Each Faculty

In the Faculty of Law, each department organizes its own curriculum in order to realize the Diploma Policy.

Department of Law

■Curriculum Organization Policy

1. For first- and second-year students, the curriculum is designed to enhance basic legal education and broaden academic perspectives, while for third- and fourth-year students, the curriculum is designed to offer a large number of subjects compatible with each student's ambitions and to deepen educational expertise through small-group guidance by means of exercises.
2. Based on the idea of enabling students to take courses in a systematic manner while at the same time not restricting their freedom of subject selection more than necessary, a guideline-type course system will be adopted, and courses will be organized so that students can study in a systematic and comprehensive manner if they follow each course.
3. In order to cultivate a broad and deep education and comprehensive judgment, and to cultivate a rich sense of humanity, the undergraduate curriculum is composed of Ichigaya Foundations (ILAC) courses along with specialized education courses.
4. The department has established the Legal Profession Course for students who wish to become legal professionals, and offers courses for this course to provide a systematic educational curriculum in cooperation with the Law School.

■Structure and Features of Specialized Education Courses

1. The first year focuses on introductory subjects such as Introduction to Law and Introductory Seminar in Law, as well as basic subjects such as Constitutional Law, Civil Law, and Criminal Law, and is organized so that the uniqueness of each course emerges from the second year onward.
2. Six guideline-type courses are presented.
   The "Trial and Law Course" suitable for students who aim to become legal professionals or civil servants.
   ② "Public Administration, Public Policy and Law Course" suitable for students who aim to become civil servants, mass media, or educational professionals.
   ③ "Business, Management and Law Course (focusing on commercial law)" suitable for students who aim to become professionals such as certified public accountants and judicial scriveners, work in various companies, or be in charge of legal departments of companies.
   (4) "Business, Management and Law Course (focusing on labor law)" suitable for students who wish to become professionals such as labor and social security attorneys and labor standards inspectors, or to work in various companies
   (5) "International Society and Law Course" suitable for international relations and international business
   (6) "Culture, Society and Law Course" suitable for deepening legal education in legal philosophy, legal history and foreign law
3. In the third and fourth years, based on the basic subjects taken up to the first and second years, students take subjects in line with their chosen course and take small-group seminars (exercises) as a place to further develop their ability to analyze from multiple perspectives and think flexibly.
4. Students in the Legal Profession Course are required to take Constitutional Law, Civil Law, Criminal Law, Administrative Law, Commercial Law, Civil Procedure Law, Criminal Procedure Law, and other subjects, mainly in the first and second years of the course.

Department of Political Science

1. The subject of political science is broad in scope, extending to all areas of society, and not all students necessarily enter the program with sufficient preparation in elementary and secondary education. Therefore, "Introduction to Political Science" is offered as a required course to introduce students to the various fields of political science.
2. Due to the nature of the subject matter of political science, it is essential that the study and research of political science be grounded in a broad range of liberal arts. Therefore, a wide range of liberal arts courses will be offered as Ichigaya Foundations (ILAC) courses.
3. The very wide variety of specialized areas of political science can be classified into various categories. In the Department of Political Science, courses are broadly classified into compulsory, basic, basic political science, contemporary politics, history and thought, public administration and local government, and elective courses, and are arranged to enable students to acquire knowledge effectively and efficiently in accordance with their interests.
4. In order to nurture human resources who can respond to the changing demands of modern society while respecting the intellectual curiosity of students, a wide variety of subjects will be arranged, with consideration given to the freedom of students to take any subject they wish, and with the aim of integrating the knowledge gained from the courses taken without bias.

Department of Global Politics Science

1. The scope of international politics is broad, and not all students enter the program with sufficient preparation in elementary and secondary education. Therefore, "An Introduction to International Politics," relayed by a faculty member, will be offered as a required first-year course to introduce students to the various fields of international politics.
2. Due to the nature of the subject matter of international politics, it is essential for students to have a broad base of knowledge in their studies and research. Therefore, a wide range of liberal arts courses are offered as Ichigaya Foundations (ILAC) courses.
3. In order to improve practical English language skills throughout the four years of study, courses that are designed primarily to improve English language skills will be offered not only in the basic courses, but also in specialized courses.
4. The wide variety of specialized areas of international politics can be classified into various categories. In the Department of Global Political Science, courses are divided into two broad categories, "Global Governance" and "Asian International Politics," and courses are arranged so that students can acquire knowledge effectively and efficiently according to their interests.
5. In addition, in order to nurture human resources who are capable of interacting with the real world, the Department also offers omnibus courses by leading practitioners of global society as general course subjects. In addition, to nurture human resources capable of interacting with reality, the Department also offers omnibus-style courses taught by leading practitioners of global society.

6. Students in the Department of Global Political Science will be required to take small-group exercises so that they can focus on specific topics and have opportunities to study professionally and independently.

The Faculty of Letters organizes the curricula shown below in accordance with the educational objectives and degree awarding policies under the curriculum of each department.

1. In order to cultivate the ability of presentation and discussion, "seminars" and "exercises" have been established as specialized subjects in each department.
2. The "Basic Seminar" and other courses have been established as first-year education to cultivate basic skills in reading, researching materials, report writing, debate, etc.
3. To cultivate a wide range of knowledge and culture, credits from the Ichigaya Liberal Arts Center courses are included in the graduation requirements.
4. In order to cultivate an awareness of global issues, "common courses" for all departments and courses offered by other departments have been established.
5. The "graduation thesis" is positioned as the culmination of four years of study in order to cultivate the ability to think and express oneself in discovering and verifying issues.

Department of Philosophy

The Department of Philosophy organizes the curricula shown below in order to achieve the department's human resource development objectives.

1. The basic seminar is held in the first year of study to cultivate the basic skills of reading, discussion, presentation, and report writing.
2. Liberal Arts courses are included in the graduation requirements in order to cultivate the ability to acquire a broad international knowledge and to think from a broad perspective.
3. The Department of Philosophy has organized a progressive curriculum that begins with introductory courses, history of philosophy courses, and basic exercises, and continues with special courses and seminars, culminating in a graduation thesis, in order to enable students to acquire the academic skills required for graduation from the Department of Philosophy in stages.
4. In order to cultivate an awareness of issues from a broader perspective, students may take "common courses" offered by the Faculty of Letters, as well as courses open to students from other departments.
5. In order to cultivate students' ability to discover and solve problems on their own, the graduation thesis is positioned as the culmination of four years of study.

Department of Japanese Literature

The Department of Japanese Literature organizes the following curricula in accordance with the educational objectives and degree awarding policies.

1. In the first year, the department offers first-year education courses in small classes to help students acquire the skills needed for university student learning, as well as courses that provide an introduction to specialized education and enable students to acquire basic knowledge of Japanese literature, language, performing arts, and Chinese literature.
2. In order to broaden students' understanding of specialized fields and at the same time to pursue them in depth, the department offers three courses in literature, language, and arts, and students are enrolled in one of these courses from their second year, where they belong to small-group seminars. In order to cultivate more accurate reading comprehension, deep thinking and imagination, accurate expression, and the ability to identify and solve problems, courses related to specialized fields and adjacent fields are arranged so that students can take them in stages and in a systematic manner.
3. The credits for liberal arts education courses (Ichigaya Liberal Arts Center courses) will be included in the graduation requirements. By taking courses in accordance with the Center's curriculum, students will acquire knowledge in a wider range of academic fields and cultivate flexible and multifaceted cognitive, thinking, and problem-solving abilities.
4. In the fourth year, students work on their graduation thesis under the guidance of seminar instructors. The graduation thesis is the culmination of the Department of Japanese Literature's curriculum, and is positioned as a demonstration of the results of the students' university studies.

Department of English

The Department of English Literature organizes the following curricula in accordance with the educational objectives and degree-awarding policies.

1. In the first year, introductory education is provided in basic seminars as "seminar subjects," and at the same time, "lecture subjects" are established to introduce students to various fields by arranging overview subjects.
2. In the second year, practical subjects such as Speaking and Writing are offered to improve students' basic English skills, and second-year seminars and specialized subjects are offered as small-group education to stimulate students' academic interests.
3. In the third year, small-group seminars are offered in conjunction with specialized courses to deepen students' specialized knowledge.
4. In the fourth year, the faculty members in charge provide detailed interview guidance and correction guidance so that each student can compile a graduation thesis on a research theme of his or her own choosing.
5. In parallel with the above 1 to 4, we have established short- and mid-term study abroad programs at partner universities abroad so that students can acquire a wide range of English language skills and experience cultural exchange throughout their four-year student life.

Department of History

The Department of History organizes the following curricula based on the prescribed curriculum and in accordance with the educational objectives and degree-awarding policies.

1. In the first year, in addition to liberal arts education, overview courses in Japanese, Eastern, and Western history are offered to give students an international perspective and broad knowledge.
2. The "Basic Seminar" is offered as a first-year education subject to enable new students to fully adapt to the various courses offered at the university and to demonstrate their abilities.
3. From the second year onward, students are divided into three majors: Japanese History, Oriental History, and Western History, and begin specialized education in history, centering on seminars.
4. In order to improve students' ability to conduct independent research, classes are provided for practical training in the use of historical documents and the ability to read and understand foreign books, as well as for exercises.
5. A variety of lecture courses have been established to enable students to acquire a broad range of academic knowledge beyond their own majors.
6. Under the guidance of their seminar instructors, fourth-year students work on a single research project and prepare a graduation thesis. The "graduation thesis" is positioned as the culmination of academic work in the department in order to cultivate the ability to think and express oneself in discovering and verifying issues.

Department of Geography

The Department of Geography organizes the following curricula in accordance with the educational objectives and degree conferment policies.

1. In order to cultivate a wide range of knowledge and culture, credits from ILAC courses at the Ichigaya Campus are included in the graduation requirements. In addition, in the first year, the "Basic Seminar" provides students with the fundamentals and basics of how to learn at university.
2. The curriculum for specialized courses in the Department of Geography consists of introductory courses in the first year, and individual courses from the second year onward to acquire basic knowledge in various fields of geography. In the third and later years, students are required to take seminars and practical training courses to acquire geographical methodologies and research methods.
3. Field Research" is one of the compulsory subjects to acquire research skills, research methods, and writing skills by investigating the actual conditions of a region through fieldwork and writing a report based on the results of the investigation.
4. Seminars are designed for students to learn research methods and systems of geography through presentations and discussions, and to acquire basic skills for problem-solving and writing graduation theses.
5. The "graduation thesis" is positioned as the culmination of the four years of study in order to cultivate the ability to think and express oneself in discovering and verifying issues. In order to enable excellent students to devote themselves to research activities at an early stage, a five-year integrated program is available for students to graduate early in their third year and advance to a master's degree program in the graduate school.

Department of Psychology

The Department of Psychology organizes the following curricula in accordance with the educational objectives and degree conferment policy.

1. Specialized courses focusing on the two areas of "cognition" and "development" are arranged so that students can acquire the knowledge and skills necessary to study the human mind without bias.
2. In order to encourage students to acquire the basic knowledge and skills related to all areas of psychology, a subject category of elective compulsory departmental foundation courses has been established.
3. The program offers a basic seminar in the first year, Seminar I and II in the second year, and Research Methods I and II in the third and fourth years, so that students can consistently take small-group seminar-style courses and acquire presentation and communication skills in a systematic and continuous manner.
4. The "graduation thesis" is positioned as the culmination of the four years of study in order to cultivate the ability to use the knowledge and skills acquired up to that point to set a problem worth examining about the human mind, analyze it scientifically and objectively, and clearly describe the results of that research.

Students are admitted to the Faculty of Business Administration through three major entrance examinations (General Entrance Examination, Entrance Examination with Recommendation, and Special Entrance Examination) (Admission Policy (AP)). Although each entrance examination category places different emphasis on academic abilities at the time of admission, in order to cultivate the abilities stated in the Faculty's own Diploma Policy (DP) over the four-year educational program, the Faculty has established several principles common to all departments when organizing the educational program, in accordance with the educational goals and development policies set forth by the Faculty. The following principles are common to all departments in accordance with the educational goals and development policies of the Faculty.

(CP1) Well-balanced subject classifications
The curriculum is divided into the following categories: "basic education subjects," "health and physical education subjects," "foreign language subjects," "general education subjects," and "specialized education subjects.
(CP2) Equal growth of the three elements of academic ability
The "Basic Education Courses," "Health and Physical Education Courses," and "General Education Courses" will be offered to all students from their first year of study, in order to equalize the differences in academic ability among entrance exam categories and to achieve the educational goals of the Faculty.
(CP3) Proficiency Levels
In foreign language courses, English courses will be organized so that each student can be taught according to his/her level of proficiency.

In "Specialized Education Courses," all departments will organize courses based on the following policy.
(CP4) Bridging
In light of the educational objectives of each department, courses that bridge the gap between upper secondary school knowledge and economics as an academic discipline will be offered in the first year of study.
(CP5) Building up
Courses will be arranged so that students can build up from the basics to the applications as they progress from the first year to the second year.
(CP6) Systematic
Specialized subjects in each department are organized to enable students to learn systematically in order to achieve the educational goals of each department.
(CP7) Field and research theme oriented
Organize courses by field of study so that students can pursue their own sense of problems or career image after graduation.

The roles of each subject area in the AP and DP are as follows. The details of the relationship with the DP are shown in the supplementary material (curriculum map of each department).

Role of Basic Education Courses [API, APII, DP5, DP9, DP10]
As a part of first-year education, introductory education on how to study and research at universities is provided. In particular, the course is designed to provide students with the academic abilities required by the Admission Policy (AP), mainly in the first category "Knowledge, Understanding, and Skills (API)" and the second category "Thinking, Judgment, and Expression (APII)", as well as the general skills necessary for learning and research at universities (especially DP5 and DP9 of the Diploma Policy) and the ability to work collaboratively with others (especially DP5 and DP9 of the Diploma Policy). ) and the basic skills for "Attitude and Orientation" (especially, DP10) in the Diploma Policy, such as teamwork skills and leadership through collaborative work with others, etc. For this reason, this course is required.

Organization and Significance of Health and Physical Education Courses [APII, APIII, DP9, DP10, DP11]
These subjects are essential for the "development of mind, technique, and body," which is one of the development policies of this department. Therefore, they are required as first-year education.
Of the abilities required by the Admission Policy (AP), the academic abilities of the second category "Thinking, Judgment, and Expression (APII)" and the third category "Interest, Motivation, and Attitude (APIII)" will be developed as follows. In other words, through proactive maintenance and promotion of physical and mental health, group activities, and communication with others, students will cultivate problem-solving skills (DP9), self-management skills, teamwork, leadership, and sense of ethics (DP10), and overall ability (DP11), etc.

Structure and Characteristics of Foreign Language Courses [API, APII, APIII, DP3, DP4, DP5]
Foreign language courses are offered in the first and second years of the first and second foreign languages, and are designed to cultivate the academic abilities required by the Admission Policy (AP), mainly in the first category "Knowledge, Understanding, and Skills (API)" and the second category "Thinking, Judgment, and Expression (APII)", as well as the general skills required by the Diploma Policy (especially DP2). The course is compulsory in order for students to acquire the general skills required by the Diploma Policy (in particular, DP5). It also has the role of drawing out the students' interest and motivation to achieve the "knowledge and understanding" of the Diploma Policy, especially DP3 and DP4, from the academic skills of the third category "interest, motivation, and attitude (APIII)" of the abilities required in the Admission Policy (AP).

Purpose and Organization of General Education Courses [API, APII, APIII, DP3-DP11]
Based on one of the department's development policies, "Cultivation of interdisciplinary expansion ability in both research and education," the General Education Courses are designed to cultivate the academic abilities in the three categories (API, APII, and APIII) required by the Admission Policy (AP), and the "knowledge and understanding" required by the Diploma Policy, especially DP3 and DP4, and DP5 and DP6. In order to lead students to the "knowledge and understanding" required by the Diploma Policy, especially DP3 and DP4, and the wide range of "general skills" from DP5 to DP9, as well as "attitude and orientation (DP10)" and "comprehensive learning experience and creative thinking ability (DP11)", the Humanities, Social Sciences, and Natural Sciences, and Communication courses are arranged in a balanced way so that students can take these courses from their first year. The program is organized so that students can take courses from their first year of study.

Organization of specialized education subjects and characteristics of each department [API, APII, APIII, DP1, DP2, DP5-DP9, DP11]
As described above, there are curricular organization policies (CP4) through (CP6) for "specialized education courses. (CP4) is a curriculum policy to guide students from the academic skills in the first category (API) required by the Admission Policy (AP) to the abilities required by the Diploma Policy (especially, DP1 and DP2), and to complement the third category (APIII) required by the Admission Policy (AP). This is a curricular policy to guide students toward the abilities sought in the Diploma Policy (especially DP1 and DP2) and complement the third category (APIII) sought in the Admission Policy (AP). As first-year education, this course will be offered as a required course in each department.
In addition, (CP5) and (CP6) are designed to integrate the academic skills of the three categories (API-III) required by the Admission Policy (AP) into the abilities DP1 and DP2 stated in the "Knowledge and Understanding" section of the Diploma Policy, DP7-9 in the "General Skills" section, and the "Integrated learning experiences and creative thinking skills ( (DP11)", which is the curricular policy to ultimately lead students to the abilities of "Integrated Learning Experiences and Creative Thinking Skills (DP11)". (CP5) is more specifically a curriculum policy that places introductory level courses in the first year, elementary and intermediate level courses in the second year, and applied and advanced level specialized education courses in the third year. CP6 is to clearly specify several subject groups in the field of economics for each department in accordance with the educational objectives of the department.

Features of the Department of Economics
The Department of Economics offers a systematic curriculum that allows students to study from their first year to their fourth year in a variety of fields, including contemporary economic analysis, social economy and history, culture and thought, the environment, policy, finance, and industry.

Features of Department of International Economics
In some basic subjects, students learn in Japanese and then study in English. In addition, the curriculum is systematically designed to allow students to study from the first year to the fourth year through the field divisions of "International Investment and Development" and "Regional Economic Research".

Features of the Department of Business Economics
The Department of Modern Business offers a systematic curriculum that allows students to study economics and business/accounting from the first year to the fourth year, focusing on "business and economy," including the relationship between business and the economy and business in the economy.

The Faculty of Social Sciences organizes its curriculum based on the following guidelines so that students can acquire specialized knowledge appropriate for a bachelor's degree and acquire a broad perspective and the ability to make comprehensive judgments.

1. Four-year integrated education: The four years of university education are viewed within a coherent system.
2. Two subject groups: Courses are systematically organized into two subject groups: "general courses" and "specialized courses.
3. Three educational phases: The two subject groups are organized into three educational phases: "introductory phase" (first year), "skill-building phase" (second to third years), and "finishing phase" (fourth year).
4. Curriculum for each department: The "specialized courses" of each department will be systematized into "introductory courses," "basic courses common to all departments," "advanced courses common to all departments," and "specialized course courses" to enable students to learn in an integrated manner. Introductory subjects," "basic subjects common to all departments," and "advanced subjects common to all departments" will enable students to acquire the theories and methods necessary for academic study in the departments. At the same time, students are encouraged to delve deeper into their individual interests by studying "specialized course subjects," which are classified according to the field of specialty or subject area. The following courses are offered in each department.
   Department of Policy Science on Society] "Business and Society", "Sustainability", "Global Civil Society"
   [Department of Sociology] "People and Society", "Region and Society", "Culture and Society", "International and Society"
   [Department of Media and Communication Studies] "Media Expression", "Media Analysis", "Media Design".
5. Small-group education: In addition to the study of "General Subjects" and "Departmental Specialized Subjects," small-group education is thoroughly provided in the basic seminar in the first year and in the specialized seminar from the second year.

The curriculum in the Faculty of Business Administration (excluding the Global Business Program) is broadly divided into three categories: ILAC subjects (Faculty of Global and Interdisciplinary Studies), specialized education subjects, and interdisciplinary studies subjects.

1. ILAC subjects are mainly taken in the first and second years, and are designed to cultivate a broad and deep education and comprehensive judgment, and to cultivate a rich sense of humanity, with subject groups in humanities, social sciences, natural sciences, foreign languages, health and physical education, etc.
2. The following specialized education courses are offered in the first through fourth years to enable students to learn various fields such as business administration, economics, and information from the basics to the applications in a step-by-step manner.
   The following courses are offered to first- to fourth-year students to enable them to learn various fields of business administration, economics, and information from the basics to the advanced level: Introduction to Organization Theory, Introduction to Strategy Theory, Introduction to Marketing, Introduction to Finance, Introduction to Economics, Introduction to Statistics, Introduction to Bookkeeping, and Introduction to Information Science.
   The Introductory Specialty Courses (200 series) are mainly for second-year students and consist of four courses: Introduction to Microeconomics, Introduction to Accounting, Basic Statistics, and Fundamentals of Informatics, and are positioned as a bridge between the Introductory Specialty Courses (100 series) and the Department of Economics Specialty Courses.
   The departmental specialized courses are offered to students in their second through fourth years and consist of courses in the specialized fields of each department. The Department of Business Administration specializes in Organization, Human Resources, and Accounting; the Department of Business Strategy specializes in International Business Strategy, Business History, and Business Analysis; and the Department of Markets and Management specializes in Marketing, Finance, and Information and Technology. The three departments have a flexible and liberal curriculum that allows students to take specialized courses from other departments, although they are required to earn at least a certain number of credits from their own department's specialized courses.
   The curriculum also includes introductory exercises (first year), seminars (second year and onward), and global business/GBP courses, as well as special lectures that deal with current issues.
3. Linkage subjects consist mainly of law-related subjects, general subjects, and open subjects as related subjects that are useful for future careers in the second year and beyond.

The Global Business Program curriculum is broadly divided into three categories: foundation courses, specialized education courses, and linked courses. The specialized subjects consist of basic specialized subjects for first-year students, specialized subjects for second-year students, and special lectures and GBP subjects for second-year students and above. The GBP courses consist of workshops, internships, seminars, etc., and provide students with opportunities to learn more about the realities of Japanese corporate management and experience it for themselves.

The Faculty of Intercultural Communication has established the following curricular structure and implementation policies in order to realize its educational objectives and degree awarding policies.

1. (Framework for First-Year Education) "Introduction to Intercultural Communication" is required for first-year students in order to understand the "concept of studying culture," which is common and necessary for all Faculty of Intercultural Communication students, and to learn the basic framework of each subject group: Information Culture, Representational Culture, Language and Culture, and International Society.
2. (Structure of Liberal Arts Education) In order to cultivate a broad and deep education, comprehensive judgment, and a rich humanity, the undergraduate curriculum consists of ILAC (Ichigaya Liberal Arts Center) subjects as well as specialized education subjects.
3. (Composition and Characteristics of Specialized Education) Specialized education courses at the undergraduate level consist of the following seven subject categories: (1) All basic specialized education courses.
   (1) Introductory subjects, which are the foundation for all specialized education subjects
   (2) Core subjects, which consist of four subject groups (Information Culture, Representational Culture, Language and Culture, and International Society) and core common subjects to acquire the basic perspective and methodology for studying specialized education subjects
   (3) Information subjects, which provide the perspective, knowledge, and skills necessary for cultural informatics
   (4) "Language Courses" to acquire basic knowledge of language
   (5) "Media Communication Courses" to develop practical communication skills
   (6) "Major Courses" which consists of four subject groups (Information Culture, Representational Culture, Language and Culture, International Society) and other subjects with high expertise
   (7) Other (7) "Free Courses," consisting of open undergraduate courses, global open courses, short-term language training, international volunteer and internship programs, etc., which allow students to study a wide range of subjects beyond the boundaries of their undergraduate schools.
4. (SA/SJ and prior study) SA (Study Abroad) program to enhance communication skills and deepen understanding and empathy for different cultures, and to help students acquire language skills and international education by arranging "(SA Pre-Language) Communication" and other courses to help students learn in advance. The program will also include a "SA (Study Abroad) Program" for international students. For students who have passed the entrance examination for international students, the SJ (Study Japan) program will be offered to deepen their understanding of Japanese culture, internationalization, and multicultural conviviality, and "Local History and Culture Connecting to the World" will be offered to help students acquire knowledge of the history and culture of the destination country. (Receiving and transmitting cultural information)
5. (Receiving and Transmitting Cultural Information) Courses will be systematically arranged for students to acquire the ability to obtain information in all media, including text, audio, images, and video, and transmit it as new cultural information, while making full use of ICT.
6. （The results of these seminars will be presented in the "Graduation Research" in the fourth year.
7. (specialization and interdisciplinarity) By taking a wide range of courses in the four subject groups (Information Culture, Representational Culture, Language and Culture, and International Society), as well as other courses, students will not only acquire a high level of specialization, but also a cross-cultural and multi-faceted perspective that is not limited to a specific academic field and the ability to communicate in an interactive manner. In addition to acquiring a high level of expertise, students will also acquire a cross-cultural and multifaceted perspective and interactive communication skills that are not limited to specific academic fields.

The Faculty of Sustainability Studies organizes the curriculum according to the following policies for each academic year in order to nurture human resources who can contribute to the realization of a sustainable society.

■ Structure of First-Year Education
In the fall semester, students will take basic exercises to improve their literacy skills while seeking their own direction of specialized study, and in the second year, they will take a course selection/registration and research course in the third year. In the fall semester, students will explore the direction of their own specialized studies while enhancing their literacy skills through basic exercises, forming a cycle that connects to course selection and registration and study group enrollment from the second year.
In addition, in parallel with undergraduate education, the Ichigaya Foundations (ILAC) subjects from the first to the fourth year cultivate a broad and deep understanding of culture and comprehensive judgment, and nurture a rich sense of humanity.

Curriculum Organization and Features
In the "Development Subjects," which aim to provide students with a comprehensive view of sustainability and specialized study of "coexistence of humans and the environment" and "symbiosis between humans and humans," lecture courses are systematically organized by combining subject groups from the social sciences, humanities, and natural sciences in an interdisciplinary manner.
The curriculum of the Faculty is organized around a course system consisting of five thematic areas. The purpose of the course system is to nurture T- and U-shaped human resources through a curriculum in which students voluntarily select a central course of study and explore a specific thematic area based on interdisciplinary and comprehensive education and expertise.

■Faculty and Department Curriculum Structure
After first-year education, students select and register for one of five courses (Sustainable Economics and Management Course, Local Sustainability Course, Global Sustainability Course, Human Culture Course, and Environmental Science Course) in their second year, and deepen their expertise in each course by taking the core subjects of the course. Students deepen their expertise in each course by taking course core subjects, while acquiring interdisciplinary and comprehensive education and expertise through course common subjects and linked courses.
In addition, students will study intensively in small groups in research groups that are linked to the course system. Furthermore, the research group final thesis and course final thesis provide an opportunity for each student to independently explore a research theme in preparation for graduation.
Field Study and Human Environment Seminar, which reflect the unique characteristics of the department, are positioned as career education courses that provide students with opportunities to acquire up-to-date and practical knowledge through interaction and collaboration with society and the ability to empathize with others, as well as to develop an awareness of their own career paths. In addition, by organizing the course core subjects of the Global Sustainability Course, overseas courses in field studies, SA, Global Open Courses, and courses cross-listed with the English Degree Program (SCOPE), the program will provide systematic educational opportunities for global human resources.

Based on the educational philosophy of the Faculty and the Department of Human Resource Development to realize wellbeing, the following curricula will be organized.

Department of Community Development

1. In order to acquire a wide range of knowledge for understanding wellbeing, we offer basic subjects for communication skills, information literacy, and the ability to broaden one's perspective and think logically as general education courses.
2. Specialized education courses on social welfare and community development are offered to acquire the specialized knowledge and skills necessary to realize wellbeing in the community.
3. In the specialized education courses, students can learn perspectives and methods to solve actual wellbeing issues in communities in the three specialized fields of social policy, community management, and human support.
4. Through small-group education that is carefully tailored to the characteristics of individual students in all grades, including basic and specialized exercises and practical training, students will develop the ability to consider their role as a person who can realize wellbeing.
5. Through specialized exercises and practical training-related education, students go out into the field on their own to observe the roles of various professionals and activities of local residents, and learn how to solve problems faced by actual communities.
6. In the specialized exercises, students receive instruction from the same faculty members for three years, and are encouraged to make comprehensive use of the knowledge, skills, and attitudes they have acquired, apply them to new issues they have set for themselves, and acquire the ability to communicate through oral and written expression.

Department of Clinical Psychology

1. In order to acquire a wide range of knowledge for understanding wellbeing, we offer basic subjects for communication skills, information literacy, and the ability to broaden one's perspective and think logically as general education courses.
2. In order to acquire the specialized knowledge and skills necessary to realize wellbeing in the community, specialized education courses on clinical psychology are offered.
3. In the specialized education courses, students can learn perspectives and methods to solve actual wellbeing issues in the community in four specialized fields: clinical psychology, educational and social psychology, cognitive and learning psychology, and mental health and welfare.
4. Through small-group education that is carefully tailored to the characteristics of individual students in all grades, including basic and specialized exercises and practical training, students will develop the ability to consider their role as a person who can realize wellbeing.
5. Through specialized exercises and practice-related education, students will go out into the field, observe the roles of various professionals, and learn how they solve the problems faced by actual communities.
6. In the specialized exercises, students receive instruction from the same faculty members for three years, and are encouraged to make comprehensive use of the knowledge, skills, and attitudes they have acquired, apply them to new issues they have set for themselves, and acquire the ability to communicate through oral and written expression.

In order to achieve the degree awarding policy of the department, the curriculum will be organized as follows.

■ Curriculum Structure

In order to adapt to the rapid progress of information science, the curriculum is divided into two parts: the basic part, which changes little as an academic system, and the cutting-edge part, which changes in accordance with technological progress. The structure and content of the basic part will be in accordance with the curriculum established by international and domestic academic societies in the field of information science. The cutting-edge part is positioned as the research content of each faculty member to provide project-based education and guidance for graduation research.

Structure of First-Year Education

First-year education is composed of basic specialized subjects to grasp the framework and basic concepts of information science, as well as subjects for learning basic science, foreign languages, and liberal arts that are necessary and useful for understanding specialized fields.

Structure of Basic Science Education

Basic science education consists of basic subjects in mathematics and physics that serve as a background for learning in the field of information science.

Structure of Foreign Language Education

Foreign language education is specialized in English, the main language of information science, and consists of subjects to acquire the ability to understand and express oneself.

Structure of Liberal Arts Education

Liberal arts education consists of subjects to acquire knowledge and abilities useful for utilizing the knowledge in the field of information science in modern society.

Composition of Specialized Education

Specialized education consists of basic subjects such as theory necessary to understand the field of information science, subjects related to programming, software, hardware, media processing, and applied technology to acquire specialized knowledge and skills in information science, and information science projects and graduation research to develop the ability to identify and solve problems. The Graduate School of Science and Technology is composed of the following subjects.

The curriculum of the Faculty of Career Design is organized and implemented as follows, based on the Diploma Policy.

1. Curriculum
   consists of liberal arts education courses and specialized education courses (Career Studies Specialized Courses, related courses, and free courses).
   Liberal arts education subjects (ILAC [Ichigaya Foundations] subjects) are designed to cultivate a broad and deep understanding of a wide range of subjects and the ability to make comprehensive judgments, and to cultivate a rich humanity.
   Career Studies courses are composed of theoretical, methodological, practical, and seminar subjects, and students are encouraged to take courses systematically in the three areas of "Developmental and Educational Careers," "Business Careers," and "Life Careers.
2. Step-by-step education from the first year
   In addition to taking a wide range of liberal arts courses in the first year, the "Basic Seminar" is a required course in the spring semester of the first year, and is conducted as a small-group seminar-type class, with the aim of increasing students' interest in specialized undergraduate courses while helping them to acquire academic skills.
   In the spring semester of the first year, "Introduction to Career Design Studies" will be a required course as an introduction to learning at the Faculty of Lifelong Learning and Career Studies (Basic I), and from the fall semester, students will be encouraged to take introductory courses in each field (Basic II) and courses that teach the basics of academic fields that contribute to career studies (Basic III). In the spring semester of the first year, students are required to take the following courses.
   At the same time, from the spring semester of the first year, students are encouraged to take courses (common courses) to deepen their understanding of how society works and the careers of others, as well as to deepen their thinking about their own careers.
   In the fall semester of the first year, "Introduction to Career Research and Survey Methods" is positioned as a required course to acquire the survey skills necessary for career studies, and is linked to the "Career Research and Survey Methods (Qualitative and Quantitative)" elective required in the spring semester of the second year.
3. Career Studies Specialized Courses
   (1) Theory-based courses
   Based on the wide range of courses in "Fundamentals I-III" and "Common Courses," while focusing on one of the three areas of "Developmental and Educational Career," "Business Career," or "Life Career," students are encouraged to deepen their specialized studies in "Specialized I" courses in the second year and "Specialized II" courses in the third year. Students are encouraged to deepen their specialized studies in "Specialty I" subjects from the second year, and in "Specialty II" subjects from the third year. Students are encouraged to take these and "related" subjects together in a systematic manner.
   (2) Practical Courses
   Practical courses that aim to develop the "ability to develop one's own career" and "ability to support the careers of others" through direct contact with people at domestic and international companies, local governments, schools and NPOs are positioned as elective compulsory courses to encourage the integration of knowledge and practice.
   (3) Small-group seminar-type classes (seminars)
   Based on the assumption that students have taken the "Basic Seminar" and "Introduction to Career Research and Survey Methods" and "Career Research and Survey Methods (Qualitative and Quantitative)," from the fall semester of the second year to the fourth year, small-group seminars will be offered with the aim of deepening specialized learning, and encourage the compilation of research results through writing a graduation thesis. The seminar will encourage students to compile the results of their research through the writing of a graduation thesis.

In order to cultivate students with the ability of "comprehensive design" as stated in the philosophy and goals of the Faculty of Design Engineering, the curriculum is organized as follows: foreign language courses including overseas language training, basic courses related to various fields of humanities and sciences, and specialized courses, so that students can learn them in an integrated manner.

1. Foreign language courses (English and other languages and overseas language training)
2. Foundation subjects (Comprehensive, Humanities and Social Sciences, Science and Engineering, and International Students)
3. Specialized subjects (introductory subjects, basic subjects, advanced subjects, special subjects)
4. Others (courses open to students from other faculties, etc.)

In organizing these subject systems, the following points are taken into consideration

1. Enhancement of foreign language courses, including long-term overseas language training to cultivate international perspectives
2. Foundation subjects to integrate knowledge with other disciplines, both humanities and sciences, and to develop specialized subjects in an integrated manner.
3. Enhanced introductory courses to support diverse learning.
4. Coordination of basic specialized subjects and specialized education, and their systematic organization and arrangement
5. Enhancement of practical training and studio education linked to practical business
6. Establishment of common courses among departments to deal with advanced technologies in various fields
7. Enhancement of small-group education that respects individual differences and diversity by introducing a class system and homeroom teacher system.

8. Enhancement of education for engineers to cultivate the sense of ethics necessary for information disclosure and accountability to society

Department of Architecture

The curriculum is designed to systematize the knowledge and skills of architecture based on the seamless integration of engineering education and specialization.

1. System of Courses

(1) Foreign language courses
(2) Foundation subjects
3) Specialized subjects

2. Five specialized subject systems and objectives

The following five specialized courses are offered, and objectives are set for each.

• Architectural design: To grasp the flow of architectural planning based on theoretical and aesthetic perspectives, and to seek methods to integrate them into architectural and urban entities.
• Architectural History and Urban History: To study the history of cities and architecture, to understand the social and cultural background of their establishment, and to utilize this knowledge for the future regeneration of cities and architecture.
• Environmental Engineering and Building Equipment: Students pursue technologies to provide safe, healthy, convenient, and comfortable spaces while giving consideration to environmental conservation.
• Building Structures: To explore methods of designing safe, secure, and sustainable structures in a rational and aesthetic manner, based on the wisdom of science and technology.
• Building Construction and Construction: Students study advanced construction methods and construction techniques, and search for ways to fulfill modern social responsibility in terms of building materials and construction methods.

3. Features and educational effects of the subject systems

• The foundation subjects are systematized to ensure the smooth acquisition of engineering knowledge and interdisciplinary education in cooperation with specialized subjects.
• Specialized subjects are designed to overlap engineering knowledge and theory with artistic background and to organically link the five systems.
• Various studios are arranged as PBL (project-based learning in which students tackle problems) subjects through small-group education across the five departments to cultivate practical skills. In particular, design studios, in which students study architectural design comprehensively from the first year through the fourth year, are arranged to discover and develop individuality.

Department of Civil and Environmental Engineering

The curriculum systematizes the knowledge and skills of urban environmental design engineering, from general education and language courses to basic and specialized courses.

1. System of Courses

(1) Foreign language courses: English, non-English
(2) Foundation subjects: Comprehensive, Humanities and Social Sciences, Science and Engineering, and International Students
(iii) Specialized subjects:
(i) Introductory subjects
(ii) Basic subjects
(iii) Advanced subjects
(iv) Special subjects

2. Three specialized subject systems and objectives

The three specialized subject systems for (ii) Basic Subjects and (iii) Developmental Subjects are as follows, and students will study toward the respective goals.
I. Urban Planning: To acquire knowledge and skills in analysis, planning, and design from various perspectives such as urban functions, environment, landscape, history, and culture in order to realize sustainable and beautiful cities and land.
II. Environmental Systems: Acquire the basic science and advanced technology to create and maintain environmental systems that coexist with nature and reduce and mitigate disasters.
III. Facility Design: Acquire knowledge and skills to design, maintain, and utilize safe and highly functional structures.

3. Features and educational effects of the subject systems

• Smooth transition to specialized subjects is made possible through introductory courses placed in the first and second years.
• Students can acquire basic knowledge of the humanities, social sciences, and natural sciences, foreign language skills, and engineering ethics through foreign languages, foundation courses, and basic departmental courses in order to become engineers active in the local and international communities.
• Courses are systematized so that students can correctly understand the hierarchy of academic and technological systems from basic to specialized subjects and the correlative structure among specialized subjects, and steadily develop their comprehensive design skills.
• In practical training, exercises, and studio courses, students can experience the substantiation and implementation of the knowledge system, and active learning classes are conducted to the fullest.
• Students can acquire the latest technical information on all aspects of design engineering by taking basic courses and acquire comprehensive design skills.
• Students can take classes in small groups, making the most of the diversity of their individual qualities and personalities by adopting the class-teacher system.
• The achievement self-assessment system enables students to self-manage their achievement of learning objectives, GPA, and fulfillment of engineering qualification requirements at each grade level and stage of study, and to effectively realize the diploma policy with the support of their homeroom teachers as needed.

Department of Engineering and Design

The Department of Engineering and Design offers a comprehensive curriculum of "manufacturing and systems creation" from concept design to production management, based on human-centered functional and aesthetic design, through the integration of cross-disciplinary knowledge and abundant hands-on experience.

1. All subjects are divided into the following three categories to acquire comprehensive knowledge and abilities.
1) Foreign Language Courses
(2) Basic subjects
Specialized subjects

2. Students acquire practical English language skills through intensive study of foreign language subjects in the first year. In addition, students will improve their English communication skills through specialized English-related courses such as overseas English training programs.

3. In the foundation subjects, students are divided into three categories: general studies, humanities and social sciences, and science and engineering, with the aim of acquiring a wide range of liberal arts. The science and engineering courses include mathematics and mechanics, while the general education courses include programming, graphic science, statistics, cognitive science, and other subjects to provide students with the design engineering education necessary for studying specialized subjects.

In specialized subjects, students will learn the knowledge, techniques, and ways of thinking required for product and system creation from three perspectives: "creativity" (creation), "technology" (technology), and "management" (management), and by taking these subjects in a balanced manner, students will learn the knowledge, techniques, and ways of thinking required for product and system creation from multiple perspectives. By taking these courses in a well-balanced manner, students will learn the knowledge, techniques, and ways of thinking required to create products and systems from various perspectives.

Creation: To give concrete form to "something" that people are looking for, students acquire the ability to compose, edit, conceive, and discover problems, as well as the ability to explain these to others.
Technology: Acquire the knowledge and skills to design concrete structures and functions to realize concepts and ideas in the real world, and to create and show them in action as real objects and systems.
Management: Acquire the knowledge and skills necessary to put system design into practice in the hands of people in society, including management strategy, marketing, and optimal operations.

Students acquire the motivation and practical skills for integrated design through creative and project-based courses in which they propose, develop, and evaluate products and services, while collaborating with the real world. Through graduation research and production, students will acquire more advanced and specialized perspectives, knowledge, and skills related to manufacturing and system creation, as well as the ability to summarize the results of their research and production in the form of a thesis or work.

The Faculty of Science and Engineering organizes the curricula in accordance with the following policies in order to provide education in accordance with the educational objectives and diploma policies of the Faculty of Science and Engineering.

1. Systematize courses by setting up courses that meet the needs of the times, and provide high quality education that meets the demands of society.
2. To provide students with advanced expertise and originality by conducting cutting-edge experiments and research in small-group seminars.
3. Establish cross-faculty educational programs to accommodate diversity of learning and interdisciplinary studies.
4. Highly motivate students through basic experiments and participatory learning (PBL) that inspire them with the laws of nature.
5. Cultivate practical skills and a sense of ethics as a member of society through career education such as internships.
6. Aiming to cultivate practical communication skills such as the ability to write papers and give oral presentations in foreign languages, the program will be divided by ability, small-group education, and study-abroad (SA) programs, etc.
7. Enhance remedial education for students who lack basic academic skills in the basic subjects of natural sciences (mathematics and physics).

The Faculty of Bioscience and Applied Chemistry will organize curricula with the following characteristics: 1.

1. Establish courses to cultivate independence and presentation skills as first-year education.
2. Include English, Liberal Arts, and Science Liberal Arts credits in graduation requirements.
3. Specialized experiments and practical training courses will be offered from the first year to enhance expertise from an early stage.
4. Establish specialized courses that can be taken in common within the department to cultivate the perspective of a comprehensive scientist in a specialized field.
5. Each department will offer three courses of study to enhance specialization in accordance with students' interests.

The detailed curricula and implementation policies of each department are as follows.

The curriculum is organized around subjects related to genomes, proteins, and cells, and specialized subjects are arranged to enable a deep understanding of life as a phenomenon in which the functions of individual biomolecules are integrated. In addition, three courses, "Genome Function," "Protein Function," and "Cell Function," are offered to provide students with advanced expertise in accordance with their interests. Overall, the following points will be taken into consideration

• Students are required to take experiments and exercises from their first year of study.
• Students are assigned to laboratories to conduct research and practice from their second year, promoting the acquisition of advanced expertise through the synergistic effect of theory, knowledge, and practical skills.
• Encourage students to take multiple liberal arts courses within the department and specialized courses across departments.
• Provide feedback on the results of faculty training to improve course guidance and lectures, and implement detailed and flexible education.

After students have mastered the basic subjects of chemistry, the curriculum will be arranged so that students can take three courses of study to further enhance their expertise. The three courses are "Materials Chemistry," "Green Chemistry," and "Environmental Chemical Engineering," and are designed to provide students with advanced expertise in accordance with their interests and to give them guidance in their chosen career after graduation. The curriculum as a whole will take the following points into consideration

• All students are required to take laboratory courses in all grades to acquire basic skills as chemical engineers and researchers.
• In the first year, education and career education are provided for students to make a smooth transition from high school; in the third year, preparatory education for graduation research is provided; in the fourth year, graduation research is required, and efforts are made to educate small groups of students to thoroughly prepare them for working adults and graduate school entrance.
• Consideration will also be given to education for the acquisition of public qualifications.

The curriculum covers molecular, cellular, and macro ecology of plants, microorganisms, and insects, and also provides a menu that enables students to acquire comprehensive knowledge in a wide range of areas, including food, the environment, and socioeconomic issues. In particular, students will have opportunities to acquire knowledge for acquiring techniques and qualifications related to plant protection. The three courses are "Clinical Plant Science," "Green Technology," and "Green Management. The following points will be considered

• Establish a practical and systematic educational program that begins with experiments and practical training in the first year to provide basic training, followed by the acquisition of advanced diagnostic and pest control techniques in stages.
• Programs to obtain public qualifications (Assistant Professional Engineer, Assistant Arborist, Assistant Natural Regeneration Specialist) will be arranged, as well as internships at plant-related food, environmental, and bio-related companies and public institutions.
• Students will be provided with opportunities to acquire knowledge of related laws and regulations, systems, international trends, and related businesses.

The following curriculum has been developed based on a liberal arts education in order to foster students with a high awareness of the need to contribute to global society and leadership, and to equip them with the abilities, knowledge, and moral values to succeed in that society.

Broad liberal arts education
Students can acquire a broad liberal arts education, develop the ability to identify and solve problems, as well as critical and ethical judgment, and Students can acquire a broad liberal arts education, develop the ability to identify and solve problems, as well as critical and ethical judgment, and enhance their awareness of different cultures and multicultural societies, by taking courses across various disciplines from different academic fields. Interdisciplinary education and specialized education

Interdisciplinary education and specialized knowledge
Students build a foundation in interdisciplinary education by completing a balanced number of courses from a diverse range of disciplines. They focus on the fields they are interested in, complete comprehensive courses from a range of disciplines, and cultivate an interdisciplinary perspective that In years 3 and 4, they develop specialized knowledge in their chosen field of study through seminars In years 3 and 4, they develop specialized knowledge in their chosen field of study through seminars and advanced courses, and acquire the ability to apply basic knowledge to specific challenges.

3.Small classes
All courses are organized into small classes so that students develop flexible and critical thinking through interactive learning, such as as presentations and discussions. presentations and discussions.

Education in diversity
Students learn about diversity in many of their classes, while being placed within a university community which itself is formed of faculty staff and By actually experiencing diversity, they learn to respect diverse and different cultures and viewpoints, to personally develop a flexible mindset which By actually experiencing diversity, they learn to respect diverse and different cultures and viewpoints, to personally develop a flexible mindset which is free from prejudice, and they deepen their understanding of different people.

English education
Students in the first year take English skills courses to enable them to read and write academic essays, and construct opinions logically in English. Students in the first year take English skills courses to enable them to read and write academic essays, and construct opinions logically in English.

In order to nurture students with the ability, knowledge, and ethics to contribute to a global society with a high level of awareness and to succeed in it, we will organize the following curriculum based on a liberal arts education. The curriculum will be based on a liberal arts education to prepare students with the abilities, knowledge, and ethics to succeed in a global society.

1. Five subject groups will be arranged to encourage students to take courses systematically in order to achieve the Diploma Policy set forth by the faculty.

• A wide range of basic subjects from humanities and social sciences to natural sciences will be arranged to motivate students to study and to help them understand the necessity of continuing to learn throughout their lives. [Courses for developing a broad perspective].
• This group of courses is designed to provide students with a wide range of basic subjects in sports science and health science, and to enable them to acquire a background in sports and health studies. [Specialty Basic Courses]
• The Health Design Course (promotion of health), the Sports Business Course (realization of a lifelong sports society), and the Sports Coaching Course (sports instruction) each have specialized courses that serve as the pillars of the three courses, enabling students to acquire the characteristics of each course. [Core Specialty Courses]
• Health Design Course, Sports Business Course, Sports Coaching Course, and others. [Specialty Subjects]
• Students will learn how to solve specific problems related to "sports and health" through presentations and thesis writing, using the knowledge and theories accumulated in the "Vision Formation Courses," "Basic Specialty Courses," "Specialty Core Courses," and "Specialty Courses. [Specialized Exercises]

In accordance with the curriculum policy of Hosei University, the Faculty of Sports and Health Studies will also introduce a curriculum in accordance with the following policies.

• Students will be able to learn multiple languages.
• Introduce university-wide common subjects such as "Mathematics, Data Science, and AI" and "SDGs + Program Subjects.
• Introduce study portfolios so that students can set their own learning goals and check their achievement.
• Encourage students to make active use of the study abroad programs offered by the university and faculties to develop a global perspective.

IGESS will develop students to acquire specialized knowledge in the social sciences and a broad range of liberal arts to analyze the global economy, and to apply this knowledge to address issues and realize sustainable, healthy, and happy lifestyles. In addition, IGESS will organize the following curricula to nurture global human resources who can work with people of different backgrounds in different cultures.

1. The curriculum consists of "general education courses" and "specialized courses. Within the "general education courses," there are "basic education courses" and "foreign language courses.
2. The "Basic Education Courses" provide a smooth introduction to university studies.
3. Foreign Language Courses are designed to provide students with English skills for acquiring specialized knowledge and Japanese language skills for daily life. There is also a course for acquiring more advanced Japanese language skills.
4. To acquire a wide range of knowledge, we offer general education courses/vision-forming courses related to thought, culture, politics, history, art, linguistics, the environment, design, and self-expression.
5. To enable cross-cultural communication, the program offers courses on cross-cultural communication and a program for students from different backgrounds to collaborate with each other.
6. Seven specialized subject groups will be offered to provide students with the social science expertise to analyze the global economy.
   Group I (Introduction to Economics)
   Group II (Global Economy)
   Group III (Global Business)
   Group IV (Global Issues)
   Group V (Japanese Society in a Global World)
   Group VI (Media, Communication and Culture)
   Group VII (Seminar)
7. Students will be able to take courses for a sustainable society as specialized subjects.