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 .
 

In a webinar that was offered on January 24, 2024 as a joint collaboration between the , , and 91³Ô¹Ï, Kathryn Tolbert, a former long-time journalist with The Washington Post, noted that following the end of World War II, more than 45,000 young Japanese women married American GIs and came to the United States to embark upon new lives among strangers. Tolbert¡¯s mother was one of them. 

Tolbert spent a year traveling the United States to record interviews with these women and their families. The Japanese War Brides Oral History Archive () is the result of her comprehensive interviews. The Oral History Archive documents an important chapter of U.S. immigration history that is largely unknown and usually left out of the broader Japanese American experience. During the webinar, Tolbert shared moving clips from several of these oral histories during which Japanese immigrant women reflect on their lives in postwar Japan, their journeys across the Pacific, and their experiences living in the United States. In addition, she shared emotional clips from some of the children of these women and their American fathers. Tolbert described bringing the legacy of these stories to life through not only the oral history archive project but also, with colleagues Lucy Craft and Karen Kasmauski, a documentary film (Fall Seven Times, Get Up Eight) and an upcoming Smithsonian traveling exhibit. 

Waka Takahashi Brown, 91³Ô¹Ï Curriculum Specialist, shared an overview of the teacher¡¯s guide that she developed to accompany Fall Seven Times, Get Up Eight, which is available to download for free at /multimedia/japanese-war-brides-oral-history-archive. As part of her talk, Brown encouraged teachers to introduce Asian American history and offered specific examples of how Asian American-related topics can be introduced with topics that are commonly taught in U.S. history. For example, she suggested the introduction of the history of Angel Island¡ªthe site of an immigration station where officials detained, inspected, and examined approximately one million immigrants who primarily came from Asia¡ªalong with the introduction to Ellis Island. 

During the question-and-answer period, Tolbert was asked about the challenges of conducting oral histories of the Japanese war brides. She noted that ¡°The[ir] children were my allies because their children and sometimes the grandchildren wanted to know the stories. The women didn¡¯t think that they had a story. They didn¡¯t understand that there would be interest in their lives¡­ In every family there is a storyteller, and if you could find the person who can tell the family¡¯s story or the mother¡¯s story, then that¡¯s what makes it work.¡± She was also asked for her suggestions on how a grandchild might start exploring their grandparents¡¯ history because it is such an important part of identify formation. Tolbert replied, ¡°I would start by looking at photographs¡­ ask the grandparent to talk about the photos. And ask the grandparent to explain what they are, where they were taken, what was happening that day. And then you start to get a picture of life at another time.¡± Brown also noted how her involvement in the development of the teacher¡¯s guide for Fall Seven Times, Get Up Eight was very personal to her because though her mother wasn¡¯t a war bride, she was a Japanese immigrant to the United States, and issues like cultural understanding/misunderstanding, identity, and assimilation¡ªkey issues for Japanese war brides¡ªwere important issues in her family as well. 

Reflecting on the webinar, moderator Naomi Funahashi commented, ¡°As I mentioned in my opening comments, my grandmother was a Japanese woman who married an American GI after World War II. Thus, it is a topic that is very near and dear to my heart. The webinar heightened my knowledge of what these women¡ªincluding my grandmother¡ªendured during the post-war period. The webinar really underscored the power of learning history through personal narrative.¡± 

A recording of the webinar is now available at .

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 .

The Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï), in collaboration with the National Consortium for Teaching about Asia (NCTA), is excited to announce that applications for the 2024 Virtual 91³Ô¹Ï/NCTA East Asia Summer Institute for Middle School Teachers are now open.

The application is available at . The deadline to apply is March 1, 2024.

Taking place from June 24 to June 27, 2024, the institute aims to promote the integration of Asian studies into middle school social studies and language arts curricula. Participating teachers will explore the geography, cultures, religions, history, literature, and arts of East Asia, with a particular emphasis on ancient Chinese dynasties, feudal Japan, and the Silk Road. 

Four immersive sessions will be conducted synchronously via Zoom, taking place each morning from 9:30am to 12:30pm. Sessions will feature guest speakers, curriculum demos, and opportunities for teachers to engage in discussions centered on content and pedagogical approaches to teaching about Asia.  

Participants will receive comprehensive instructional materials developed by 91³Ô¹Ï covering topics related to China, Japan, Korea, and the Asian American experience, all tailored for effective classroom use. Additionally, educators who fulfill attendance requirements by joining all four Zoom sessions, completing designated readings, and actively participating in group discussions will receive a $200 professional stipend and will qualify to earn three quarter credits (3 units) from Stanford Continuing Studies.

The institute is open to all grade 5¨C8 teachers in California and is designed to be most relevant for social studies and language arts classrooms.

We hope you will join us this summer and take part in a community of educators committed to a long-term engagement in the exploration of East Asian studies.

For more information about the 91³Ô¹Ï/NCTA East Asia Summer Institute for Middle School Teachers, visit the program webpage. To apply, submit the  by March 1, 2024.

To be notified of other professional development opportunities, and follow 91³Ô¹Ï on , , and .

In addition to this program, 91³Ô¹Ï offers a variety of teacher PD opportunities virtually and in-person for middle school teachers, high school teachers, and community college instructors. For more information on those programs, please visit the webpages below.

• Virtual East Asia Seminar for High School Teachers in California

• East Asia Seminars for Teachers in Hawai¡®i

• Community College Programs

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 .

The following is a guest post written by Alexandra Arguello, who participated in ¡°Introduction to Issues in International Security,¡± a high school course offered by 91³Ô¹Ï and taught by Dr. Ignacio Ornelas Rodriguez.

I am Alexandra Arguello, a graduate of Everett Alvarez High School and a current undergraduate student at Harvard University pursuing a degree in International Relations. I was a participant in the ¡°Introduction to Issues in International Security¡± course that was offered by 91³Ô¹Ï and developed in consultation with scholars from the .

Salinas, California, often labeled as the #1 least educated city in the United States with a state-record dropout rate of 20 percent, posed a challenging educational environment. In this setting, the opportunity to learn, particularly about international issues, was scarce. Salinas primarily consists of first-generation, POC students, highlighting the imperative for us to stay informed about global matters and adapt our perspectives accordingly. This is why I am profoundly grateful that Dr. Ignacio Ornelas Rodriguez, a Salinas native himself, curated 91³Ô¹Ï¡¯s ¡°Introduction to Issues in International Security¡± course specifically for communities like ours.

This 12-week college-level seminar, guided by scholars and experts in the field, enabled me to explore a spectrum of global issues¡ªfrom terrorism and counterterrorism to international security, nuclear weapons, ethnic cleansing, and biosecurity. Delving into historical approaches to combating terrorism in the Middle East, North Korea¡¯s nuclear proliferation, Russo-Ukrainian violence, and the Uyghur genocide added a profound layer to my understanding.

What intrigued me most during this journey was the perspective through which we examined solutions. These solutions were shaped by an introspective analysis of the systems and structures perpetuating inequality. This experience marked my first critical awareness of such issues, significantly expanding my insights into the world¡¯s most pressing issues.

The conclusion of this program was unforgettable. We held a ceremony where I received recognition from the Monterey County Board of Supervisors, interacted with politicians, and formed bonds with community members. This was an experience I wouldn¡¯t have had the opportunity to engage in if I had not participated in this program.

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Upon completing the course in my senior year of high school, I began my educational journey at Harvard University. When I later obtained my admissions file, revealing what stood out to my admissions officers, 91³Ô¹Ï¡¯s ¡°Introduction to Issues in International Security¡± course emerged as a significant factor. The admissions committee found it particularly unique that I received education at Stanford, especially given the limited educational resources in my community. (photo above courtesy Alexandra Arguello)

Now, approaching the end of my first year at Harvard, I reflect on the profound impact of the Stanford course. The course played a crucial role in shaping my academic path, leading me to pursue a special concentration in International Relations. Amid the eruption of the Israel-Palestine war, I have been able to rely on the information I learned in this program to guide conversations on campus toward political security. The insights gained during the seminar influenced my decision to delve into these critical global issues for the next four years.

Looking ahead, my aspiration is to build a career in international diplomacy and government, driven by the awareness of human rights issues intricately connected to international security. The period spent in this program remains a defining chapter in my life, and I am particularly grateful for the exposure it provided, shaping my intellectual pursuits and future aspirations.

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

Applications opened this week for the Stanford/91³Ô¹Ï East Asia Seminars for Teachers in Hawai¡®i (¡°Stanford SEAS Hawai¡®i¡±), a free teacher professional development opportunity for Hawai¡®i educators who wish to enhance their teaching of East Asia. Offered by the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï) with the generous support of the Freeman Foundation, Stanford SEAS Hawai¡®i will select 25 teachers to participate in a fellowship from April to July 2024.

The application form is now live at . The deadline to apply is February 25, 2024.

High school teachers across the state are eligible to apply. Selected teachers will strengthen their content knowledge of East Asia by learning from experts in a series of private virtual seminars (April¨CJune) and at a culminating three-day in-person teacher institute in Honolulu in July 2024. Throughout the program, participants will explore and examine various aspects of East Asia, U.S.¨CAsia relations, and the Asian diaspora in the United States, including Hawai¡®i. To help support their teaching of East Asia in the classroom, participants will also receive extensive teaching resources and participate in discussions about content and pedagogy.

¡°I can truly say that I took away a lot from this experience,¡± said former fellow Michael Hamilton, who teaches AP World History and AP U.S. Government and Politics at Leilehua High School. ¡°The lectures were outstanding, especially the pre-reading material that I have already used in some classes. Also, the curriculum demonstration provided a model for me to use in my classroom. Small group discussions with my fellow educators, and sharing with them resources has added to my toolbox.¡±

Mililani High School teacher Amy Boehning agreed. ¡°The lectures and materials on Japan, China, and Korea were incredible and so useful in filling in the gaps of my own knowledge. It just tied everything together with the connections presented. I walked away from the institute a stronger teacher, inspired to continue teaching about Asia in all of the subjects I teach.¡±

For more information about Stanford SEAS Hawai¡®i, visit the program webpage. To apply, submit the by February 25.

To be notified of other professional development opportunities, and follow 91³Ô¹Ï on , , and .
 

In addition to Stanford SEAS Hawai¡®i, 91³Ô¹Ï offers teacher PD opportunities virtually to teachers nationwide and locally in California to middle school teachers, high school teachers, and community college instructors. For more information on those programs, please visit the webpages below.
 

• East Asia Summer Institute for Middle School Teachers
• Virtual East Asia Seminar for High School Teachers in California
• Community College Programs

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. 

I vividly remember the announcement by CBS news anchor Walter Cronkite of the assassination of Martin Luther King, Jr. on April 4, 1968 at the Lorraine Motel in Memphis, Tennesee. I was a middle school student in San Jose, California. On the following day, nothing was mentioned in my middle school classes about Martin Luther King, Jr.¡¯s assassination. In fact, in my elementary and secondary school years, I had been exposed to very little about African Americans and their history.

Martin Luther King, Jr., who was born on January 15, 1929, would be turning 95 this year, and 41 years have passed since Martin Luther King, Jr.¡¯s birthday was approved as a federal holiday in 1983. 91³Ô¹Ï recommends the use of a 13-minute lecture¡ªtitled ¡°Civil and Human Rights: The Martin Luther King, Jr. Legacy¡± by Dr. Clayborne Carson¡ªfor use at the high school and college levels. Dr. Carson is the Martin Luther King, Jr. Centennial Professor Emeritus at the Center on Democracy, Development, and the Rule of Law, FSI, at 91³Ô¹Ï. In the video lecture, Professor Carson not only discusses Martin Luther King, Jr. as a civil rights leader but also examines his larger vision of seeing the African American struggle as a worldwide struggle for citizenship rights and human rights.

A free classroom-friendly discussion guide for this video is available for download at the webpage linked above. The organizing questions that are listed in the guide are:

• What are civil and human rights?
• What were the significant achievements of the Civil Rights Movement?
• What is Martin Luther King, Jr.¡¯s legacy in terms of civil and human rights?
• How are Martin Luther King, Jr.¡¯s vision, ideas, and leadership still relevant today?
• How is the American Civil Rights Movement similar and different from other rights-related movements?

91³Ô¹Ï also recommends the resources on the following websites for use in classrooms.

• supports a broad range of educational activities illuminating Dr. King¡¯s life and the movements he inspired. Dr. Carson is the founding director of the Institute.
• works to realize Martin Luther King, Jr.¡¯s vision of the world as a large house in which ¡°we must learn somehow to live with each other in peace.¡± Dr. Carson is the director of the Project.
• The educational website offers six lessons on immigration, civic engagement, leadership, civil liberties & equity, justice & reconciliation, and U.S.¨CJapan relations. The lessons encourage critical thinking through class activities and discussions.

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