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The sports world has been dramatically affected by COVID-19. Not only has there been a significant decline of events for the spectator—both in person and on television—but the impact on the participants themselves has also been unprecedented. Due to social gathering restrictions, organized youth sports have been almost completely shuttered. High schools and colleges have been cancelling their practices and competitive seasons. The PAC-12 recently postponed its football season. The pandemic has also had a dramatic effect on sports at the highest level. Only fairly recently have there been abbreviated attempts to reinstitute professional sports seasons such as Major League Baseball and the National Basketball Association. Even the 2020 Olympic Games in Tokyo were postponed to 2021.

91�Թ� is helping to develop the , a initiative which provides free online videos to educate the general public about the ongoing COVID-19 pandemic. For episode 4 of the CoviDB Speaker Series, TeachAids Founder and CEO decided to provide a glimpse into how the pandemic has impacted the lives of two of the world’s greatest athletes. Sorcar enlisted the support of Emmy Award-winning sportscaster Ted Robinson to interview three-time Olympic diver and gold medalist Laura Wilkinson and five-time Olympic gold medalist swimmer and Stanford student Katie Ledecky.

The interview can be viewed . Robinson drew out insightful perspectives from Ledecky and Wilkinson concerning the uncertainty that they lived with while awaiting the decision about whether the 2020 Olympics would be held, and also their feelings once the decision to postpone the Olympics was made. Wilkinson reflected, “What was frustrating at first, turned out to be really special” as she reflected upon things like spending extra time with her family, including four children. Ledecky added that being able to focus more on her studies at 91�Թ� definitely helped to create a little more balance in her life. In response to Robinson’s question about maintaining the discipline to train in light of the postponement, Ledecky responded

During a segment of the interview that focused on advice for youth, Ledecky noted, “The work that you put in doesn’t go away… It is always in the bank… At some point in the future, you are going to be able to compete again, have those opportunities to let that work show.” Wilkinson added, “When you want something, it doesn’t matter what people say about you or what they think of you. If you think you want to do this, if this is your goal, you have to go after it because you’re capable of more than you probably think you are. And other people’s opinions do not need to define you or what you’re capable of doing. You define that.”

For each of the first four episodes in the CoviDB Speaker Series, 91�Թ� has developed a teacher’s guide to encourage the showing of the episodes in U.S. classrooms at the secondary school level. Each of the guides includes (1) a summary of the questions that were asked by the interviewer, including terms and definitions, (2) guiding questions for small-group work, and (3) debriefing activities. In the area of debriefing activities, writing prompts such as the following for episode 4 are offered to students.

• Laura and Katie commented on how their lives have been disrupted since the pandemic. Write a diary entry about how your life has been disrupted. What has been especially challenging? What lessons have you learned from the experience?
• Write about a time when you were disappointed with the cancellation of something. How did you cope with it? Did you learn something positive from the experience? Have you ever been in limbo about whether an event was going to happen or not? How did this make you feel?

Other suggested debriefing activities involve the designing of an artistic image, writing of a poem, or writing lyrics to a song that captures the significance of quotes from the interview such the following:

• Laura: The sun is a great healer in a lot of ways, both emotionally and physically.
• Katie: The Olympics is … an opportunity for the world to come together.
• Laura: I think that it [COVID-19] has reminded us of how connected we are as a world and how we all need to be doing our individual parts to combat this.
• Ted: I have been around athletes in team sports who at some point have said that they kept playing because they wanted their kids to see them.

As TeachAids and 91�Թ� think about their work with youth, two statements from the interview were especially poignant to the staffs. Ledecky noted, “This is history [the time of COVID-19] but you don’t have to be afraid of it. Fear is really a mindset… so if you do everything that you can do, there is no point in worrying beyond that because worrying does not help you at all. It is not going to change anything. Do what you can control. Worry about the things that you can control and things that you cannot control, you have to let those go.” Wilkinson stated, “This [challenging time] could be that gift to you. This could be that opportunity to rise to a whole new level. Don’t look at this and be sad and upset. Look at this as an opportunity of how you can get ahead.” Though the statements were intended as advice for youth, in fact, the statements seem relevant today to all of us.

The CoviDB Speaker Series is a initiative that is co-sponsored by the , the University of California San Francisco’s , and the Stanford Program on International and Cross-Cultural Education (91�Թ�).

In collaboration with , Stanford Medicine, and the University of California, San Francisco, 91�Թ� is helping to develop the , which seeks to provide free online videos to educate the general public about the ongoing COVID-19 pandemic. 91�Թ�’s work is focused on the development of teacher guides for the Series. Leading the Series is , CEO & Founder, TeachAids. The first three speakers and their topics are Dr. Anurag Mairal, Director of Global Outreach, Stanford Biodesign, “COVID-19 and Global Health: Facts and Myths”; Shuman Ghosemajumder, Global Head of AI at F5, “Cybersecurity and Privacy in the Era of COVID-19”; and Anne Firth Murray, Founding President, Global Fund for Women, “Violence Against Women.”

Read a recent article from The Stanford Daily about this .

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The following reflection is a guest post written by Miyu Hayashi, a Spring 2016 alum and honoree of the , which is currently accepting applications for Spring 2020. She is now a medical student at Mie University, Faculty of Medicine.

While the United States is often regarded as an individualistic society, Japan, in general, has more of a group mentality with many people not wanting to stand out. But, I think we as Japanese need to be able to explain ourselves more clearly in today’s globalized society where people around the world interact more frequently. I had a strong interest in the Spring 2016 Stanford e-Japan Program because it involved lectures and discussions I usually could not participate in. 

The lectures included historical topics such as the importance of early U.S.–Japan relations and World War II, and also contemporary topics such as Silicon Valley and entrepreneurship and high schools in the United States and Japan. Students were expected to complete the lectures and readings that were assigned before the online classes. In our lesson on World War II, I read and compared U.S. and Japanese textbook excerpts for the first time, which helped me learn the American point of view in regard to the war. In our lesson on entrepreneurship, I learned the importance of having an entrepreneur-like spirit to improve companies, thinking outside of the box, and having a culture that accepted failure as a positive experience (as long as the failure taught important lessons). In my experience, most Japanese like to live a standard and stable life, and act and think in the same way as others for fear that they might make mistakes. In contrast, an entrepreneurial spirit shows a true passion for building something fantastic from nothing. Learning about this mindset of pushing oneself to the limit to achieve great goals impressed me a lot.

Another key aspect that made the Stanford e-Japan Program interesting was all my peers. They were highly motivated and discussions with them were always stimulating. We helped each other understand lessons more clearly and generate more ideas about each topic. Trying to answer their questions on the online discussion forums offered me a chance to improve myself because these discussions revealed my mistakes and weaknesses or supporting ideas that I had not thought of before. Also, reading other students’ ideas, listening to their questions, and learning from professors’ answers opened up different aspects of each topic.

Stanford e-Japan alumna Miyu Hayashi outside of the Shanghai Children's Medical Center. Photo courtesy of Miyu Hayashi.

The Stanford e-Japan Program has become one of my most precious experiences. It gave us a chance to learn about different societies, cultures, and ways of thinking. It broadened my horizons so that I would like to make full use of having experienced it, not only in my long-term future plans, but also in my short-term plans. When the 2020 Olympics are held in Japan, I would be willing to help anyone in trouble. And as a doctor, I want to study in the U.S., since it is one of the world leaders in medicine. I would like to improve the field of medicine in collaboration with doctors from around the world.

For more information on the Stanford e-Japan Program, visit . The Spring 2020 application period is open now until January 8, 2020. To be notified when the next Stanford e-Japan application period opens, or follow us on , , and .

Stanford e-Japan is one of several online courses for high school students offered by 91�Թ�, 91�Թ�, including the , the , the (on Korea), and . Also, 91�Թ� offers the following regional online courses in Japan: Stanford e-Hiroshima, Stanford e-Oita, Stanford e-Tottori, and Stanford e-Kawasaki. Students interested in these regional online courses should contact Gary Mukai at gmukai@stanford.edu. 

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On August 26, 2019, 91�Թ�/FSI served as the 91�Թ� host of the California-Japan Governors’ Symposium, which was co-hosted by the and the . Four governors and one vice governor from Japan were in attendance along with dignitaries from California.

The goal of the Symposium was to create an opportunity for leaders from Silicon Valley and Japan to come together, reinforce relationships, consider new ways of thinking, initiate dialogue, and catalyze outcomes that benefit both the United States and Japan. USJC President Irene Hirano, California State Lieutenant Governor Kounalakis, and Ambassador Roos set the context for the Symposium by highlighting the interdependence of Japan and California broadly—and Silicon Valley specifically—historically, economically, and socially.

The Symposium featured one panel and two sessions. First, Stanford Emeritus Professor, Co-Founder, and Co-Chair of the SVJP Executive Committee moderated a panel that featured the governors and the vice governor sharing some of the challenges and opportunities in their prefectures with a special focus on their prefectures’ relationship with Silicon Valley and institutions of higher learning like Stanford. Second, 91�Թ� Director Dr. Gary Mukai moderated an education-focused session that explored issues at the intersection of education and global citizenship. Co-Founder Dr. Rie Kijima and SKY LABO Co-Founder and 91�Թ� Instructor Dr. Mariko Yoshihara Yang spoke about their work in fostering the next generation of innovative human resources in STEAM (Science, Technology, Engineering, Arts, and Mathematics) education with special attention to girls’ and women’s education. They were followed by Governors Hirose, Ibaragi, and Yuzaki, who shared education-related priorities and concerns in their prefectures, e.g., declining school enrollment especially in rural areas, low numbers of Japanese students choosing to study abroad, and empowering Japanese students with global points of view. Third, Dr. Devang Thakor moderated a healthcare-focused session. Stanford , a cardiologist, and Dr. Caleb Bell, G4S Capital and Ikigai Accelerator, shared comments on the application of AI and machine learning to medical diagnosis and treatment. Also in the session, Governor Kawakatsu and Vice Governor Ota shared reflections on health-related topics such as aging societies, the rising cost of healthcare, and prevention and wellness.

In his closing comments, Okimoto noted that he hopes to convene another symposium with the governors from Japan in three to five years. The goal of the symposium would be to share and discuss the progress that has been made since last month’s gathering.

Over the next three to five years, 91�Թ� plans to do its part—in at least five areas—in terms of building upon the discussion from the education-focused session. First, later this month, Mukai will be offering the first class of Stanford e-Oita, an online class on U.S. society and culture that 91�Թ� will offer to high school students in Oita this fall. Second, Rylan Sekiguchi, Instructor of Stanford e-Hiroshima, will begin instruction from this fall of an online class on U.S. society and culture that 91�Թ� will offer to high school students in Hiroshima. Third, Yang will be visiting Hiroshima in November to meet Governor Yuzaki as well as to offer the final class of the Stanford-Hiroshima Collaboration Program, which will be offered to MBA students at the Prefectural University of Hiroshima and other universities also from this fall. Fourth, 91�Թ� will continue to assist Okayama Prefecture and Shizuoka Prefecture on their educational efforts in areas like sister city school programs and engaging their students in Stanford e-Japan, a national online class that 91�Թ� offers to high school students throughout Japan. Stanford e-Japan is taught by Waka Takahashi Brown and Meiko Kotani. Fifth, SVJP Executive Director Kenta Takamori and Mukai recently shared reflections on the Symposium and their work with the prefectures on . They hope to continue to inform the broader Silicon Valley community of the outcomes of the Symposium.

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

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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.

Carey Moncaster, 91�Թ�, 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 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 .

“Super Science High School” (SSH) and “Super Global High School” (SGH) are designations awarded by the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) to upper secondary schools that prioritize science, technology, and mathematics (SSH) and global studies (SGH). Since 2015, 91�Թ� has offered the “91�Թ�/Stanford e-Course on Global Health” to students of Takatsuki Jr. and Sr. High School, one of the few schools in Japan with both designations. This distance-learning course provides students with a broad overview of the importance of global health with a special focus on pioneering examples of international work conducted by researchers at 91�Թ�.

On July 30, Tsuyoshi Kudo, Principal of Takatsuki Jr. and Sr. High School, visited 91�Թ� and met with Sabrina Ishimatsu, instructor of the course, and 91�Թ� Director Gary Mukai. The course underscores the importance that Principal Kudo has placed upon both science and global studies at Takatsuki High School. Many Stanford scholars—including , PhD, and , PhD (Freeman Spogli Institute for International Studies); , MD, and , MD (School of Medicine); and , MD (Stanford Biodesign)—introduce their research to the students and engage them in discussions. “As Takatsuki High School makes its primary aim to nurture future global leaders who have a profound awareness of the significance of global health,” commented Kudo, “a series of online lectures by top-notch global health researchers in a world-class institution is an invaluable boon to the students.”

Takatsuki students (with Ishimatsu and Mukai projected on screen)

In the first three years of the course, Stanford scholars have opened the eyes of students at Takatsuki High School to a broad range of research topics. Ishimatsu commented, “I am honored to work with Principal Kudo on the cultivation of a new generation of global leaders in the area of health.”

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

Thirty sophomores and juniors in Osaka, Japan, recently completed the inaugural . The course, jointly developed and offered by the (91�Թ�) and , provided students with a broad overview of the importance of global health with a special focus on a few pioneering examples of international work conducted by researchers at the  (FSI) at 91�Թ� and the 91�Թ� School of Medicine. The course provided students of Takatsuki High’s Global Advanced Course with unique opportunities to interact with top global health researchers including the following: , the Helen F. Farnsworth Senior Fellow at FSI and Co-director of the Rural Education Action Program; , Executive Director of the Center for Health Policy and the Center for Primary Care and Outcomes Research at Stanford (CHP/PCOR); , Associate Professor of Medicine (Cardiovascular Medicine); , Associate Professor of Pediatrics; Nomita Divi, Project Manager of the Stanford India Health Policy Initiative; and , Director of the Asia Health Policy Program, and Center Fellow at CHP/PCOR.

From September 2015 to February 2016, the students participated in eight web-based lectures, or “virtual classes,” in English and had the opportunity to engage the guest lecturers in question and answer sessions. The virtual classes covered a variety of topics ranging from stem cell research to building a health care system from scratch. The students completed reading and homework assignments for each topic.

“Teaching this course, I felt the students were given the unique experience to practice and improve their English language abilities in the context of global health and they rose to the challenge. And the guest lecturers were excellent role models to my students,” commented course instructor . “They provided non-Japanese perspectives on global health that may have a strong influence on students aspiring to attend medical school or to pursue their studies in other health-related fields.”

The course’s distinct mix of content with cross-cultural and linguistic aspects was also appreciated by Tsuyoshi Kudo, Takatsuki’s Vice Principal. “Through this course the students learned it is possible and it is enjoyable to learn something new in English,” he said. “I think education at school is to help students realize their potential. In this sense, I feel very pleased that 91�Թ�/Stanford and Takatsuki were able to offer this great course.”

Following his talk on stem cell research, guest lecturer Phillip C. Yang, MD, said, “I truly enjoyed the online experience with the students, and they were very intelligent, inquisitive, and conscientious. During the Q&A their questions were very insightful and relevant. I appreciate the opportunity to experience this unique teaching method.”

The primary aim of the course was to nurture future global leaders who have a profound awareness of the significance of global health. Students who successfully completed the course earned a Certificate of Completion from 91�Թ�, 91�Թ�.

For more information, please email Sabrina Ishimatsu, course instructor, at sishi@stanford.edu.