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Stanford e-Japan enrolls exceptional high school students from Japan to engage in an intensive study of U.S. society and culture. The Reischauer Scholars Program (RSP) enrolls exceptional high school students from the United States to engage in an intensive study of Japanese society and culture. Both courses underscore the importance of U.S.–Japan relations. is the current supporter of Stanford e-Japan, and the Japan Fund at the Freeman Spogli Institute for International Studies (FSI) is the current supporter of the RSP.

On August 7, 2023, an award ceremony was held at 91�Թ� to honor 91�Թ�’s Spring and Fall 2022 Stanford e-Japan student honorees and 2023 Reischauer Scholars Program (RSP) student honorees. The honorees performed at the highest levels of their courses as determined by Stanford e-Japan Instructors Waka Takahashi Brown and Meiko Kotani, Reischauer Scholars Program Instructor Naomi Funahashi, and the research paper review committees. The honorees are:

Spring 2022 Stanford e-Japan Program 
Hana Kameyama, Seikei High School, Tokyo
Miyu Kato, Hiroshima Prefectural Senior High School, Hiroshima
Yuta Muraki, Matsumoto Shuho Secondary School, Nagano

Honorable Mention: 
Mona Abe, Urawa Akenohoshi Girls’ Senior High School, Saitama
Oki Sugiyama, Musashi High School, Tokyo

Fall 2022 Stanford e-Japan Program 
Yukie Arashida, Yonezawa Kojokan High School, Yamagata
Yohkoh Hineno, Tokai High School, Aichi
Ami Osaka, International Christian University High School, Tokyo

Honorable Mention: 
Risa Fukushima, Senzoku Gakuen High School, Kanagawa
Kotaro Tomita, Shibuya Junior and Senior High School, Tokyo

2023 Reischauer Scholars Program 
Adrien Bouvard, Riverdale Country School, New York
Oliver Cho, Nueva School, California
Sienna Yamashita, Lincoln High School, Washington

Honorable Mention: 
Elise Chin, Oak Ridge High School, California
Tara Hagerty, Harpeth Hall, Tennessee
Hanah Youn, Roslyn High School, New York

The program began with welcoming comments from the Honorable Yasushi Noguchi, Consul General of Japan in San Francisco. (Photo above courtesy Mia Kimura.) He commented,

Platforms such as the Reischauer Scholars Program and Stanford e-Japan are very important for our two nations. Through these programs, young people from both countries learn about the other country and mutual history, and have a chance to engage in direct exchange. To build a reliable and amicable relationship, mutual understanding is an essential factor. I believe that our young people’s deeper mutual understanding will enhance our two countries’ further cooperation and friendship.

Also in attendance from the Consulate General of Japan in San Francisco were Noritoshi Kurokawa, Consul for Education, Science and Technology, and Yumiko Ishii, Advisor for Cultural and Educational Affairs.

Following the welcoming and opening comments, Brown, Kotani, and Funahashi gave introductions of their courses. The student honorees made outstanding presentations based on their research papers and expertly fielded questions from the audience.

One of the audience members was Jun Yamasaki, a recent graduate of Northwestern University who was a Yanai Tadashi Scholar and is now a PhD student at Stanford. (Photo courtesy Mia Kimura.) Yamasaki, who is originally from Tokyo, was a Stanford e-Japan honoree in 2017. Reflecting on the ceremony, he noted,

I am truly grateful for the continued interactions with the e-Japan program and its students over the years, and in particular, this opportunity to meet the honorees in person. I was very impressed by the unique perspectives from which they viewed the U.S.–Japan relationship, as well as the initiative, creativity, and rigorous thought they displayed in conducting the analysis. As I look back on Japan Day five years ago, I remember that my interactions with e-Japan and RSP students—who were intellectually curious and willing to discuss their opinions—solidified my decision to apply to U.S. colleges. I hope the students will continue to engage with each other and further build upon their cross-cultural awareness even after the conclusion of their programs.

The RSP and Stanford e-Japan are about to enter their 21st and 9th years, respectively. Many of the alumni are now engaged in various fields related to U.S.–Japan relations and continue to give back to both programs by being guest speakers or mentors to the current students. Also in the audience were Stanford e-Japan guest speakers, including . (Photo courtesy Mia Kimura.)

Following the formal event, the student honorees—most having just met each other in person for the first time—had the chance to enjoy lunch and a Stanford campus tour together. It is the hope of Brown, Kotani, and Funahashi that the Japanese and American student honorees will continue to strengthen their budding friendships and ensure that the U.S.–Japan relationship remains strong.

91�Թ� is grateful to President Tadashi Yanai for his generous support of Stanford e-Japan and to Chikano Shiroma of the Yanai Tadashi Foundation for her regular correspondence and encouragement. 91�Թ� is also thankful to the Japan Fund committee at FSI for its generous support of the Reischauer Scholars Program. These courses and the ceremony would not have been possible without them.

The Reischauer Scholars Program’s next application period will begin in September 2023. Stanford e-Japan’s next application period will begin November 2023.

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At the invitation of Nicole Ripley, Senior Program Officer of Leadership and Exchange Programs at The Asia Foundation, I had the pleasure of meeting and speaking with the 2023 LeadNext fellows from across Asia and the United States on July 18, 2023. LeadNext is made possible by Amanda Minami, who has provided seed money for the initial three years of the program. According to , the LeadNext Fellows: Ambassadors for a Global Future program is described as follows:

LeadNext builds a vibrant network of future leaders aged 18–25 from across Asia and the United States and supports their growth, impact, and capacity to address today’s greatest challenges.

With the profound structural changes that will transform geopolitics, global governance, the global economic order, and social landscape over the next decade, a new generation of globally minded leaders is imperative. The LeadNext program equips emerging leaders across cultures and disciplines with strong international networks, exposure to wide-ranging experiences, and leadership tools to thoughtfully steer the future.

Harnessing the innovation and energy of young leaders is essential. Positive and lasting change will depend on leaders who can move ideas and action forward to address rising inequality, find solutions to climate crises, mitigate conflict, and empower communities most vulnerable and insecure.

There are four components of the LeadNext program: Leadership Training Intensive, Monthly Virtual Masterclasses, Global Leaders Summit, and Mentorship. The LeadNext fellows’ visit to Stanford, depicted in the photo above, was part of the culminating Global Leaders Summit. (Photo courtesy Nicole Ripley.) Prior to my talk on “What does it mean to be a global citizen?,” I had the chance to listen to self-introductions of the 20 LeadNext fellows, half of whom come from across the Asia-Pacific region and the other half from the United States. I was delighted to learn that several of them focus their work on educational issues that are also areas of focus of 91�Թ�.

Phạm Nguyễn Đức Anh, from Vietnam, is a Leadership Development Fellow with Teach for Viet Nam in a rural secondary school and is focused on inequality and non-inclusion in the education ecosystem. Weeryue Chiapaoyue, from Laos, is a co-founder of the WESHARE Project, a fundraising program to provide supplies to underprivileged schools. Linda Kim, from the United States, promotes STEM careers at low-income high schools and represented her company at the 2022 One Young World Summit. Mohammad Tanvirul Hasan, from Bangladesh, advocates for youth leadership and education. And Samantha Powell, from the United States, supports Evanston public school students. During the session at Stanford and at a dinner reception later in the week, I felt so much energy from the LeadNext fellows. I agree with the LeadNext description above that “Harnessing the innovation and energy of young leaders is essential.”

I hope that there will be opportunities in the future for 91�Թ� to partner with or support Phạm Nguyễn Đức Anh, Weeryue Chiapaoyue, Linda Kim, Mohammad Tanvirul Hasan, and Samantha Powell in their work with students and schools, and also ways to encourage some of my colleagues at FSI to collaborate with other LeadNext fellows.

A list of the 2023 LeadNext fellows follows: 
•    Phạm Nguyễn Đức Anh, Vietnam
•    Prakriti Basyal, Nepal 
•    Mel Britt, United States 
•    Weeryue Chiapaoyue, Laos
•    Temuulen Enkhbat, Mongolia
•    Andrew Farias, United States 
•    Ayesha Noor Fatima, Pakistan
•    Zeruiah Grammon, Papua New Guinea 
•    Mohammad Tanvirul Hasan, Bangladesh
•    Lorena James, United States 
•    Nishtha Kashyap, India 
•    Linda Kim, United States
•    Natalie Montecino, United States, 
•    Samantha Powell, United States
•    Brendan Schultz, United States 
•    Jia-Kai Eric Yeh Scott, United States
•    Melinda Anne Sharlini, Malaysia 
•    Edris Tajik, Afghanistan
•    Chenxi Zi, China

Image

The LeadNext visit to Stanford was led by Nicole Ripley (person on the right) and Tessa Charupatanapongse (person on the left), Asia Foundation Program Associate; photo courtesy Nicole Ripley. I share their academic interests in global studies and international education development, respectively. I also hope to expand our collaborative work, and am so grateful to Nicole for her invitation to meet with the LeadNext fellows. 

Stanford e-Japan is an online course that teaches Japanese high school students about U.S. society and culture and U.S.–Japan relations. The course introduces students to both U.S. and Japanese perspectives on many historical and contemporary issues. It is offered biannually by the  (91�Թ�). Stanford e-Japan is supported by the .

Throughout the entire Stanford e-Japan Program that I participated in fall 2020, I was able to develop the ability to critically consider my perspectives on social issues in Japan. The participants came from various regions in Japan, not only public high schools like mine, but also private schools and international schools. The student backgrounds were diverse, ranging from individuals who grew up in Japan like me to those who were born and raised abroad, with experiences in different countries. Engaging in discussions with such members made me realize that different backgrounds can bring significantly different perspectives and opinions to class discussions. For example, when I read posts on the discussion board from participants who held opposing views, I found myself understanding and accepting their perspectives, while often thinking, “Oh, I never considered that way of thinking before.” By listening to the reasons behind their thoughts during class discussions, I also found that my perspectives could be reconsidered. It was the first significant opportunity for me to contextualize myself on a global scale, extending beyond Japan.

At that time, I was on the debate team in high school, and I experienced that I could argue both for and against controversial topics if I had appropriate supporting data. However, I found it challenging to express opinions that were beyond broad generalizations. Stanford e-Japan had a thrilling course design centered around discussions, with a significant portion of the class dedicated to Q&A sessions. Initially, I struggled to express my genuine opinions, and could only provide general arguments that were often heard. I felt quite frustrated with this. However, as the classes progressed, I began to pay closer attention to the various elements behind my opinions, such as my country of birth, my gender, or my experiences that might have shaped my views. I learned from how others formed their opinions, and gradually, I was able to post my original ideas. To this day, this way of thinking remains an important foundation for my aspirations and their impact on the future.

Furthermore, Instructor Meiko Kotani cultivated an open atmosphere throughout the course where everyone was encouraged to think about the course’s progression. We were able to provide feedback on the course and discuss how to utilize our time effectively, and the feedback influenced the design of future courses. It became a catalyst for considering what learning methods were most comfortable for me, as it introduced a different style of learning compared to that of the high school I had attended.

The most memorable module during the 13-week course was about innovation in Silicon Valley, where we compared the industries of the United States and Japan. It was not only fascinating to learn about innovation, which I was already interested in, but also genuinely gratifying to work on the group assignment. In particular, the ability to examine innovation from various perspectives such as ideas, work styles, and economic trends directly relates to my current endeavors, and I still keep in touch with those group members who are now friends.

For the final assignment, I combined the ideas I had been contemplating during my local activities to promote a regional and global understanding of the SDGs with what I learned in the Silicon Valley module. In my paper, “U.S.-Japan Cooperation on Innovative Technology: The Way to Balance Economy and Protection of the Earth,” I concluded that by leveraging traditional Japanese lifestyles, combining the strengths of Japanese and American companies, and engaging in joint ventures, we could potentially influence the values of people worldwide and achieve a balance between economic growth and environmental protection. Looking back, the idea of balancing the two things has become elemental to my way of thinking since then.

Currently, I have a strong desire to apply cutting-edge technology in everyday life. I took the entrance examination for the Faculty of Engineering at the University of Tokyo and was accepted. After completing two-year liberal arts education, I will specialize in precision engineering starting next year. My goal is to create a cycle of technology where advanced robotics technology used in space can be applied to solving challenges on Earth, and vice versa. I am excited about working in the space industry, which has always been my dream. To achieve that, I am currently acquiring knowledge in the fundamental study of robotics and learning about business and backcasting methodologies through Deep Innovation Creation Ecosystem (DICE), a research and development-oriented startup community that focuses on fostering talent. In March 2023, I had the opportunity to visit Silicon Valley through DICE, where I observed the robotics laboratories at Stanford and the community of startups and investors. It was an overwhelming experience to meet Meiko Kotani in person for the first time. Additionally, driven by the desire to address social issues while maintaining profitability, I am working on creating a web service to solve mobility challenges for the elderly in Japan. My team has established , and we are planning to proceed with service demonstration experiments in Japanese cities.

The society I would like to create in the future is one that can simultaneously address immediate challenges and achieve long-term goals. Engaging in conversations with diverse individuals allows for deeper consideration of topics and enables us to contemplate what society and the future should aspire to from multiple evaluative perspectives. Although decision-making often requires one to narrow down options to a single evaluation axis, which can be challenging, I believe it will gradually become possible by engaging with many people with a positive mindset.

Finally, I am truly grateful for the opportunity to have participated in Stanford e-Japan and to have met amazing fellow participants. Moving forward, I want to continue learning, form teams, and strive toward my vision with unwavering determination.

For more information about the Stanford e-Japan Program, please visit . Application deadline for the fall 2023 session is August 12, 2023.

To stay informed of news about Stanford e-Japan and 91�Թ�’s other programs,  and follow us on , , and .

Applications opened today for Stanford e-Entrepreneurship Japan (SeEJ), an online course conducted in English to foster Japanese students’ creative thinking and innovative problem-solving skills to address social issues. SeEJ is offered twice annually in the fall and spring by the  (91�Թ�) at 91�Թ� and the non-profit organization e-Entrepreneurship in Japan. It is open to Japanese students in their first and second years of high school. The fall 2023 course will be taught by Irene Bryant and will run from late October 2023 through February 2024. 

The application form is now live at . The deadline to apply is September 8, 2023 23:59 Japan Time. 

SeEJ offers students an opportunity to engage with various scholars and entrepreneurs from 91�Թ� and beyond through its virtual classes, which are held twice a month on Sundays. The course will culminate in an individual research paper and final group projects. Students who successfully complete the course will receive a Certificate of Completion from 91�Թ� and NPO e-Entrepreneurship.

“When I came across this program, I had to look up what the word ‘entrepreneurship’ meant,” said Juria Kawabe, a student in the summer 2022 session of SeEJ. “Three stimulating months later, I now have a clear vision of what entrepreneurship is, a goal that I desire to achieve, and a countless amount of information about our world’s issues.” 

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. Interested high school students should  by September 8, 2023. 

Stanford e-Entrepreneurship Japan is one of several online courses offered by 91�Թ�.  To stay updated on 91�Թ� news,  or follow us on , , and .

The Stanford/91�Թ� East Asia Seminars for Teachers in Hawaiʻi (“Stanford SEAS Hawaiʻi”) is a professional development program for teachers in Hawaiʻi. It was launched in 2020–21 and the third year ended this month. Stanford SEAS Hawaiʻi is generously supported by the Freeman Foundation. 

The third year of Stanford SEAS Hawaiʻi included four virtual seminars that featured Stanford-affiliated scholars who lectured on topics related to Japan (Professor Ethan Segal), China (Professor Andrew Walder), Korea (PhD candidate Zoë Gioja), and Southeast Asia (Ambassador Scot Marciel). The virtual seminars took place during the 2022–23 academic year. The third year culminated in a three-day institute that was held at the East-West Center, Honolulu on July 11, 12, and 13, 2023.

The 91�Թ� staff was pleased to work with the Stanford/Freeman SEAS Hawaiʻi Teacher Fellows below. 

Amy Boehning, Mililani High School
Carl Wright, Kapolei High School
Chayanee Brooks, Ka‘u High and Pahala Elementary School
David Brooks, Ka‘u High and Pahala Elementary School 
Grace Nguyen, Konawaena High School  
Gregory Gushiken, Punahou School 
Hannah Lim, ‘Iolani School 
John Ates, Le Jardin Academy 
Jonathan Chang, Apex for Youth 
Jonathon Medeiros, Kauaʻi High School
Laura Viana, Mid-Pacific Institute 
Mariko Shiraishi, Hawaii Baptist Academy 
Michael Hamilton, Leilehua High School 
Molly M. Satta-Ellis, Konawaena High School 
Niti D. Villinger, Hawai‘i Pacific University 
Patricia Tupinio, Leilehua High School 
Ria Lulla, Kawananakoa Middle School 
Sarah Fujioka, Waipahu High School 
William Milks, ‘Iolani School

The institute featured welcoming comments by East-West Center President Suzanne Vares-Lum (photo above), who touched upon two of the key themes of the institute: the importance of recognizing diverse perspectives and the interconnectedness of the world. Her comment that “Hawaiʻi can have an impact on the world” especially resonated among the Stanford/Freeman SEAS Hawaiʻi Teacher Fellows and the 91�Թ� staff. 

President Vares-Lum’s welcoming comments set the context for presentations by University of Hawaiʻi-affiliated scholars and community leaders, and curricular presentations by 91�Թ� staff. The first day’s topics were “Immigration and Migration,” “Japan and World War II,” and “Contemporary U.S.–China Relations”; the second day’s topics were “Immigration, Migration, and the Korean Diaspora,” “Colonial and Post-Colonial Korea,” “The Korean War,” and “International Textbook Comparisons”; and the third day’s topic was “Asian Immigration and Diasporas in the United States.” These topics were taken from the Hawaiʻi Core Standards for Social Studies. The presenters were:

Day One
Ken K. Ito, Professor Emeritus of Japanese Literature, UH Mānoa
Carole Hayashino, President Emerita, Japanese Cultural Center of Hawai‘i
Jane Kurahara, Volunteer, JCCH
Betsy Young, Volunteer, JCCH
Shana Brown, Associate Professor and Department Chair of History, UH Mānoa

Day Two
Merle Grybowski, Director of Teacher Training, Pacific and Asian Affairs Council
Edward J. Shultz, Professor Emeritus of History, UH Mānoa
Duk Hee Lee Murabayashi, Director, Korean Immigration Research Institute in Hawaiʻi
Naomi Funahashi, Manager of Teacher Professional Development, 91�Թ�

Day Three
Gary Mukai, Director, 91�Թ�
John Rosa, Associate Professor of History, UH Mānoa
HyoJung Jang, Instructor of the Sejong Korea Scholars Program and Curriculum Specialist, 91�Թ�

The institute also included a reception. Special guests included Graeme Freeman (photo above), President of the Freeman Foundation, which generously supports Stanford SEAS Hawaiʻi. Graeme spoke about the Freeman Foundation’s mission of helping to enhance the teaching of East Asia through programs such as the  and Stanford SEAS Hawaiʻi and expressed his gratitude to the Teacher Fellows for the ripple effect their learning has on their students. Graeme was joined by Director of Operations and Programs Shereen Goto and Office Manager Robin Sato, both of the Freeman Foundation. 

Over the next month, each Teacher Fellow will submit a lesson plan to 91�Թ� that incorporates content that was introduced during Stanford SEAS Hawaiʻi. The 91�Թ� staff awaits in anticipation of seeing how content from the seminar will reach hundreds of secondary school students throughout the Hawaiian Islands. 

Rylan Sekiguchi, Manager of Stanford SEAS Hawaiʻi, and Sabrina Ishimatsu, 91�Թ� Event Coordinator, organized the institute, which was facilitated by 91�Թ� Manager of Teacher Professional Development Naomi Funahashi.

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Applications opened recently for the Fall 2023 session of the 91�Թ� Scholars Program for Japanese High School Students (also known as “Stanford e-Japan”), which will run from the end of September 2023 through the end of February 2024. The deadline to apply is August 12, 2023.

Stanford e-Japan
Fall 2023 session (September 2023 to February 2024)
Application period: June 30 to August 12, 2023

All applications must be submitted at  via the SurveyMonkey Apply platform. Applicants and recommenders will need to create a SurveyMonkey Apply account to proceed. Students who are interested in applying to the online course are encouraged to begin their applications early.

Accepted applicants will engage in an intensive study of U.S. society and culture and U.S.–Japan relations. Government officials, top scholars, and experts from 91�Թ� and throughout the United States provide web-based lectures and engage students in live discussion sessions.

Stanford e-Japan is offered by the Stanford Program on International and Cross-Cultural Education (), 91�Թ�. Stanford e-Japan is generously supported by the , Tokyo, Japan.

For more information about Stanford e-Japan, please visit .

To stay informed of news about Stanford e-Japan and 91�Թ�’s other student programs,  or follow us on , , and .

91�Թ� offers separate courses for U.S. high school students. For more information, please visit the Reischauer Scholars Program (online course about Japan), the , and the .

Sponsored by Stanford Global Studies (SGS), the  (EPIC) Community College Faculty Fellowship program brings together a cohort of community college faculty and academic staff from various disciplines to work collaboratively with Stanford staff for one academic year (August–May). Each EPIC fellow designs a project that aims to internationalize curricula and develop global competencies among community college students. Jonas Edman and I met monthly with six of the 11 2022–23 EPIC fellows throughout the academic year. For me, some of the more meaningful discussions revolved around topics related to culturally relevant pedagogy; non-Western perspectives on topics like psychology, global citizenship, and finance; community college demographics; and the fellows’ communication with Stanford faculty and/or the incorporation of Stanford scholarship in the fellows’ projects. The fellowship culminated with the , “Integrating Global Topics into Community College Curricula,” which was held on May 20, 2023 and featured panels of current EPIC faculty and leadership fellows. The six EPIC fellows with whom Edman worked are listed below and their projects all focused on curriculum, which is a key component of 91�Թ�’s mission to help make Stanford scholarship on global issues accessible to K–12 and community college educators and students. Each fellow gave an overview of their project to an audience of Stanford faculty and staff, EPIC alumni, and other community college faculty and staff. 

• Amy Coren, Professor of Psychology, Pasadena City College 
  

  • Project: Beyond WEIRD: Reconceptualizing the Introduction to Psychology Course

• Fran Farazdaghi, Associate Professor of Global and Peace Studies, Golden West College

  • Project: An Expanded Boundary of Care: Global Citizenship in the Modern World

• Michelle Macfarlane, Agriculture Faculty and Distance Learning Coordinator, Sierra College

  • Project: Decolonizing the United States Food System

• Yuliana Mendez, Associate Professor of Business, Yuba Community College

  • Project: Expanding the Borders of Personal Finance Curriculum Through Global Perspectives

• Elisa Queenan, Professor of Business and Economics, Porterville College

  • Project: International Virtual Collaboration: Where the Only Thing More Unpredictable Than Your Wi-Fi Is the Conversation

• Mark Rauzon, Professor and Chair of Geography Department, Laney College

  • Project: Breaking Up in the Bering Sea: Russia/U.S./Climate Change Chaos and the Effect on Native Communities and Bering Sea Ecology

Summaries of all of the 11 2022–23 EPIC fellows’ projects can be found . 

After an engaging question-and-answer session, Edman made closing comments and mentioned how much he had learned from the EPIC fellows not only in terms of subject matter content but also pedagogical content knowledge, especially at the community college level. 

At the end of the symposium, the EPIC fellows received certificates from SGS Executive Director  and Academic and Outreach Manager  for their successful completion of the fellowship. During the symposium, they were invited to join the  (GEN), which in partnership with SGS seeks to inform, inspire, engage, and empower community college educators—and their students—to more deeply engage with global themes and learning resources, as well as international dialogue, research, and pedagogical strategies.

Following the symposium, I reflected on each of the presentations. I was, of course, already familiar with the content of their projects prior to the symposium. However, something unexpected from each presentation really stood out. Coren and Mendez described how their collaboration with other EPIC fellows in the group really enhanced their work with their students and commented on how their EPIC projects became a bridge between the cohort of EPIC fellows and their students. Farazdaghi spoke about how EPIC enabled her to empower her students to drive and shape her new curriculum on global citizenship. Macfarlane shared insights on the challenges of integrating her new course in departments like ethnic studies. Queenan spoke about how she adapted the five-step Design Thinking framework into her course. And through a video interview of a Siberian Yupik, Rauzon integrated an Indigenous perspective in his talk. These comments will help to further refine how Edman and I approach working with the 2023–24 EPIC fellows. 

Importantly, Edman and I are most grateful to Kristyn Hara for expertly facilitating the EPIC program over the past year and for planning and implementing this year’s EPIC symposium.

The EPIC Community College Faculty Fellowship program is made possible through the support of U.S. Department of Education Title VI funding. 

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