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The stars have finally aligned to enable 91�Թ� to launch its first online course in China, —an interactive, virtual class for Chinese high school students. Many factors now make this venture possible: access to China’s education system via partners on the ground in country; capable virtual technology; compelling student interest among Chinese high school students to study abroad at universities like Stanford; and the identification of a highly qualified instructor.

The inaugural Stanford e-China online course, , will start in Winter 2020, open to enrollment of high school students throughout China. Students will explore cutting-edge technologies that are defining the future and providing exciting areas for academic study, professional opportunities, and entrepreneurial innovation. Focusing on the fields of green tech, finance tech, health tech, and artificial intelligence, students will engage in live discussion sessions (“virtual classes”) and real-time conversations with 91�Թ� scholars, Silicon Valley entrepreneurs, as well as American high school students.

While collaborating with Study Abroad Director Emma Vanbergen and China Director of International Education Julia Gooding at , it became clear that Chinese students seek hands-on projects with real-world impact. As China leads the way in many technological fields from green tech to artificial intelligence, a key challenge in developing this online course has been finding a framework that encourages students to analyze challenges facing each of the technologies highlighted in the course and then brainstorm innovative solutions. To showcase the dynamic research and teachings at 91�Թ�, 91�Թ� honed in on Design Thinking, a creative-thinking and problem-solving framework very active throughout campus and Silicon Valley.

As a final project, Stanford e-China students will delve into an area of personal interest in one of the technology fields, applying aspects of the Design Thinking framework, to develop a prototype pitch. The top three students from each course will be invited to 91�Թ� to present their pitches and sharpen Design Thinking skills with Stanford practitioners in person. Design Thinking is a very hands-on, interactive, team-based experience that is dependent on critical feedback from other people. Translating the Design Thinking concepts online, with students, scholars, and practitioners virtually scattered across the world presents an exciting opportunity to create curriculum that effectively introduces the skills and mindset.

91�Թ� is drawing on the expertise of Mariko Yoshihara Yang and Rie Kijima, co-founders of SKY Labo and long-time collaborators with 91�Թ� and the Stanford Graduate School of Education. The technologies explored in this course—green tech, finance tech, health tech, and artificial intelligence—have timely, global impact. The contributors to the Stanford e-China’s development span the world as well—from Stanford to Britain, China, and other countries of Asia. The Stanford e-China course is informed by over 16 years of 91�Թ� online course offerings for high school students in other countries in Asia as well as throughout the United States. 91�Թ� scholars will also play pivotal roles as lecturers and guest speakers on the course’s leading technological fields and related pressing issues.

91�Թ� Director Gary Mukai recently noted, “The roots of 91�Թ� date back to the establishment of the Bay Area China Education Project (BAYCEP) at 91�Թ� in 1973. Since then, 91�Թ� has produced curriculum materials on China and hosted teacher professional development seminars on China for teachers in the United States, and more recently has offered an online course on China for high school students in the United States—all with the goal of helping Americans better understand China. I am delighted that 46 years since the establishment of BAYCEP, Stanford e-China has become a reality and for the first time in its history, 91�Թ� will be working formally with students in China. 91�Թ� is grateful to be collaborating with BE Education in this initiative.”  

The inaugural 10-week course will be offered in Winter 2020. Shorter 4- to 6-week courses will be offered in Summer 2020. Course details and application deadlines are available at . The online course is offered in English. Stanford e-China students should expect to allot 3–4 hours per week to complete the lectures, virtual classes, discussions, readings, and assignments. Although participation in virtual classes (held on Saturday mornings) is mandatory, students will be able to structure the other work around their individual schedules.

Carey Moncaster is developing the course as the Stanford e-China instructor. After graduation from U.C. Berkeley, Carey lived and worked in China throughout the 1990s as the country embarked on monumental economic changes. This experience was followed by graduate studies in East Asian Studies at 91�Թ� and her initial work with 91�Թ�. She has launched educational programs for U.S. high school students throughout Asia, and most recently returns to 91�Թ� from Seattle’s high-tech world of start-up ventures.

For more information, please contact Carey Moncaster, Stanford e-China instructor, at cmoncaster@stanford.edu.

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

The 2012 91�Թ� catalog is now available.  91�Թ� developed five new curriculum units in 2011.

 

Nuclear Tipping Point: A Teacher's Guide

The documentary Nuclear Tipping Point tells the story of how four Cold War-era leaders—former Secretary of State George Shultz, former Secretary of Defense Bill Perry, former Secretary of State Henry Kissinger, and former Senator Sam Nunn—came together to address the threat of nuclear power falling into the wrong hands. Produced by the Nuclear Threat Initiative (NTI), the film is narrated by actor Michael Douglas and earned wide media attention when it came out in 2010. 

Now, through a partnership between 91�Թ� and NTI, the film is accompanied by a new teacher’s guide for classroom use of the documentary. The guide underscores the importance of teaching for critical literacy and addresses specific connections to the National Standards for History in the Schools. Student activities include multiple choice quizzes, persuasive writing and analysis, and ideas for creative projects. 

China in Transition: Economic Development, Migration, and Education

China in Transition introduces students to modern China as a case study of economic development. What are the characteristics of the development process, and why does it occur? How is development experienced by the people who live through it, and how are their lives impacted? How do traditional cultural values—such as China’s emphasis on education—contribute to and/or evolve as a result of modernization? Students examine these questions and others as they investigate the roles that migration, urbanization, wealth, poverty, and education play in a country in transition.

Legacies of the Vietnam War

The 20-year war in Vietnam was a prolonged and devastating conflict. In its aftermath, South Vietnamese civilians fled from the Communist takeover on perilous boat journeys that led to the formation of diasporic communities. Others faced lengthy detention in post-war re-education camps. This unit aims to help students learn and appreciate these and other important legacies that have shaped Vietnam and the world at large.

Angel Island: The Chinese-American Experience

Angel Island: The Chinese-American Experience is a graphic novel that tells the story of Chinese immigrants detained at Angel Island Immigration Station in San Francisco Bay between 1910 and 1940. It offers a stark contrast to the more celebrated stories of European immigrants arriving at Ellis Island on the East Coast and poses important questions about U.S. immigration policy, both past and present.

An Introduction to Ukraine

As the second-largest country in Europe, Ukraine has always stood at a crossroads of cultural influences. It is a key part of Europe–and the management of its relationships with other countries (in particular, Russia) is key to the future of the whole of eastern Europe. This unit seeks to provide high school teachers and students with a broad introduction to Ukrainian history with activities that touch upon Ukrainian culture.

 

Gary Mukai, director of the Stanford Program on International and Cross-Cultural Education (91�Թ�), was awarded the Foreign Minister's Commendation at the official residence of the Consul General of Japan in San Francisco on Oct. 5. The commendation recognizes Mukai for "greatly contribut[ing] to the promotion of mutual understanding between Japan and the United States, especially in the field of education...[and] lend[ing] his energy and expertise to actively supporting and implementing the goals and objectives of the Japan Exchange and Teaching Program (JET Program) and the activities of the JET Alumni Association of Northern California."

Mukai has been developing curricula on Japan and U.S.-Japan relations for secondary school students since he joined 91�Թ� in 1988. As part of his leadership of 91�Թ�, he helps oversee the , a distance-learning course co-sponsored by 91�Թ� and the Center for Global Partnership at the Japan Foundation. Each year the program selects 25 exceptional high school juniors and seniors from the United States to engage in an intensive study of Japan. Though his own experience teaching English in Japan, from 1977 to 1980, predated JET, Mukai has been closely involved with the 20-year-old program. He has been an interviewer since 1989 and has also spoken at JET orientations and panel discussions.

In bestowing the commendation, Consul General Yasumasa Nagamine called Mukai a "bridge between our two countries."

Mukai accepted the commendation with characteristic graciousness, thanking the foreign minister and crediting his 91�Թ� and FSI colleagues for the honor. "I am very humbled by this honor from the Japanese Foreign Minister," said Mukai. "I would like to say that none of my work at 91�Թ� would be possible without my 91�Թ� colleagues. Also, I truly feel indebted to my colleagues at FSI. Without them, 91�Թ� wouldn't be what it is today and 91�Թ� wouldn't have such an embracing home."

With regards to promoting cross-cultural understanding, Mukai said, "Since joining 91�Թ� nearly 20 years ago, one of the highlights of my work has been working with Stanford faculty and the Consulate General of Japan, San Francisco, on helping young American and Japanese students better understand one another and appreciate the importance of U.S.-Japan relations."

Retired Stanford professor , who recently received a medal of honor from the Japanese government for his role in U.S.-Japan relations, praised Mukai in a short speech. "No one deserves this honor more than Gary Mukai," Okimoto said. "I think Gary is a remarkable leader, mentor, entrepreneur, and friend."

Since 1976 91�Թ� has supported efforts to internationalize elementary and secondary school curricula by linking the research and teaching at 91�Թ� to the schools through the production of high-quality curriculum materials on international and cross-cultural topics. Housed in the Freeman Spogli Institute for International Studies at 91�Թ�, 91�Թ� has produced over 100 supplementary curriculum units on Africa, Asia and the Pacific, Europe, Latin America, the global environment, and international political economy. 91�Թ� draws upon the diverse faculty and programmatic interests of 91�Թ� to link knowledge, inquiry, and practice in exemplary curriculum materials.