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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.

The CSP and Stanford e-China collaboration was no doubt my most stimulating academic experience to date.

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.

Project 17 discussion structure Project 17 discussion structure; photo courtesy Thea Louise Dai

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.

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Applications opened today for the China Scholars Program (CSP), Sejong Korea Scholars Program (SKSP), and Reischauer Scholars Program (RSP) on Japan—three intensive online courses offered to high school students across the United States by SPICE, Stanford University. All three applications can now be viewed at https://spicestanford.smapply.io/. Interested students must submit their completed application (including an essay and letter of recommendation) by the October 31, 2022 deadline.

All three online courses are currently accepting applications for the Spring 2023 term, which will begin in February and run through June. Designed as college-level introductions to East Asia, these academically rigorous courses offer high school students the unique opportunity to engage in a guided study of China, Korea, or Japan directly with leading scholars, former diplomats, and other experts from Stanford and beyond.

Rising high school sophomores, juniors, and seniors in the United States are eligible to apply to any of the three online courses. Students who are interested in more than one program can apply to two or three and rank their preferences on their applications; those who are accepted into multiple programs will be invited to enroll in their highest-preference course. High school students with a strong interest in East Asia and/or international relations are especially encouraged to apply.

“Some students who enroll in our online courses already have a solid foundation in East Asia, but many do not,” says Dr. Tanya Lee, instructor of the China Scholars Program. “What’s important is that they come with a curious mind and a willingness to work hard. We’re fortunate to be able to connect high school students with all kinds of scholars with expertise in China, Korea, and Japan, and we want our students to make the most of this opportunity.”

For more information on a specific online course, please refer to its individual webpage at chinascholars.org, sejongscholars.org, or reischauerscholars.org. The CSP, SKSP, and RSP are part of SPICE’s online student programs.


To be notified when the next application period opens, join our email list and follow us on Facebook, Twitter, and Instagram.

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Evan Wright (front row, third from the right), Adriana Reinecke, RSP 2009 (first row, third from the left), and Monica, RSP 2013 (second row, third from the right) with the Reischauer Center staff in Mt. Vernon
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Students with a strong interest in East Asia or international relations are encouraged to apply. Applications are due October 31.

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Nathan Chan
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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.

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.

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 Thinkings 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.

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Announcing Stanford e-China, a New Stanford University Online Course for High School Students in China

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The following reflection is a guest post written by Nathan Chan, an alumnus and honoree of the 2021 Stanford e-China Program, which is accepting student applications until September 1, 2022.

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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.


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Under the leadership of Carey Moncaster (MA ’94) and Liyi Ye (MA ’16), Stanford e-China recently concluded its Spring 2021 session. Launched in Winter 2020, Stanford e-China, Technologies Changing the World: Design Thinking into Action, is offered twice annually and introduces high school students in China to cutting-edge technologies that are defining the future and providing exciting areas for academic study, professional opportunities, and entrepreneurial innovation. Focusing on the fields of green tech, finance tech, health tech, and artificial intelligence, students engage in live discussion sessions and real-time conversations with Stanford University scholars, Silicon Valley entrepreneurs, as well as American high school students. Moncaster partners with Stanford e-China Advisor Liyi Ye and Ye’s team at Third Classroom in Shanghai.

A key challenge in developing Stanford e-China has been finding and refining a framework that encourages students to analyze the challenges facing each of the technologies highlighted in the course and then brainstorm innovative solutions. To showcase the dynamic research and teachings at Stanford University, Moncaster honed in on Design Thinking, a creative-thinking and problem-solving framework widely utilized throughout campus and Silicon Valley. Moncaster explained, “Design Thinking is a very hands-on, interactive, team-based experience that is dependent on critical feedback from other people. Translating the Design Thinking concepts online, with students, scholars, and practitioners virtually scattered across the world, presents an exciting opportunity to create curriculum that effectively introduces the relevant skills and mindset.”

For final projects, Stanford e-China students delve into an area of personal interest in one of the technology fields, applying aspects of the Design Thinking framework to develop a prototype pitch and action plan. Some of the sample projects have focused on improving the accessibility of digital healthcare for China’s rural residents, improving the mental health of Chinese students, utilizing solar energy at rural schools to provide electricity to students at night, and lowering carbon emissions at traditional power plants. Once it has been deemed safe to travel to the United States again, the top three students from each session will be invited to annual ceremonies at Stanford University. During the ceremonies, students will present their pitches and sharpen their Design Thinking skills with Stanford community members present.

Based on feedback from students, a highlight of Stanford e-China has been the chance to collaborate with American high school students studying about China and U.S.–China relations in SPICE’s China Scholars Program (CSP). With the support of CSP instructor Dr. Tanya Lee, the Chinese and American students work together in small groups on WeChat and Canvas to apply Design Thinking to an environmental challenge in their respective communities. In the process, they figure out how to bridge different time zones, tech resources, learning styles, and cultural perspectives.

Moncaster reflected, “Since Tanya, Liyi, and I are trying to cultivate future leaders in U.S.–China relations, we are hoping to increase the interaction between the students in Stanford e-China and the China Scholars Program. It has been fascinating to hear them discuss not only cutting-edge technologies but also how they can serve as change agents and address topics such as social inequality.” She continued, “Thanks to our inspiring guest speakers and the robust dialogue between my students and the CSP students, I am confident that many of my students have been inspired to become social entrepreneurs of the future. I also hope that some of my students will consider applying to Stanford as undergraduates or graduate students.”

Thanks to our inspiring guest speakers and the robust dialogue between my students and the CSP students, I am confident that many of my students have been inspired to become social entrepreneurs of the future.
Carey Moncaster

In terms of next steps, Moncaster and Ye hope to shift some of their attention to training schoolteachers in China—including the regular schoolteachers of their Stanford e-China students—via professional development seminars. SPICE Instructor Dr. Mariko Yoshihara Yang and Dr. Rie Kijima already offered one such seminar, which focused on Design Thinking. SPICE hopes to offer additional seminars to teachers in China on Design Thinking as well as other pedagogically focused strategies such as Project-Based Learning.

SPICE is seeking support to broaden its work with Stanford e-China, the China Scholars Program, and teacher professional development in China.

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Applications opened yesterday for the China Scholars Program (CSP), Sejong Korea Scholars Program (SKSP), and Reischauer Scholars Program (RSP) on Japan—three intensive online courses offered by SPICE, Stanford University, to high school students across the United States. All three applications can now be viewed at https://spicestanford.smapply.io/. Interested students must submit their completed application (including an essay and letter of recommendation) by the deadlines listed below.

Spring 2022 Online Course Application Deadlines
China Scholars Program: November 1, 2021
Sejong Korea Scholars Program: October 15, 2021
Reischauer Scholars Program on Japan: October 15, 2021

All three online courses are currently accepting applications for the Spring 2022 term, which will begin in February and run through June. Designed as college-level introductions to East Asia, these academically rigorous courses present high school students the unique opportunity to engage in a guided study of China, Korea, or Japan directly with leading scholars, former diplomats, and other experts from Stanford and beyond. High school students with a strong interest in East Asia and/or international relations are especially encouraged to apply.

“The students who enroll in our online courses are usually seeking an intellectual experience that goes beyond the normal classroom,” says Dr. HyoJung Jang, instructor of the Sejong Korea Scholars Program. “They have a hunger to learn. We’re blessed at Stanford to have access to renowned academics and practitioners who have expertise in Korea, Japan, and China, and are willing to share their expertise directly with high school students.”

Rising high school sophomores, juniors, and seniors in the United States are eligible to apply to any of the three programs. Students who are interested in more than one program can apply to two or three and rank their preferences on their applications; those who are accepted into multiple programs will be invited to enroll in their highest-preference course.

For more information on a specific course, please refer to its individual webpage at chinascholars.org, sejongscholars.org, or reischauerscholars.org. The CSP, SKSP, and RSP are part of SPICE’s online student programs


To be notified when the next application period opens, join our email list and follow us on Facebook, Twitter, and Instagram.

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On August 7, 2006, renowned cellist Yo-Yo Ma and staff of Silkroad joined Stanford Professor Emeritus Albert Dien and the SPICE staff at the Art Institute of Chicago to offer the first of eight seminars on the Silk Road for teachers in the Chicago Public Schools. Dien spoke about the history of the Silk Road dating from the Han Dynasty, 206 BCE–220 CE. I recall many teachers commenting about what a youthful 79-year-old he was. Today marks the 94th birthday of Dien, and on June 29, 2021, SPICE had the honor of hosting his last lecture—focused on Chinese dynasties—which he gave to an audience of middle school teachers from across the United States. Several Chinese teachers were also in attendance with one participating from China. Once again, many of the teachers commented on how youthful he was.

 

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Liu Ding

Dien set the context of his lecture by noting that “In ancient China, there was a three-legged vessel type called the ding. Such tripod cauldrons made in bronze were among the most important shapes used in rituals.” Dien used the ding [image at right] as the symbol of his three-part talk, which he divided into “The Dynasty,” “Confucius and the Classics,” and “The States.” 

 

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Al and Dora

As he has done countless times for SPICE’s teacher seminars, Dien made the extremely complex topic of Chinese dynasties accessible and fascinating. Dien kindly provided SPICE with permission to share his lecture notes with the teachers in attendance. For teachers who seek to incorporate his scholarship into their teaching, Dien's lecture notes can be downloaded here.

[Image at Left: Professor Emeritus Albert Dien with wife, Dora Shu-fang Dien]

The praise from teachers for Dien’s lecture was effusive. One of the teachers in attendance commented, “Thank you, Professor Dien, for the privilege of participating in your last presentation. I could listen to you forever. I enjoyed the organization of your thinking and the many tidbits you threw in that helped us relate to the broader concepts at play. Your notes will be very helpful, and I am grateful you were willing to share them.” Another noted, “Today’s session was highly informative! I admit that I have been sorely remiss in teaching about China in my social studies class—really, East Asia in general, which is why I am here and gratified to be learning so much. It was bittersweet to hear that we will be the recipients of Dr. Dien’s final lecture. He has so much to tell, and I do hope he will continue to tell it, even if informally.”

Dien served as the primary advisor for SPICE’s two-part curriculum series on Chinese dynasties, which was authored by Selena Lai and Stefanie Orrick Lamb. Jonas Edman introduced the series following Dien’s lecture. Edman noted, “The series helps to bridge academic scholarship on the Chinese dynasties such as Professor Dien’s and classrooms.” Chinese Dynasties, Part One introduces students to the first 2,500 years of Chinese history and offers students an in-depth view of Chinese civilization from the nascent years of the Shang Dynasty through the golden age of the Tang Dynasty. Chinese Dynasties, Part Two continues the exploration of dynasties, offering students an in-depth view of Chinese civilization from the Song Dynasty to the fall of the Qing Dynasty and the end of the entire dynastic system. Dien is a foremost expert on the Six Dynasties Period, 220 CE–589 CE. His book, Six Dynasties Civilization, was published in 2007.

Dien’s last lecture was part of a four-day seminar that was organized by Edman and Sabrina Ishimatsu and co-sponsored by the National Consortium for Teaching about Asia and Stanford’s Center for East Asian Studies.

The SPICE staff and SPICE teacher community extend a happy 94th birthday to Professor Dien and thank him for his many decades of teaching and unwavering support of SPICE. Given his youthfulness, we hope that he changes his mind and offers another lecture next year.

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Working across linguistic and cultural differences, students in the China Scholars Program (CSP) and Stanford e-China (SeC) met and collaborated online as partners, from opposite sides of the world, in November and May. The two programs focus on different themes—U.S.–China relations writ large (CSP) and emerging technologies through the lens of design thinking (SeC)—but found common ground in finding local solutions to environmental sustainability problems.

The students were divided into groups, each including both U.S.- and China-based members. Each student shared a sustainability issue that they observed in their home communities—discovering similar issues around recycling, food waste, and environmental pollution, in particular. The group then selected one problem to focus on and brainstormed a specific solution targeted at a specific user group using the design thinking process. Finally, they shared creative presentations of their process and their proposed solutions with both classes. 

Although these projects have real-life applications—with at least one group intending to go forward with actually prototyping their idea to see how far they can take it—the true challenge of this assignment for the students was to figure out how to collaborate across technological, cultural, and (to a lesser extent) linguistic barriers and solve a common problem together. It was not easy. But many students reported that it was one of the most rewarding and memorable experiences in their program. We hope it will seed the skills they need for cross-cultural collaborative problem-solving in the future.

Following the joint project, students sent reflections to CSP Instructor Tanya Lee and SeC Instructor Carey Moncaster, marveling at how much they had in common, and at the value of their differences. An American student noted, “Working with students from [China] showed me what true cross-cultural collaboration is like. It was cool to see how cultural differences affect the way in which people approach and work on a task and how collaborating with people who work differently than you can produce better results or help you see things in a new way.” Reflecting a similar team-driven sentiment, a Chinese student noted, “There are more similarities than differences that divide us. We really need to promote communication between individuals in two countries instead of knowing the other country from the authorities’ slogans.”

Fall 2020 marked the inaugural session of the Stanford e-China Program, an English-language, online program for high school students across China exploring current technological innovation and human-centered brainstorming strategies. The China Scholars Program completed its seventh and eighth sessions this past year, bringing together students from all over the United States to study the politics, economics, and society of contemporary China. Both programs feature lectures and discussions with Stanford University faculty and are offered twice annually, in fall and spring.

Applications for the Fall 2021 Stanford e-China Program are currently open with a final deadline of September 1, 2021. 

Applications for the Spring 2022 China Scholars Program will open in September, due November 1. (Applications for Fall 2021 have closed.)

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