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International Christian University University Self-Study And International Christian University University Self-study and Evaluation Report AY 2009 1 Table of Contents Prologue ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 5 Chapter 1 Mission and Goals ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 9 Chapter 2 Educational and Research Structure ・・・・・・・・・・・・・・・・・・・・・・・・・ 17 Chapter 3 Educational Program and Instruction ・・・・・・・・・・・・・・・・・・・・・・・・ 21 I The College of Liberal Arts ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 21 1. Educational Curriculum ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 21 2. Educational Method ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 32 3. The Curriculum in Detail ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 52 1) College-wide Courses ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 52 A General Education ・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 52 B English Language Program ・・・・・・・・・・・・・・・・・・・・・ 56 C Japanese Language Program ・・・・・・・・・・・・・・・・・・・・ 76 D Physical Education ・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 84 E World Languages ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 90 2) Area Major Courses ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 98 4. Characteristic Programs ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 127 1) International Education and Research Exchange ・・・・ 127 2) Service Learning ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 135 3) Educational Cooperation ・・・・・・・・・・・・・・・・・・・・・・・・・・ 141 5. Overview of the CLA ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 143 II Graduate School ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 145 1. Division of Education ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 145 2. Division of Public Administration ・・・・・・・・・・・・・・・・・・・・ 163 3. Division of Comparative Culture ・・・・・・・・・・・・・・・・・・・・・ 170 4. Division of Natural Science ・・・・・・・・・・・・・・・・・・・・・・・・・・ 179 5. Graduate School-wide Items ・・・・・・・・・・・・・・・・・・・・・・・・・ 189 6. Graduate School Reform ・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 202 Chapter 4 Student Admissions ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 209 I CLA ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 209 II Graduate School ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 223 Chapter 5 Student Services ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 229 Chapter 6 Research Conditions ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 253 2 Chapter 7 Social Contribution ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 271 Chapter 8 Faculty ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 281 Chapter 9 Administration Staff ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 291 Chapter 10 Facilities and Equipment ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 303 Chapter 11 Library and Electronic Media ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 315 Chapter 12 Administration ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 319 Chapter 13 Financial Affairs ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 331 Chapter 14 Self-Study ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 355 Chapter 15 Accountability ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 359 Epilogue ・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・・ 361 Note: 1. Evaluation perspectives were listed under each heading. ○ indicates requisite items, and △, optional items. 2. The questionnaires in this report were distributed in March 2009 to alumni and graduating seniors. Details are provided in a separate volume. Alumni questionnaire: distributed to CLA alumni Graduates questionnaire: distributed to seniors graduating in March 2009 3 4 Prologue International Christian University was established in 1953 to serve God and humankind. The university has taken pride in its liberal and devout academic tradition based on a Christian philosophy and the Universal Declaration of Human Rights. We strive to nurture students who contribute to peace and coexistence in the international community. ICU’s distinct all-round education integrates basic academic abilities and specialized knowledge by thorough bilingual instruction in liberal arts. As an increasing number of universities seek distinction by diversification, the quality of a university degree has been questioned. The accreditation system plays an important role in establishing the quality of university education, but sometimes this process itself becomes the objective rather than the means. Before asking for accreditation, each university must inspect and study its own education and research activities and take measures to improve. Only when this internal quality assurance mechanism functions will the quality of university education be assured. ICU’s University Regulations Article 1 Clause 2 and Graduate School Regulations Article 2 Clause 2 stipulate that the Vice President for Academic Affairs chairs the ICU Self-study and Inspection Committee, which meets every seven years. The Japan University Accreditation Association (JUAA) accredited ICU in 2001 based on its Self Study Report, subtitled ICU-A Learning University. The JUAA Mutual Evaluation Committee recommended certification for ICU as it conforms to the appropriate university level and is making efforts to improve. In Chapter 1 of this report on the university’s philosophy and objectives, the section on measures for future improvement and reform states: “After half a century from foundation, we need a new vision on a par with that of the founders to spur our move forward in the next 50 years.” This new vision has been implemented through academic reform to enhance our liberal arts education. To implement self inspection, ICU compiled a Program Self Study Report for accreditation by the American Association of Liberal Arts Education in 2005. The report considered ICU’s program from 1) effective reasoning; 2) broad and deep learning; 3) inclination to inquire; 4) mission statement; 5) freedom of thought and speech; 6) entrance requirements; 7) general education requirements; 8) basic knowledge requirements; 9) assessment; 10) orderly progression of courses; 11) student writing; 12) active learning and faculty development; 13) appropriate class size, 14) teaching and counseling by regular faculty; and 15) library resources. This report takes the 2001 Self Study Report and 2005 Program Self-Study Report in 5 consideration to inspect and evaluate items specified by the JUAA. Proceedings of the various committees have been as follows. Preparation Committee for Accreditation by the JUAA Committee members: Vice President for Academic Affairs, three faculty (specializing in the humanities, social sciences and natural sciences), Director of the Administrative Affairs Division, and Director of General Affairs First Meeting: October 6, 2008 Second Meeting: October 13, 2008 Third Meeting: October 20, 2008 Fourth Meeting: October 27, 2008 Fifth Meeting: November 10, 2008 Subcommittee for Self-inspection and Evaluation Committee members: Vice President for Academic Affairs, three faculty members (from the humanities, social sciences and natural sciences), Director of the Administrative Affairs Division First Meeting: January 7, 2009 Second Meeting: January 20, 2009 Third Meeting: February 3, 2009 Self-inspection and Evaluation Committee Committee members: Vice President for Academic Affairs, three faculty members (from the humanities, social sciences and natural sciences), two faculty members from the Graduate School Council, a representative from the research institutes, three administrative staff, two others appointed by the President (councilors: Vice President for General Affairs, Dean of the Graduate School, Dean of the CLA, Director of the University Secretariat) First Meeting: January 20, 2009 Second Meeting: May 19, 2009 Third Meeting: September 28, 2009 Fourth Meeting: October 26, 2009 6 Faculty Retreat1 March 16~17, 2009 ICU has asked for an external evaluation every time it compiled a self-study report. In 2001, we asked Professor Emeritus Yasuyuki Owada of Redlands University to carry out the task. In 2005, we exchanged opinions about academic reform with Professor Grant Cornwell, Vice President for Academic Affairs, St. Lawrence University, with which ICU has an exchange agreement, who is well known for his leadership in liberal arts education. In March 2007, ICU’s Director for Academic Reform (currently Vice President for Academic Affairs) and an assistant (currently Acting Director of the University Secretariat) visited him at St. Lawrence University, to observe its course registration system and facilities. This time we also enlisted Professor Cornwell, now President of the College of Wooster, to provide ICU with advice on how to move forward with academic reform. 1 Faculty Retreat All faculty members attend an overnight retreat held every other year. A tradition at ICU since 1954 (called faculty Meeting Retreat at the time), general staffers have also attended in recent years, as an opportunity to inspect and reconsider the future of the university. 7 8 Chapter 1 Philosophy and Goals ○ Philosophy, objectives and educational goals of the university, department and graduate school and appropriateness of aims such as nurturing personnel etc. in accordance with philosophy, objectives and educational goals ○ Pubic relations for philosophy, objective and educational goals of the university, department and graduate school and its effectiveness 【Status quo】 Since its dedication2, ICU has continued its endeavors to realize its international (I), Christian (C) and academic (U) missions to “nurture personnel who can establish lasting peace in the world by serving God and humankind as a cultured global citizen.” (2008 University Guide, 2009 Student Bulletin). The first liberal arts college in Japan, ICU was founded in 1953 under the motto “to serve God and humankind,” with the goodwill of Japanese and American Christians. Its philosophy and objective are listed in the ICU
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