This is the second of several articles—focusing on the 50-year history of SPICE—that will be posted this year. 

As noted in the article, “Celebrating SPICE’s 50th: SPICE’s Roots in the Bay Area China Education Project (BAYCEP),” that was written by Dr. David Grossman, founding director of SPICE, SPICE was established in 1976. Professor Daniel Okimoto joined Stanford in 1977, and I met him in 1988 when I joined SPICE. I had first heard of Professor Okimoto in fall 1972 during my freshman year in college. I read an excerpt, “The Intolerance of Success,” from his book, American in Disguise, that was reprinted in Roots: An Asian American Reader. During my first meeting with him, I learned that his family was incarcerated in the same concentration camp for Japanese Americans as my family during World War II. The camp was in Poston, Arizona. Okimoto was born in 1942 at the Santa Anita Assembly Center, a temporary detention facility for Japanese Americans. The detention facility was located at the Santa Anita Racetrack in Southern California, and Okimoto was born in a horse stable. From there, his family was moved and incarcerated in Poston. Since learning about this connection between Okimoto’s family and mine, I felt a strong personal connection to him.

Since the beginning of my time at SPICE, Professor Okimoto has been unwavering in his support of SPICE’s projects on U.S.–Japan relations and the Japanese American experience. He served as the Principal Investigator for multiple U.S.–Japan relations- and Japanese American-focused curriculum projects, the Reischauer Scholars Program (an online course that has been offered to high school students in the United States since 2004), and Stanford e-Japan (an online course that has been offered to high school students in Japan since 2015). One of SPICE’s most popular multimedia offerings is “An Interpretive History of Japan,” which is based on six lectures by Okimoto. Through these projects, I also established a strong professional connection to him.

Professor Okimoto has been an incredible champion for the Reischauer Scholars Program from its inception, rallying other U.S.–Japan experts and leaders to back our mission of teaching and inspiring the next generation of young scholars to strengthen ties between the United States and Japan. Over the past 20+ years, his guidance and example as a mentor have shaped me as a teacher and profoundly strengthened a vibrant community of educators and students.—Naomi Funahashi, Reischauer Scholars Program instructor

Prof. Daniel Okimoto has championed the Stanford e-Japan Program since its inception. In addition to providing some of the lectures for the initial cohorts, Dan was also generous with his time and knowledge with high school students in Japan through guest speaking in Virtual Classrooms.—Waka Takahashi Brown and Meiko Kotani, Stanford e-Japan Program instructors

Importantly, numerous SPICE staff (past and present) have studied under Okimoto, including Dr. Mariko Yang-Yoshihara, an educational researcher and instructor for SPICE whose primary advisor was Okimoto. She noted the following: “Having Dan Okimoto as my doctoral advisor was one of the greatest blessings in my life. What I gained from his mentorship both as a student and as a person was immense, and two moments in particular stay with me today. The first was the Japanese Imperial couple’s visit to the Stanford campus in 1994. Dan’s role as Stanford’s leading Japan expert often meant welcoming distinguished visitors from around the world; and on that occasion, he chose to share something deeply personal, that he had been born in a horse stable as his family was sent to a concentration camp. And in response, Empress Michiko called him ‘another great man born in a horse stable.’ This brief exchange stayed with me through my time as a student as it felt like a real glimpse into my advisor’s life as a Japanese American scholar, carrying the weight of history while still holding onto the quiet warmth of our shared humanity. The second anecdote came shortly after 9/11, when so many of us were grappling with fear and uncertainty of the future. As I sat in his office, anxious and overwhelmed, Dan said very little except, very quietly, ‘I worry about the Muslim American community.’ In that moment, I came to understand how deeply his own experiences had shaped how he cares for the world: amid a national crisis, his heart instinctively focused on vulnerable communities. These were the moments from which I learned the most as his student: lessons in humanity and empathy. They have since become the foundation of the learning goals in the courses I teach. I hope that our work at SPICE will honor and carry forward Dan’s legacy by developing curricula that shed light on the Japanese American experience and nurture empathy and a sense of shared humanity in future generations.”

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On behalf of the SPICE staff, I would like to express my heartfelt gratitude to Professor Okimoto for his unwavering support of SPICE. As someone who was born in a horse stable and unjustly incarcerated as a child without due process by his own country—along with approximately 120,000 people of Japanese descent, two thirds of whom were U.S. citizens—and is now Professor Emeritus of Stanford University, he remains a tremendous role model and inspiration to us at SPICE. He and his wife, Michiko, are still contributing greatly to U.S.–Japan relations through organizations like the Silicon Valley Japan Platform and the U.S.-Japan Council. They worked closely with the late Secretary Norman Mineta (left) and the late Senator Daniel Inouye (center); photo above courtesy of Daniel Okimoto. Like Okimoto, Secretary Mineta was also incarcerated by his country as a child during World War II. Senator Daniel Inouye was a Medal of Honor recipient for his service in the U.S. Army during World War II. Like Okimoto, Mineta and Inouye were also recipients of the Order of the Rising Sun. 

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Applications are now open for Stanford e-Entrepreneurship Japan (SeEJ), a free online course conducted in English to foster Japanese students’ creative thinking and innovative problem-solving skills to address social issues. SeEJ is offered twice a year in the fall and spring through a collaboration between SPICE and the non-profit organization e-Entrepreneurship in Japan. It is open to Japanese-speaking students, in or from Japan, in their first and second years of high school. The spring 2026 course will be taught by Natalie Montecino and will run from April 2026 through August 2026.

The application form is now available at https://forms.gle/FQDX6NNqj28KKAE37. The submission deadline is March 1, 2026, at 11:59 PM Japan Time.

Stanford e-Entrepreneurship Japan offers students an opportunity to engage with scholars and entrepreneurs from Stanford University and beyond through live virtual classes, which are held twice a month on Sundays. The course will culminate in an individual research paper and a final group project. Students who successfully complete the course will receive a Certificate of Completion from SPICE and NPO e-Entrepreneurship.

Former students consistently point to SeEJ’s interactive and collaborative design as a defining feature of the program. As Karen Watanabe shares, “I really enjoyed the interactive nature of SeEJ, especially the group discussions,” noting that these exchanges helped develop communication and teamwork skills while offering perspectives she hadn’t considered before. Nina Kasamatsu echoes this sentiment, adding that “interacting, sharing, and being able to bounce ideas off of each other has been the greatest aspect of SeEJ,” emphasizing how peer feedback and collaboration through group projects deepened both learning and personal growth. Together, these reflections highlight the program's innovative, discussion-centered approach, where collaboration and dialogue are central to the learning experience.

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. Interested high school students should apply online by March 1, 2026.

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

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My time in the Stanford e-Entrepreneurship Japan program was transformative. I came in with a jumble of passions and questions about the world and left with lifelong friends across the world, invaluable mentoring, and a clear vision.

Every session was a journey in and of itself. It combined strong individual and team preparation, presentations to and from amazing guest speakers, and reflective discussions at the end. This constantly pushed me and my peers to grow into better critical thinkers, speakers, listeners, and team players; high expectations yielded high results. I was amazed by the diversity of the guest speakers and the topics we dove into: design thinking, AI & philosophy, sustainability, and more. Each gave me new world perspectives and challenged me to think in ways I hadn’t before. I began pondering upon questions such as “How does this choice impact the world around me?” “Does philanthropy benefit the rich more than the underprivileged?” “How can we navigate a world of AI?” This in turn has helped me view entrepreneurship as something inherently social, a means of designing thoughtful solutions to real problems and ultimately making a positive difference in the world.

One of my most memorable moments was the final group presentation, where we advocated for a charitable organization that would receive a donation if picked by the judges. My group chose The Ocean Cleanup and devoted ourselves to understanding the socio-environmental consequences of plastic pollution, as well as presenting it in a way that would resonate with our audience. I vividly remember calling my group members past 2am one night out of pure excitement and motivation, giving feedback on each other’s slides and encouraging one another. We ended up winning! But even more than that, I am truly grateful for the relationships that SeEJ has gifted me.

In fact, as one of the few students living in the United States, I was so honored to share a screen with people from Okinawa to Hokkaido. So much so that I decided to create a Canvas announcement titled “SeEJ Hangout in Tokyo!!!!” Mission accomplished: I got to spend a few hours with my peers in person (in Shibuya!) after three months of Zoom boxes, which was an incredible and unforgettable experience.

SeEJ allowed me to embark on a journey of self-discovery as well. Through the individual research paper and 2-minute video on a social issue of choice—core pillars of SeEJ—I discovered my passion for nuclear disarmament. Growing up listening to my hibakusha (atomic bomb survivor) grandfather’s childhood stories, I never fully realized the power of his voice and my own. (Photo below courtesy of Erin Tsutsui.) Through SeEJ, I was able to name this passion and imagine a concrete path forward. Now, I commit myself to dismantling the mindset and weaponry that allows war to exist, as I am building a youth-led initiative that mobilizes and educates youth to spread hibakusha stories by utilizing digital media and grassroots engagements.

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None of this could have been possible without the generosity and dedication of our instructor, Dr. Makiko Hirata, and the incredible lineup of guest speakers who graciously shared their time, stories, and wisdom with us. They instilled in us empathy, bravery, tenacity, and a deep responsibility to care for our people and planet; I now see myself and my peers as visionaries, each with our own unique background and goals.

I thank Stanford e-Entrepreneurship Japan for teaching me that at the core of social entrepreneurship is community and humanity. One of our guest speakers, Ms. Megan Carroll, taught us a South African word that embodies this spirit: ubuntu—“I am because we are.”

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

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At Eikei University of Hiroshima (EUH), with its academic mission to contribute to society through engaging with timely and relevant societal issues, explore practical and innovative solutions to these issues, and foster a cadre of young potential change-makers, we are exposed to a wide range of knowledge- and skill-based courses that harness the competencies needed for the realities waiting outside the school. The Social Entrepreneurship – Human-Centered Design for Sustainability and Impact course, developed by SPICE and instructed by Dr. Mariko Yang-Yoshihara, is an excellent intensive program that amplifies and reinforces the school’s focus and goals while providing students with a different perspective on comprehending the socioeconomic world and its stakeholders through understanding oneself.

This course directed us to explore how a human-centered approach can address sustainability challenges within communities. We gained highly valuable skills and insights into social innovation through intensive lectures, interactive discussions, and hands-on workshops. The hybrid learning format allowed us to engage with our three special guest speakers, who are globally active contributors to the field of social entrepreneurship. At the same time, the later sessions immersed us in fieldwork with our assigned local Design Thinking Partners (DTPs)—professionals and entrepreneurs dedicated to creating positive impact in the Hiroshima/Setouchi region. This combination of global and local perspectives, along with the support of our student assistants (SAs), made the entire learning journey vibrant, engaging, and memorable.

One of the takeaways I still carry are prompt questions that were asked of us even before the course started: What drives you? What is your belief and purpose? What is your ‘why’? For me, this self-examination laid the foundation for understanding the human-centered approach. I realized that entrepreneurship is never about the hope of making profits, but about identifying what society truly needs and responding to it with a purpose—the whys that give direction to the work we do, the force that pushes us forward, shaping the impact we aim to create. Additionally, through our DTPs, I also learned that human-centered design revolves around uncovering ‘unmet needs’ rather than simply identifying or restating explicit goals. This realization not only enriched the outcomes and the overall experience of our fieldwork but, more importantly, recalibrated the angle at which I see and engage with the world around me with empathy. 

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What made this 10-session intensive course special is the way it catered to the needs of all students. The SPICE course invited a diverse group of students and student assistants from across Japan (Hiroshima, Kumamoto, Osaka, Shizuoka, and Tokushima) and the world (India, Liberia, Mexico, Philippines, Senegal, Slovakia, and Vietnam). The course was carried out in English, but some teams interviewed the DTPs in their native language, Japanese. Every student was asked to create a safe and inclusive space to learn in the best way possible, and this encouraged each team to choose the language that ensured richer discussion outputs. This aided better communication for all; however, it posed a challenge to me since I was assigned to a team with varied language backgrounds and, by default, I had to serve a role of a mediator. With a short background in learning the native language, I was intimidated and worried about not being able to contribute meaningfully.

Nonetheless, with the encouragement of Mariko-sensei and the support of my teammates, this challenge turned into one of my proudest breakthroughs since coming to Eikei. I gradually grew more confident using Japanese, overcame a long-standing insecurity, stepped out of my comfort zone, and rekindled the power of teamwork, persistence, and appreciation. Looking back, I came to realize that this was an unmet need of mine—at the heart of what human-centered design thinking strives to uncover. With the trust I received from Mariko-sensei, what initially felt like a source of anxiety transformed into one of the most rewarding aspects of this intensive course.

SPICE's course on Social Entrepreneurship with Eikei University of Hiroshima is one of SPICE’s local student programs in Japan.

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The following reflection is a guest post written by Millie Gan, an alum of the Spring 2025 Stanford e-Entrepreneurship Japan Program. Earlier this year, Millie launched Teenage Business Contest Japan, a platform for encouraging social entrepreneurship among teens.

Japan is a place people love to visit, featuring bullet trains, temples, and sushi. Up close, I saw shrinking rural towns, an aging population, and customs fading from daily life. I wanted to do something that wasn’t just talk. The questions that kept coming up were: Who will have the creative ideas necessary to address these issues? And how can we best encourage and empower them?

This summer in Tokyo, the Teenage Business Contest Japan (TBCJ) 2025 invited high school students from across the country to develop business ideas that would help revitalize Japan’s communities. What started as a project organized by students evolved into a nationwide platform where young people could address problems that are typically left to politicians and businesses. As a participant in the Stanford e-Entrepreneurship Japan (SeEJ) program, I planned and built TBCJ in parallel with my SPICE coursework, applying classroom concepts—such as problem framing, rapid testing, and iteration—to real-world challenges.

SeEJ shaped the way I worked: start small, learn fast, and ship. I taught myself Python and JavaScript for websites and games, but for the contest I needed a different kind of tool. I used the Kotae.ai platform to launch TB-Chan, an AI helper on our website. Building it took minutes; training it took discipline. Every morning, I updated TB-Chan with new information—rules, schedules, government datasets, and simple “nudge” prompts—so students, media, and sponsors got instant, consistent answers. Without TB-Chan, we couldn’t have handled the volume of questions.

I was very thrilled that my SeEJ instructor and mentor, Dr. Makiko Hirata, presented the opening speech during the contest. Her message that young people can solve even the most complex challenges if they are given the chance set the tone for the day and encouraged everyone who was there. Getting TBCJ off the ground wasn’t glamorous. Working with government agencies entailed months of preparation; demonstrating impact to institutions demanded patience; securing funding from major companies required persistence. In the end, we raised over ¥3 million and built credibility the old-fashioned way: by delivering. The contest drew reporters—including from The Nikkei and the BBC—and more than 300 online articles followed. Importantly, the work didn’t end on stage. After the event, finalists began collaborating across schools and regions, and the University of Tokyo invited all four finalist teams into its WE AT CHALLENGE Business Program for coaching and potential funding.

A story about Japanese soccer guided me throughout. For years, there were few strikers—too risky, too exposed—until kids watched international players who took the shot. The talent was always there; what was missing was the example. On our stage, every finalist was a striker: a student who led without a guarantee. I also had to be one. Organizing a national contest as a teenager meant acting before certainty existed, and letting action create momentum.

That is the link between TBCJ and SPICE: SeEJ is not just theory; it is a bridge to action. It teaches you to listen carefully, test quickly, and improve openly. TBCJ proved that teens aren’t only future leaders—they are present-tense builders. With the right tools, data, mentors, and faith, young people can connect ideas to implementation and turn problems into opportunities.

The message I hope readers take away is simple: let’s be the strikers. Take the shot. Others will follow.

Stanford e-Entrepreneurship Japan is one of several online courses offered by SPICE.

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On August 2, 2025, Minamata High School once again opened its doors to celebrate the beginning of a new year of the Stanford e-Minamata Program. The familiar sense of anticipation in the auditorium was met with something new as well: the confidence of a community and a program stepping into its second year. If last year’s guiding spirit was resilience and renewal, this year carries the feeling of growth and leadership, an acknowledgment that the seeds planted in 2024 are already beginning to bear fruit.

In his opening remarks, Mayor Toshiharu Takaoka reaffirmed the city’s dedication to supporting young people through this international partnership, while Dr. Gary Mukai, Director of SPICE, offered words of encouragement that were both lighthearted and deeply meaningful to the eager students in the room. Reminding students that mistakes are not just acceptable but essential to learning, Dr. Mukai underscored the courage and curiosity at the heart of leadership development. His message, paired with the mayor’s steady vision, set a hopeful tone for the year ahead.

That spirit was quickly brought to life by Minamata High School students Asuka Umekawa and Yudai Hirata, who delivered their opening remarks in English. Their poise and determination captured the excitement of their classmates, and their eagerness to bridge local and global perspectives embodied the purpose of the program itself. Their words were not only a reflection of their own commitment, but also a reminder of the potential within this year’s entire cohort.

Photo below: Yudai Hirata, August 2, 2025; photo courtesy Minamata High School.

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As the program enters its second year, the three themes of environment, emerging technologies, and U.S.–Japan relations remain at the core. Yet, like any thriving endeavor, e-Minamata continues to evolve. This year introduces a new sustainable agriculture module in collaboration with a regenerative farmer in Saga Prefecture, offering students a direct look at innovations shaping the future of Japanese agriculture. Alongside this addition, an expanded roster of guest speakers—some familiar, others new—will broaden the perspectives brought into the classroom.

The 25 students who make up this year’s cohort include first-, second-, and third-year students, creating a dynamic mix of voices and experiences. Their curiosity mirrors that of last year’s inaugural participants, many of whom continue to apply the program’s lessons in their studies, community activities, and even their plans for higher education. The continuity between these groups makes clear that the program is more than a single-year opportunity, it is building a culture of inquiry and leadership that extends beyond the classroom.

Looking ahead, one of the most anticipated elements of this year’s program will be the introduction of a community showcase. Students will work together to identify local challenges and opportunities in Minamata City, and at the end of the year, present their proposed solutions publicly. This new feature not only empowers students to see themselves as problem-solvers, but also invites the broader community to engage with their ideas. In doing so, the showcase promises to deepen the connections between classroom learning and community vitality.

The program’s growth would not be possible without the continued support of many partners. The leadership of Mayor Takaoka and Minamata City Hall remains steadfast. The Minamata Environmental Academia has taken on an expanded role, now guiding much of the program’s coordination. Within Minamata High School, Principal Yasunori Takaki, Vice Principal Fumiko Niibu, and Planning Manager Saho Yagyu continue to provide invaluable support. And while Mr. Hiroki Hara, who was instrumental in the program’s early development, has since relocated to Tokyo, his contributions remain an important part of the program’s foundation.

This year’s opening ceremony revealed the unfolding of student journeys and the steady expansion of a program that is becoming an anchor in Minamata’s ongoing story of renewal. The courage of Asuka and Yudai, the curiosity of their peers, and the unwavering support of local leaders and partners all point to a larger truth: Minamata’s youth are stepping forward not just as students, but as leaders whose perspectives will shape their community and extend far beyond it. The Stanford e-Minamata Program is an invitation to grow, to lead, and to imagine a future rooted in resilience, innovation, and connection.

Stanford e-Minamata is one of SPICE’s local student programs in Japan.

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Three of SPICE’s online programs for U.S. high school students have begun accepting applications for the spring 2026 academic term. The Reischauer Scholars Program (RSP) and the Sejong Korea Scholars Program (SKSP) welcome applications from high school sophomores, juniors, and seniors in the United States. U.S.–China Co-Lab on Climate Solutions brings together 10th–12th graders from the United States and China in the same program to collaborate on solutions to the global climate crisis.

The RSP engages students in an intensive study of Japan and the U.S.–Japan relationship, facilitating discussions with scholars, diplomats, and other guest speakers with personal and professional expertise in Japanese culture, society, and U.S.–Japan relations. The 2026 RSP course dates are February 1 to June 14. The application deadline is October 17, 2025.

The SKSP provides students an enriching and academically rigorous overview of Korean history and U.S.–Korea relations through online lectures with top scholars and experts and engaging student discussions. The 2026 SKSP course will run February through early June. The application deadline is November 1, 2025.

The U.S.–China Co-Lab program focuses specifically on climate-related issues and U.S.–China cooperation, past and potential, and strategies for global cooperation. High school students from the U.S. and China will get to know each other’s lives and environments and actively work together on projects to develop their expertise on local, bilateral, and global climate action. This is a joint program of SPICE’s Stanford e-China (for students in China) and China Scholars Program (for U.S. students). The spring 2026 Co-Lab course dates are February 27 to May 22. The application deadline for U.S. students is November 1, 2025.

Students who are interested in applying to more than one program may do so and rank their preferences on their applications. Those who are accepted into multiple programs for spring 2026 will be invited to enroll in their highest-preference course.

Applications for all three programs can be found at https://spicestanford.smapply.io/. Deadlines vary:

• Reischauer Scholars Program: October 17
• Sejong Korea Scholars Program: November 1
• U.S.–China Co-Lab on Climate Solutions: November 1

For more information on a specific online course, please refer to its individual webpage.

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To learn more about SPICE’s student programs, visit our Student Programs page.

Over ten years ago in 2015, SPICE launched Stanford e-Japan, a national online course that enrolls high school students from Japan to engage in an intensive study of U.S. society and culture and U.S.–Japan relations. In 2016, SPICE launched Stanford e-Tottori, SPICE’s first regional program in Japan that enrolls high school students from across Tottori Prefecture. SPICE now enrolls approximately 230 to 240 students from nine regional programs in Japan. Six programs are prefectural programs (Fukuoka, Hiroshima, Oita, Tottori, Wakayama, Yamaguchi), and three are municipal programs (Kagoshima, Kawasaki, and Kobe).

In August 2025, SPICE held four award ceremonies for honorees of the 2024–2025 regional programs in Japan. Two honorees from each program were recognized. Stanford e-Fukuoka is currently in session, and the honorees will be recognized in August 2026.

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The first ceremony was held at Stanford University on August 8, 2025 for the top students in Stanford e-Kawasaki and Stanford e-Kobe. Inspirational opening comments were delivered by Consul Asami Chikae from the Consulate General of Japan in San Francisco. Chikae’s comments were followed by remarks by Stanford e-Kawasaki instructor Maiko Tamagawa Bacha and Stanford e-Kobe instructor Alison Harsch and the honorees’ presentations. The honorees are:

Stanford e-Kawasaki

Reimi Ito; Tachibana High School

Yuka Nagasawa; Kawasaki High School

Stanford e-Kobe

Karen Ito; Kobe Municipal Fukiai High School

Shoko Urakami; Kobe University Secondary School

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In the second ceremony, top students from Stanford e-Oita and Stanford e-Tottori were honored on August 20, 2025 at Stanford University. Encouraging opening comments were delivered by Consul Mayu Hagiwara, Director of the Japan Information and Culture Center at the Consulate General of Japan in San Francisco. Hagiwara’s comments were followed by remarks by Stanford e-Oita instructor Kasumi Yamashita and Stanford e-Tottori instructor Jonas Edman and the honorees’ presentations. The honorees are:

Stanford e-Oita

Yuri Kishida; Ajimu High School

Yoka Okuda; Usa High School
 
Stanford e-Tottori

Maiko Koyama; Tottori Nishi High School

Nobuki Tokukura; Seishokaichi High School

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During the third ceremony, top students from Stanford e-Hiroshima, Stanford e-Kagoshima City, and Stanford e-Yamaguchi were honored on August 22, 2025 at Stanford University. The ceremony began with inspiring comments by Deputy Consul General Takeshi Ishihara from the Consulate General of Japan in San Francisco. Ishihara’s opening comments were followed by remarks by Stanford e-Hiroshima instructor Rylan Sekiguchi, Stanford e-Kagoshima City instructor Amy Cheng, and Stanford e-Yamaguchi instructor Mia Kimura and the honorees’ presentations. The honorees are:

Stanford e-Hiroshima

Haruka Morisako; Kamo High School

Yura Sakamoto; Kure Mitsuta High School

Stanford e-Kagoshima City

Aoi Machida; Kagoshima Gyokuryu High School

Yujiro Matsunaga; Kagoshima Gyokuryu High School

Stanford e-Yamaguchi

Asako Kaya; Iwakuni High School

Miku Kuramura; Shimonoseki Nishi High School

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During the fourth ceremony, top students from Stanford e-Wakayama were honored online on August 26, 2025. Yuriko Sugahara, Advisor for Cultural and Educational Affairs at the Consulate General of Japan in San Francisco provided motivating comments. Sugahara’s comments were followed by remarks by Stanford e-Wakayama instructor Dr. Makiko Hirata and the honorees’ presentations. The honorees are:

Stanford e-Wakayama 

Tomoka Kishigami; Kaichi High School

Yuto Nishi; Kushimoto Koza High School

Following each of the three in-person ceremonies, the students enjoyed a luncheon, a campus tour, and a dinner. Many students commented that one of the highlights of their visit to Stanford was having the chance to meet high school students from other regions of Japan. Many guests commented on how impressed they were with the student presentations and the poise that the students exhibited, especially during the question-and-answer periods.

Importantly, SPICE is grateful to the municipal and prefectural representatives who accompanied the students to Stanford or joined the online ceremony for Wakayama. They are Shoko Hirata (Hiroshima); Yuko Yamaguchi and Shingo Ishihara (Kagoshima City); Chika Ueda (Kobe City); Noriko Fujitsuka and Toshiyuki Yamamoto (Oita Prefecture); Natsu Odahara (Tottori Prefecture); Masanori Toda (Wakayama Prefecture); and Akinobu Tomonari (Yamaguchi Prefecture).

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

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