91³Ô¹Ï

The stars have finally aligned to enable 91³Ô¹Ï to launch its first online course in China, ¡ªan 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 91³Ô¹Ï scholars, Silicon Valley entrepreneurs, as well as American high school students.

Carey Moncaster, 91³Ô¹Ï, and Julia Gooding, BE Education, at the International Association for College Admissions Counseling (ACAC) Conference 2019, London, Canada

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 91³Ô¹Ï 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.

91³Ô¹Ï is drawing on the expertise of Mariko Yoshihara Yang and Rie Kijima, co-founders of SKY Labo and long-time collaborators with 91³Ô¹Ï and the Stanford Graduate School of Education. The technologies explored in this course¡ªgreen tech, finance tech, health tech, and artificial intelligence¡ªhave timely, global impact. The contributors to the Stanford e-China¡¯s development span the world as well¡ªfrom Stanford to Britain, China, and other countries of Asia. The Stanford e-China course is informed by over 16 years of 91³Ô¹Ï online course offerings for high school students in other countries in Asia as well as throughout the United States. 91³Ô¹Ï scholars will also play pivotal roles as lecturers and guest speakers on the course¡¯s leading technological fields and related pressing issues.

91³Ô¹Ï Director Gary Mukai recently noted, ¡°The roots of 91³Ô¹Ï date back to the establishment of the Bay Area China Education Project (BAYCEP) at 91³Ô¹Ï in 1973. Since then, 91³Ô¹Ï 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¡ªall 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, 91³Ô¹Ï will be working formally with students in China. 91³Ô¹Ï 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¨C4 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 91³Ô¹Ï and her initial work with 91³Ô¹Ï. She has launched educational programs for U.S. high school students throughout Asia, and most recently returns to 91³Ô¹Ï 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 91³Ô¹Ï-related news, and follow 91³Ô¹Ï on and .

Since joining 91³Ô¹Ï in 2005, my annual calendar has revolved around not spring flowers, caterpillars dangling from trees, and falling leaves around the beautiful Stanford campus, but the schedule of the , Stanford¡¯s online course on Japan and U.S.¨CJapan relations for U.S. high school students. As the manager and instructor of the RSP, I have had the pleasure (and truly, the honor) of teaching this online course for 14 years. We accept applications beginning in August, outreach efforts ramp up in September and October, and new cohorts of talented U.S. high school students are selected every November. With January comes the updating of the syllabus with new readings, topics, and video lectures, and identifying and inviting guest speakers for the virtual classes. And the highlight of my year¡ªevery year¡ªis on February 1, when the new cohort signs into our online learning platform ready to engage in this new community, connect over shared interests, learn from their differences, and to embark upon the RSP journey together.

It is now early June, and the 2019 Reischauer Scholars Program is, unbelievably, soon coming to an end. This year¡¯s RSP journey has led us through explorations of tales of samurai, the modernization of Meiji Japan through the lens of filmmaker Ozu Yasujiro, comparative perspectives on colonial and wartime legacies through textbooks, and lessons on civil liberties as told by someone who was sent to a Japanese American internment camp with his family as a 9-year-old boy.

While this online course has always approached the study of Japan and U.S.¨CJapan relations with an intense academic rigor befitting 91³Ô¹Ï, I also wanted to offer students access to the personal stories of practitioners who play an active role in Japanese society and the U.S.¨CJapan relationship that we study. One of the wonderful aspects of teaching online is that for our weekly virtual classroom sessions¡ªwhere all students meet synchronously using Zoom video conferencing software¡ªwe are able to welcome guest speakers to join us from anywhere in the world.

As we explored the U.S.¨CJapan security relationship this year and the controversies surrounding the presence of U.S. military bases in Okinawa, for example, students met with an Okinawan native who works on the U.S. Air Force Base in Kadena. Learning about how her experiences and perspectives inform her own efforts to enhance U.S.¨CJapan relations gave the students new insight into the impact of international policy upon individuals and the communities in which they live.

For our module on U.S.¨CJapan diplomacy we were joined by the Principal Officer of the U.S. Consulate in Sapporo, Rachel Brunette-Chen, who talked about how her interests in connecting the U.S. and Japan have informed her career in the U.S. State Department. RSP students often cite international relations and diplomacy as two high-interest fields for their future undergraduate studies and career aspirations, so they made the most of this opportunity to ask thoughtful questions about careers in Foreign Service. Given the diverse career tracks available in the State Department, students were inspired to learn that they could take their multidisciplinary interests and apply them in an international context for years to come.

As we grappled with the various challenges facing modern Japanese society during the last few weeks of class¡ªincluding students mired in a test-centric system, the demographic realities of an aging population and declining birth rates, pervasive issues of gender inequality, and minority rights, among others¡ªit was important to gain an understanding of how these issues are being addressed and experienced by real people. Our final guest speaker for the 2019 RSP, a Japanese American entrepreneur and educator living and working in Tokyo, shared his first-hand perspectives on the state of entrepreneurship and innovation in contemporary Japan.

Perhaps the most memorable of the online video conferencing sessions this year were the two joint virtual classes with the students of the . Stanford e-Japan is an online course that engages Japanese high school students in the study of U.S. society and U.S.¨CJapan relations, and is comprised of students from across Japan. The rich, open discussions and friendly international camaraderie fostered during these joint sessions are always a delight to observe. I know that many of my RSP students¡ªand many of the Stanford e-Japan students, as well¡ªwill treasure these experiences and relationships for years to come.

In our virtual class on diplomacy, one student asked, ¡°How can we, as high school students, make a real impact on the U.S.¨CJapan relationship?¡± ¡°By taking the initiative to be active participants in courses like the Reischauer Scholars Program,¡± replied Ms. Brunette-Chen, ¡°you are already on your way. In sharing what you learn about Japan, you are also raising awareness about the importance of the U.S.¨CJapan relationship among your peers and school communities.¡± Indeed, these 2019 Reischauer Scholars are already on their way. As the spring flowers, dangling caterpillars, and fall leaves continue to come and go in the years ahead, I am eager to see the different ways in which their impact upon U.S.¨CJapan relations will continue to take shape. Who knows? Perhaps a few will return to the RSP years from now¡ªthis time not as students, but as guest speakers who coach and inspire the Reischauer Scholars of the future.

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

The Reischauer Scholars Program is one of several online courses for high school students offered by 91³Ô¹Ï, 91³Ô¹Ï, including the , the , and the .

Related articles:

• Japan Day 2018: Recognizing future leaders in the U.S.¨CJapan relationship
• 91³Ô¹Ï¡¯s Naomi Funahashi receives 2017 Elgin Heinz Teacher Award

Stanford e-Japan Instructor Waka Brown and I recently met in Tokyo with Mr. Tadashi Yanai, President of the Yanai Tadashi Foundation. The Yanai Tadashi Foundation is the current supporter of Stanford e-Japan, an online course about U.S. society and culture and U.S.¨CJapan relations that 91³Ô¹Ï offers in English to high school students from throughout Japan. Stanford e-Japan is now in its fourth year, and one of its objectives is to encourage students in Japan to consider applying to U.S. universities after graduating high school.

This objective aligns with one of the goals of the Yanai Tadashi Foundation¡ªthat is, to provide scholarships to students in Japan seeking to study as undergraduates in the United States at select universities, including Stanford. Its website notes the following: 

aims to provide promising young people with leadership potential the opportunity to study at world-class universities in the United States. The scholarship enables recipients to mix with an internationally diverse student body to cultivate their entrepreneurial skills and enhance their global perspective, encouraging their development as future drivers of a better society.

Stanford freshman Daisuke Masuda with 91³Ô¹Ï Director Gary Mukai

Brown has been encouraging some of her Stanford e-Japan students to consider applying to U.S. universities and the Yanai Tadashi Foundation Scholarship program. I recently spoke with 91³Ô¹Ï freshman Daisuke Masuda who is a Yanai Tadashi Foundation Scholarship recipient and asked him to share his thoughts on studying at Stanford. ¡°I really wanted to study computer science and medical technology, and given that Stanford has strengths in both areas and is also at the center of Silicon Valley, I felt that Stanford was ideal for me. My current future goal is to use medical technology to solve social issues caused by aging societies.¡± He continued, ¡°That said, I would not be here without Mr. Yanai¡¯s generosity. I am also grateful to the other Yanai Tadashi Foundation Scholarship recipients across the country for being such a great community of learners. I highly recommend that high school students in Japan consider studying in the United States as undergraduates and applying for a Yanai Tadashi Foundation Scholarship. It is challenging but rewarding to study with brilliant students from all over the world.¡±

Also, while in Tokyo, Brown, Junichiro Hirata (Stanford e-Japan advisor), and I had the chance to meet with three Stanford e-Japan alumni. The Stanford e-Japan Program recognized Hikaru Suzuki and Haruki Kitagawa as two of the top students in the first Stanford e-Japan cohort in 2015. They are now attending the University of Tokyo and Keio University, respectively. Both remain engaged in U.S.¨CJapan relations and aspire to graduate studies at Stanford or another U.S. university. Jun Yamasaki, who was one of the top students of the fall 2017 Stanford e-Japan session, is currently a student at Shibuya Kyoiku Gakuen Senior High School in Tokyo and plans to enroll at a U.S. university this fall.

Lunch with Stanford e-Japan alumni

Brown remarked, ¡°It was very rewarding to witness the growth of the leadership skills of my former students and to listen to what they are doing and aspire to do in terms of promoting international mutual understanding. During my meeting with Mr. Yanai and his staff, I discovered that these are not only hallmarks of 91³Ô¹Ï since its inception in 1976 but also of the Yanai Tadashi Foundation as well.¡±

Brown and I hope to see Suzuki, Kitagawa, Yamasaki, and many more Stanford e-Japan alumni as students at Stanford¡ªlike Masuda¡ªsomeday. Mr. Yanai hopes that with the increasing numbers of Japanese students studying in the United States, the numbers of Japanese who enter fields like international business between the United States and Japan will also grow.  

¡ª91³Ô¹Ï: Offering teacher institutes since 1973¡ª

In 1973, the roots of the (91³Ô¹Ï) were established with the creation of the Bay Area China Education Program, which focused on the development of K¨C12 curriculum materials and teacher professional development. Only a year prior, President Richard Nixon had made his historic trip to China and many American students were able to view contemporary images of China on television for the first time in their lifetimes. Teachers who attended 91³Ô¹Ï institutes on China in the 1970s often commented that they were at a loss about how to teach about China.

Forty-four years later, a new generation of educators expressed similar sentiments at a 91³Ô¹Ï institute. However, the challenge wasn¡¯t so much about the teaching of China but rather the teaching of North Korea. Thus, when Pulitzer Prize-winning author spoke about his book, The Orphan Master¡¯s Son, a New York Times bestselling novel about North Korea, teachers were riveted by his comments. Teachers were interested not only in ways that his novel could help them better understand contemporary North Korea but also in ways they could use the book to help their students gain a more balanced view of North Korea. The 22 teacher participants received copies of The Orphan Master¡¯s Son to use in their teaching and were offered two 91³Ô¹Ï curriculum units titled Inter-Korean Relations: Rivalry, Reconciliation, and Reunification and Uncovering North Korea.  

Co-sponsored by the , the 91³Ô¹Ï summer institute, July 24¨C26, 2017, had the objectives of (1) deepening teachers¡¯ understanding of Asia, U.S.¨CAsian relations, and the Asian-American experience; (2) providing teachers with teaching resources; and (3) creating a community of learners. The institute featured lectures by Stanford faculty (like Johnson), U.C. Berkeley faculty, and other experts on a range of Asia- and Asian-American-related topics closely aligned with the History-Social Science Framework for California Public Schools standards, which were recently revised. Interactive curriculum demonstrations by 91³Ô¹Ï staff were also offered.

One such standard focuses on recent economic growth in China. Following a lecture by , Shorenstein Asia Pacific Research Center Fellow, on ¡°Recurring Themes in U.S.¨CChina Relations,¡± a curriculum demonstration on the 91³Ô¹Ï curriculum unit, China in Transition: Economic Development, Migration, and Education, was offered by its author, Rylan Sekiguchi of 91³Ô¹Ï. One teacher remarked, ¡°I teach about China, and it was so helpful to hear someone with such deep expertise [Fingar] speak about U.S.¨CChinese history in a way that enriches my knowledge and understanding to bring back some bigger themes to my teaching. I can¡¯t wait to bring this content back to my students [through the 91³Ô¹Ï curriculum].¡± Other scholarly lectures on Japan and Korea were also followed by curriculum demonstrations by 91³Ô¹Ï staff. This coupling of lectures and curriculum demonstrations has been a hallmark of 91³Ô¹Ï since its inception.

Updated History-Social Science Framework standards on the Asian-American experience were also addressed at the institute. Dr. , Associate Professor of Ethnic Studies at the University of California at Berkeley, introduced the diverse cultural and historical backgrounds of the Asian-American student population which often comprises a significant percentage of students in schools in areas like the San Francisco Bay Area and Los Angeles. She emphasized the importance of acknowledging individual circumstances in minority student populations and breaking down commonly cited stereotypes of Asian Americans as being a critical element of effective teaching. One of the topics that she addressed was stereotypes of Japanese Americans that arose following the Japanese attack of Pearl Harbor. Her lecture was coupled with the sharing of first-hand experiences by Dr. Joseph Yasutake, who was interned at the age of nine. Dr. Yasutake¡¯s talk stimulated discussions on civil liberties, race relations, discrimination, and American identity among the teachers. ¡°Hearing history from one who has experienced it as well as studied and taught the history is really wonderful,¡± said one institute participant. ¡°This combination brings a great amount of authority and well as authenticity to the narrative he [Yasutake] provides.¡± The 91³Ô¹Ï curriculum unit, Civil Rights and Japanese-American Internment, was recommended as a resource for teachers.

The institute brought together both experienced mentor teachers and those new to the field. Naomi Funahashi, who organized and facilitated the institute, remains in communication with many of the teachers and has noticed that a community of learners, who are committed to a long-term exploration of Asian and Asian-American studies, has grown from the institute. She reflected, ¡°One of the unexpected outcomes of the institute was the recommendations that many of the teachers have written in support of their students¡¯ applications to my online class on Japan called the Reischauer Scholar Program. My hope is that some of my students will someday attend 91³Ô¹Ï institutes as teachers and that 91³Ô¹Ï institutes will continue to serve teachers as they have since 1973 for many decades to come.¡±

91³Ô¹Ï is currently recruiting teachers to attend its 2018 summer institute for middle school teachers (June 20¨C22, 2018) and summer institute for high school teachers (July 23¨C25, 2018).

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

All things Korean ¨C economics, culture, politics ¨C are the subject of an educational conference on campus this week.

The fifth annual  on Korea for U.S. Secondary School Teachers takes place July 25 to 27 in Paul Brest Hall. The meeting brings together American teachers and educators from Korea for discussions on how Korean history, economics, North Korea, foreign policy and culture are covered in American schools.

From lectures to curriculum workshops and classroom resources, the attendees will deep-dive into conversations, information and resources made available by the  (91³Ô¹Ï) and the , which hosts the event.

, director of Stanford¡¯s , said that Korea is a country often overlooked or understudied in U.S. secondary schools.

¡°The Hana-Stanford Conference provides an excellent opportunity for U.S. secondary school teachers to learn about Korea and return to their classrooms better equipped with teaching materials and knowledge about Korea, as well as with the confidence and motivation to incorporate what they have learned from the conference into their curricula,¡± he said.

Shin said that exposing more American students to Korea ¡°nurtures in students more balanced and complete perspectives on the world.¡± Korea, after all, he noted, is an important U.S. ally.

Discussions will cover an array of topics, including Korea¡¯s major historical themes; World War II memories in northeast Asia; English education in Korea; Korea¡¯s relationship with the U.S.; Korean literature; and the lives of Korean teenagers and young people. Scheduled speakers include Yong Suk Lee, the SK Center Fellow at Stanford¡¯s  for International Studies, and , a former U.S. ambassador to South Korea.

Such conversations are important, as how one teaches history shapes contemporary society. , director of 91³Ô¹Ï, said that one of the curriculum units demonstrated at the conference each year is ¡°.¡±

¡°The unit introduces the notion that school textbooks provide an opportunity for a society to record or endorse the ¡®correct¡¯ version of history and to build a shared memory of history among its populace,¡± Mukai said.

He noted that American and Korean teachers¡¯ examination of textbook entries about the Korean War from U.S., Japanese, Korean, Taiwanese and Chinese textbooks challenged their assumptions and perspectives about the war.

Also, during the conference, the , a distance-learning program on Korea sponsored by 91³Ô¹Ï, will honor American high school students and give them the opportunity to present research essays.

Clifton Parker is a writer for the Stanford News Service. This article has been updated to reflect a different speaker and additional program sponsor.

Thirty U.S. secondary school teachers, representing 11 states and multiple subject areas, came to Stanford for a three-day professional development conference that seeks to help teachers better incorporate Korean studies in the classroom.

Korea is arguably one of the most stable democracies in the world and its economic model often praised. Yet Korea-focused curriculum in the United States rarely covers much outside of the Korean War context, leaving a potential gap in students¡¯ understanding of the Pacific nation. The  seeks to change that reality.

In its fourth year, the conference offers a venue for specialists on Korea to share knowledge with secondary school educators and creates an opportunity for educators to form a cross-cultural professional network toward the vision of enhancing their curriculum with Korean studies. 

For three days, scholars from Stanford and peer institutions taught the U.S. teachers about Korean history, economy, culture and the nation's regional and global relations. Speakers included economist and career diplomat , both scholars at the (APARC), as well as Middlebury professor Rachael Miyung Joo, also a Stanford alum. Teachers and students from Hana Academy Seoul, a private high school in Korea, also shared perspectives with the American teachers. The full agenda is viewable .

Supported by the Hana Financial Group, the conference is organized by Shorenstein APARC and the (91³Ô¹Ï), a program that makes globally focused Stanford research accessible to K¨C12 grade levels.

91³Ô¹Ï¡¯s Jonas Edman and Rylan Sekiguchi followed the lectures with curriculum demonstrations. Each teacher left the conference with a set of comprehensive lesson plans and strategies for putting the curriculum into practice.

Shorenstein APARC caught up with a few of the teachers (pictured below from right to left): Anne Schaefer from San Jose Middle School (Novato, CA), Orah Bilmes from Alvarez High School (Providence, RI), and Jeffrey Scharfen and Graham Rutherford from Cardinal Newman High School (Santa Rosa, CA). An abridged version of the conversation is below.

What has surprised you about Korea?

Anne: The process it took for Korea to have such strong economic growth¡ªso quickly¡ªand to understand all of the components that led to that growth really surprised me. Moving from an autocratic regime through many stages to where it is today, and the interesting role that education played in its development. Education really became a motivating factor for everybody. I found that a very unique, complex phenomenon.

Jeffrey: Hearing from scholars from both Korea and the United States about the Korean experience has given me a better sense of history. For instance, the Korean-American experience in Los Angeles during the 1992 Rodney King riots. I remember being there during those riots. For me, they were defining moments, but on the other hand, I never truly had a sense of the powerful impact it had on the Korean community.

What Korean cultural themes can U.S. students most relate to? Do your students consume Korean culture?

Orah: I teach many students from the Dominican Republic. One of the presentations gave me ideas for putting together activities for students to compare baseball in the Dominican Republic with baseball in Korea. When comparing cultures, starting with something that¡¯s accessible allows students to develop the vocabulary needed to jump into higher-level discussions.

Jeffrey: My students are very connected to Korean pop themes. My own awareness actually comes from my own children and a student that I¡¯ve taught who was adopted from Korea. For that student, Korean pop culture gave her a sense of identity and her interests emanated, so there was a multiplying factor and her friends became interested too.

Kimchi¡­you learned how to make the dish and sampled it, too. How¡¯d it go?

Graham: I enjoyed watching and seeing how kimchi is made. It¡¯s more than a name, it has this place in society. I¡¯ve had kimchi before but it was neat to see and hear about its background. The variety of styles was surprising. And it was really good with rice.

Jeffrey: I love kimchi. I think I was first introduced to kimchi in 1973 and I¡¯ve been eating it regularly since then. It¡¯s one of those culinary pleasures that breaks down barriers and gives you an entr¨¦e into other relationships. In a way, it¡¯s a kind of diplomacy.

Anne: The culture of kimchi as a family thing ¨C having one¡¯s own set of tastes and different ingredients depending on family history was fun to learn about. The conference made apparent that culinary history is important and creates an understanding of a culture.

What¡¯s one lesson from the conference you¡¯d share with other teachers?

Orah: I teach many immigrant and refugee students. For some, they left behind very poor countries. The information on Korea¡¯s economic policies and history has my head spinning to have students try to ¡°apply¡± the Korean economic approach to their home countries, analyze its strengths and weaknesses, and decide if one country¡¯s approach can also work for another.

Anne: One of the tangential themes was that, despite all the talk of globalization, culture continues to exist in Korea and other countries. The Internet connects everyone, but I go to ¡°this place¡± and it¡¯s still ¡°this place.¡± Culture¡ªand the fact that we can still retain it even in today¡¯s globalized world¡ªis truly beautiful.

Graham: I try to get my students to not just look back at the problems they are studying but to also put themselves back into the time period¡ªto realize that the decisions made then have to be understood in that moment in time. North Korea can be examined through that lens. And while it¡¯s easy to look back and see the problems, it¡¯s also worth encouraging students to look ahead and consider how the Korean divide could be solved.

Image