Mikiko Nishimura is a Professor of Sociology of Education at International Christian University. Her research interests include education reforms and policies, community participation and accountability in education, school choice, and gender in education. She has been involved in project formulation, implementation, and evaluation for education and poverty alleviation in various countries in Asia, Africa and Latin America. Her recent co-edited books include: Liberal Arts Education and Colleges in East Asia: Possibilities and Challenges in the Global Age (Springer); Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa: The Cases of Ghana, Kenya, Malawi, and Uganda (Sense Publishers); and Gender and International Educational Development (Fukumura Shuppan, Inc.).Toshiaki Sasao is a Professor of Psychology, Education, and Peace Studies at International Christian University. Dr. Sasao has a long record of teaching and research in social and community psychology, and social justice issues focusing on the well-being of community, family, workplace and school ecologies in the United States, Poland, Korea, and Japan. Dr. Sasao served as a researcher and consultant to the US National Institute on Drug Abuse and the Centers for Disease Control & Prevention, and continues to serve as an editor and reviewer for several professional journals around the world. A fellow of the American Psychological Association, Dr. Sasao’s recent publications and translations include: APA Handbook of Community Psychology (APA), Handbook of Community Psychology (University of Tokyo Press); Substance Abuse and Gang Violence (Sage); Understanding and Dealing with Violence: A Multicultural Approach (Teachers College); International Community Psychology: History and Possibilities (Springer); Empowerment Evaluation (Kazama Shobo Books); and Liberal Arts Education and Colleges in East Asia:Possibilities and Challenges in the Global Age (Springer).

• 1 Liberal arts education: Changes, challenges and choices.- Part I: Interdisciplinary approaches to curriculum development.- 2 The core curriculum: An analysis of liberal arts colleges in Asia, North America and Europe.- 3 Implementing “Week 7” at Yale-NUS College, Singapore: A pedagogical experiment beyond disciplinary boundaries.- 4 Interdisciplinary curriculum and leadership education: The case of Flame University, India.- Part II: Creative ways to integrate key values of liberal arts across subject areas.- 5 Theme-based teaching and interdisciplinary learning: A case study at Amsterdam College, the Netherlands.- 6 Technology-enhanced approaches to the development of intercultural sensitivity in a collaborative language program: A Japanese-Korean Case.- 7 The role of English language teaching for liberal arts education in non-English speaking countries.- 8 Promoting intercultural communication and critical thinking: The impact of intergroup dialogue (IDG) courses at Hope College, USA.- Part III: Diversity and inclusion.- 9 Policies and practices of diversity and inclusion in liberal arts colleges.- 10 Policies and practices of diversity and inclusion in liberal arts colleges.- 11 Meeting strategic gender needs: The case of Asian University for Women, Bangladesh.- 12 Cross cultural learning within a counseling program: The case of Handong Global University, South Korea.- 13 Liberal arts education based on the Jesuit Catholic mission: The case of Sophia University, Japan.- Part IV: Research, evaluation and evidence-based policy making.- 14 Evidence-based policy and decision making at liberal arts colleges: What are they measuring up?.- 15 Institutional research to support planning, decision-making and teaching and learning at Pomona College, USA.- 16 Evaluating study-abroad outcomes: A case of Middlebury College, USA.- 17 Evaluating the General Education System at Yonsei University, South Korea.- 18 Lessons for the future: A conceptual model and practical guidelines.

Mikiko Nishimura is a Professor of Sociology of Education at International Christian University. Her research interests include education reforms and policies, community participation and accountability in education, school choice, and gender in education. She has been involved in project formulation, implementation, and evaluation for education and poverty alleviation in various countries in Asia, Africa and Latin America. Her recent co-edited books include: Liberal Arts Education and Colleges in East Asia: Possibilities and Challenges in the Global Age (Springer); Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa: The Cases of Ghana, Kenya, Malawi, and Uganda (Sense Publishers); and Gender and International Educational Development (Fukumura Shuppan, Inc.).Toshiaki Sasao is a Professor of Psychology, Education, and Peace Studies at International Christian University. Dr. Sasao has a long record of teaching and research in social and community psychology, and social justice issues focusing on the well-being of community, family, workplace and school ecologies in the United States, Poland, Korea, and Japan. Dr. Sasao served as a researcher and consultant to the US National Institute on Drug Abuse and the Centers for Disease Control & Prevention, and continues to serve as an editor and reviewer for several professional journals around the world. A fellow of the American Psychological Association, Dr. Sasao’s recent publications and translations include: APA Handbook of Community Psychology (APA), Handbook of Community Psychology (University of Tokyo Press); Substance Abuse and Gang Violence (Sage); Understanding and Dealing with Violence: A Multicultural Approach (Teachers College); International Community Psychology: History and Possibilities (Springer); Empowerment Evaluation (Kazama Shobo Books); and Liberal Arts Education and Colleges in East Asia:Possibilities and Challenges in the Global Age (Springer).

• 1 Liberal arts education: Changes, challenges and choices.- Part I: Interdisciplinary approaches to curriculum development.- 2 The core curriculum: An analysis of liberal arts colleges in Asia, North America and Europe.- 3 Implementing “Week 7” at Yale-NUS College, Singapore: A pedagogical experiment beyond disciplinary boundaries.- 4 Interdisciplinary curriculum and leadership education: The case of Flame University, India.- Part II: Creative ways to integrate key values of liberal arts across subject areas.- 5 Theme-based teaching and interdisciplinary learning: A case study at Amsterdam College, the Netherlands.- 6 Technology-enhanced approaches to the development of intercultural sensitivity in a collaborative language program: A Japanese-Korean Case.- 7 The role of English language teaching for liberal arts education in non-English speaking countries.- 8 Promoting intercultural communication and critical thinking: The impact of intergroup dialogue (IDG) courses at Hope College, USA.- Part III: Diversity and inclusion.- 9 Policies and practices of diversity and inclusion in liberal arts colleges.- 10 Policies and practices of diversity and inclusion in liberal arts colleges.- 11 Meeting strategic gender needs: The case of Asian University for Women, Bangladesh.- 12 Cross cultural learning within a counseling program: The case of Handong Global University, South Korea.- 13 Liberal arts education based on the Jesuit Catholic mission: The case of Sophia University, Japan.- Part IV: Research, evaluation and evidence-based policy making.- 14 Evidence-based policy and decision making at liberal arts colleges: What are they measuring up?.- 15 Institutional research to support planning, decision-making and teaching and learning at Pomona College, USA.- 16 Evaluating study-abroad outcomes: A case of Middlebury College, USA.- 17 Evaluating the General Education System at Yonsei University, South Korea.- 18 Lessons for the future: A conceptual model and practical guidelines.

Mikiko Nishimura is a Professor of Sociology of Education at International Christian University. Her research interests include education reforms and policies, community participation and accountability in education, school choice, and gender in education. She has been involved in project formulation, implementation, and evaluation for education and poverty alleviation in various countries in Asia, Africa and Latin America. Her recent co-edited books include: Liberal Arts Education and Colleges in East Asia: Possibilities and Challenges in the Global Age (Springer); Comparative Analysis on Universal Primary Education Policy and Practice in Sub-Saharan Africa: The Cases of Ghana, Kenya, Malawi, and Uganda (Sense Publishers); and Gender and International Educational Development (Fukumura Shuppan, Inc.).Toshiaki Sasao is a Professor of Psychology, Education, and Peace Studies at International Christian University. Dr. Sasao has a long record of teaching and research in social and community psychology, and social justice issues focusing on the well-being of community, family, workplace and school ecologies in the United States, Poland, Korea, and Japan. Dr. Sasao served as a researcher and consultant to the US National Institute on Drug Abuse and the Centers for Disease Control & Prevention, and continues to serve as an editor and reviewer for several professional journals around the world. A fellow of the American Psychological Association, Dr. Sasao’s recent publications and translations include: APA Handbook of Community Psychology (APA), Handbook of Community Psychology (University of Tokyo Press); Substance Abuse and Gang Violence (Sage); Understanding and Dealing with Violence: A Multicultural Approach (Teachers College); International Community Psychology: History and Possibilities (Springer); Empowerment Evaluation (Kazama Shobo Books); and Liberal Arts Education and Colleges in East Asia:Possibilities and Challenges in the Global Age (Springer).

• 1 Liberal arts education: Changes, challenges and choices.- Part I: Interdisciplinary approaches to curriculum development.- 2 The core curriculum: An analysis of liberal arts colleges in Asia, North America and Europe.- 3 Implementing “Week 7” at Yale-NUS College, Singapore: A pedagogical experiment beyond disciplinary boundaries.- 4 Interdisciplinary curriculum and leadership education: The case of Flame University, India.- Part II: Creative ways to integrate key values of liberal arts across subject areas.- 5 Theme-based teaching and interdisciplinary learning: A case study at Amsterdam College, the Netherlands.- 6 Technology-enhanced approaches to the development of intercultural sensitivity in a collaborative language program: A Japanese-Korean Case.- 7 The role of English language teaching for liberal arts education in non-English speaking countries.- 8 Promoting intercultural communication and critical thinking: The impact of intergroup dialogue (IDG) courses at Hope College, USA.- Part III: Diversity and inclusion.- 9 Policies and practices of diversity and inclusion in liberal arts colleges.- 10 Policies and practices of diversity and inclusion in liberal arts colleges.- 11 Meeting strategic gender needs: The case of Asian University for Women, Bangladesh.- 12 Cross cultural learning within a counseling program: The case of Handong Global University, South Korea.- 13 Liberal arts education based on the Jesuit Catholic mission: The case of Sophia University, Japan.- Part IV: Research, evaluation and evidence-based policy making.- 14 Evidence-based policy and decision making at liberal arts colleges: What are they measuring up?.- 15 Institutional research to support planning, decision-making and teaching and learning at Pomona College, USA.- 16 Evaluating study-abroad outcomes: A case of Middlebury College, USA.- 17 Evaluating the General Education System at Yonsei University, South Korea.- 18 Lessons for the future: A conceptual model and practical guidelines.