The following is Part 2 of a two-article series on Stanford e-Oita. For Part 1, please go here. 

Stanford e-Oita is an online course for high school students in Oita Prefecture in the southwestern island of Kyushu, Japan, that is sponsored by the Oita Prefectural Government. Launched in fall 2019, it is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) in collaboration with the Oita Prefectural Board of Education. SPICE is grateful to Oita Prefectural Governor Katsusada Hirose whose vision made this course possible.

Note: The content of this publication has not been approved by the United Nations and does not reflect the views of the United Nations or its officials or Member States. 

Stanford e-Oita was launched in October 2019, soon after the Climate Action Summit at the United Nations. Over six million people marched in protest all over the world. It was another wake-up call to global warming. Swedish activist, Greta Thunberg’s UN speech on the environmental crisis addressed the world, but resonated with the youth in particular, who made up many of the 5000 protesters at rallies throughout Japan. A high school student herself, “Greta-san’s” UN address also spoke to high school students throughout Japan including those in the smallest of towns in Oita Prefecture.

With a population of a little over a million, Oita Prefecture is located in the lush and mountainous island of Kyushu. It’s known for its onsen (hot springs) which bubble with organic minerals from the rich, volcanic deposits below. Steam rises from onsen towns like Beppu City as well as neighboring Yufuin in Yufu City at the foothill of Mt. Yufu. Stanford e-Oita students are from 15 high schools in Oita Prefecture. They are from the southern towns of Tsukumi and Usuki, known for their stone Buddhas. They are from Nakatsu and Usa, home to the head Hachiman Shrine, along the northern coast. They also come from the historic cities of Hita and Taketa further inland.

My reflections on the course follow, interspersed with comments made by students in their online discussions, in their final presentations, or in evaluations that were used for assessment, collected by Mr. Keisuke Toyoda and Mr. Hironori Sano of the Oita Prefectural Board of Education. Both teachers attended my class as well as the four days of final student presentations.

This year’s inaugural cohort focused on U.S.–Japan relations, the United Nations Sustainable Development Goals (UNSDGs), and entrepreneurship. The six-month course ended in April 2020, just as the world began to lock down due to the COVID-19 pandemic.

To first- and second-year high school students, the 17 UNSDGs can seem broad and a bit intimidating, but my 30 Stanford e-Oita students reframed unfamiliar concepts like “Sustainable Cities” and “Responsible Consumption and Production” to more familiar terms such as “tourism” and “recycling,” and even “up-cycling.” They soon realized that not only do these issues reflect so much of the immediate world around them, these agendas are also interconnected with one another. It grew increasingly clear that each student has an impact on our environment. They also have the responsibility to sustain it whether they’re from Stockholm or Oita.

Oita’s selection to host the Rugby World Cup in October 2019, and its invitation of athletes from New Zealand, presented an opportunity to learn about UNSDGs in an unexpected way. While the international teams were warmly welcomed by Oita’s residents, their arrival may have stirred controversy had the local tourist association not loosened its age-old refusal of bathers with tattoos. While body-art is part of Maori cultural heritage and a source of pride and identity, in Japan, it is often affiliated with the underworld. Stanford e-Oita students used these current events to shift lines of sight and inquiry to have discussions on equity, inclusivity, and human rights.

Students identified one or more UNSDGs that resonated with their concerns and personal experiences whether it was the flooding of their neighborhood due to climate change, the rising aging population of their hometown, or the arrival of foreign residents in their communities. For their final presentations, students pitched their ideas on how they would tackle particular social or environmental challenges. They had five minutes to present 10 PowerPoint slides, in English.

Sustainable Cities and Communities
“Sustainable Cities and Communities” must have been the most popular UNSDG among students. This was not surprising considering Oita’s recognition as a major travel destination for onsen. When exploring “Sustainable Cities,” students wondered how onsen culture and tourism could be re-imagined to appeal to, and be accessible to more diverse audiences including teens, young professionals, international visitors, and the LGBT (lesbian, gay, bisexual, and transgender) community.

Stanford e-Oita student Koyomi envisioned a multilingual travel app linking travel agencies, inns, transportation, and tourist destinations, allowing visitors to explore sites and accessibility in real time. Nao looked at ways to address issues common in many regional towns such as population stagnation, vacant housing, and school closings. She suggested launching an interactive website to revitalize interest in historical sites and make regional festivals appealing to youth. Moe thought that historical sites could even be refreshed using “retro” designs and images.

Affordable and Clean Energy
Yuri approached onsen from a different, environmental angle. In her final presentation, she showed us how the onsen steam can harness renewable geo-thermal energy. Unlike nuclear plants, geo-thermal power plants harness energy from turbines, powered by steam, produced by water, and heated by seismic activity.

Nao described the “Heat Island” phenomenon in Japan: cities in urban areas are warmer than nearby rural areas, having the potential to raise the temperature of urban areas by several degrees, enough to affect weather patterns. One way to counter this effect would be to develop innovative and environmental “green roof” buildings.

Airi commented, “Before, I thought that onsen were just a source of tourism but onsen can also be thought of as renewable energy. It’s amazing that onsen can have many uses. We need to preserve this wonderful culture in Oita!” Students recognized that their neighborhoods, whether they lived in the city or in remote towns, were rich in resources and stories. 

Quality Education
Next, Stanford e-Oita students approached the UNSDG, “Quality Education.” Rather than focusing on the social and educational services for students already enrolled in schools, students looked at the potential educational needs of working, foreign students and their families, as well as foreigners who want to permanently relocate to Oita to work. Ken hoped to see laws enacted to provide these permanent immigrants with voting rights so they can become more empowered and contribute to Japanese society.

Kohaku proposed a cultural school for foreigners that would allow them to attend night classes, online. This would offer those working during the day with a chance to build up their language skills while simultaneously learn about Japanese culture and history. Proposals like this touch on education, gender, and economic growth, showing the inter-connectedness of UNSDGs. 

Hozuki supported online classes for non-traditional students who need flexible learning options. She also welcomed this option for youth who resist attending school due to bullying, domestic abuse, or a family’s financial insecurity. Hozuki added, “It would create a ‘safe space’ for them.”

Gender Equality
“International Coming Out Day” on October 11th is another “safe space” for individuals wanting to reach out to their communities for support and self-empowerment. Manaka pointed to specific “gender free” and “barrier-free” spaces that provide daredemo toire (the “anyone toilet”). Acknowledgment of “safe spaces” like these reduces the harassment and violence that many LGBT communities face.

Zero Hunger/Clean Water and Sanitation
Ayami pointed to the importance of promoting local foods and labeling it for transparency and accountability. Amiko suggested the creation of “Oita Care Packages” that would simultaneously promote local food to other regions of Japan and minimize food waste.

Asako made sure to add that the production of food also involved aquaculture. Honoka and Yuri noted that the management of these marine resources should begin with measures countering pollution.

Amika, who gave a presentation on tackling food waste using an app, commented, “I realized that there was something that even young people can do.” When asked how she would finance the development of her app, she replied with confidence, “Oh, I’ll just crowdfund!” Technology and social media have made it easier for students to collaborate and share ideas. This is certainly the case for tech-savvy high school students.

Conclusion
Big social change can come from individuals in small and remote towns. Stanford e-Oita students have shown that their hometowns in Oita offer fascinating contexts to begin conversations on sustainability. Students have gained a deeper appreciation of local natural resources, cultural traditions, and historical sites. They also gained a sense that they, too, can contribute to social change right from their own backyards. Yuzu noted, “What I enjoyed most about the final presentations was that I was able to get to know ‘Oita’ from different perspectives.”

Now, better equipped with the confidence to discuss their ideas and speak up about their local and global concerns, e-Oita students may feel a step closer to even internationally recognized activists like fellow teen Greta Thunberg. If the UNSDGs represent our world’s commitment to building a better world for people by 2030, then Stanford e-Oita students would be the perfect Gen Zers to stand alongside Greta to do just that. 

Acknowledgements
SPICE provided me with an opportunity to invite artists, activists, researchers, and entrepreneurs (including several Stanford alumni) to share their personal and professional stories with students over Zoom. Their openness to address questions put Stanford e-Oita students at ease, allowing them to take a bold step out of their comfort zones and engage. I’d like to thank the following individuals for their collaborative spirit and generosity:

Gary Mukai
Director, Stanford Program on International and Cross-Cultural Education (SPICE)

Michelle Kumata
Artist and Former Exhibition Director, Wing Luke Museum of the Asian Pacific American Experience

Jan Johnson
Owner, Panama Hotel [National Historic Landmark] in Seattle's Nihonmachi (Japantown)

Glenda Pearson
President, Friends of Mukai Farm & Garden [National Register of Historic Places]

The Honorable Norman Mineta
Former U.S. Secretary of Commerce and Transportation

Xiao Wang
CEO, Co-Founder, Boundless Immigration

Sara Daniels
CEO, Co-Founder, Blue Canoe Learning

Jonathan Poli
Product Design Engineer, Seattle Children's Hospital

SPICE also offers online courses to U.S. high school students on Japan (Reischauer Scholars Program), China (China Scholars Program), and Korea (Sejong Korea Scholars Program), and online courses to Chinese high school students on the United States (Stanford e-China Program) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan Program). 

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.

Related articles:

• Stanford e-Oita: Distance Learning Amid the Coronavirus Pandemic
• SPICE/FSI Serves as Stanford University Host of the California-Japan Governors’ Symposium
• Announcing Stanford e-Oita, a New Online Course for High School Students in Oita Prefecture, Japan

Ten years ago, the United States and Russia signed the New START treaty—a nuclear arms control agreement that we, as the heads of our governments’ respective delegations, helped negotiate. Since then, New START has played a central role in keeping the peace and preventing a dangerous arms race between the two countries that together possess 90 percent of the world’s nuclear weapons.

Now, however, New START is in trouble: without action to extend it, the treaty will expire in February 2021. Its demise would have worrying implications for the security of the United States, of Russia, and of the world. It could bring a return to nuclear competition and spark mutual suspicion that would push the world to a level of nuclear risk unseen for decades.

Read full article at Foreign Affairs

In my line of work, you have to have a long memory. Periods of success in negotiations are followed by droughts, because of politics, military upheaval, arms buildups—yes, sometimes the weapons have to be built before they can be reduced—or a sense of complacency: “We have arms control treaties in place; let’s just focus on implementing them.” In those cases, new thinking and new negotiations may slow or even stop. Yet, the national security interest of the United States continues to drive the necessity for nuclear arms control.

Read full article at The Foreign Service Journal 

The following is Part 2 of a two-article series on facilitating cross-cultural online learning. For Part 1, please go here.

Last month, I shared my reflections on a March 20, 2020 virtual class (VC) session that SPICE facilitated for high school students in Japan and the United States to engage in a cross-cultural online exchange. This online discussion engaged my U.S.-based students of the 2020 Reischauer Scholars Program and Waka Brown’s Japan-based students of the Spring 2020 Stanford e-Japan Program in a Zoom session, during which they talked and learned with and from one another on a range of topics, including the impact of COVID-19 within their respective communities.

During the main portion of the session, the 45 students were divided into six small breakout rooms to engage in 40 minutes of discussion. Each group had a designated volunteer student moderator and a notetaker/reporter; the latter was asked to share the key points of discussion from his or her small group when we reconvened towards the end of the 90-minute VC. All discussions were conducted in English, with the exception of one group, which was designated as a bilingual space for students who felt comfortable conversing in both English and Japanese.

Since this was the 2020 students’ first opportunity to meet (another joint VC on comparative education took place on April 10), we felt it important to preface the session by setting a few ground rules for discussion. Communication styles and norms—particularly in group settings—tend to be quite different in Japan and the United States. We have found it helpful, for example, to address these differences up-front to alleviate potential cross-cultural misunderstandings.

For assessment purposes, we also asked students to send feedback on their experiences in the session. Some of their comments are included below as we turn to the student perspectives on what they experienced in this joint online discussion. More specific points from our observations and students’ feedback fall into five areas.

First, the session provided a platform for students to talk openly about the COVID-19 pandemic and also to learn about perspectives from another country. Risako of Stanford e-Japan reflected, “I could … learn about the way American students perceive political issues and coronavirus through an absorbing discussion and was surprised to discover that their perspectives were much more similar to Japanese students than I had expected.” Alika of the RSP noted, “It was really interesting to me to see how different countries are coping with the virus. I was pretty surprised to hear that many Japanese people still use public transport/eat out at restaurants and go on with their daily lives in the face of the global pandemic.” She continued, “I think some of the e-Japan students were also surprised to hear that California has a ‘6 feet apart’ rule and that many restaurants have closed as a precaution.” Yasuyuki from Japan added, “It’s not difficult to look up the news to find out about what’s going on in America, but living in Japan, you hardly ever get the chance to talk with people in America and hear from the horse’s mouth.”

Second, the session underscored the importance of empathy at times like this. Kristie from the RSP commented, “I always enjoy finding commonalities between me and others, and I think our shared experiences with the coronavirus really allowed us to connect and understand one another. I think the most important thing I will take away from this experience is that youth in Japan and America are really no different—despite our varied experiences and interests we were able to communicate about issues facing our countries and relate to one another on a deeper level.” Similarly, Yuna of Stanford e-Japan noted, “Since I have had only [a] few opportunities to interact with American high schoolers, it was a precious time for me. It was wonderful especially because we both were interested in each other. Talking ... with them made me realize how [thin] the border between our minds actually are. We were, after all, just friends.”

Third, the session prompted students to reexamine their own culture. For example, Hiromu of Stanford e-Japan noted, “I feel very pleased to have such a wonderful opportunity to teach them [the RSP students about Japanese language] and, simultaneously, however, recognized how I lack information about Japanese culture. I think this integrated meeting is vital in that it provides us opportunities for looking back on our culture and broaden[ing] our narrow-minded thoughts.” Jin of the RSP added, “What’s more, they [the Stanford e-Japan students] all spoke fluent English. This made me reflect on the world languages education in the U.S. I think the U.S. should incorporate more global studies (both language and culture) in the education system. America-centric curriculum will cause the younger generation to lose a global vision, and become unaware of Japan as a major political and economic ally in East Asia.”

Fourth, the session shed light upon how diverse both countries are. Jin of the RSP noted, “I’ve always thought that Japan has a rather homogeneous population, but talking to e-Japan students has given me a new perspective on Japanese society. I encountered a student from Myanmar who is living in Japan currently, a Japanese student who used to live in NYC for four years, and a student from Singapore who has been studying abroad in Europe for a couple years.” Rinako of Stanford e-Japan reflected, “Up until now, even when I had the chance to communicate with people outside of Japan, it was usually done in English. However, this time, all three of the Reischauer Scholar students [in her small group] spoke fluent Japanese which made me very happy as we were able to use both English and Japanese.”

Fifth, we came to realize how invaluable international and cross-cultural dialog—especially during times of crisis—can be for students. Having a session during such an unprecedented time seemed to add special significance to the experience. Brandon of the RSP noted, “Overall, it was an extremely memorable discussion, and I hope that we can continue this kind of online cross-cultural connection throughout the rest of the program.” Many Stanford e-Japan students like Fuka also reflected upon the opportunity to discuss critical topics like the coronavirus at this time. She noted, “It gave me a chance to think about familiar issues not just with people of my own country but with people from all kinds of backgrounds.”

Students are among those most acutely experiencing the direct impact of this global pandemic. As they look into the future with confusion and uncertainty about their educational prospects and options, our students seemed to find comfort in this opportunity to connect with their like-minded peers across the Pacific. As they reflected upon their differences, they deepened their understanding of one another and forged what I hope become lasting friendships.

For more information about the Reischauer Scholars Program or the Stanford e-Japan Program, please visit our programs’ webpages at reischauerscholars.org and stanfordejapan.org. SPICE also offers other online courses to U.S. high school students on China (China Scholars Program) and Korea (Sejong Korea Scholars Program), and an online course to Chinese high school students on the United States (Stanford e-China Program).

To stay informed of SPICE news, join our email list and follow us on Facebook, Twitter, and Instagram.

Related articles:

• Bridging “Social Distancing” Across the Pacific: 6 Tips for Facilitating Cross-Cultural Online Learning
• SPICE’s Stanford e-Japan Instructor Waka Takahashi Brown Honored with the Elgin Heinz Outstanding Teacher Award
• Stanford e-Japan: My Window to the Wider World
• Honoring High School Students from Japan and the United States: A Glow for Global Peace
• The RSP: A Stepping Stone in My Journey with Japan
• Yanai Tadashi Foundation and SPICE/Stanford University

FSI: Can you tell me more about your background?

AN: My story is rather unusual. I am half-Vietnamese and half-Chinese. My hometown was nicknamed “the foggy sleepy town” as it was high up on a mountain, veiled with a thick layer of fog, and surrounded by forest and waterfalls. Back then, hardly anyone ever left to go overseas. When I was 15 years old, I was awarded the ASEAN scholarship by the Singapore Ministry of Education. My parents were concerned, but I was eager to explore the world beyond my small town and decided to move to Singapore. I completed my high school education and subsequently was awarded the Temasek Education Foundation’s Sunburst Scholarship to complete my bachelor’s degree at the National University of Singapore. I got my first job as a management consultant at Accenture Consulting. I was based in Singapore but had many opportunities to travel and work on projects all around the Asia-Pacific region. I spent eleven years in Singapore, which were my formative years, and thus I consider Singapore as my second home.

Subsequently, I embarked on a journey to explore and learn about other continents — I became a Canadian permanent resident and moved to Vancouver, British Columbia in 2018. I then worked and travelled full-time for about two and a half years, all over Latin America and Europe. During the same period of time, I was planning my next career move: switching from the private sector to the policy world. This was the reason why I applied to the MIP program.

I believe my international exposure contributes significantly to my future career in international policy as these first-hand experiences help me to understand the beautiful diversity of cultures; to develop an appreciation for the nuanced differences between cities, regions, countries and continents; to listen, observe, and empathize with the challenges faced by the people; and to reflect on how effective policy-making can have a positive, sustainable, and scalable impact on their daily lives.

What was your work experience like?

Upon graduation in 2015, I joined Accenture as a management consultant. I helped the company launch the Internet of Things (IoT) Centre of Excellence Innovation Lab in Singapore, the first of its kind in Asia Pacific. My job allowed me to be a generalist, a strategist, and to gain exposure to multidisciplinary fields. I travelled extensively and the learning curve was steep, which was perfect for a fresh graduate to accumulate meaningful working experience rapidly.

After three years, I started strategizing my long-term plan and spent more time reflecting on my passion for education. I have a vision that one day, the international community will have an integrated universal education system that is accessible to every child around the world. I believe that a career in international policy can enable me to make a scalable and sustainable impact, while capitalizing on the power of digital technology, to work towards making my vision a reality. That’s why I decided to apply for a master’s degree in international policy with a focus on digital technology.

Why did you apply to the MIP program, and why did you choose it over other programs?

During my time working as a management consultant, I had the chance to deep dive into the most innovative developments and learn about their potential applications in improving educational opportunities for children around the globe. I realize that digital technology has tremendous potential for transcending education, becoming the driving force behind a future where education is universal and accessible to all children worldwide. However, there is still much more to be done, and we need to take actions at a faster speed on a larger scale, especially with an active involvement of international organizations on the legislative level. Many ongoing efforts did not receive sufficient support, either legally or financially. This is particularly true with the most innovative technologies – where laws, regulations, and public sectors are still lagging behind. Given the immense potential that these technologies have in solving the existing issues, this area must be a top priority on our action list.

In order to turn this ambition into a reality, my first step is to establish my credentials in the policy space. The MIP program not only has strong international policy core courses that equip us with essential skills for policymakers, but also has a great specialization in cyber policy and technology policy. Furthermore, we have the chance to take cross-faculty courses in law, business, and computer science, among others. In addition, I appreciate the fact that Stanford University is situated at the heart of Silicon Valley with a booming technological ecosystem, which works perfectly because I want to keep digital technology close to my heart. Last but not least, I was awarded a full two-year fellowship from Stanford University’s Asia Pacific Scholars Fund, which empowers me to fully focus on my academic pursuit.

If you could describe your experience in the MIP program in one or two words, what words would you use?

It’s been a transformative experience. My knowledge repertoire, my world view, and my perspective are being expanded and transformed every single day in meaningful ways. I had an ambitious vision for a better world, but I did not know exactly how to get there yet. The experience at Stanford has helped me get clearer ideas and shape my strategies to achieve that vision.

The second word I would use is connectivity. The most amazing feature of being at Stanford is the chance to meet, connect, and exchange ideas with outstanding talents. We, MIP students, are so fortunate to be part of the Freeman Spogli Institute. The Institute houses world-class researchers, policymakers, thinkers and doers with impressive portfolio and experience working in international organizations, or for various government administrations, countries and continents. As the class size is relatively small, we have direct access to these professors and their knowledge repertoire. My classmates, from MIP and other faculties, never fail to impress me with their talents, hard work, resilience, and kindness. The diversity of the class is mind-blowing, our cohort has 25 students representing 12 different countries. As an international student myself, I love this diversity because we have many refreshing perspectives in every conversation.

And I’ve had the chance to participate in a long list of exciting activities since arriving on campus: I was the chair of the Cybersecurity Committee during the Stanford Model United Nations Conference last November. I participated in a learning immersion trip to Israel with Stanford Law School last December. I met and conversed with Ambassador Susan Rice and Michèle Flournoy. I took a course taught by Colin Kahl, the former National Security Advisor to former Vice President Joe Biden. I am now in a working group led by Marietje Schaake – former Member of the European Parliament. In the next year, I am looking forward to learning, innovating, connecting, and participating in many other initiatives and creating many more beautiful memories at Stanford.  

Anna’s Contact: LinkedIn | Email

FSI: Why did you decide to enroll in the MIP program?

MP: My undergraduate graduating class consisted of 13 people, and when I was thinking about grad school, I wanted something similar. That's one reason why the MIP program was so appealing for me — it's a small cohort, which I think enriches the experience. You can get really close to your classmates and also learn from them. I really value that a lot.

Also, I think that being here at Stanford, close to the tech bubble that's within Silicon Valley, we have the opportunity to learn a lot about technology and how it can improve our lives. I now have a quantitative and tech background, as well as a qualitative background. It’s a very holistic approach, which I love.

How would you describe your career goals and how might they have changed since you started your studies at Stanford?

One of my main goals in life has always been to have impact — to do something that improves peoples’ living conditions. One topic I’m interested in is education, and ensuring that everyone can have access to an education. When I first entered the MIP program, I thought I wanted to get a job at UNICEF after graduation and work on improving children’s education. But now that I've been here for almost a year, I’ve realized that there are many different ways that you can make a difference. I think I’d like to focus on financial inclusion and technology as well as on education to see how they all can come together to make an impact. I want to make the world a place where all people can access services that are only for the privileged sector of the population right now.

I consider myself privileged. Many people don't have the same privilege as I do, so I feel an obligation to give back. I hope to able to make access for universal services, like health and education, widely available for everyone. That's my main goal.

How different is your actual experience in the MIP program from what you expected it to be before arriving on campus?

It's different. For example, when I was in college as an undergrad, I wasn’t allowed to choose my classes. My academic schedule was sent to me one week before starting classes. I expected that I was going to be able to create my own schedule at Stanford, and I thought that that wasn't going to be a problem until I realized that there are tons of classes here, and I wanted to take them all! I always thought that having options would be great because I never had them. But now I'm like, "I don't know what to do!”

If you could describe the MIP program in a few words, what would they be?

I think that I can describe it as challenging and rewarding — but I think more rewarding than challenging. My classmates are the best people I've ever met, I love them all. They are intelligent and interesting and they want to make the world a better place. All of my classmates are always there, willing to help me, and I think that I'm always there, willing to help them. That’s what I love most about this program.