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It has been another exciting year for the Sejong Korea Scholars Program (SKSP), an intensive online course on Korean history and culture and U.S.–Korea relations for U.S. high school students. Some of the highlights from this year include the all-star lineup of guest speakers, a revamped curriculum that added an introduction to Korean American history and experience, and a diverse cohort of 23 intellectually curious and hard-working students. 

Each year, scholars and experts join students in Virtual Classroom (VC) sessions to share their scholarly knowledge and expertise on given topics. This year, the lineup of speakers included Professor Danny Leipziger from George Washington University, Professors Kyeyoung Park and Namhee Lee from UCLA, and Ambassador Mark Lippert, a former U.S. ambassador to South Korea.

Students learned in detail about South Korea’s rapid economic development after the Korean War from Professor Danny Leipziger, who worked as Senior Country Economist for South Korea in the 1980s during his tenure at the World Bank. With Professor Namhee Lee, students examined the complex and intricate relations among the countries involved in the Korean War; and with Ambassador Mark Lippert, they explored recent developments in U.S.–South Korea relations.

This year, students were introduced to Korean American history within the context of broader Asian American history. They also learned about race relations between Korean Americans and other ethnic communities in the United States from Professor Kyeyoung Park, the author of LA Rising: Korean Relations with Blacks and Latinos after Civil Unrest (2019).

Students expressed their excitement to engage with the scholars and experts in VCs. Likewise, all of the scholars and experts who joined as guest speakers mentioned how much they enjoyed meeting the students and how they were impressed by the insights with which students asked their questions.

Each year, students from across the United States apply to participate in the competitive SKSP, which offers undergraduate-level content and rigor. Not too surprisingly, this year’s cohort of students demonstrated a strong intellectual curiosity, active participation in sharing their diverse perspectives and synthesis of the readings and lectures, and an excellent work ethic shown in assignments and a research paper. Many students mentioned how much they enjoyed interacting with their peers in the course, particularly in discussions, where they engaged in vibrant conversations about the course content in a respectful and positive manner. Many students frequently shared relevant external resources that they had found, which contributed to the richness of the discussion.

Student Clara Boyd commented, “It has been so rewarding and fun for me to complete the readings/lectures … and then discuss ideas with classmates, and it was really cool to have the opportunity to meet with different scholars and experts during the VCs. I always looked forward to interacting with the guest speakers and my classmates on Wednesday evenings! This program has been so impactful and eye-opening, and my perspective of Korea and the world has changed a lot since I started SKSP.”

Many of the students, who are taking multiple AP courses and participating in various extracurricular activities, mentioned that they have never learned much about Korea in their history courses. They are often surprised when they learn about Korean history that involves the United States and the long history of relations between the United States and Korea.

Some of the aims of the SKSP are to provide students with various perspectives on history, encourage them to develop critical thinking skills in assessing historical documents and evidence, and challenge them to interrogate common historical narratives and understand the complexities of history written from different perspectives. The analytic tools that students are encouraged and trained to develop in the SKSP will be a valuable tool as they continue to grow and expand as students and future leaders.

91�Թ� also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program) and China (), as well as other student programs for students abroad.

To stay informed of 91�Թ� news,  and follow us on , , and .

91�Թ�’s Manager of Curriculum and Instructional Design Rylan Sekiguchi was announced this week as the recipient of the for his authorship of The prize is awarded annually by the Association for Asian Studies, which will formally honor Sekiguchi in a ceremony at 2pm PDT on March 24, 2021. This is the third time that Sekiguchi has won the award.

91�Թ� co-developed the website for What Does It Mean to Be an American? with the . What Does It Mean to Be an American? was inspired by the life of Secretary Norman Mineta, former U.S. Secretary of Commerce under President Bill Clinton and U.S. Secretary of Transportation under President George W. Bush. President Clinton, President Bush, and Secretary Mineta contributed video interviews for the website.

Established in 1995 by the AAS Committee on Educational Issues and Policy and the Committee on Teaching about Asia, the is awarded annually to recognize an outstanding pedagogical, instructional, or curriculum publication on Asia designed for K–12 and college undergraduate instructors and learners.

The Stanford e-Japan Program provided me with the opportunity to take insightful lectures by front runners in various fields (for example, ambassadors, lawyers, and university professors), and to participate in absolutely riveting virtual classrooms, during which we could confer and raise questions about issues pertaining to the lectures.

It was my gateway to cross-cultural understanding and international studies, and it was the key to finding my passion, as I realized that law and business were my specific areas of interests. The program pushed me to seek further education in those fields and learn more intensively.

In high school, I conducted comparative research between India and Pakistan, analyzing honor killing court cases dating back to the late 19th century, judicial systems, etc. I realized how law can reinforce social norms by signaling approval and dissent through legal decisions, and how a revision of judicial systems can have massive social impact. I decided to major in Japanese law to gain knowledge and insight into these legal regimes domestically, and to pursue my dream of addressing social injustice.

Studying law at the University of Tokyo was both rewarding and invigorating. I had chances to engage in frank discussions with professors about civil procedures and criminal law, scrutinize documents, participate in seminars, and write a research paper about criminal prosecutions for defamation in Japan. Whilst taking classes, I also had internship opportunities to see how law was put into practice at a number of domestic and international law firms, and these experiences greatly assisted in developing my practical and theoretical expertise in law.

At the same time, having an interest in business, I launched a project with university peers to tackle food insecurity in Asia with the ultimate aim of reducing social injustice through social entrepreneurship. The idea was to produce an environmentally sustainable source of animal feed and provide a new source of income for the local population. We presented this plan and placed in the top six in the Asian Regional Hult Prize competition—one of the world’s largest international social entrepreneurship competitions for students—and took our project further.

Stanford e-Japan was much more than a virtual classroom, as it introduced me to so many caring and enthusiastic educators who encouraged me to go beyond my limits, and it equipped me with the skills that are essential for learning, such as problem-solving, research, and communication skills. With these skills and personal ties, I intend to keep challenging myself and carrying on my lifelong journey of learning.

As schools across the U.S. began to close due to COVID-19 in mid-March, I was in the unique position of transitioning into online classes while already having had some experience taking fully online classes. The year before, I had completed 91�Թ�’s Reischauer Scholars Program (RSP), an intensive online course focusing on Japanese culture, history, and U.S.–Japan relations; participating in the Sejong Korea Scholars Program (SKSP), an equivalent program, I thought, would be a similar experience.

Yet, being part of the SKSP in the midst of a pandemic framed the way I participated in and learned from the class. As the course went on, we began each Virtual Classroom with a brief discussion on COVID-19, talking amongst ourselves how we were personally doing, and how Korea was handling it as compared to the U.S. We were encouraged to read local news in Korea to learn about COVID-19, and we brought our learnings to each discussion with renewed vigor. There’s a strange and harrowing feeling you get when analyzing the course of a virus in your home country and across the Pacific—an implicit understanding that this isn’t just a research text to pore over, but an unprecedented moment in history we’re living through. 

But back to the beginning. After participating in the RSP, I realized how essential it is to analyze stories from all facets.

RSP first introduced me to the concept that “history is told from the winner’s perspective,” and SKSP gave me the opportunity to delve deeply into that. I became intrigued with how history is taught and wanted to understand the “other” sides of stories I learned about in my textbooks. Weeks later, when we learned about the Japanese exploitation of Korean comfort women during World War II, I knew that learning about these issues from one side would simply not be enough to fully comprehend parts of history such as these. The way I learn history directly impacts how I view society and the relationships between groups of people.

Hence, each of the modules helped me craft a multifaceted perspective of Korea and U.S.–Korea relations. The lessons and lectures allowed me to understand and re-interpret modern and historical issues in a global context. From Shamanism’s evolving role in Korean society, to Japanese colonial rule in Korea, to the social impacts of the Miracle on the Han River, to class and socioeconomic strata in Korean education systems, I dove into a plethora of topics through readings, lectures, and class discussions. As a high school student, I never believed I would have the honor of learning from distinguished scholars and experts, but SKSP introduced me to a variety of academics with clear passions for Korean history and culture. My learning extended beyond lectures: in discussion boards, I learned from my classmates, who shared their diverse perspectives and experiences and fostered an inclusive and challenging learning environment. We were given the chance to analyze material on our own through readings and assignments, but it was in these virtual interactions with my peers that I discovered the most. The open and constructive group that Dr. Jang and Mr. Edman facilitated was one where we could respectfully engage with one another on any topic while acknowledging at the end of the day the friendships and bonds we’d made. Thus, I paired my self-led education from 91�Թ� with that of my public schooling and constructed a greater comprehensive understanding of the world.  

However, it was the Korean War and North Korea units that I believe played the greatest role in not only my intellectual development, but also my personal and political growth. These two units coalesced in my final research paper project, in which I wrote about the critical role of student activism in South Korean democratization. During my research and readings, I analyzed how the March First Movement set the stage for South Korean protest culture and democratization. I recognized that of the two factions of activists post March First, I might have been in the more radical faction, the one that ended up becoming North Korea. This realization, combined with the readings and lectures from the North Korea unit, completely changed my view of geopolitics in Korea. I learned about the U.S.’s role in the Korean War, and subsequently the Western portrayal of North Korea as a rogue, renegade state. I wondered, how much are we to speak about propaganda when students like me are taught lessons that shield Western imperialism with saviorism and American exceptionalism?

SKSP is not simply a fleeting online course with a broad overview of Korea, but an unparalleled opportunity to uncover Korea on an academic level few other high school students have. I hadn’t expected to undergo a personal and political reckoning within myself, but it is because of this growth that I am beyond grateful for SKSP, Dr. Jang and Mr. Edman’s instruction and advising, and all of my peers’ questions and discussions. Since then, I haven’t ceased to continue kindling my interest in Korean history and politics, questioning previously held beliefs, and broadening my worldview. And it is especially during a time like this—a global movement of Black Lives Matter, a local movement to change my high school’s Indigenous emblem, and everything in between, all within the context of a pandemic—that it is so crucial for me to critically analyze what I’ve been taught, and to keep learning as much as I can. In SKSP, I’ve developed the skills necessary to do so. It’s the “other sides” of stories, namely non-Western and non-white, that I am committed to studying, since understanding the nuances of the past can help guide us into a more equitable future.

Next fall, I begin at Stanford, hopefully on campus—it feels like coming full circle, having the privilege to attend college in an institution that first allowed me to foster a genuine love for learning. Now, while many of my friends begin their college careers, I have chosen to take a gap year with the U.S. Department of State’s National Security Language Initiative for Youth (NSLI-Y), a rigorous and competitive academic scholarship to study a critical language abroad. As of August, the in-country program has been pushed back to 2021 due to COVID-19, but I hope to find myself in Seoul in a few months. With everything ahead of me, I know SKSP is only the beginning, as I hope to continue bridging my education to the world.

Applications are open for the , an intensive, college-level online course on contemporary China for U.S. high school students. The China Scholars Program is offered by the Stanford Program on International and Cross-Cultural Education (91�Թ�), 91�Թ�, and is open to rising 10th, 11th, and 12th graders. The Fall 2020 online course will run from late August through December. Applications are due June 15, 2020.

91�Թ� China Scholars Program for high school students
Fall 2020 session (late August through December)
Application period: April 25 to June 15, 2020
 

Accepted applicants will engage in a rigorous academic exploration of key issues in China, spanning politics, economics, social issues, culture, and the arts, with an emphasis on the relationship between the United States and China. In real-time conversations with leading scholars, experts, and diplomats from 91�Թ� and other institutions, participants will be exposed to the cutting edge of U.S.–China relations and scholarship. Students who complete the online course will be equipped with a rare degree of expertise about China and international relations that may have a significant impact on their choice of study and future career.

As in previous sessions of the China Scholars Program, the Fall 2020 cohort will comprise high school students from across the United States. Participants in the current cohort represent states across the nation, including California, Florida, Georgia, Illinois, Michigan, Missouri, Nebraska, New Jersey, New York, and Washington.

The immense diversity of student backgrounds and experiences within each online course allows for an especially rich exchange of ideas and perspectives among the young scholars—a crucial and invaluable component of the learning experience.

“Learning from Stanford’s knowledgeable East Asian studies experts remains one of my most formative educational experiences,” noted Rebecca Qiu, an alum of the program now at Tufts University. She continued, “Synchronous live lectures and lively discussion boards allowed me to learn from our professors and students alike, facilitating tremendous academic growth.”

More information on the China Scholars Program is available at . Interested high school students can apply now at . The deadline to apply is June 15, 2020.

To be notified when the next China Scholars Program application period opens, or follow us on , , and .

The China Scholars Program is one of several online courses for high school students offered by 91�Թ�, 91�Թ�, including the , the Sejong Korea Scholars Program, the , and the Stanford e-China Program (on technologies changing the world to high school students in China).

Related article:

• The China Scholars Program: Continuing a 45-year tradition of bridging Stanford and schools

The following is Part 1 of a two-article series. For Part 2, please go here.

Stanford e-Oita is an online course for high school students throughout Oita Prefecture in the southwestern island of Kyushu, Japan, that is sponsored by the Oita Prefectural Government. Launched in fall 2019, it is offered by the Stanford Program on International and Cross-Cultural Education (91�Թ�) in collaboration with the Oita Prefectural Board of Education. 91�Թ� is grateful to Oita Prefectural Governor Katsusada Hirose whose vision made this course possible. 

Social media posts, video-conference invites, and webinar notifications flood our inboxes ever since COVID-19 drove traditional classroom instruction online. Distance learning has gone mainstream.

While distance learning may never replace traditional classroom instruction, it’s certainly transforming how we teach, learn, and behave. Amid the coronavirus pandemic, 30 Stanford e-Oita students in Japan—on the other end of my virtual classroom—showed me what distance learning can offer: a greater appreciation of where we live, renewed cross-cultural perspectives, and a chance to enhance one’s communication skills in a foreign language without a textbook, classroom, or a trip overseas.

Students from 15 high schools throughout Oita Prefecture—from the capital city of Oita to the tiny island of Hotojima—logged onto their laptops, tablets, and smart phones on Saturday mornings for my bi-weekly distance learning class. It’s a course offered to highly motivated students with a certain proficiency in English. They could attend a class as if they were in Palo Alto without ever having to leave their tatami-mat living rooms.

Stanford e-Oita focuses on three areas: U.S.–Japan relations, United Nations Sustainable Development Goals (UNSDGs), and entrepreneurship. These are the collective objectives of 91�Թ�, the Oita Prefectural Board of Education, and Oita’s Governor Hirose. For six months, I explored their intersections with my students.

I designed a course curriculum that engages students to think critically about global issues, empowers them to take pride in their hometowns, and encourages them to give back to their communities. We took what’s happening in the world and made it relevant to their daily lives in Oita. Students took this a step further by exploring issues that were personally meaningful.

Students worked individually and collaboratively through guided group discussions, submitted written assignments, developed research projects, watched documentary films, and prepared multi-media slideshows as part of their final presentations—all in English. I also created virtual experiential learning opportunities for students by introducing them to guest speakers via Zoom. In the pre-COVID-19 days, I took students along with me on fieldtrips to National Historic Sites in Seattle’s International District and visited social activists on Vashon Island, Washington.

Stanford e-Oita is taught in English, but it is not an English language course. I offer my students a chance to become confident in English, competent in critical thinking, and fluent in accessing the technologies of a digital classroom. We use online platforms like Zoom and Canvas and take advantage of discussion boards, breakout sessions, and other digital tools which are not often used in Japanese schools.

In order to ensure access and equity, students who did not have access to a computer or Wifi were able to return to their schools on Saturday mornings to take the class in the computer labs. Most students worked on tablets (some used smartphones) and grew accustomed to the online format within a few weeks. For the most part, e-Oita students were excited and open to technology enabled learning. One student noted, “For me, using Zoom in this new style of class is really refreshing. Students are scattered all over Oita and you’re in America but we’re all communicating through my tablet. It’s so cool!”

Getting Japanese students on board Stanford’s rigorous distance learning program, in a foreign language, was a challenge at first. In fact, the learning curve was steep for all of us. I taught my students the word “troubleshoot” early on and walked them through online setting changes to video presentation uploads.
 

Here are some lessons learned:

Distance learning provides learning opportunities for students in less accessible communities—in rural towns or islands—where traditional classrooms are unable to serve.

Distance learning allows students to re-invent themselves with a new audience, with people you have never met.

Distance learning can create an informality that breaks down the wall between teachers and students and makes their relationship less hierarchical. This is a new experience for students from Japan.

Distance learning allows instructors to invite speakers whose participation is not limited by geography, departmental budgets, disabilities, or availability of a considerable amount of time. All they need is a quiet corner, a laptop with Wifi, and a time commitment of 30 minutes to an hour.   

Section Manager Hironori Sano and Teachers’ Consultant Keisuke Toyoda of the Global Education Acceleration Project Team (High School Education Division) of the Oita Prefectural Board of Education, reflected, “The most amazing thing is seeing how our students developed through the program. They have acquired five important skills: (1) the ability to cooperate with people around them; (2) the ability to state their ideas; (3) knowledge of Japan and Oita; (4) the confidence to communicate in English; and (5) the confidence to make a contribution in the world.”

Kasumi Yamashita

In part two of this series, I will focus on Stanford e-Oita’s priorities (United Nations Sustainable Development Goals), guest speakers, final student presentations, and assessment.

91�Թ� also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (), and Korea (), and online courses to Chinese high school students on the United States () and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan). 

To stay informed of 91�Թ� news, and follow us on , , and .

Related articles:

• Announcing Stanford e-Oita, a New Online Course for High School Students in Oita Prefecture, Japan
• 91�Թ�/FSI Serves as 91�Թ� Host of the California-Japan Governors’ Symposium

In Summer 2020, three of the top students of the Fall 2019 Stanford e-Japan distance-learning course will be honored at an event at 91�Թ�. The three Stanford e-Japan Day honorees—Ayano Hirose (Okayama Sozan High School), Chisaki Sano (Gunma Kokusai Academy), and Natsumi Shindo (Keio Girls Senior High School)—will be recognized by Stanford e-Japan Instructor Meiko Kotani for their coursework and exceptional research essays that focused respectively on “Three Basic Ways to Promote Cross-Cultural Understanding in Japanese Education,” “U.S.–Japan Relations: Economic Interdependence Seen in 7-Eleven Operations,” and “The U.S.–Japan Security Alliance: Its Preservation and the Responsibilities of Both Countries.”

Yuta Myojo (Rikkyo Ikebukuro High School) received an Honorable Mention for his coursework and research paper on “How Could Japanese Society Achieve Increased Biculturalism: From the Aspects of Education Reform and Self-Awareness.”

In the Fall 2019 session of Stanford e-Japan, students from the following schools successfully completed the course: Aiko Gakuen (Ehime), Gunma Kokusai Academy (Gunma), Hiroshima High School (Hiroshima), Hiroshima Prefectural Hiroshima Junior/Senior High School (Hiroshima), Hitachi First Senior High School (Ibaraki), Ichikawa Junior and Senior High School (Chiba), Keio Girls Senior High School (Tokyo), Keio Senior High School (Kanagawa), Mita International High School (Tokyo), Nishiyamato Gakuen High School (Nara), Okayama Prefecture Asahi Senior High School (Okayama), Okayama Sozan High School (Okayama), Rikkyo Ikebukuro High School (Tokyo), Ritsumeikan Uji High School (Kyoto), Sendai Shirayuri Gakuen (Miyagi), Senior High School at Otsuka, University of Tsukuba (Tokyo), Senior High School at Kyoto University (Kyoto), Shibuya Kyouiku Gakuen Shibuya Senior High School (Tokyo), Shibuya Makuhari Senior High School (Chiba), Shirayuri Gakuen Senior High School (Tokyo), Takada High School (Mie), Takatsuki Senior High School (Osaka), Tokyo City University Senior High School (Tokyo), Waseda University Senior High School (Tokyo), Yokohama Science Frontier High School (Kanagawa), and Zushi Kaisei High School (Kanagawa).

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

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

91�Թ� offers separate online courses for U.S. high school students. For more information, please see the , , and .

Related articles:

• Spring 2020 Session of Stanford e-Japan Online Course Begins
• Winners Announced for the Spring 2019 Stanford e-Japan Award
• 91�Թ�’s Stanford e-Japan Instructor Waka Takahashi Brown Honored with the Elgin Heinz Outstanding Teacher Award
• Stanford e-Japan: My Window to the Wider World

Following the 1989 Loma Prieta earthquake, I recall being astounded that the iconic arches and pillars of 91�Թ�—though damaged—didn’t collapse or fall during the powerful earthquake. Wooden supports were inserted below the arches and remained for years while retrofitting took place. Since then, the arches and pillars have symbolized for me the stability and the security of the foundation of 91�Թ�. During yet another unstable time in 2020, this symbolism has once again taken on critical significance here and abroad.

In 1989, the World Wide Web was yet to be born, so obviously 91�Թ� did not offer online classes to students in the United States, let alone to students abroad. 91�Թ�’s first online course, the Reischauer Scholars Program, was launched in 2004. RSP Instructor Naomi Funahashi introduces topics related to Japan and U.S.–Japan relations to high school students in the United States. In 2015, 91�Թ� launched Stanford e-Japan, an online course on U.S. society and culture and U.S.–Japan relations that Waka Takahashi Brown and Meiko Kotani offer to high school students in Japan. Since then, several other regional classes have been launched, including in 2019.

Stanford e-Kawasaki is an online course for high school students in Kawasaki City that is jointly offered by Kawasaki City and 91�Թ�. Stanford e-Kawasaki Instructor provides students with an introduction to diversity and entrepreneurship in the United States and equips students with substantive knowledge about U.S. culture and society that may have a significant impact on their future choice of study and career.

The inaugural Stanford e-Kawasaki course began in October 2019 and culminated this month with presentations of final research projects by students from Tachibana High School and Kawasaki High School, the two participating schools in the inaugural course. Leading scholars from 91�Թ� and Silicon Valley entrepreneurs—including from Stanford and Silicon Valley entrepreneurs , CEO and Co-Founder of Uplift, and , VP Strategy and Business Development at Atheer—led online class discussions and not only encouraged students to critically think about diversity and entrepreneurship in the United States but also in Japan. These discussions helped students to conceptualize topics for their final research projects.

The research projects were varied and included a comparative analysis of college admissions in the United States and Japan, an examination of psychological issues affecting youth in the United States and Japan, and a discussion about whether a Silicon Valley-type ecosystem can be created in Japan. The students’ presentations were not only content rich and creative but also effectively engaged the audience, which included Vice Principal Akihiro Igarashi of Tachibana High School, Miyuki Kitamura of Kawasaki City, 91�Թ� Instructors , Rylan Sekiguchi, and , Bacha, teachers from both high schools, and me. Bacha reflected, “Though my students were not able to make their presentations physically in front of audiences [as originally planned] due to the current COVID-19 pandemic, I was grateful to have had the chance to virtually observe all of the presentations from Colorado along with my colleagues in California, Hawai‘i, and Washington. I was especially impressed with my students’ demonstrated growth in their English-speaking abilities and confidence. Especially gratifying was to witness students asking each other questions.”

Vice Principal Igarashi noted, “I am deeply grateful for the opportunity given to the Tachibana High School students to join online class discussions led by leading scholars in the United States… As I watched them passionately delivering their final research presentations that they worked hard on, I could tell that they gained unique experiences which they cannot experience in regular school classes. By comparing Japan and the United States in their research projects, I am sure that they discovered new things about their own country, Japan… I believe from the bottom of my heart that the online classes and assignments given by this course will empower the youth of the future.”

While listening to the presentations, I was struck by how well the students engaged the audience. In my final comments, I commended their use of several effective presentation techniques, such as the following.

• Emphasis on interdisciplinarity in their research
• Incorporation of multiple perspectives
• Voice projection
• Use of images, including photos, drawings, statistics, and graphs
• Signposting
• Embedding questions for the audience in the presentation, e.g., Can we create a Silicon Valley in Japan?
• Providing historical context
• Definition of complex terms

In addition, for the first time since 91�Թ� launched online courses, I felt a deep sense of satisfaction from knowing that we could bring some stability and security to the lives of students who could no longer physically go to school. The students gushed with enthusiasm despite their nervousness.

Mizuho Toyama, a Teacher of the English Department at Kawasaki High School noted, “We were so excited about our students’ online presentations this morning. What they did was tremendous and the experience they went through—I am sure—has become their priceless treasure… They learned not only English as a foreign language but also, more importantly, stepping out of their ‘comfort zone’ to seek advanced levels of learning. Raising cultural awareness with peers and also sharing thoughts without racial biases is an excellent source of learning. I am thankful for this program for encouraging students to be more openminded.”

Erica Oh, an American Assistant Language Teacher of English at Kawasaki High School, also commented on Bacha’s course. “Again, thank you and your staff, especially Maiko Tamagawa Bacha, for the awesome opportunity you have given our students to learn more and think outside their cultural box. It was an absolute delight for me to be able to witness their growth. I hope Stanford and Kawasaki stay in partnership and that this program continues.” For one of the online classrooms that focused on diversity, Bacha invited former Japan Exchange and Teaching (JET) Program Assistant Language Teachers—John Branderhorst, Jeffrey Fleischman, Ryan Moore, and Cerell Rivera—to share their perspectives. “Bringing Americans and Japanese together—albeit virtually—at a time like this is invaluable,” commented Bacha.  

Students who successfully completed the course will earn a Certificate of Completion from 91�Թ�/91�Թ� on March 26, 2020 during a virtual closing ceremony. Mayor Norihiko Fukuda will make opening comments. In addition to 91�Թ� staff, others who will be in attendance are Hisashi Katsurayama from the Kawasaki Board of Education and Katsuyoshi Abe, Yoshitaka Tsuchihama, and Miyuki Kitamura of Kawasaki City, all of whom have been unwavering in their support of Stanford e-Kawasaki.

When 91�Թ� launched its online courses, I never imagined that the 91�Թ� instructors would be reaching many students whose school lives were disrupted by a pandemic. I feel indebted to FSI Director and FSI Deputy Director for their support during this unstable time and enabling 91�Թ� to help add some stability and security to students’ lives.

To stay informed of 91�Թ�-related news,  and follow us on , , and .

Related article:

• Stanford e-Kawasaki: The Vision of Mayor Norihiko Fukuda

With the start of baseball season, a fun fact to note is that on April 16, 1905, the Tokyo-based in California. Stanford beat Waseda 9-1. This game may have been the first formal event between Stanford and Waseda. Since then, Waseda and Stanford have engaged in numerous academic and research collaborations, student exchanges, and sporting events, and each has enrolled the other’s alumni in graduate and professional programs.

Nearly 115 years later, on March 3, 2020, 91�Թ� offered a one-day seminar for Waseda students, all of whom are aspiring teachers. The visit to Stanford was initiated by Professor Hiroyuki Tanaka of Waseda University’s Graduate School of Teacher Education. The seminar underscored the importance of , Waseda’s strategic plan that includes the goal of cultivating future leaders with global perspectives.

I began the seminar with a lecture on curriculum that introduced diversity in the United States and encouraged the future teachers to think about addressing the needs of an increasingly diverse student population in Japanese classrooms. The afternoon featured a panel of educators from 91�Թ� that included Jonas Edman, Meiko Kotani, and Dr. Mariko Yoshihara Yang who spoke about teacher professional development, student-centered learning in Stanford e-Japan, and girls’ empowerment and , respectively; and a lecture on STEAM education by Yang that underscored the significance of the arts and its intersection with the STEM fields.

The seminar was highlighted by two student-led presentations. The first focused on Japanese school lunches by Graduate School of Teacher Education students Akihiro Baba, Yurina Kano, Hideki Nakamura, and Karen Tashiro, who aspire to be Japanese language, music, mathematics, and elementary school teachers, respectively. Their presentation stimulated a broader discussion of comparisons between Japanese and U.S. elementary schools as well as U.S. efforts—through the Licensed Agencies for Relief in Asia—that provided large amounts of food and clothing to Japan from 1946 to 1952. The second featured Waseda student Kuma Shibata, who spoke about bukatsudo (extracurricular school clubs), a feature of Japanese secondary education. Shibata, who aspires to become a physical education teacher, described the advantages and challenges of bukatsudo that included advantages such as the physical benefits of sports clubs and challenges such as the sometimes-extensive time commitments on the part of not only students but also teacher supervisors. Following the presentation by Shibata, who studies the sociology of sport, U.S. and Japanese perspectives on his academic area of interest were shared by the audience and Shibata.

Since the 2012 establishment of the San Francisco Office of , an initiative to promote the interests of Waseda University abroad, 91�Թ� has had the pleasure of meeting and working with many scholars affiliated with Waseda. In addition to having had the experience of working with students of Tanaka for many years, 91�Թ� has also had the pleasure of consulting and/or working with the following scholars at Waseda: Dr. Yoichi Aizawa, Professor Tetsuo Harada, Mr. Satoshi Hattori, MBA, Professor Kanetaka Maki, Professor Takao Mimura, Professor Atsuko Shimbo, and Professor Aya Yoshida. I have had the chance to consult with many of them about Stanford e-Japan, which Kotani described during the panel discussion. Since 2015, 91�Թ� has offered Stanford e-Japan, an intensive online course taught in English that introduces Japanese high school students to U.S. society and culture and U.S.–Japan relations. Waseda alumnus Tadashi Yanai is the current supporter—through the —of Stanford e-Japan. Admission to its fall and spring courses is very competitive with students from throughout Japan vying for only up to 30 slots per course.

Several high school students from Waseda’s fuzoku (affiliated high schools)—Waseda Jitsugyo High School, Waseda University Honjo High School, and Waseda University Senior High School—have been accepted into Stanford e-Japan. On August 6, 2020, 91�Թ� will honor three of the top students of both the Spring 2019 and Fall 2019 Stanford e-Japan courses at a Japan Day event at 91�Թ�. One of the honorees will be Kota Watanabe (Waseda University Senior High School, Tokyo), who will be recognized for his coursework and exceptional research essay “A More Sufficient Language Learning Environment for Foreign Students in Japan: A Comparison with the American ESL Education System.” During the 2017 and 2018 Japan Day events, Waseda University Senior High School students Reon Hiruma and Naoya Chonan, respectively, were recognized for their coursework and exceptional research essays.

91�Թ� is proud to continue Stanford’s 115-year history of collaboration with Waseda University by helping to cultivate future teachers with global perspectives. To mark the quasquicentennial anniversary of the 1905 baseball game, I hope that Waseda will play Stanford again in 2030, and that students like Baba, Chonan, Hiruma, Kano, Nakamura, Shibata, Tashiro, and Watanabe will be in the audience cheering for Waseda, of course, but feeling at least some nostalgia for their experiences with Stanford.

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Related articles:

• Winners Announced for the Spring 2019 Stanford e-Japan Award
• Winners announced for the Spring 2018 Stanford e-Japan Award
• Japan Day 2017: Recognizing high school students in Japan and the United States