The following is a guest post written by Sarah Sumire Nomoto, who participated in the G7 Hiroshima Junior Conference in Hiroshima Prefecture. Sarah was a participant of the fall 2022 Stanford e-Japan course, which was taught by Meiko Kotani.

I am Sarah Sumire Nomoto. I am 17 years old, and I was born and raised in Hiroshima. My father is American, and my mother is Japanese. In this post, I would like to share thoughts on my experiences at the G7 Hiroshima Junior Conference, which was held from March 27th to 30th, 2023, and was organized by the Citizens Council for the Hiroshima Summit. 

In advance of the G7 Summit in Hiroshima, this conference had the aim to have young people from the G7 countries come together to consider, discuss, and deepen understanding about international issues and initiatives and forge a resolution from the perspective of youth. There were 24 high school students participating, including 12 Japanese students from Hiroshima Prefecture and 12 students from the remaining G7 countries: France, the U.S., the U.K., Germany, Italy, and Canada. We were divided into three groups: (1) Peace; (2) Sustainability; (3) Diversity and Inclusion. Because of my background as a Japanese American living in Japan and my mother’s involvement in LGBTQ+ issues in Japan, I have been interested in the topic of diversity from an early age, which led me to join the diversity group.

On the first day, we went to the Hiroshima Peace Memorial Park and Museum and listened to a story from a hibakusha (atomic bomb survivor)—something I have experienced many times as a student in Hiroshima. I knew from the Stanford e-Japan program that American students are usually taught the reasons of the bombings, but little of the impact. Then, I saw a lot of G7 country participants getting shocked by the hibakusha’s story and the museum exhibits. After this experience, we talked together about finding the difference between “knowing” and “realizing.” This was exactly the point I had tried to make in my Stanford e-Japan research paper which was coming true in front of me at the G7 Hiroshima Junior Conference.

Image

The second day marked the start of our group’s focus on the theme of diversity. We went on a study tour which was meant to broaden our cultural horizons. However, we learned and realized that Japanese societal views are often limited to cultural and ethnic diversity, and other critical issues such as gender equality, LGBTQ+ rights, disabilities, and generational differences are less discussed. We felt that the perspectives of how our society sees diversity and inclusion must be expanded. 

On the third day, as youth representatives of the G7 countries, we presented our final outcome to Hiroshima Prefecture Governor Hidehiko Yuzaki. We recommended and demanded that youth play key roles in the discussions surrounding diversity and inclusion, as there are many crucial issues that must be addressed now. When we talked about and created our document, I realized how valuable the Stanford e-Japan program had been in preparing me to be involved in discussions like this.

I am currently doing the International Baccalaureate program in high school, and my dream is to raise people’s awareness of global issues through film production. I would like to continue my efforts based on what I have learned at this conference and through Stanford e-Japan.

The following is a guest article written by Yujia Zhai, PhD student at Zhejiang University and Special Research Student at the University of Tokyo. Zhai enrolled in a course at the University of Tokyo’s Graduate School of Education called “Introduction to International and Cross-Cultural Education,” which was co-taught by SPICE Director Dr. Gary Mukai and former CASEER  Director Dr. Hideto Fukudome. SPICE will feature several student reflections on the course in 2023.

Last fall, Japan Society for the Promotion of Science (JSPS) Visiting Fellow Gary Mukai, Professor Hideto Fukudome, and several distinguished guest speakers introduced a range of important topics and research hotspots in the field of international and cross-cultural education. This learning journey provided me with a great deal of inspiration, and the discussion with the speakers left a lasting impression on me.

During one of the classes, we discussed the gender gap in STEM education as well as gender inequality in employment, which prompted me to consider the underlying reasons behind these gender inequality phenomena. Even though there are undoubtedly socio-cultural factors at play, I would like to re-examine the issue from the perspective of curriculum based on my research expertise. 

As the main carrier of school education and the primary tool for disseminating human social culture, state-mandated curriculum essentially reflects the values and interests of the dominant class in society and assists to maintain the existing social hierarchy. Obviously, studying gender inequality in the curriculum, particularly fathoming the role of the curriculum in the reproduction of gender culture and its operating mechanism, will be of great significance to the reconstruction of school curriculum culture and the richer realization of gender equality education.

After careful inspection of the reality of Chinese education, I have noticed that gender inequality exists in several areas including curriculum content selection, the teaching process, and evaluation methods. Besides their higher representation in Chinese school textbooks, males are more often depicted as knowledgeable and highly capable people who are engaged in creative and indispensable jobs, whereas females are portrayed as ignorant and ill-informed, holding low-status, auxiliary roles, and frequently appear in domestic contexts. This gender discourse—imperceptibly suggested by the content of the textbooks—is continuously instilled in students’ minds, potentially shaping their thoughts and behaviors in the future.

In addition, different expectations held by teachers depending on gender will result in divergent interaction and evaluation methods adopted in common classroom settings. Male students are more frequently called on to answer questions in classrooms and assigned tasks that require more physical strength and intelligence, whereas female students are assigned simple and tedious tasks that only require attention and patience. What’s more, it might seem quite inexplicable that teachers may not hesitate too much to give criticism or punishment to male students, which possibly could be regarded as concern, love, or motivation for female students. In essence, these actions will ultimately lead to the separation of male and female students in the process of learning, inherently causing serious consequences for the students’ future intellectual development, academic achievements, and career choices.

To address the issues outlined above, we must strive to eliminate the influence of traditional gender ideology on the curriculum via regarding gender equality as the primary principle and basis for the selection of curriculum knowledge. Curriculum experts, local education administrators, gender research experts, women’s federation staffs, female teachers, representative matriarchs, and female students should all be involved in the development of curriculum, ensuring that both men and women have equal rights to behave and speak. Only by promoting a culture of gender equality and advocating the concept of gender equality through curriculum reform can we create a gender-equal school environment, achieve true educational equity, and advance the harmonious development of society.

Applications opened this week for the China Scholars Program, an intensive, college-level online course on contemporary China for U.S. high school students. The China Scholars Program (CSP) is offered by the Stanford Program on International and Cross-Cultural Education (SPICE) at Stanford University, and is open to rising 10th, 11th, and 12th graders across the United States. The Fall 2023 online course will run from late August through December. Applications are due June 15, 2023.

Stanford University China Scholars Program for high school students
Fall 2023 session (late August through December)
Application period: May 8 to June 15, 2023

Accepted applicants will engage in a rigorous academic exploration of key issues in China, spanning politics, economics, social issues, culture, and the arts, with an emphasis on the relationship between the United States and China. In real-time conversations with leading scholars, experts, and diplomats from Stanford University and other institutions, participants will be exposed to the cutting edge of U.S.–China relations and scholarship. CSP students will also have an opportunity to meet online with Chinese students in our Stanford e-China Program. Students who complete the online course will be equipped with a rare degree of expertise about China and international relations that may have a significant impact on their choice of study and future career.

“CSP was one of the best academic programs that I have attended,” said Michelle Jin, a recent alum of the program. “By engaging with CSP’s rigorous and unique curriculum, I explored aspects of contemporary China that were not covered in my high school curriculum and had meaningful discussions with invited professors and cohort peers. The curriculum culminated with an independent research paper that allowed me to delve deeper into understanding China’s ‘Rust Belt,’ a topic of immense personal interest. I would highly recommend CSP to any student willing to challenge themselves and grow!”

More information on the China Scholars Program is available at http://chinascholars.org. Interested high school students should apply now at https://spicestanford.smapply.io/prog/china_scholars_program/. The deadline to apply is June 15, 2023.

The China Scholars Program is one of several online courses offered by SPICE.

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

The following is a guest article written by Jonas Timson, a graduate student at the University of Tokyo. Timson enrolled in a course at the University of Tokyo’s Graduate School of Education called “Introduction to International and Cross-Cultural Education,” which was co-taught by SPICE Director Dr. Gary Mukai and former CASEER Director Dr. Hideto Fukudome. SPICE will feature several student reflections on the course in 2023.

Last fall, I enrolled in the course “Introduction to International and Cross-Cultural Education.” The reason why I took this course is that I was genuinely curious about how international and cross-cultural awareness and understanding is actually taught academically. As a person born in a bicultural family, international and cross-cultural understanding has been a concept surrounding me naturally in some sense, and I wasn’t completely sure whether I had been giving careful consideration regarding its true nature. 

Two of the most impressive aspects of this course were (1) the stories of Chinese and Japanese immigrants’ footpaths to the Angel Island Immigration Station—through which thousands of Asian immigrants passed—and (2) the background of Japanese war brides. During the lectures on these two topics, I thought of the following questions: How did Chinese immigrants contribute to the development of the Transcontinental Railroad? How did the detainment and interrogation of Chinese at the Angel Island Immigration Station affect them? What was the fate of Japanese immigrants and their descendants during World War II? What was life like for Japanese women who married American soldiers after World War II? How are people today helping to educate and enlighten others about these experiences? 

While contemplating these questions, I realized that every person who appeared in the stories that were shared had also helped to shape America, and none of them can be ignored. In Japan as well, there are cases where people from foreign countries—such as immigrants in ancient times and foreign inhabitants in the Meiji Era—have contributed to the development of the country. Also, it is a fact that many immigrants are taking part in Japanese society today, including the labor industry. Through this class, I could apply what I learned from the course to the context of Japan today. The course also made me realize that these people and their various contributions to Japanese society should not be ignored.

However, even if we accept such an understanding, it is not easy to develop empathy for those who are different from you. I suppose that the ability to see oneself in others is important to develop and increase mutual understanding. In order to do so, starting from knowing oneself is important. Looking at not only one’s footpath, but also one’s country will help to raise awareness and make oneself better. In fact, by practicing “mindfulness,” that is to say, by improving self knowledge, we can certainly pay attention to others and embrace them. The session on mindfulness given by the guest teacher, Dr. Stephen Murphy-Shigematsu, gave the class many hints for practicing mutual understanding.

We also learned about culturally relevant curriculum in this course. According to UNESCO (2023), culturally relevant (or responsive) curriculum is “a curriculum that respects learners’ cultures and prior experiences and it acknowledges and values the legitimacy of different cultures—not just the dominant culture of a society—and encourages intercultural understanding.” As I mentioned previously, the class gave me an opportunity to learn about Japanese and Chinese immigrants, Angel Island, Japanese war brides, and other related topics. Taking a look back at my family’s history, my ancestors were also immigrants to America. My father is also an immigrant to Japan. They must have overcome lots of hardships to settle and make a stable life in the new countries to which they moved. I have been conscious about my roots, but through this course, I came to understand my roots more deeply and to more fully appreciate immigrants in the society around me as familiar and highly relevant. Indeed, this course was deeply culturally relevant to me.

Japan is becoming increasingly diverse. The number of immigrants and the number of children born in multicultural families is gradually increasing. The foreign population in Japan reached a record high of 3,070,000 at the end of December 2022 (NHK World-Japan News, 2023). Japan is literally moving towards a multicultural symbiosis society stage by stage. It is important for all of us to aim for a better society of well-being in our lives by being conscious of diversity and inclusion.

Lastly, I happened to meet a graduate student from another school at the University of Tokyo the other day. Like me, he was also born in a multicultural family. I am somewhat older than him, but though we had just met, I was surprised to hear what he said. “Thanks to the great efforts of predecessors who were born in multicultural families like you, Japan today is now in a more culturally aware age for people born under a similar situation. You are also one of them. I owe you very much.” This is actually what I have been thinking every day towards members of multicultural families in Japan who came before me. Yes, today’s society is built upon the effort of predecessors. I didn’t think I was going to hear those kinds of words from a younger person, but by his words, I thought I might have been contributing a little to the cultural diversity and inclusiveness of Japanese society. 

The course “Introduction to International and Cross-Cultural Education” had a very great impact on me. By applying what I’ve learned effectively, I hope to live as one who contributes positively to cross-cultural awareness and diversity and a society based on inclusiveness through mutual understanding. 

References: 

“Number of foreign nationals in Japan climbs to record high of over 3 million,” NHK World-Japan News, 24 March 2023. https://www3.nhk.or.jp/nhkworld/en/news/20230324_21/.

“IBE Glossary of curriculum terminology,” UNESCO Digital Library, 24 March 2023, https://unesdoc.unesco.org/ark:/48223/pf0000223059.

The following is a guest article written by Yuntong Hu, a PhD student at the University of Tokyo. Hu enrolled in a course at the University of Tokyo’s Graduate School of Education called “Introduction to International and Cross-Cultural Education,” which was co-taught by SPICE Director Dr. Gary Mukai and former CASEER Director Dr. Hideto Fukudome. SPICE will feature several student reflections on the course in 2023.

I enrolled in the class “Introduction to International and Cross-Cultural Education” in fall 2022. One of my biggest takeaways from the class is the need to consider cross-cultural education as an essential part of higher education. Lectures by scholars from diverse research backgrounds engaged the students in various discussions that included textbook comparisons among five societies, culturally relevant curriculum, and gender-related issues. The discussions of these and other topics greatly inspired me. 

Concerning topics like textbooks, I have often noticed conflict among different cultures and countries. Miscommunication and misunderstandings seem so commonplace that it has made me wonder whether information on other cultures and countries—provided through formal schooling—has not been provided in a balanced way. By attending the class, I realized that most of us have few opportunities to hear various perspectives on controversial topics in our schooling and that it is often the case that students learn little about other cultures and as a result, lose the chance to reflect more upon their own cultures. 

As an international student in Japan, I am often asked why I chose to study abroad. My answer is always, “I want to look at my country, China, from different perspectives.” By understanding other cultures, we recognize what is unique in our culture. Cross-cultural education can help people realize a more interconnected world where different cultures can coexist and even find benchmarks or commonalities for further cooperation. 

My PhD research topic is related to the development of world-class universities, and in this class, I realized that it is essential to think about universities from a global perspective. Nowadays, many countries consider world-class universities as a type of soft power and encourage them to play a role in the transmission of culture. However, without mutual understanding, people cannot accept different cultures easily. It is important for universities to hold an open attitude toward other cultures before they transmit their notions of culture. 

Globalization is not just about using English in classes or recruiting foreign faculty and asking them to conduct the same research as they did in their own countries. In Asia, many universities pay much attention to numbers, e.g., the number of international members, the number of papers published in English, the number of classes conducted in English. But what about the communication between foreign faculty and local students? What about the campus climate where members representing various cultures can feel comfortable? What about the presentation of diverse perspectives on controversial topics? Beyond numbers, there are many more issues to consider.  

The class provided by SPICE-CASEER helped me consider cross-cultural education in the context of not only pre-collegiate education but also in higher education. Moreover, as a student with cross-cultural experiences, I felt so fortunate to have the opportunity to reflect upon my own education and upbringing again and also to view China from other perspectives.

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

Stanford e-China endowed me with a lifelong thinking-into-action mindset—Design Thinking. Over the ten weeks of the course, Stanford e-China (SeC) exposed our class of students to cutting-edge technologies touching many corners of global society: health tech, green tech, finance tech, artificial intelligence, and on and on. Sitting in front of our small display screens, we travelled miles and miles from different Chinese cities to meet at the door of Silicon Valley. Along this academically rigorous journey, the Design Thinking mindset braced our flight. At the same time, a spirit of collaboration pushed us further and higher, aided by the inspiring, personal stories of experts in various tech fields.

From friendly classmates to amiable instructors to prestigious professors, every individual in our SeC family was full of friendliness and insight, the key to the unceasing flow of energy that perpetuated the whole course. The program’s encouraging theme accentuated the spirit of “coopetition” between the world’s two tech giants: the United States and China. The reading materials that instructor Carey Moncaster helpfully provided strengthened my global awareness, delving into interesting U.S.–China “coopetitive” innovations in, for example, industrial (semiconductor chains) and green (renewable energy resources) technologies.

Another memorable takeaway was the spirit of the whole cohort. The class never ran out of questions and discussions. Each student being intellectually curious, we hit on meaningful questions that unveiled greater nuances about the topics; our patient and enthusiastic instructors and professors always provided rich explanations, juicing up the content with animated examples and demonstrations. Every one of us, students and teachers, was sincere and passionate about sharing personal perspectives and learning from each other. Without a doubt, the learning atmosphere of SeC boosted my confidence and engagement in academic discussions and highlighted the value of a cooperative, communicative classroom.

Yet another high spot of the program was the exciting collaboration between our cohort and students from another course, the China Scholars Program (CSP). Before the collaboration session, it was intriguing to learn how Stanford supported students across the United States to probe into the Chinese cultural, social, and political contexts. Distanced miles apart over the Pacific Ocean, it was a golden opportunity for us, both American and Chinese students, to work together, cross-culturally, on the global issue of environmental sustainability. Despite the significant cultural gaps, it was inspirational and warming to find existing bonds among us: we have the unanimous aim as global citizens to protect Mother Planet and promote a spirit of collaboration. In fact, the clashes and exchanges of perspectives resulting from our social and cultural gaps fruitfully added to the diversity and progression of our ideas.

It was remarkable to see the universality of Design Thinking through the collaboration. On the one hand, the SeC cohort systematically studied and applied the different steps of Design Thinking, specifically in the scope of technological innovations. On the other hand, the CSP students closely examined the contemporary Chinese contexts, making it easy for American students to empathize with the Chinese group. Together, we devised different sustainable legislations and products, for example, pipe filter masks to reduce vehicle exhaust and fintech applications to manage crowds of people at recreation sites. The experience itself magnified the power and significance of empathy, an essential step of Design Thinking, in every problem’s solution.

At the end of the course, it was an honor that my final StressOFF project (which aims to reduce Chinese teenagers’ academic stress through a virtual assistant application) got acknowledged and helped identify me as one of the course’s honorees! The journey did not end there. Genuinely concerned about Chinese high school students’ academic anxiety, I assembled a couple of schoolmates who were also interested in the topic. Together, we entered and won a neuroscience business pitching competition with our PANHUG business proposal, a hugging machine product with multi-dimensional soothing functions. But the greater importance of Design Thinking came to me later.

Near the end of the course, Ms. Moncaster brought us the book Designing Your Life, by two Stanford professors, which added a new dimension to my understanding of the Design Thinking mindset. Design Thinking can be applied to more than technological innovations or the launching of business projects. It relates to undergraduate majors, work opportunities, health routines, and relationship management. Just as technological innovations integrate into every corner of society, Design Thinking lives in every corner of life. It was such a blessing for me to join Stanford e-China and plant a Design Thinking seed.

Design Thinking is the compass of life. It is a lifelong, human-centered mindset. As a young girl who sometimes becomes directionless about the vast future waiting ahead, Design Thinking empowers me with confidence and control over my life. It pushes me to actively feel and think, empathizing and formulating what I sincerely want to pursue. Design Thinking impels us to act.

The following article is a guest post written by Thea Louise Dai, an alumna of the Spring 2022 China Scholars Program. In April 2022, Thea met Wendy Wen, an alumna of the Spring 2022 Stanford e-China Program. Currently, Thea Louise is a junior at Castilleja School in Palo Alto, California, and Wendy Wen is a junior at Beijing National Day School in Beijing, China.

In April 2022, I met Wendy Wen through a collaboration between the China Scholars Program (CSP) and Stanford e-China. Five months later, we are working together to prepare the first synchronous Zoom discussion at Project 17—a 501(c)(3) nonprofit organization we founded dedicated to initiating global dialogue through synchronous discussions about the 17 Sustainable Development Goals (SDGs) of the United Nations.

The CSP and Stanford e-China collaboration was no doubt my most stimulating academic experience to date. The two programs held four joint discussions on various climate issues over the course of several weeks. With the rare opportunity to bridge geographical and cultural divides, I finally had a chance to apply everything I had learned about China’s history, policies, and current events throughout the program in conversation with actual Chinese students, from whom I learned new perspectives. Although we only had to participate in one of the synchronous discussions, I found myself looking forward to each meeting and rearranging my schedule to attend all four.

Wendy recalls that she had a similarly eye-opening experience during the meetings. She noted, “I have always believed that the world’s largest challenges can be solved through global collaboration. After every discussion with the CSP, I left feeling inspired to know that such collaboration is possible, even for high school students.”

After meeting each other through a breakout room conversation, we immediately connected on the need for a global discussion platform targeted towards youth perspectives. Essentially, we hoped to capture the value of our experience with SPICE, and we wanted to make it even more accessible and on a larger scale. We also wanted to clear a pathway for participants to take the next steps to create tangible change on the SDGs after our discussions.

As a result, we conceptualized Project 17 in part to partner with the chapter system of the United Nation Association of the USA (UNA-USA) so that high school and college students have the unique opportunity to connect with UNA-USA officials and members across the United States. Our vision is for all participants to be able to share their perspectives on the SDGs to inform the UNA-USA chapter system. We’re also working with Stanford e-China Instructor Carey Moncaster and CSP Instructor Tanya Lee of SPICE to publish the SDG-related research and reflections of participants on larger platforms.

Project 17 hosts four annual synchronous Zoom discussions, each focused on a particular group of SDGs: Planet, People, Prosperity, and Peace & Partnership. Our first discussion about the planet will take place in November 2022 and run for two hours. Interested students can complete the registration form on the Project 17 website to apply for an opportunity to hear from SDG advocates, learn from NGO leaders, and participate in breakout room discussions with youth leaders around the world. High school and college students based in any country are eligible to participate.

In the span of four months, Project 17’s outreach efforts have reached 51 cities, 47 schools, and five different countries. Participants will build connections with students from different backgrounds and develop a global mindset by engaging with new perspectives. In addition, participants can contribute to asynchronous discussion boards and the Project 17 blog, receive bimonthly newsletters about the SDGs, and receive certified service hours eligible for the President’s Volunteer Service Award.

By incorporating these opportunities into our organization, we hope to create an experience similar to the invaluable experiences that Wendy and I had through the CSP and Stanford e-China. Inspired by SPICE’s impact, we are incredibly excited to start an initiative similarly promoting international and cross-cultural collaboration. Please note that Project 17 is not a Stanford SPICE program.

For more information, visit Project 17’s website (projectseventeen.org) or contact Project 17 at contact@projectseventeen.org.

Stanford e-China has been an incredible academic experience from day one.

My journey with the program started with the interview, which was an enjoyable and memorable experience. I was greeted by a warm smile the moment I entered the Zoom room, and Ms. Carey Moncaster showed genuine interest in learning about me as a person. Rather than focusing on my experiences or achievements, she wanted to know more about my personality, interests, and dreams. Ms. Moncaster and the director of SPICE, Dr. Gary Mukai, have remained passionate advisors and generous mentors to many students even after the course, including me. Over the last year and a half, they were always there when I needed advice on how to proceed with a project or wisdom on dealing with a difficult situation.

The sense of community permeated the course itself, which was designed to be highly interactive. The expert speakers gave insightful lectures, followed by long sessions of Q&A. I can still remember my excitement at being able to ask Mr. Roy Ng, our fintech speaker, three questions after his seminar, where he explained how blockchain could help us reach the unbanked. In fact, my current obsession almost perfectly mirrors that topic—exploring how Central Bank Digital Currencies can help facilitate financial inclusion to mitigate inequality. That session made me realize that social entrepreneurship and tech-based solutions will be key players in upholding justice.

The Q&A was also a chance for my cohort to learn from each other. We bonded over our productive, collaborative, and enthusiastic discussions, and many of us stayed in touch after the course. Over the last year and a half, I have grown to be close friends with my fellow honoree, Jason Li. After meeting in person when he visited Shanghai, we decided to co-found a platform to connect students across the globe. Inspired by the diverse community of brilliant students we saw at Stanford e-China, we developed SPOT. The acronym stands for Student Projects Organized Together, and we hope to bring together an international network of passionate youth. We believe that together, we undertake global initiatives that make tangible impacts. Our website is www.spotaproject.com.

Last but not least, e-China has helped me with my work in social justice. Design Thinking has not only aided in my endeavors with SPOT but also in my other initiatives, including the Law Association for Crimes Across History (LACAH) mock trial, where we put perpetrators of atrocities on the stand (lacah.net). Dora Gan from my e-China cohort is actually a member of our Youth Council! Design Thinking’s methodical approach helped us scale up rapidly, and we were recently honored by the EARCOS Global Citizen Grant.

Throughout high school, I have learned a lot from a wide range of outstanding programs. I have also met many other fabulous peers through them. However, it is not every day that a course leaves such a significant impact, continuing to play a role in my life long after its conclusion. Stanford e-China is truly an exceptional experience. I am very thankful to have been a part of the first cohort.

SPICE is currently accepting applications for the Fall 2022 term of the China Scholars Program, an intensive, college-level online course on contemporary China for U.S. high school students. The China Scholars Program (CSP) is open to rising 10th, 11th, and 12th graders across the United States.

Stanford University China Scholars Program for high school students
Fall 2022 session (late August through December)
Application period: April 25 to June 15, 2022

Designed to provide high-achieving high school students a rich and comprehensive online learning experience, the CSP offers college-level instruction provided by scholars from Stanford University and other top-tier colleges and universities that is unparalleled in other distance-learning courses for high school students. During the synchronous virtual classroom sessions, students engage in live discourse with Stanford professors, leading scholars from other universities and organizations, and former diplomats. This unique opportunity to learn directly from noted scholars at the cutting edge of their fields is a distinctive element of the China Scholars Program. Students who complete the course will be equipped with a rare degree of expertise about China and international relations that may have a significant impact on their choice of study and future career.

“This program has been one of the most enriching and fun ones I’ve gotten the chance to participate in,” said Sana Pandey, a recent alum of the program. “I’m beyond grateful to have had the opportunity. Especially during the chaos of COVID and the initial phases of quarantine, CSP was an amazing anchor and a way to make sure I was intellectually engaged while the rest of the world seemed to stagnate. I honestly loved every second.”

More information on the China Scholars Program is available at http://chinascholars.org. Interested high school students should apply now at https://spicestanford.smapply.io/prog/china_scholars_program/. The deadline to apply is June 15, 2022.

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

The China Scholars Program is one of several online courses offered by SPICE, Stanford University.