. With an emphasis on reconciliation and peace, ICU was envisaged as a “University of Tomorrow,” a place where Japanese and international students could learn together to serve the needs of an emerging, more interconnected world. Since its founding, it has been a tradition at ICU for newly enrolled students to sign the United Nations Universal Declaration of Human Rights and to help bring about social justice and world peace during their student years and beyond. The educational experience at ICU encourages students to carry with them a pioneering spirit of openness to constructive change and alternative points of view. This is why a large number of the nearly 23,000 graduates, since its founding, can be found in all corners of the globe.


ICU is the thing that made me what I am today.

— L. Mark Weeks, Esq. (‘84) Managing Partner Orrick, Herrington & Sutcliffe LLP Tokyo, Japan

The campus is beautiful, in so many ways. ICU is home to a state-of-the-art library, tech-

The ICU Church is located in the heart of the

nologically-equipped classrooms, and computer

campus and is a center of worship for some,

and internet access is available throughout

and a center of spiritual reflection for others.

campus. An architecturally innovative dining

Whether religious or non-religious, it is a

hall and three student dormitories have been

tradition for students, faculty, staff members,

constructed in the past two years.

and graduates to gather and sing Handel’s

The 153-acre wooded campus is rich in history and nature. Students can get a glimpse of ancient pre-Jomon life by visiting the Hachiro Yuasa Memorial Museum, which displays remnants found from on-campus archaeological sites. Students also gain hands-on experience by participating in excavations as part of their coursework. After a few-minutes walk from the center of the campus and through a large thatched gate is the Taizanso Garden. Built

Messiah every December. The grassy area in front of the main classroom building, called Bakayama and Ahoyama, is one of the most popular places for students to socialize on campus. Still considered exceptional in Japan, students can freely visit faculty members during office hours to engage in one-on-one discussions. Faculty advisors also help students decide on their major and/or minor and advise students on future career plans.

in the 1920’s, the garden includes a tradi-

Despite the historically and naturally rich

tional Japanese tea house and the historically

environment, in half an hour via public trans-

significant One-Mat Room constructed out of

portation, students can find themselves in the

wood gathered from sacred and historic sites

busy streets of Tokyo. The quiet and peace-

throughout Japan. Students can enter this

ful ICU campus provides a balance to the

garden all year round to enjoy the change of

surrounding urban environment and students

colors during the four seasons.

take full advantage of both.

For details on campus facilities:

Here are some of the reasons why you should study at ICU. ICU offers students a truly international campus life, where faculty and students from different backgrounds freely interact with each other.

• Four-year undergraduate students can choose a major, double-major, or a major and a minor from a total of 32 areas in traditional fields and emerging interdisciplinary fields. • ICU provides the world’s best Japanese Language Programs. • Japanese and non-Japanese students study together in the same classroom. • Classes are offered in Japanese and in English. • After graduation, nearly 80% of ICU graduates enter the work force and nearly 20% proceed to a higher degree in Japan or overseas. • There is a network of nearly 23,000 graduates around the world, including many in North America.

Four Years at ICU ICU’s undergraduate curriculum is designed so that students can acquire bilingual proficiency, extend their knowledge across a range of subjects, and develop a depth of understanding in a selected academic area. ICU utilizes a GPA system and, as part of the graduation requirements, students write a senior thesis applying the academic research skills they have obtained during their four years of study.





Japanese Language Programs* General Education Courses

Foundation Courses (from different areas) Area Major Courses Senior Thesis



*The duration of the Japanese Language Programs varies according to the students’ Japanese proficiency at the time of enrollment.



Excellence in Japanese Language Education Japanese Language Programs and

ICU is widely admired for its excellent Japanese Language Programs (JLP). Unlike

Summer Courses in Japanese:

most Japanese universities, ICU does not require students to have prior knowl- collegewide/jlp

edge of the Japanese language before enrollment. Classes are offered from the intro-ductory level to the most advanced levels, and the small-class size provides for ample interaction with classmates from around the world. Students enrolled in the Japanese Language Programs may be seeking a degree or studying abroad at ICU, and may be ethnic Japanese who grew up outside of Japan. Students are placed into an appropriate course level based on placement tests taken during orientation. At the introductory and intermediate levels of the JLP, students may opt for either the “intensive” (20 periods per week) or the “regular” (10 periods per week) track. Short-term students from abroad typically take a half load of JLP and use the other half to take courses taught in English. As ICU has emphasized bilingual proficiency since its founding, completion of the JLP is part of the graduation requirements for degree-seeking students who are not yet fluent in Japanese. Students who have completed the JLP are able to take courses taught in Japanese across the curriculum, and by graduation they will be equipped with a high degree of Japanese proficiency.

Japan Studies Japan Studies major/major_25.html

ICU offers a comprehensive Japan Studies major. An interdisciplinary approach explores all factors of life in Japan; encompassing the study of people, language, culture, politics, economics, international relations, religion and other interdisciplinary areas. Faculty members, many of whom have been educated outside of Japan, can offer unique and multicultural perspectives for students to employ critical thinking in integrating knowledge about the complex and ever-changing Japanese landscape. The courses aim to help students develop a thorough knowledge of Japan and enable them to apply their understanding of Japan in their academic and professional careers.

The Academic Schedule ICU’s Trimester Schedule

ICU welcomes students from around the world, regardless of their ethnic back-


ground, gender, nationality or religion. In order to accommodate a diverse student

April - June

body, the university runs on a trimester schedule. Incoming students who come


from a Japanese educational background begin their academic year in April,

September - November

while students from a non-Japanese educational background start in September.


Students who enroll in either April or September all study on the same campus

December - March

under the same curriculum, with the exception of the English and Japanese Language Programs. ICU holds matriculation and commencement ceremonies two times a year to meet the needs of incoming students from and outgoing students to institutions overseas.


Find your passion, then pursue it.

ICU has been a pioneer of liberal arts education in Japan for 60 years.

32 Majors There are traditional and non-traditional majors at ICU. Students have the opportunity to explore various topics in general education and foundation courses before deciding on a major, double major and a minor by the end of their second year. The following is a list of majors offered at ICU. American Studies Anthropology Art and Archaeology Asian Studies Biology Business Chemistry Comparative Education Computer Science Development Studies Economics Education, Media and Society Environmental Studies Gender and Sexuality Studies Global Studies History International Relations Japan Studies Language Education Law Linguistics Literature Mathematics Media, Communication and Culture Music Peace Studies Philosophy and Religion Physics Politics Psychology Public Policy Sociology


Reach out to the world through ICU. ICU is committed to fostering an international exchange of ideas, persons, and educational opportunities in order to provide greater cross-cultural understanding, respect, and cooperation.


the global community on campus


with ICU’s global partners

Since its inception, ICU has aimed to educate students in an

ICU’s study abroad opportunities bring students to and from

international setting in order to nurture stewards of a just and

all corners of the globe. As of September 2009, ICU had rela-

peaceful world. As a result, the student body and faculty are

tionships with over 80 universities in more than 30 countries/

multi-cultural and multi-national. As of October 2009, 35.6%

geographical areas. Over the years, thousands of international

of the full-time faculty members and 9.3% of the student body

students have attended ICU. In turn, ICU students have ex-

were non-Japanese. Regardless of their nationality, students

panded their horizons by studying in colleges and universities

who matriculate in September with non-Japanese educational

throughout the world. Currently in the U.S., ICU has formal

backgrounds comprise 14.5% of the student body. Further-

exchange partnerships with such institutions as Duke Univer-

more, many of ICU’s Japanese faculty members have received

sity, Georgetown University, Pomona College, the University

their doctoral degrees from institutions outside of Japan.

of California system, and the University of Pennsylvania.

With such a diverse student body and faculty, and a campus

Studying abroad not only gives students a chance to hone

culture that promotes classroom discussions and one-on-one

their foreign language communication skills, it also exposes

dialogue, there are many opportunities at ICU to get a better

them to new perspectives, and allows them to deepen their

understanding of the global community.

practical knowledge of the diverse world.



As of September 2009, ICU had relationships with over 80 universities in more than 30 countries/geographical areas In Europe:

In North and South America:





Czech Republic

United States

Denmark Finland France Germany Hungary Iceland Italy Lithuania Netherlands Russia

In Asia: China Hong Kong (SAR) Indonesia Philippines South Korea Taiwan Thailand Vietnam


In Oceania:



United Kingdom

New Zealand In Africa: Ghana South Africa

Participate in Service Learning


through the Rotary Peace Center

The Service Learning Center at ICU is a resource that helps

Peace-related programs, at both the undergraduate and

students to apply their classroom experiences to real-life situ-

graduate levels, are emphasized at ICU as a part of the found-

ations. With the guidance of faculty members, students can

ing philosophy to nurture global citizens who can contribute

earn course credit by combining at least 30 days of unpaid

to peace and reconciliation in the modern world.

service at an approved site with both pre-service academic training and post-service reflection. The academic component distinguishes the experience from mere volunteer work and helps the student to better understand the impact of their contribution to society.

ICU was designated as one of six Rotary Centers for International Studies in Peace and Conflict Resolution throughout the world. Each year, ICU welcomes up to ten Rotary World Peace Fellows from various countries who pursue a two-year masters degree in peace studies and conflict resolution.

Currently, the Service Learning Center has partnerships with universities, NGOs, international organizations, and local government institutions in various countries across Africa, Asia, Europe, and North America.


Get involved, take the lead.

Student Organizations: There are more than 100 student organizations in the arts, sports, academic, and social fields at ICU. Many organizations welcome beginners and most students belong to more than one club.


Alumni Open Lecture Series (AOLS)



Christian Faith

American Football

Creative Writing and Manga





Ballroom Dance



Economics Seminar


Environmental Awareness


Event Planning


Fair Trade

Campus Conservation


Campus Festival Committees

Film Making

Chamber Music Orchestra

Flying Disk

Being involved in extracurricular activities is a great way to make friends outside of the classroom, and provides an opportunity to develop teamwork and leadership skills.


Japanese Tea Ceremony

Modern Music

Stage Lighting


Japanese Vocal Music

Mountain Climbing

Student Newspaper




Student YMCA

Gospel Choir




Hand Bell




Hip-Hop Dance


Rock Music


Italian Language




Japan Middle East Student Conference




Japanese Dance

Latin Music



Japanese Drum


Skin & Scuba Diving

Wind and Brass Music

Japanese Flower Arrangement

Medieval and Renaissance Music



Japanese Folk Dance

Model United Nations


Japanese Music

Modern Dance

Spanish Language

(As of February 2010)



Graduate Voices “I went to ICU looking for a challenge, inspiration, a new experience, and of course, an awesome junior year. What I found was a challenge, inspiration, a new experience, and the best year of my life. At ICU I found confidence. At ICU I found friends I refuse to call anything but “family”. I developed my love for the people, the country and the culture of Japan, and I learned to view it, the world, and myself, with different eyes. But in addition to that, and most valuably, what I found was a place to call home. The “Clumsy Chorus” I joined, the “Global House” that I lived in, my Japanese teachers and the ICU campus as a whole became my second family. No matter where I traveled, how deep in the maze of Tokyo I found myself, or how tangled up in the language I became, I knew I had something waiting for me in the end. I knew that I had a place to come home to. And I know I still do.” — Jonathan Wagner (Graduated from University of California, Irvine in 2010, studied at ICU as an exchange student) Los Angeles, California

“I am from Ogden, Utah, but grew up in Sapporo, Japan and Beijing, China. I currently live and study in Paris, learning French in hopes of finding a job in human rights work to aid under-rep“Information for September Applicants”

resented women and children. ICU has the capacity and ability to teach innovative and crucial

is a booklet that contains detailed informa-

subjects to students poised to enter the global community. Furthermore, ICU is a wonderful

tion about application procedures and deadlines. It can be downloaded from:

place for students such as myself, who identify with many cultures, and has the unequivocal ability to guide students in a direction they may not have thought possible. There were so many inspiring courses at ICU and simply not enough semesters to take them. I would gladly take a second bachelor’s degree if time allowed. ICU has shaped who I am, and I am very proud to be an ICU alumna.” — Céline Carol Browning (Graduated from ICU in June 2009, studied at Nanjing University as an exchange student) Paris, France

“As a high school senior, it was too early for me to make a decision about my future. It sounded incredibly unreasonable that Japanese colleges wanted me to decide on an area of study even “Information for September Applicants”

before I had a chance to learn what they were about. ICU’s liberal arts curriculum made my

is a booklet that contains detailed informa-

choice to go to ICU very simple. I obtained a better idea of myself; what I am, what I want to

tion about application procedures and deadlines. It can be downloaded from:

do, and what I do not want to do. Years later I became a neuroscientist. Ironically, I don’t think I ever made a ‘decision’ to become a neuroscientist. Rather, I just kept doing what interested me through the four years of liberal arts at ICU. My neuroscience research, however, is probably not something I could have done if I had been forced to limit my studies to a particular field. Neuroscience is inherently interdisciplinary and is based on biology, psychology, computer science, and physics. This would have been impossible, or rather unthinkable, without ICU.” — Toshikazu Ikuta (Graduated from ICU in March 2001) Port Washington, New York


“Long before the term “globalization” was even coined, ICU had identified the direction toward which the world was headed. My decision to attend ICU was based on the idea that I wanted to be a bridge between U.S. and Japanese businesses. Since graduating in 1979, I have had a challenging and fulfilling career as a Certified Public Accountant with ties to both the U.S. and Japan. ICU helped set me on that course.” — Colin Teraoka (Graduated from ICU in March 1979, transferred from University of Hawaii) Honolulu, Hawaii

“ICU is renowned for its international campus and high academic standards, but its truly diverse and inclusive student body left the most remarkable and enduring impression on me. Never “Information for September Applicants”

before had I encountered so many individuals from all corners of the world, and even students

is a booklet that contains detailed informa-

very much like myself, who straddled a mix of Japanese and western cultures. All of us had

tion about application procedures and deadlines. It can be downloaded from:

unique perspectives, but we shared a strong appreciation for learning about the world from each other, both in and out of the classroom. ICU’s commitment to openness and interconnection fostered a dynamic learning environment that enabled all of us to thrive and succeed. This lesson has stayed with me throughout my career.” — Sakura Komiyama Amend (Graduated from ICU in March 1994) Brooklyn, New York

“I started studying Japanese language in high school. At Pomona College, I decided to study in Japan as an exchange student because I felt that the only way to learn the language was to “Information for September Applicants”

experience the country first-hand. Prior to leaving, I heard stories about Japan’s universities sep-

is a booklet that contains detailed informa-

arating non-Japanese students from the Japanese students. However, that wasn’t true at ICU.

tion about application procedures and deadlines. It can be downloaded from:

Students from all over the globe took classes together, lived in dorms together, and participated in events together. Non-Japanese professors spoke Japanese and vice versa. After graduation, I moved back to Japan for work, and stayed until I came to Seattle for graduate school. I still actively use Japanese today at home and at work. I guess to summarize – I started my Japan adventure studying at ICU. I got so much more and over 10 years later it is still the best decision I have ever made.” — BJ Bell (Graduated from Pomona College in 2000, studied at ICU as an exchange student) Seattle, Washington


Undergraduate Admissions For details, refer to the “Information for

Regardless of nationality, students who have the language proficiency to take courses in English

September Applicants” booklet available

and who have attended school outside of the Japanese educational system for at least the last

on the September Admissions website. download/info2011.pdf

two years prior to enrolling at ICU are considered eligible to apply through ICU’s September admissions process. International students normally follow the September admissions process and begin their studies in September. With regard to admission decisions, each document submitted for application will be carefully examined, and ICU will make a holistic evaluation. Required application documents include a high school transcript, a personal statement, letters of recommendation, and test scores, such as SAT Reasoning Test & Subject Tests, the ACT with Writing, or the IB Full Diploma. Non-native English speakers may also be required to submit TOEFL or IELTS scores. If you want to ...

Apply as a ...

Seek a degree at ICU after graduating from a high

Regular Student

school outside of the Japanese educational system Transfer to ICU from a college or university outside of

Transfer Student

the Japanese educational system after completing at least one year of coursework Study abroad at ICU for one year while maintaining

One-Year-Regular Student

student status at a college or university outside of the Japanese educational system Study at ICU for one year as a non-degree seeking student

Kenkyusei Student

after earning a bachelor degree or higher from a college or university outside of the Japanese educational system

Application Deadlines Application deadlines are subject to change. For details, please refer to the “Information for September Applicants” booklet.

First Application Period Deadline Late January Notification Early March

Second Application Period Deadline Mid March Notification Late April – May

Tuition and Fees (2011-2012) Tuition and fees are also subject to change each year. For details, please refer to the “Information for September Applicants” booklet.

One-Time Fee at Enrollment Matriculation Fee

Regular / Transfer

¥ 300,000

$ 3,333

Admission Fee

One-Year-Regular / Kenkyusei

¥ 150,000

$ 1,667

Annual Total (for all students) Tuition ¥1,017,000 $11.300 Facilities Fee

¥ 342,000

Exchange rate @ 1 US dollar = 90 Japanese yen. Academic fees must be paid in yen, thus US dollar amount is subject to exchange rate fluctuations.


$ 3,800

Financial Aid Together with the Japan ICU Foundation (JICUF), a partner organization based in New York City, ICU offers extensive opportunities for financial aid, including a range of scholarships for international students subject to their nationality, need, and merit. Similar to most scholarships offered in Japan, the majority of ICU financial aid is awarded after enrollment. JICUF financial aid is awarded either at the time of acceptance, or after acceptance — but before enrollment. One example of financial aid is the Peace Bell Scholarship, which was inaugurated in 2008. The Peace Bell Scholarship provides significant financial support to highly promising and productive students over the course of their four years at ICU. For details on financial aid:

Student Housing The latest information on student housing

As of May 2010, on-campus housing capacity was expanded to 387 beds with the construction

will be provided to admitted students

of the first of three new dormitories. Once all three dormitories are completed in April 2011,

along with other documents that will be sent to newly admitted students.

ICU will have the capacity to house nearly 640 students on campus. Currently, the majority of the students live off-campus at home, in apartments, in off-campus student residences, or with Japanese home stays. Students have a choice of living on or off campus. Either way, the Housing Office will assist students in finding housing. For details on student housing,:

Graduate Admissions For more information on the Graduate

The ICU Graduate School of Arts and Sciences takes a liberal arts education to the next level.

School and their five-year program, please

At the masters level there are 14 concentrations in four programs; Education and Psychology,


Public Policy and Social Research, Comparative Culture, and Natural Sciences. Doctoral students design an integrated program from among these different disciplines. Graduate students also have an opportunity to conduct research within the eight ICU research institutes, which receive government and external funding on a regular basis. In 2010, the Graduate School launched a five-year program that enables students to acquire an undergraduate and master’s degree at ICU in five years. Similarly to undergraduate admissions, the graduate school offers an option for matriculating in both September and April. For details on the Graduate School:


ICU at a Glance ICU is a community where people from


Founded in 1949


Tokyo, Japan

Degrees Offered:

Bachelors, Masters, and Doctorate


153 wooded acres

different nations and culture live, study, and work together. The multicultural and bilingual environment presents unique challenges and offers a richly rewarding educational experience.

Language of Instruction: Japanese and English Student Body:

2793 undergraduates, 162 graduate students, Japanese 90.7%,

Non-Japanese 9.3% from 39 countries.

Top six nationalities of international students include the United

States, Korea, China, the United Kingdom, France, and Thailand.

Students who enroll in September with non-Japanese educational

backgrounds comprise 14.5% of the student body

Student-Faculty Ratio: 17:1 Faculty:

64.4% Japanese, 35.6% Non-Japanese

Student Organizations: More than 100 official organizations Graduates:

22,591 (undergraduate and graduate school combined)

After graduation: Nearly 95% job-placement rate for undergraduate alumni seeking employment; nearly 20% of undergraduate alumni continue education in Japan or in overseas These facts and figures of ICU are relevant as of August 2010.

Other Facts:

Nearly 1 in 5 students have the opportunity to study abroad through an exchange program

The ICU library was ranked as Japan’s No.1 university library in a 2008 Asahi Shimbun university ranking

Benesse Educational Research & Development Center has ranked ICU as No. 1 in student satisfaction since 1997

Adjacent to the university property is the ICU High School, where most students are ethnic Japanese and yet, two-thirds have been educated outside of Japan. Many of these students proceed to ICU after graduation. About the Japan ICU Foundation:

Founded in 1948, the Japan ICU Foundation, JICUF is a partner organization located in New York City. The JICUF focuses on supporting ICU’s international work both monetarily and programmatically. The JICUF runs a student recruitment program in North America, holding information sessions, participating in college fairs and responding to individual inquiries from prospective students.


For more information Please visit or contact us at: International Christian University: September Admissions International Educational Exchange Office 3-10-2, Osawa, Mitaka Tokyo, 181-8585, Japan Phone: 81 (422) 33-3700 Email: Contact in North America: Japan ICU Foundation 475 Riverside Drive, Suite 439 New York, NY 10115 Tel: 1 (212) 870-3386 E-mail: Published by the Japan ICU Foundation in September 2010