91³Ô¹Ï

It¡¯s hard to believe four years have passed since I nervously logged on to meet the first fall Stanford e-Entrepreneurship Japan cohort. As I prepare to start my fifth year and reflect on the recent fall course that concluded in February, I am filled with a profound sense of growth and gratitude. Each year has been a journey of learning and discovery, not just for my students, but for myself as well.

Seeing the growth and development of my students over the course of just four months has been incredibly rewarding. From timid beginnings to confident presentations and impactful research papers, I¡¯ve had the privilege of witnessing their transformation firsthand. Students not only engaged with complex social issues intellectually but also connected with them on a deeply empathetic level.

Koki Ukai shared his thoughts on the course. ¡°While I thought I knew about the society we live in, participating in this program made me realize that the world is filled with much more complex issues that have not yet been addressed or even recognized. Stanford e-Entrepreneurship Japan has broadened my perspectives to be aware of these problems and taught me the power of social entrepreneurship in tackling them.¡±

The course underscores the role of empathy in problem-solving via design thinking. But one of the most impactful lessons I¡¯ve learned from my students is the importance of empathy and vulnerability in creating a supportive learning community. This year, in particular, I was inspired by the way students embraced these values, sharing their personal stories of loss and hardship with courage and openness. Some students also initially hesitated to broach sensitive topics due to emotional discomfort. However, upon hearing their peers¡¯ presentations, they recognized the value of sharing their perspectives on difficult topics to raise awareness about these issues. Their willingness to be vulnerable with one another fostered a sense of connection and solidarity within our virtual classroom. 

To further emphasize the significance of sharing our stories, I invited guest speakers to practice mindfulness with the class. These moments of openness created a safe space for students to express themselves authentically and recognize the common humanity that binds us all together. And it has reinforced my belief in the importance of nurturing not just academic skills, but also resilience, empathy, and a sense of social responsibility.

I also never cease to be amazed by the innovative ideas and boundless energy that my students bring to the table. Their fresh perspectives and willingness to think outside the box and being a part of a student¡¯s ¡°aha moment¡± inspire me to push the boundaries of my own thinking and how I approach teaching. 

Yuzuka Seto also shared her thoughts. ¡°Participating in Stanford e-Entrepreneurship Japan has imbued my Sunday mornings with anticipation, and has brought me invaluable insights and experiences. When I shared my passion-driven ideas and inquiries with Ms. Bryant, she graciously introduced me to a film aligned with the subject. The film not only expanded my perspectives and deepened my interests but also enabled me to discover a sense of purpose and responsibility in a new field.¡± For our student-led session, Yuzuka, along with Aylie Guyodo Oyama, gave a lesson on Single Mothers and Child Poverty in Japan, which was unfamiliar to most students.

I¡¯m humbled by the lessons I¡¯ve learned from my students and the impact they¡¯ve had on me as an educator and as a person. Teaching this course has been a transformative experience, and I look forward to many more years of inspiring the next generation of social entrepreneurs. I¡¯m grateful to everyone who has supported this program. In particular, I would like to thank Dr. Gary Mukai and Mr. Yusuke Ed Matsuda for their vision and leadership and our fall Stanford e-Entrepreneurship Japan donors, Noriko & Norman Chen and Mako & Andy Ogawa, for their continued support. I¡¯d also like to thank Maiko Tamagawa Bacha and the eEntrepreneurship teaching team for their help in shaping this course.

Stanford e-Entrepreneurship Japan is currently accepting applications for fall 2024.

Stanford e-Entrepreneurship Japan is one of several online courses offered by 91³Ô¹Ï.

To stay updated on 91³Ô¹Ï news, and follow us on , , and .
 

A class photo is like an optical illusion. From behind the orderly, pixelated representation of this group of students, I can¡¯t help but see the depths and nuances of their minds, courageously shared over the last six months spent in class together. As this year¡¯s course draws to a close, I¡¯d like to share a little about the course and this year¡¯s students, focusing on a few unexpected qualities they demonstrated. I¡¯d especially like to share some of their voices directly.

Stanford e-Hiroshima is a course which introduces aspects of U.S. culture and society to high school students in Hiroshima Prefecture, designed by 91³Ô¹Ï, in collaboration with the Hiroshima Prefectural Board of Education in Hiroshima, Japan. Conducted in English over six months, the course is comprised of seven, online ¡°virtual classroom¡± sessions, followed by an extensive final research project. By examining the United States through the four broad lenses of diversity, entrepreneurship, peace education, and environmental issues, as well as from two specific perspectives of Japanese history in the United States, and the Hiroshima¨CHonolulu sister city relationship, students are invited to draw comparisons between various facets of the United States and Japan. The ultimate mission of Stanford e-Hiroshima is to provide students with the ability to glean from fresh perspectives insights and learnings relevant to their own goals and visions for the future.

Now in its fourth year, Stanford e-Hiroshima 2023¨C24 commenced in September 2023 and will conclude at the end of this month, February 2024. The 29 students enrolled are first- and second-year students from 17 different high schools in Hiroshima Prefecture. They are all Japanese nationals, and several have had prior international exposure through participation in programs such as Global Miraijuku and Empowerment Program, or through homestays in Australia, Canada, and the United States. At the onset of the course, however, the majority of students expressed their concern about their ability to communicate in English.

To participate in Stanford e-Hiroshima, applicants are required to write two essays, one describing their personal goals, and another analyzing a current social challenge and describing their vision for a more ideal society. Student candidates are selected from among the applicants by the Hiroshima Prefectural Board of Education based on two criteria: clarity of purpose for joining the course, and desire to solve a social problem. Following the course Opening Ceremony, held on September 2, 2023, Mineko Kobayashi, Teacher Consultant with the Hiroshima Prefectural Board of Education, described this year¡¯s students as impressively motivated, based on their active participation during the ceremony.

As instructor of Stanford e-Hiroshima 2023¨C24, I¡¯ve had the privilege of observing and interacting with this group for nearly half a year, both in our virtual classroom and through weekly assignments and discussion boards. In an introduction to the course, I asked the students to focus on practicing skills and learning together, and highlighted my commitment to creating a space where differences such as in English language ability are respected. While I believe that there will be a place in education for translation services and generative AI tools, there is a policy against using them in this course, and there has been nothing more gratifying to me than seeing a student articulate their thoughts in front of the class, or reading a student¡¯s unique stance written unabashedly in non-native English. These students¡¯ strength of belief and determination to communicate just radiates off the screen and page.

In these students, I¡¯ve observed several qualities such as being well-mannered, respectful, and hard-working. The students are exceedingly respectful of me as instructor, of our guest lecturers, and of each other. They are also respectful of schedules and deadlines. Students may not have been able to attend class due to other commitments, but no student ever showed up late to class. School work, part-time jobs, club activities, leadership roles, extensive interests and hobbies fill the plates of these students to the brim, and yet they consistently show up with their assignments complete, and full of enthusiasm to engage. These are wonderful qualities not to be taken for granted, however, there is a certain precedence for them based on my many years of interactions with Japanese students.

I¡¯ve also observed three qualities which came as a surprise:

1. Directness of expression. A high tolerance for ambiguity and tendency to minimize disruption is encoded in the Japanese language through, for example, its nuanced use of the passive voice, or sophisticated double negatives. Perhaps by virtue of their using English, this year¡¯s Stanford e-Hiroshima students have surprised me by their directness. Their enthusiasm is unveiled in the use of simple, direct expressions such as ¡°I believe,¡± ¡°I think,¡± and ¡°I don¡¯t agree.¡± These expressions are substantiated by the use of specific, concrete, well-researched, and well-cited examples.
   
   
2. Hunger for diversity. During the third virtual classroom we welcomed Dr. Stephen Murphy-Shigematsu to speak on the topic of ¡°Diversity in the United States and in Japan.¡± The students were quick to identify differences in the way differences themselves are perceived in the two countries. They were also quick to embrace diversity. One student expressed her desire to ¡°make friends that have similar opinions AND friends with opposite opinions.¡± Another student articulated the need to ¡°see things from multiple perspectives to solve something.¡± Another asserted, ¡°expressing an opinion and imposing an opinion are two completely different things. One may develop the world while the other may cause strife.¡± These are the voices of young adults hungry for differences.
   
   
3. Connectedness to past and future. During our sixth virtual classroom we welcomed Maya Mizuno, Program Coordinator at The University of Peace (UPEACE) to speak about Peace Education. As students in Hiroshima Prefecture, one of two regions which have experienced devastation as a result of deployment of nuclear weapons, the topic of peace education is not only extremely saliant but also promotes a world view in which connecting past and future is literally vital. Naivete is palatably absent from this group. ¡°I think it is dangerous to assume that all the history we have learned in our school classes is correct or factual¡± wrote one student. Their interests reveal a mature understanding that they are not responsible for the past however their carrying forward an understanding of the past, and creation of a future is crucial. This student¡¯s expression gave me goosebumps: ¡°By feeling it through your skin, you can learn how your thoughts and the results you get from taking on challenges are connected.¡±

I asked guest lecturer Maya Mizuno about her experience with these students, and she shared this description:

In my session, we discuss what peace means and how we can develop society through education. The topic is quite complex. However, the students are very sharp, talented, and passionate, so they demonstrate a high level of engagement in the session activities. I always get inspired by what they contribute to the dialog among us. 

Like  say, ¡°Our efforts are humble, but not powerless.¡± As long as we keep moving forward, even if it¡¯s a small action, the change will come. I hope that the students carry their experience at e-Hiroshima to become global changemakers in the future.

Like Maya, I¡¯m grateful to the students of Stanford e-Hiroshima 2023¨C24 for their candor and engagement over these six months. The qualities they¡¯ve demonstrated are bellwethers of hope for our collective futures. My wish for these students going forward is the same as my expectations of them in class: independent thought and 100 percent participation. I¡¯d like for every student to find and speak their own truth, and to experience the joy of their truth being heard. Very much in this spirit, one student reflects on her experience: ¡°I was surprised by American education in Stanford e-Hiroshima; we students could think freely and share our own ideas with friends, and that was so fun!!!¡± 

91³Ô¹Ï is grateful to Superintendent Rie Hirakawa and Teacher Consultants Mineko Kobayashi and Noriyo Hayashi of the Hiroshima Prefectural Board of Education for their ongoing support of Stanford e-Hiroshima and its students, and to Maya Mizuno for her lecture and contribution to this article.

Stanford e-Hiroshima is one of several online courses offered by 91³Ô¹Ï.

To stay updated on 91³Ô¹Ï news,  and follow us on , , and .

Applications opened last week for Stanford e-Entrepreneurship Japan (SeEJ), an all-English online course 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 91³Ô¹Ï and the non-profit organization e-Entrepreneurship in Japan. The instructors are Irene Bryant (fall) and Makiko Hirata (spring). It is open to Japanese students in their first and second years of high school. The spring 2024 course will run from early April through August.

The application form is now live at . The deadline to apply is March 15, 2024 23:59 Japan Time.

SeEJ offers students an opportunity to engage with impactful entrepreneurs from California and beyond through its virtual classes offered twice a month on Sundays. The course will culminate in two research projects, one done individually, and the other as a group. The group project will be presented in front of several guest judges who will evaluate each group¡¯s social innovation to address current issues. Students who successfully complete the course will receive a Certificate of Completion from 91³Ô¹Ï and NPO e-Entrepreneurship.

Applicants need to be available and committed to attending virtual classes on the following Sunday mornings: April 21 (9:30 a.m.¨C12 p.m.), May 5 (10 a.m.¨C12 p.m.), May 26 (10 a.m.¨C12 p.m.), June 9 (10 a.m.¨C12 p.m.), June 30 (9:30 a.m.¨C12 p.m.), July 28 (9:30 a.m.¨C12 p.m.), August 11 (10 a.m.¨C12 p.m.). These dates and times are all in Japan Standard Time.

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. To apply, submit by March 15.

Stanford e-Entrepreneurship Japan is one of several online courses offered by 91³Ô¹Ï.

To stay updated on 91³Ô¹Ï news,  and follow us on , , and .

During a visit to Okayama Prefecture in 2019, members of the Okayama Prefectural Board of Education kindly brought me to Korakuen Garden, one of Japan¡¯s three most celebrated gardens that dates back to the 17th century. I was especially struck by a unique bridge called Yatsuhashi (¡°eight bridges¡±), that consists of eight planks used to cross a pond. The name ¡°yatsuhashi¡± comes from the Heian period (794 to 1185) collection of poems and narratives, The Tales of Ise. 

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When I think of the academic and professional pathways taken by Mariko Yang-Yoshihara, who works as an instructor and an education researcher for 91³Ô¹Ï, I think of Yatsuhashi, which  I crossed in Korakuen Garden. (Photo above: Yatsuhashi at Korakuen, Okayama; photo courtesy Gary Mukai.)

As a graduate of the all-girls Sacred Heart Schools in Tokyo, she was nurtured to think as a global citizen and remain committed to the promotion of women¡¯s empowerment. Since obtaining a B.A. in Literature from the University of the Sacred Heart in Japan, she has stayed actively engaged in the alumni network. I think of her years at the Sacred Heart institutions in Tokyo as the first academic plank that she crossed, navigating herself into the wider world.

The second academic plank that she crossed was in the United States where she earned a B.A. in Political Science from the University of California, Irvine, and an M.A. and a PhD in Political Science from 91³Ô¹Ï. Her dissertation focused on the administration of Japan¡¯s technology and science policy, and her PhD advisor was . Yang-Yoshihara¡¯s encounter with the ecosystem and educational approaches in Silicon Valley has laid the foundation of her commitment to cultivating the future generation of innovative and empathetic thinkers. To put it differently, her focus on innovation and education form the materials that make up the many planks that she would traverse in the subsequent years.

In 2016, she co-founded with (PhD, Stanford, 2013) , a non-profit organization which provides educational programs that embrace design thinking as a pedagogical approach, aiming to foster empathy, promote humanistic perspectives, and inspire youths to become change makers. SKY Labo¡¯s inquiry-based program, designed to challenge the STEM gender gap in Japan and shift the perceptions of young women toward technology and engineering, obtained official support from the Gender Equality Bureau of Japan¡¯s Cabinet Office in 2019 and received the Semi-Grand Prix of Nissan Foundation¡¯s Rikajyo Ikusei Sho (Award Promoting the Next Generation of Women in STEM) in August 2022. Yang-Yoshihara co-authored with Kijima a book on STEAM education and design thinking, ÊÀ½ç¤ò‰ä¤¨¤ë³§°Õ·¡´¡²ÑÈ˲ĨD¥·¥ê¥³¥ó¥Ð¥ì©`¡¸¥Ç¥¶¥¤¥ó˼¿¼¡¹¤ÎºËÐÄ, which was published by Asahi Shinbun Press in 2019. The book is in its second printing and was translated into the Chinese language as ¹è¹ÈÊÇÈçºÎÅàÑø´´ÐÂÈË²ÅµÄ by the Zhejiang People¡¯s Publishing House (Õã½­ÈËÃñ³ö°æÉç) in 2021. I see SKY Labo serving as the third plank of yatsuhashi that she is traversing.

Also in 2016, Yang-Yoshihara co-organized the Stanford-Silicon Valley U.S.-Japan Dialogue: Womenomics, the Workplace, and Women and published the . This conference and final report¡ªwhich I see as her fourth plank¡ªwas with the or Shorenstein APARC, where she had once worked as a doctoral researcher, a recipient of the Barbara Hillman Research Fellowship, and a third term participant of the Asia Pacific Scholars Program. She continues to collaborate with many of the conference presenters and also , Japan Program Director, Shorenstein APARC.

Since joining 91³Ô¹Ï in 2019, Yang-Yoshihara has utilized inquiry-based pedagogy to design, develop, and teach innovative online courses and seminars on subjects including social entrepreneurship, gender equity, and sustainability. Mariko designed and co-instructs the Stanford-Hiroshima Collaboration Project on Entrepreneurship (SHCPE), a graduate course for the Hiroshima Business Management School at the Prefectural University of Hiroshima. She has also developed a course on entrepreneurship and sustainability education in collaboration with Eikei University, Hiroshima Prefecture¡¯s new liberal arts college. She also served as the inaugural instructor and now as an advisor to Stanford e-Eiri, a high school course that explores the United Nations Sustainable Development Goals (SDGs) with a special focus on gender equity. The current Stanford e-Eiri instructor is Mia Kimura. I see Yang-Yoshihara¡¯s teaching engagements at 91³Ô¹Ï as the fifth plank of her yatsuhashi.

In addition to her role at 91³Ô¹Ï, Yang-Yoshihara is a Visiting Professor at Tohoku University, serving as a faculty member of the School of Engineering and an academic advisor to graduate students in the Department of Management Science and Technology. She gives lectures to engage Japan¡¯s future engineers and aspiring scientists to think at the crossroads of STEM and humanities, an approach she calls STEAM. This sixth plank illustrates how she tries to transmit her knowledge and experiences to inspire the next generation beyond the 91³Ô¹Ï audiences. 

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Her research has been guided by a keen curiosity at the intersection between innovation and education. Her scholarly works can be found in volumes by academic publishers such as the MIT Press and the Tokyo University Press, as well as in peer-reviewed journals including the International Journal of STEM Education, Thinking Skills and Creativity, and Administrative Sciences. Most recently, she co-edited The Emerald Handbook of Research Management and Administration Around the World (2023, Emerald Publishing), collaborating with Dr. Simon Kerridge (University of Kent) and Dr. Susi Poli (University of Bologna). This book stands as the most comprehensive work to date on professionals in research management and administration (RMAs), providing insights and observations offered by 127 researchers and practitioners representing 50 countries across Africa, North America, South America, Asia, Australasia, Eastern Europe, Western Europe, and the Middle East. Evident in the unprecedented scale of the book is Yang-Yoshihara¡¯s aspiration to contribute to the future generation of innovative change-makers. The ebook edition is Open Access and . This seventh plank that she is navigating, focusing on research, is quickly expanding with participation from people worldwide. (The book cover above was reproduced with permission from Emerald Publishing Limited.)

As for the eighth plank, I am very much looking forward to what lies ahead as she continues to drive ideas where education, innovation, and research intersect. 

With start-up companies and cafes popping up throughout the city, it¡¯s no wonder that Fukuoka is called the Silicon Valley of Japan. Meiji era schoolhouses and red-brick buildings that housed insurance companies a century ago are now being turned into start-up cafes for entrepreneurs and community cultural centers. In November 2023, the city even began offering foreign entrepreneurs a ¡°startup visa¡± that allows them to stay in Japan for up to a year to help launch their businesses.

During my visit to Fukuoka in November 2023, I wasn¡¯t surprised to learn that Fukuoka Governor Seitaro Hattori had just returned from Boston where he and his delegation¡ªrepresenting governmental, corporate, academic, and emerging sectors¡ªmet with Massachusetts Governor Maura Healey, hosted a pitch event for entrepreneurs, visited MIT, and promoted Fukuoka¡¯s famous Yame green tea in New York City.

Governor Hattori (photo below) joined Stanford e-Fukuoka¡¯s closing ceremony at the prefectural government office on a crisp November day, as U.S. and Japanese flags waved overhead. There, he addressed the 17 students who gathered from all corners of the prefecture and offered words of encouragement for their participation in the six-month course. He remarked, ¡°Through your participation in Stanford e-Fukuoka, you have been able to experience things that can¡¯t be learned or experienced in a regular classroom. As we confront challenging global issues and conflicts, I hope we can overcome them by holding onto what is important. Do not let the fear of making mistakes hold you back from your pursuits.¡±

2022¨C23 Stanford e-Fukuoka honorees Rui Ogura (Chikushi Jogakuen Senior High School) and Ayumi Ryu (Kurume High School) shared their thoughts about the program and their recent visit to 91³Ô¹Ï in August 2023. Ogura stated, ¡°I would like to express my sincere gratitude for giving me such a wonderful learning opportunity. Although the lecture content was extremely difficult for me, I was inspired by the high English language proficiency and proactive comments by my classmates. It made me want to work even harder.¡±

In her presentation at Stanford, Ogura suggested ways to rebuild a sustainable society in present-day Fukuoka based on the eco-friendly lifestyle of the Edo period. Ogura added, ¡°Through the six-month-long Stanford e-Fukuoka program, I reaffirmed the importance of ¡®staying curious.¡¯ Kasumi-sensei encouraged me to keep asking questions. In addition to preparing for the lectures, I was asked to think about my research and presentation from many perspectives. As I prepared for my presentation, I received new questions every few days. Answering them made me reflect on my ideas from different angles.¡±

Ryu also shared her thoughts on the course. ¡°There are many things that I gained through this course, but the two main ones are meeting diverse people and seeing things from multiple perspectives. By asking questions during lectures, sharing my own thoughts with guest speakers, and having discussions with other high school students, I not only learned about leadership but also learned about fellowship.¡±

At Stanford, Ryu presented on ways to create a sustainable food supply for residents of her hometown of Miyama City through the revitalization of akiya (abandoned buildings). Ryu added, ¡°I learned how to think about social issues and how they are related to history. Through the class, I was able to think about solutions from new perspectives and used English in a practical way. I became more interested in social issues such as food systems and the preservation of historic buildings and enjoyed learning about the diverse backgrounds of each guest speaker. Stanford e-Fukuoka made me reconsider my vision for the future.¡±

This year, we welcomed guest speakers including Julie Wurfel, a Silicon Valley sustainable food entrepreneur; Erika Enomoto, an arts enthusiast and Product Manager at Microsoft; and Jan Johnson, the owner of Seattle¡¯s Panama Hotel, a National Historic Landmark built in 1910 and steeped in Japanese American history. Students from Fukuoka also had a chance to exchange ideas with peers in the United States when they met Japanese language students from the Bronx High School of Science (my alma mater) online. Students from both countries enjoyed discussing a range of topics from anime and J-pop to differences in high school and college experiences in the United States and Japan. Many shared their mutual aspirations to study abroad in the future.

Stanford e-Fukuoka student Kokomi Wakizono (Fukuoka Futaba Senior High School) noted how it was not only students overseas but those nearby with whom she was able to connect. ¡°Stanford e-Fukuoka was an amazing chance for me to learn how Fukuoka and Japan are connected to the United States. This program gave me an opportunity to meet different people, my age, with similar interests and ideas. It was also the first time that I connected with people in Kitakyushu and Kurume even though we live in the same prefecture. I was so surprised to see how we are so connected!¡± Izumi Matsumura (Nakamura Jogakuen High School) added, ¡°This class made me realize that it¡¯s not only important to learn about our own areas of interest. We need to think about how it might be related to something or someone else. I feel motivated to study various fields and find connections from a broader perspective. Just as Steve Jobs said, we need to ¡®connect the dots.¡¯¡±

A highlight in 2023 was when we were joined by renowned poet, educator, feminist, and human rights activist, Mitsuye Yamada, who was born in Fukuoka and emigrated to Seattle as a child. She shared stories of her youth, her family, and wartime incarceration in Minidoka. Stanford e-Fukuoka students flooded her with happy birthday wishes a few weeks before her 100th birthday. Yamada was delighted and shared her enthusiasm for lifelong learning and said, ¡°We¡¯re never too old to learn and share what we¡¯ve learned.¡± With this thought in mind, I look forward to welcoming my students to the third year of Stanford e-Fukuoka in 2024.

Stanford e-Fukuoka was launched in Spring 2022 and is made possible through a partnership between 91³Ô¹Ï, the U.S. Consulate Fukuoka, and the Fukuoka Prefectural Government. I would like to extend my gratitude to the Honorable Seitaro Hattori (Governor, Fukuoka Prefecture), the Honorable Shankar D. Rao (Consul, U.S. Consulate Fukuoka), Chie Inuzuka (Director, Fukuoka American Center), and Kyoko Tomita (Teacher¡¯s Consultant, Senior High Education Division, Fukuoka Prefectural Board of Education) for their collaboration and support in making Stanford e-Fukuoka possible. This course offers students throughout the prefecture with an opportunity to learn about U.S.¨CJapan relations, Sustainable Development Goals (SDGs), and entrepreneurship. Stanford e-Fukuoka is one of 91³Ô¹Ï¡¯s local student programs in Japan. 

Since 2015, 91³Ô¹Ï has offered an online course, the ¡°91³Ô¹Ï/Stanford e-Course on Global Health¡± or Stanford e-Takatsuki to students mainly enrolled in Takatsuki Jr. and Sr. High School¡¯s Global Advanced Course. Takatsuki Jr. and Sr. High School is located in Takatsuki City, Osaka Prefecture. 

Since its launch, the course has provided 378 students with a unique learning opportunity that includes both a broad overview of the importance of global health and a special focus on international work conducted by medical researchers and practitioners at 91³Ô¹Ï and beyond. The speakers from Stanford are listed below. 

• Dr. Catherine Blish, Professor of Medicine, Division of Infectious Diseases and Geographic Medicine, Stanford Medicine; Associate Dean for Basic and Translational Research, 91³Ô¹Ï School of Medicine

• Dr. Fumiaki Ikeno, Program Director (U.S.) Japan Biodesign, Stanford Biodesign; Research Associate, Cardiovascular Medicine, 91³Ô¹Ï School of Medicine

• Dr. S.V. Mahadevan, Professor of Emergency Medicine, 91³Ô¹Ï School of Medicine; Director, Global Affairs and Strategy, 91³Ô¹Ï School of Medicine

• Dr. Anurag Mairal, Adjunct Professor, Stanford Graduate School of Business; Faculty Fellow and Lead, Technology Innovation and Impact at Center for Innovation in Global Health; Director, Global Outreach Programs, Stanford Byers Center for Biodesign

• Dr. Kazunari Sasaki, Clinical Associate Professor, Division of Abdominal Transplant, Department of Surgery, 91³Ô¹Ï School of Medicine

• Dr. Samuel So, Lui Hac Minh Professor and Professor of Surgery, 91³Ô¹Ï School of Medicine; Founder and Director, Asian Liver Center, 91³Ô¹Ï School of Medicine

• Dr. Paul Wise, Professor in Pediatrics ¨C Neonatal and Developmental Medicine, 91³Ô¹Ï; Senior Fellow, Center for Democracy, Development and the Rule of Law and the Center for International Security and Cooperation, Freeman-Spogli Institute for International Studies, 91³Ô¹Ï

• Dr. Phillip C. Yang, Professor of Medicine (Cardiovascular Medicine), 91³Ô¹Ï School of Medicine

From September to March over the past nine years, the students have participated in ¡°virtual classes¡± in English and have had the opportunity to engage the guest lecturers in question-and-answer sessions. The virtual classes have covered a variety of topics ranging from stem cell research to psychiatry. Course instructor Sabrina Ishimatsu commented:

In teaching this course, I feel so indebted to the guest lecturers who have not only shared their expertise with my students in an accessible way but also served as excellent role models. The primary aim of the course is to nurture future global leaders who have a profound awareness of the significance of global health. I am extremely honored to be part of a course that brings together leading medical professionals from Stanford and other institutions with curious and driven high school students who are interested in expanding their minds on global health topics. Many of our past speakers have said they were impressed with the students¡¯ high level of questions.

Tsuyoshi Kudo, Takatsuki¡¯s principal, reflected:

The education 91³Ô¹Ï has given to Takatsuki Jr. and Sr. High School for the past nine years is so much that I can¡¯t possibly put my thanks into words. I sincerely hope we¡¯ll be able to continue this wonderful e-course. Many alumni of Stanford e-Takatsuki have gone on to pursue medical studies, and I believe that their academic studies continue to be shaped by many of the scholars whom they met in the course.

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On November 10, 2023, I had the opportunity to visit Takatsuki Jr. and Sr. High School for the first time since before the pandemic. I had the chance to meet with Principal Kudo, give a talk titled ¡°What Does It Mean to Be a Global Citizen?¡± to former and current students of the 91³Ô¹Ï/Stanford e-Course on Global Health, and meet with the faculty at the school. (Photo above courtesy of Takatsuki Jr. and Sr. High School; Principal Kudo appears on the far left, front row.) 

During my visit, I realized again what an exemplary school Takatsuki Jr. and Sr. High School is under the incredible vision and leadership of Principal Kudo. Under his leadership, Takatsuki Jr. and Sr. High School has obtained both ¡°Super Science High School¡± (SSH) and ¡°Super Global High School¡± (SGH) designations awarded by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT). What an honor it has been for Sabrina Ishimatsu and me to collaborate with Principal Kudo and Takatsuki Jr. and Sr. High School for nine years. 

For more information about 91³Ô¹Ï¡¯s online courses for students, visit our Student Programs page. To stay informed of 91³Ô¹Ï news,  and follow us on , , and .

September 16 marked the start of a six-month-long exploration of globally important, regionally relevant topics of study in the city of Kagoshima, Japan. Twenty-five high school students from area schools converged at city hall early Saturday to begin their participation in Stanford e-Kagoshima City, an online learning course offered by the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï).

The air was stiflingly humid that morning as we headed into the city hall building to attend the opening ceremony. Despite the unbearable heat, the students looked bright and cheery in their uniforms as they walked into the room and deftly took their seats.

We opened the inaugural session of Stanford e-Kagoshima City with many words of encouragement from Mayor Takao Shimozuru and City Council Chairman Keiji Kawagoe to the student body. They remarked on the importance of trying one¡¯s best and remaining positive even in times of challenges. The young people in the room are the future, they said, and they hoped to see many great things from this generation¡ªnot only as Kagoshima residents but as global citizens. They emphasized that this program should be one of enjoyment and excitement and not something to be feared. Those words helped ease the tension around the room, and students seemed to fall back on their chairs slightly as they waited for the next part of the program.

91³Ô¹Ï Director Gary Mukai joined the ceremony by Zoom to encourage students to think about some key points:

• Rely on one¡¯s curiosity to add meaning to one¡¯s lives and strive to create a more inclusive world.
• Think about the significance of the learned knowledge as it applies to one¡¯s life.
• Always remind oneself to consider other perspectives on an issue. 
• Understand empathy. 
• Don¡¯t be afraid to make mistakes or fail to meet expectations. It¡¯s all part of the learning process.

Soon it was my turn at the podium to conduct the first presentation for Stanford e-Kagoshima City. Beyond the self-introductions and course overview information, I wanted most to let the students know that the program would be an opportunity to make new friends, grow self-confidence, speak one¡¯s mind, learn lots of English, and understand one¡¯s importance in the community and in the world. A tall order, but one that I felt encompassed everything 91³Ô¹Ï and the greater Stanford institution represent.

The students played an ice breaker game to start things off. They got into small groups to answer random questions, such as ¡°Describe a childhood memory you remember very clearly¡± and ¡°If you could meet someone in the past who is no longer alive, who would it be and why?¡± As I went around the room to listen in, I could see that they were slowly getting acclimated to sharing their responses. As time passed, I could hear more laughter and see more smiles around the room. I felt relieved that the outcome was better than I¡¯d hoped to mark the start of their learning journey.

I am grateful for the generosity from the Kagoshima City government, including the department of education staff. Much appreciation goes to Mayor Shimozuru, City Council Chairman Kawagoe, Superintendent Haranosono, and Consul Strader Payton, Public Affairs Office (U.S. Consulate Fukuoka) for enabling 91³Ô¹Ï to bring the regional teaching program to Kagoshima. Additionally, Administrative Manager Komura, Director of School Education Division Sadohara, Manager of School Education Divisions Nakamura contributed greatly toward creating a solid virtual learning program. Lastly, my counterpart instructor, Chiemi Hamada, has been at the forefront and is instrumental in bringing about the successful onboarding of the students to the program. I owe her much gratitude.

On November 6, 2023, I had the honor of making a visit to (formerly Takagi Girls¡¯ High School) for the first time since 2019. In fall 2020, Yokohama Eiri Girls¡¯ High School¡ªin collaboration with 91³Ô¹Ï¡ªlaunched Stanford e-Eiri, an online course that introduces global topics that focus on the UN Sustainable Development Goals.  

The Principal and Chair of the Board of Directors of Yokohama Eiri Girls¡¯ High School is Akiko Takagi, who was formally educated in Japan (Keio University) and the UK (MBA, London Business School) and the United States (Northwestern University). The instructor of the course is Mia Kimura, who was formally educated in the United States (Brown University) and Japan (MBA, Hitotsubashi University) and 91³Ô¹Ï¡¯s advisor to Yokohama Eiri Girls¡¯ High School is Mariko Yang-Yoshihara, who was also formally educated in both Japan (University of the Sacred Heart) and the United States (PhD, 91³Ô¹Ï).

Mia Kimura noted the following about Stanford e-Eiri: 

Stanford e-Eiri aims to provide Eiri¡¯s juniors with a unique opportunity to explore and learn from each other about global issues that directly impact their lives. The primary goal of the course is to equip students with both the knowledge and skills necessary to engage in conversations with counterparts about global issues in English. The course consists of seven modules, each featuring a curriculum developed and facilitated by a group of students. Additionally, each module includes a mini lecture on a supporting topic, delivered by the course instructor. Students are encouraged to select a specific issue, conduct in-depth research, design assignments for their classmates, and ultimately create and facilitate an interactive lesson plan to share their findings, analyses, and recommended actions. This year¡¯s students have chosen to focus on topics such as women¡¯s rights, artificial intelligence, climate change, food waste, and education. The culmination of the course involves a virtual exchange with juniors at Castilleja School, an all-girls high school located in the heart of Silicon Valley.

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During my visit, I had the pleasure of giving a guest lecture on ¡°What Does It Mean to Be a Global Citizen?¡± to students enrolled in Stanford e-Eiri; photo above courtesy Yokohama Eiri Girls¡¯ High School. In my lecture, I shared the following definition of a ¡°global citizen¡± from .

A global citizen is someone who is aware of and understands the wider world¡ªand their place in it. They take an active role in their community and work with others to make our planet more peaceful, sustainable and fairer.

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Akiko Takagi (photo above left), Mia Kimura (photo above middle), and Mariko Yang-Yoshihara (photo above right) are three people who come immediately to mind when I think of global citizens who are also excellent role models for girls. 

The founder, Kimi Takagi, of Takagi Girls¡¯ High School, founded in 1908, also strikes me as a visionary global citizen from the late 19th and early 20th century. Takagi¡¯s founding vision was ¡°to educate women to become trusted and productive members of the society.¡± An article about Kimi Takagi by Dr. Yang-Yoshihara can be found here.

As I spoke to the Stanford e-Eiri students, I came to realize again how fortunate the students are to be the recipients of Kimi Takagi¡¯s global vision that is being transmitted to them through Akiko Takagi and the teachers of Yokohama Eiri Girls¡¯ High School and through Mia Kimura¡¯s course, Stanford e-Eiri. Kimura reflected, ¡°I am optimistic that, by challenging the students to take a leadership role in developing the course curriculum, they will not only experience the sense of accomplishment that comes from curiosity-driven learning but also actively contribute to solutions for the issues facing their generation. It¡¯s incredibly rewarding for me to see the enthusiasm the Eiri students bring to their work, and the growth they achieve in our time together.¡±

For more information about 91³Ô¹Ï¡¯s online courses for students, visit our Student Programs page. To stay informed of 91³Ô¹Ï news,  and follow us on , , and .

I was born in Hiroshima, in the west of Japan. There are a lot of forests in my neighborhood, so many people think of it as the ¡°countryside.¡± I love the nature of Hiroshima, and it has always fueled me. Surrounded by the sound of wind, frogs, and the textures of leaves, this green heals my heart. I feel that nature always tells me, ¡°You can do that, just challenge yourself.¡±

This is my original background. I love my hometown of Hiroshima. However, before the Stanford e-Japan Program, I was just a girl born in the countryside. In other words, participating in this program has totally changed my life. It was a new gateway to my future¡ªit was the gateway to a whole new world.

I was very nervous at the beginning of this program because the other students were so fluent in English. I was not confident in my English, so I hesitated to open my mouth. However, I realized this was such a precious chance to talk with other students with various backgrounds and interesting perspectives. Then, I started to communicate with them more and more.

By the end of this program, I learned about others¡¯ views from discussion boards and made friends with them through our group assignments and by chatting with them via Zoom after the virtual classrooms. Most of them dreamed of working abroad and attending universities in foreign countries. Our dreams were diverse, but all of them had their aspirations. The more and more we got to know each other, the broader and broader my own world became. I started to think about learning abroad. I realized it was meaningful to study abroad with students from other countries to understand Japan and the world. The other students were so good at English that I was motivated to develop my skills, too.

Professors who are leaders in their fields provided brilliant classes in sociology, gender studies, and so on. This course allowed students to take classes from them and ask them questions directly. This is one of the most wonderful aspects of this program. 

My area of interest is the problems people with disabilities encounter. Therefore, ¡°Gender, Equity, and Equality¡± and ¡°Civil and Human Rights: The Martin Luther King, Jr. Legacy¡± were the most impressive topics for me. Those classes fired my interest in gender and human rights studies. I was able to deepen my thoughts through the discussion boards.

On Japan Day, which took place at 91³Ô¹Ï on August 7, 2023, I talked with Stanford professors, all of whom welcomed us warmly. I made friends with the award winners of the Reischauer Scholars Program as well as ones from e-Japan. I cannot help but hope to visit Stanford again.

After graduating high school in Hiroshima, I entered the University of Tokyo and am now studying sciences. Next year, I plan to proceed to the School of Integrated Health Sciences, Faculty of Medicine. I want to research the health status of people with disabilities in Japan. I am really fascinated to study it at this university. 

In the future, I would like to contribute to realizing health equity in the world. I want to study abroad to learn more about public health in the U.S. This is my dream, which began during Stanford e-Japan.

For more information about the Stanford e-Japan Program, please visit . The application period for the spring 2024 session will begin November 15, 2023.

To stay informed of 91³Ô¹Ï news, and follow us on , , and .