Three of SPICE’s online programs for high school students in the United States are now accepting applications for the spring 2027 academic term. The Reischauer Scholars Program (RSP) and Sejong Korea Scholars Program (SKSP) are open to high school sophomores, juniors, and seniors in the United States. The U.S.–China Co-Lab on Climate Solutions brings together students in grades 10–12 from the United States and China for collaborative exploration of climate challenges and potential solutions.

Applications for all three programs are available at https://spicestanford.smapply.io/. Application deadlines are as follows:

• Reischauer Scholars Program: October 23, 2026
• Sejong Korea Scholars Program: November 1, 2026
• U.S.–China Co-Lab on Climate Solutions: November 1, 2026

Students may apply to more than one program and indicate their preferences as part of the application process. Students accepted to multiple programs for spring 2027 will be invited to enroll in the program they ranked highest.

Brief descriptions of the three courses are provided below. Additional information, including course-specific details, is available on each program’s individual webpage.

The Reischauer Scholars Program offers an intensive exploration of Japan and the U.S.–Japan relationship. Through online discussions with scholars, diplomats, and other guest speakers, students gain insight into Japanese culture and society as well as the historical and contemporary dimensions of U.S.–Japan relations. The 2027 RSP course will run from February 1 through June 20. The application deadline is October 23, 2026.

The Sejong Korea Scholars Program provides an academically rigorous introduction to Korean history and U.S.–Korea relations. Students engage with leading scholars and experts through online lectures and participate in discussions with their peers. The 2027 SKSP course will take place from February 7 to May 29. The application deadline is November 1, 2026.

The U.S.–China Co-Lab on Climate Solutions centers on climate-related challenges, the history and future potential of U.S.–China cooperation, and broader approaches to international collaboration. Participating high school students from the United States and China will have opportunities to learn about one another’s communities and environments while working collaboratively on projects related to local, bilateral, and global climate action. The program is a joint initiative of SPICE’s Stanford e-China program (for students in China) and China Scholars Program (for students in the United States). The spring 2027 Co-Lab course will run from February 26 through May 22. The application deadline for U.S. students is November 1, 2026.

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

The National Consortium for Teaching about Asia (NCTA), funded by the Freeman Foundation, is a multi-year initiative to encourage and facilitate teaching and learning about East Asia in elementary and secondary schools nationwide. NCTA is a premier provider of professional development on East Asia.

From July 6 to 9, 2026, SPICE Teacher Professional Development Manager Naomi Funahashi and Event Coordinator Sabrina Ishimatsu hosted a summer institute for middle school teachers, most of whom are teaching in California. Fifteen teachers enrolled. SPICE was so grateful for their active participation and for sharing their reflections and insights on subject matter content and pedagogical content knowledge.

The first three days featured subject matter content lectures on topics commonly taught at the middle school level in California. These included lectures on “Chinese Dynasties” and “The Silk Road” by Dr. Clayton Dube, Senior Fellow at the USC U.S.-China Institute, and “Tokugawa Japan” by Professor Ethan Segal, Michigan State University, who received his PhD from Stanford. SPICE is a partner site of the USC U.S.-China Institute, one of seven National Coordinating Sites of the NCTA. Dr. Clayton Dube is Director Emeritus of the USC U.S.-China Institute, and SPICE now works with Glenn Osaki, Director, and Crystal Hsia, Program Specialist, of the USC U.S.-China Institute. 

I have been very inspired by all the interactive meetings. Each truly serves as a model for creating engaging lessons for our students… There were so many interesting and relevant topics such as the different dynasties, the role and expectations of women, and cultural exchange!—Elena Giron, Elizabeth Learning Center, Cudahy, California

As a K–8 Mandarin teacher, I’m always looking for meaningful ways to help my students understand how Chinese language and culture have influenced other parts of East Asia. After today’s session, I began thinking about how I might incorporate elements of Japanese history, culture, or art into my Mandarin curriculum while still keeping Chinese language learning at the center.—Shu-Chen Lin, San Domenico School, San Anselmo, California

The first three days also featured demonstrations of SPICE curricula that focused on pedagogical content knowledge. These included demonstrations of Japanese Art in the Edo Period, by Karen Tiegel, Middle School Division Head at The Nueva School and a former SPICE Curriculum Writer; Along the Silk Road, by Rylan Sekiguchi, SPICE Manager of Curriculum and Instructional Design; and Angel Island, Chinese American Voices, the Chinese Railroad Workers in North America Project, and What Does It Mean to Be an American?, by Jonas Edman, SPICE Instructional Designer. 

I will definitely incorporate the SPICE Silk Road curriculum into my teaching. I especially appreciate the interactive nature of its online resources, which make the content more engaging and accessible for students. The curriculum provides meaningful opportunities for students to actively explore the history, geography, and cultural exchanges of the Silk Road rather than simply learning through lectures or textbooks. I can see these resources helping my middle school students build a deeper understanding of the topic while keeping them motivated and engaged.—Jenn Wu, Martin Luther King Jr. Middle School, San Francisco, California

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On day four, three authors of young adult novels (from top to bottom in image above)—Van Hoang, Judy I. Lin, Waka T. Brown—were featured on a panel titled, “Incorporating Asian American Literature and Voices into Middle School Curricula.” Including the Asian American experience in SPICE/NCTA seminars has been requested by many teachers and also supports the NCTA as it “strives to develop global citizenship based on the principles of cross-cultural understanding, equality, and justice.” 

I loved being part of the summer cohort with SPICE… I was really inspired by the authors’ panel, as I had never heard from authors, especially ones who are so relatable. I love how they intertwine their identity and history and can create such cool stories.—Morgan Johnson, Kenmore School, Arlington, Virginia

Following the institute, each teacher will develop and share an original lesson plan inspired by the knowledge and resources gained throughout the seminar. Some of the themes and concepts that were shared by the lecturers, authors, teachers, and SPICE staff included diaspora, cultural relevance, the master narrative of history, diverse perspectives, and empathy; and SPICE hopes that one or more of these themes will be incorporated into their lessons. 

SPICE is especially grateful to President Graeme Freeman and Vice President Shereen Goto of the Freeman Foundation for their support of the NCTA since 1998 and to Crystal Hsia of the USC U.S.-China Institute for her unwavering support and collaboration. 

The East Asia Summer Institute for Middle School Teachers is one of several free teacher professional development opportunities offered by SPICE.

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The sixth year of the Stanford/SPICE East Asia Seminars for Teachers in Hawaiʻi (“Stanford SEAS Hawai‘i”) was launched in March 2026 and included five online seminars that featured Stanford-affiliated scholars—Professor Ethan Segal, PhD candidate Zoë Gioja, Professor Andrew Walder, Ambassador Scot Marciel, and Dr. Thomas Fingar—and culminated in a three-day in-person summer institute that took place from July 22 to 24, 2026 at the Hawai‘i Imin International Conference Center at the East-West Center. This year’s cohort included 19 public, charter, and private high school teachers—Stanford/Freeman SEAS Hawai‘i Fellows—from across Hawai‘i. Below are the names of the 2026 Stanford/Freeman SEAS Hawai‘i Fellows: 

Alice De Pina, Āliamanu Middle School (O‘ahu)
Arlene Nishimura, Farrington High School (O‘ahu)
David Brooks, Ka‘ū High and Pāhala Elementary School (Hawai‘i)
Ishael Shaw-De Mello, Waiākea High School (Hawai‘i)
Jacqueline Muir, Kīhei Charter School (Maui)
John Ziegler, Olomana High & Intermediate School (O‘ahu)
Kevin Quinn, Maui High School (Maui)
Kristen Gallander, Kīhei Charter School (Maui)
Lauren Kido, Kawānanakoa Middle School (O‘ahu)
Lulu Lulu, Maryknoll School (O‘ahu)
Malina Folsom Perez, Hawai‘i Technology Academy (Kaua‘i)
Maria Glenda Ventura, King Kekaulike High School (Maui)
Maryjane Lanzon, Konawaena High School (Hawai‘i)
Patricia Tupinio, Leilehua High School (O‘ahu)
Peng Ongart Ratchaworapong, St. Andrew’s Schools (O‘ahu)
Quiana Lemmon, Hilo High School (Hawai‘i)
Vanessa Fowler, Kaimukī Christian School (O‘ahu)
Yue Yin, Henry J. Kaiser High School (O‘ahu)
Yuka Chubachi, Matsudo Kokusai High School, Japan (O‘ahu)

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Stanford SEAS Hawai‘i Manager Rylan Sekiguchi invited speakers from Hawai‘i as well as curriculum writers and facilitators of teacher professional development to offer presentations over the course of the institute. The institute began with inspiring welcoming remarks from President Celeste A. Connors of the East-West Center. SPICE has been collaborating with the East-West Center since 1988, and President Connors noted the East-West Center’s continued support of teachers. The other speakers are listed below as well as the titles of their presentations. The presentation topics were selected to support Hawai‘i State Department of Education standards such as “U.S. History and Government Theme 1 (Immigration and Migration, 1880–1930), Anchor Standard 16 (Global Interconnections and Changing Spatial Patterns): Cause and Effects of Migration.”

• Michelle Levine Aquino, Teacher, W.R. Farrington High School, “Teaching Filipino Identity, History, and Resistance” 
• Shana Brown, Associate Professor, University of Hawai‘i at Mānoa, “China in the World Today”
• Douglas D. L. Chong, President of the Hawai‘i Chinese History Center, “The Chinese Diaspora in Hawai‘i”
• Naomi Funahashi, Manager, Reischauer Scholars Program and Teacher Professional Development, SPICE, “What Does It Mean to Be an American: Teaching Civil Rights and Japanese American Incarceration”
• Merle Grybowski, Director of Teacher Training, Pacific and Asian Affairs Council, “East-West Center Walkabout” 
• C. Harrison Kim, Associate Professor, University of Hawai‘i at Mānoa, “Korea in the 20th Century: Colonialism, North/South Division, Futures”
• Tanya Lee, Instructor, SPICE, “Approaches to Teaching Korean and Chinese American History: Dynamics of Diversity and Diaspora”
• Christine Ogura, Superintendent of Honouliuli National Historic Site, National Park Service, “Honouliuli: A History Awakened”
• Jonathan Okamura, Professor Emeritus, University of Hawai‘i at Mānoa, “East Asians and Southeast Asians in Unequal Hawai‘i”
• Rylan Sekiguchi, Manager of Curriculum and Instructional Design, SPICE, “Divided Memories”
• Jake Shimabukuro, Musician

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A highlight of the institute was a talk and performance by musician Jake Shimabukuro, who has been very supportive of SPICE’s work in the United States and also in Japan. Jake underscored the importance of music in the transmission of culture. Many teachers commented on how they felt that Jake’s music and talk were so culturally relevant.

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Stanford SEAS Hawai‘i is made possible by a generous grant from the Freeman Foundation. President Graeme Freeman spoke during the institute about the Freeman Foundation’s mission of helping to enhance the teaching of East Asia through programs such as the National Consortium for Teaching about Asia and Stanford SEAS Hawaiʻi and expressed his gratitude to the Stanford/Freeman SEAS Hawai‘i Fellows for the tremendous impact their learning has on their students. Graeme was joined by Freeman Foundation Vice President Shereen Goto. 

In the month following the institute’s conclusion, each Stanford/Freeman SEAS Hawai‘i Fellow created an original lesson plan that incorporates content that was introduced during Stanford SEAS Hawaiʻi.
Sekiguchi, Sabrina Ishimatsu, SPICE Event Coordinator, who organized the institute, and I are grateful to the East-West Center—and especially to President Celeste A. Connors—for agreeing to co-host the Stanford SEAS Hawai‘i summer institute again.

Most importantly, everyone at SPICE is truly grateful to President Graeme Freeman, Vice President Shereen Goto, and the Freeman Foundation for its generosity in making Stanford SEAS Hawai‘i possible and providing us the opportunity to engage Stanford/Freeman SEAS Hawai‘i Fellows with scholars from Stanford University, the University of Hawai‘i at Mānoa, and beyond. 

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This article was written by Kay Sandberg, former Japan Project Coordinator at SPICE in the 1970s and 1980s. In its early years, SPICE comprised several separate area-focused projects. This is the seventh of several articles—focusing on the 50-year history of SPICE—that will be posted this year.

What a joy to congratulate the SPICE program on its 50th birthday, triggering many fond memories of the first decade of SPICE. I began volunteering for what was then Teaching Japan in the Schools while a graduate student in East Asian Studies and Anthropology. Founder Lynnette King left the university just as I was completing my studies, offering the perfect segue into leadership. I had the privilege of collaborating with and learning from supportive Stanford faculty, senior administrators including Bob Ward and Ron Herring at the Center for Research in International Studies (CRIS), enthusiastic classroom teachers in several states, their K–12 students, and a cadre of eager graduate students who called Stanford—and SPICE—home. Current SPICE Director Gary Mukai was one of those teachers! The Japan Project’s team included grad students Liz Nichols, Bob Huey, Nancy Sato, Kate Saltzman-Li and young professionals Lia Turk, Nancy Beckman, and Anne Callaghan during my tenure. Then there was Tuckie Yirchott!

I still recall our excitement when Tuckie, a vibrant classroom teacher from Illinois, called us from Japan to say she was relocating to the Bay Area. Might we have a position that would allow her to engage with fellow teachers and continue to teach/learn about her beloved Japan? Relationships are especially blessed when both parties feel they’ve “scored,” and we hit the jackpot! Tuckie would long remain a core presence, helping to guide the course of SPICE and subsequent programs that influenced countless teachers and students in California, Colorado, Nevada, Utah, and beyond. Our work was generously supported in part by the Consulate General of Japan in San Francisco, which demonstrated a remarkable commitment to nurturing K–12 education and healthy U.S.–Japan relations at the grassroots level.

Curriculum development was at the heart of each of our area studies-focused projects. The work, led by Dr. David Grossman, was lively, engaging, and sometimes included unique opportunities, including being asked to develop classroom materials for the mini-series Shogun. All were tested in classrooms before being shared far and wide. As I recall, The Rabbit in the Moon was one of our first units, thanks in no small part to Liz Nichols, a professional storyteller to this day.

Here is a snapshot of some of the curriculum units.

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SPICE was a family in the true sense of the word, a highly productive one at that! Yet we found time to laugh uncontrollably at meetings, celebrate birthdays, important cultural holidays, and the birth of “global babies”—our children. The 1985 CRIS Holiday Commemorative Cookbook is still a source of favorite international recipes. The fact that we still hold periodic reunions is a testament to the love and respect we’ve come to count on.

Working at SPICE was a “golden era” in many of our lives, setting us up for academic and teaching success and work in the private, government, and nonprofit sectors. We came away with lifelong friends, a commitment to valuing diversity, and the satisfaction of knowing we have made a difference, along with some great recipes. Heartfelt thanks to Gary and the many colleagues who have sustained programming lo these 50 years. Here’s to the next 50!

The following reflection is a guest post written by Sunny Park, a Fall 2020 alumna of Stanford e-Entrepreneurship Japan, which is currently accepting applications for Fall 2026.

A “smart” high school student is often defined by strong grades, perhaps alongside a few extracurricular activities to strengthen university applications. Before encountering Stanford e-Entrepreneurship Japan (SeEJ), that was largely how I viewed myself. 

I came across SeEJ during the COVID-19 pandemic through a Facebook advertisement. Like many students at the time, I was looking for something more engaging beyond school. I didn’t expect how much it would reshape the way I think about learning, ambition, and possibility. 

What made SeEJ distinct was its focus on people rather than definitions. Each session featured entrepreneurs from different industries, sharing not just what they built, but how they navigated uncertainty, failure, and personal ambition. Seeing such varied paths made me realize that entrepreneurship isn’t a fixed route; it’s a way of thinking. And that was probably the moment when things shifted for me. Until then, I had always thought of my future in fairly narrow terms: choose a subject, go to university, and follow a path that already exists. SeEJ made me realize that there are far more ways to build a life, and that entrepreneurship is less about starting a company and more about taking ownership of what you want to pursue. 

Since then, I’ve found myself saying yes to things I would have hesitated to try before. I’m now in my final year of studying Biology at Imperial College London, and I co-founded a biotech startup called Eidolon Therapeutics. At Eidolon, we’re pioneering microbial protein combinations to combat immunotherapy resistance and inflammation-driven toxicity in cancer. It was through my Year-in-Research program where I met my Co-Founders (i.e., my professor and post-doc supervisor), and I was so fascinated by the research they were conducting I couldn’t help but impatiently suggest building a company out of it. Since then, we’ve been working incredibly hard on making Eidolon real, including joining accelerator programs such as the Cancer Tech Accelerator, Venture Catalyst Challenge, and Conception X. Through building an early-stage startup, I’ve had the chance to meet people I once found intimidating, pitch ideas in front of large audiences, and build relationships that started from simple conversations. 

I don’t think any of that came from a single moment of confidence. If anything, it came from gradually becoming more comfortable with not knowing exactly what I’m doing… and trying it anyway. Based on my journey so far, here are a few reflections for students exploring a similar path:

1. Be intentional about the opportunities you choose.

There are so many opportunities available as a student! SeEJ, in particular, showed me the value of learning environments where you actively engage with ideas and people. There are many programs available, but depth matters more than quantity. Choose opportunities where you can contribute, ask questions, and grow. 

2. Focus on genuine connections!

One of the most valuable parts of SeEJ was the access to people with diverse experiences. What I learned is that meaningful connections come from curiosity and sincerity, not from trying to impress. When you approach people with a willingness to learn, they are often more open than you expect. 

3. Stay engaged beyond the program.

The real impact of SeEJ extended beyond the sessions themselves. Following up with people, continuing conversations, and sharing your own progress helps turn short-term interactions into long-term relationships. Small, consistent effort makes a difference!

4. Reflect as you go. 

Exploring entrepreneurship alongside academics can be exciting but also overwhelming. Taking time to reflect on what you enjoy, what challenges you, and what kind of path you want to build helps you stay grounded and intentional.

Looking back, SeEJ was a turning point not because it provided a single opportunity, but because it changed how I see opportunities altogether. It reminded me that there isn’t one path to follow, but many that you can create. 

Stanford e-Entrepreneurship Japan is currently accepting applications for Fall 2026. Apply at https://forms.gle/5gkHrhm3X4sycZGG8.

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

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This article was written by Dr. Thomas Fingar, who played an early role in the establishment of SPICE before helping to establish and then leading Stanford’s U.S.–China Relations Program before moving to the U.S. State Department where he served twice as Assistant Secretary for Intelligence and Research. He later served as Deputy Director of National Intelligence for Analysis and Chairman of the National Intelligence Council before returning to Stanford in 2009. This is the sixth of several articles—focusing on the 50-year history of SPICE—that will be posted this year.

The celebration of SPICE’s 50th anniversary attests to the continuing vitality, impact, and success of ideas and constructive activism engendered by unique circumstances at Stanford in the late 1960s and early 1970s. The Bay Area China Education Project (BAYCEP) and its successor organization, the Stanford Program on International and Cross-Cultural Education (SPICE), did not just happen and its success was not assured. Many innovative projects were launched during that turbulent and transformative period but few survived or had a lasting impact. It is worth reflecting on what made this Stanford initiative different and more successful.

Context matters and it is useful to recall the political and academic environment at the time. It was the golden age of area studies when universities and the national affairs enterprise struggled to understand the societies, cultures, politics, and policies of the more than 100 ‘new’ nations that regained independence or emerged from revolution after World War II. New social science methodologies were developed to support this undertaking, and new ways to teach foreign languages and foreign cultures broadened horizons and facilitated people-to-people interactions that transformed exotic ‘others’ into fellow travelers on planet earth. Stanford was at the forefront of both the area studies and methodological revolutions.

The Vietnam War was a second critical shaper of information and ideas. This was the first ‘television war’ and it gave an immediacy to what was happening in Washington and on the other side of the world. The ‘enemy’ was humanized and the draft forced ordinary Americans to think about people, places, and government policies that were opaque and increasingly personal. Antiwar activism included demonstrations and ‘teach ins’ to educate the public about what was happening and why. These activities occurred in the context of growing dissatisfaction with many gaps between American values and everyday injustice affecting racial minorities, women, the elderly, and the poor. Determination to do something about increasingly unacceptable conditions was rampant.

These factors, and others such as the large size of the area studies community at Stanford and the leadership of key faculty, coalesced in ways that galvanized determination and efforts to link area studies-focused academic research to political action, classroom instruction, and public education. The logic was straightforward. Those at the leading edge of area studies had both an opportunity and an obligation to use what they learned about other countries and cultures to inform and influence politicians and policymakers so that they would see the error of their ways in Vietnam and Asia more broadly and adopt policies more conducive to mutual understanding, peace, and shared prosperity.

The logic of the situation and our understanding of the importance of public opinion in a democracy also drove us to seek ways to use our understanding of Asia to bring Asia and Asians into American classrooms. That meant, among other things, expanding coverage of Asian culture and history in American secondary school textbooks and developing teaching materials and training programs for high school teachers. Fifty years later, it is difficult to imagine how little information and teaching material was available. One reason that is the case is that the founders of SPICE used their knowledge of American education, textbook publishing, and teacher training to move beyond the Europe-centric content of what was and is taught in the United States.

The energy and activism during the formative period did not dissipate when graduate students earned their degrees and embarked upon the next stage of their careers. Some continued to work in and through the SPICE structures. Others accepted positions in the U.S. Government and other nonacademic institutions so that they could play direct and indirect roles in shaping official understanding and public policies. Their activities both contributed to public understanding and utilized increased public awareness and understanding to influence public policy. 

There is a bigger story to be told than the narrow component that was and is the SPICE program, but to say that is not to diminish the importance and impact of the classroom and public education achievements of the people and projects undertaken in the decades since SPICE was originally conceived. I am proud to have been a part of those early efforts and even prouder of the fact that SPICE remains as vital and vibrant as it is today and that I still have opportunities to lecture in its programs. 

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SPICE offers several local programs for students in Japan, including regional programs at the city and prefectural levels. Developed through collaborations between SPICE and local governments across Japan, these online programs encourage students to engage with complex global issues while deepening their understanding of U.S. society, culture, and U.S.–Japan relations through critical thinking and research.

With the 2025–2026 session now finished, each participating program has recognized two outstanding students for their exceptional achievements throughout the course, including the quality of their final research projects. These student honorees will travel to Stanford University in August 2026, where they will present their research during a series of recognition ceremonies. The events will welcome distinguished guests from the Stanford community, the Consulate General of Japan in San Francisco, and members of the Japanese community throughout the Bay Area.

SPICE proudly congratulates the following students for their outstanding academic accomplishments.

Stanford e-Fukuoka (Instructor: Kasumi Yamashita)

Student Honoree: Konoha Inoyusu
School: Fukuoka Daichi High School

Student Honoree: Haruki Kenyon
School: Kurume High School

Stanford e-Hiroshima (Instructor: Rylan Sekiguchi)

Student Honoree: Konatsu Haga
School: Fukuyama Akenohoshi Girls’ High School

Student Honoree: Momoka Nagayama
School: Hiroshima Inokuchi High School

Stanford e-Kagoshima City (Instructor: Amy Cheng)

Student Honoree: Nayuta Nei
School: Kagoshima Gyokuryu High School

Student Honoree: Shiori Nishizono
School: Kagoshima Girls’ High School

Stanford e-Kawasaki (Instructor: Maiko Tamagawa Bacha)

Student Honoree: Mio Suzuki
School: Kawasaki High School

Student Honoree: Rio Hojo
School: Tachibana High School

Stanford e-Kobe (Instructor: Alison Harsch)

Student Honoree: Sakura Oe
School: Kobe Municipal Fukiai High School

Student Honoree: Shotaro Take
School: Kobe Municipal Fukiai High School

Stanford e-Oita (Instructor: Kasumi Yamashita)

Student Honoree: Mao Hieida
School: Nakatsu Minami High School

Student Honoree: Taichi Morikawa
School: Takada High School

Stanford e-Tottori (Instructor: Jonas Edman)

Student Honoree: Una Ishikawa
School: National Institute of Technology, Yonago College

Student Honoree: Asumi Nishimura
School: Tottori Nishi High School

Stanford e-Yamaguchi (Instructor: Jonas Edman)

Student Honoree: Misaki Kobayashi
School: Keishin Senior High School

Student Honoree: Hiroi Tomokawa
School: Iwakuni Senior High School

SPICE commends these students for their intellectual curiosity, academic excellence, and commitment to developing a global perspective. We look forward to recognizing their accomplishments at Stanford University next month.

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.), and online courses to Chinese high school students on the United States (Stanford e-China) and to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan) and on entrepreneurship (Stanford e-Entrepreneurship Japan).

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The Stanford e-Yamaguchi Program recently concluded its second year, continuing a successful partnership between SPICE and the Yamaguchi Prefectural Board of Education. Designed to provide high school students in Yamaguchi Prefecture with opportunities to strengthen their English communication skills, explore global issues, and engage with Stanford educators and guest speakers, the program offers participants a unique opportunity to develop their global perspectives while interacting with experts from a variety of fields.

This year marked my first year teaching the Stanford e-Yamaguchi course, and it has been a truly rewarding experience. Throughout the program, I was consistently impressed by the students’ intellectual curiosity, thoughtful participation, and willingness to engage with complex global topics in English. Their enthusiasm for learning and openness to new perspectives made every virtual classroom session meaningful and enjoyable.

I would like to express my sincere appreciation to Mia Kimura, who taught the inaugural year of the program and helped establish a strong foundation for its continued success. Her efforts during the program’s first year played an important role in creating a welcoming and engaging learning environment, one that I have sought to emulate in my own teaching.

The course featured a series of outstanding guest speakers who shared their expertise and experiences with students. I would like to thank Dr. Stephen Murphy-Shigematsu, Dr. Elizabeth Baham, Dr. Gary Mukai, and Dr. Mariko Yoshihara Yang for their generous contributions to the program. Through their presentations and discussions, students explored a wide range of topics, including mindfulness in leadership, diversity in leadership, global citizenship, and design thinking. These sessions provided students with opportunities to connect classroom learning to real-world challenges and encouraged them to think critically about the qualities needed to lead in an increasingly interconnected world.

The success of the Stanford e-Yamaguchi course is the result of the efforts of many individuals and organizations. I am especially grateful to Professor Yuko Hayashi, Yamaguchi University, for introducing SPICE to Tsugumasa Muraoka, Governor of Yamaguchi Prefecture. That introduction helped establish the connections and support necessary to make this partnership possible.

I would also like to extend my deepest thanks to Akinobu Tomonari of the Yamaguchi Prefectural Board of Education. Tomonari-sensei has been instrumental in planning, coordinating, and facilitating the program. His dedication and commitment have been essential to the program’s success.

As we conclude another successful year, we celebrate not only the accomplishments of the students but also the strong partnership between SPICE and Yamaguchi Prefecture. We look forward to continuing this collaboration and providing future cohorts of students with opportunities to develop the knowledge, skills, and global perspectives needed to become thoughtful leaders in their communities and beyond.

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

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On March 27, 2026, 16 undergraduate students in Japan joined 50 graduate students in Norway for a virtual exchange focused on local sustainability challenges. The session was part of the SPICE Social Entrepreneurship course offered at Eikei University of Hiroshima (Eikei) and co-organized with the Faculty of Technology, Art and Design at the Oslo Metropolitan University (OsloMet). 

The exchange served as the culminating activity of a course that SPICE has offered at Eikei since 2022, made possible in large part by the vision of Hiroshima’s former Governor Hidehiko Yuzaki. The course guides students through community engagement, local sustainability challenges, and problem-solving using design thinking methods. This year, students tackled topics including rural transportation, migrant worker conditions, seniors' access to AI, and cybersecurity. What distinguished this iteration was the opportunity for students to test their ideas with an international audience whose academic background differed significantly from their own. 

To create that opportunity, SPICE partnered with OsloMet’s master’s program in Applied Computer and Information Technology. Though the two programs differ in size, location, and disciplinary focus – one rooted in liberal arts, the other in STEM – they share a common goal: helping students explore complex social problems through interdisciplinary and cross-cultural collaboration. To prepare for the virtual session, Eikei students created short video presentations introducing the sustainability challenges they had identified in Hiroshima. OsloMet students then reframed those challenges in their own local content and developed technical solutions in response. During the live session, students from both sides met in breakout discussions facilitated by Eikei student assistants, where Oslo teams proposed solutions and Hiroshima teams asked questions and explored implementation. 

For Eikei students, the most significant learning emerged from the reflective activities that followed. Students’ responses centered on two pillars the SPICE course had set from the beginning: intercultural competence and interdisciplinary thinking.

Eikei students reflecting on Japan-Norway student exchange | Photo Credit: SPICE

On the intercultural side, the exchange made clear how deeply local context shapes the way problems are understood and solved. A group working on AI and senior citizens, for instance, found that differing attitudes toward aging in Japan and Norway influenced both how the problem was defined and which solutions seemed viable. One student wrote: 

"The most memorable moment was when the very first prototype shown — from Group 9 — was an AI-generated image of a pizza with wheels, with an elderly person smiling next to it. I felt that our perspectives on social welfare and the public good were fundamentally different. Our conception of government's mission is something close to protecting the vulnerable. Their view, by contrast, were rooted in a focus on individual flourishing and self-actualization. It really took me by surprise."

Another student recalled a similarly unexpected moment:

“I received a lot of basic questions about everyday life in Japan — things like 'Isn't it normal for people in Japanese suburbs to ride electric scooters?' or 'How much do elderly people in Japan actually use smartphones?' I had expected questions about complex solutions, but I realized that even things I take for granted carry invisible assumptions and biases. In a cross-cultural setting, you have to align on the basics before you can go deeper."

These moments pushed students to examine their own assumptions and recognize how context shapes both problems and solutions. 

The interdisciplinary dimension was equally revealing. Eikei students admired how their Norwegian peers translated broad social concerns into concrete, technically grounded proposals. At the same time, the exchange helped them see the value of their own liberal arts education. One student reflected:

“Since the Oslo students each specialize in one field, it seemed like every group felt compelled to apply that expertise — which meant their solutions often ended up looking similar. We, on the other hand, are trained to approach problems from multiple disciplines and to include not just what’s immediately feasible but also future possibilities. Seeing that difference made so concrete was what left the strongest impression.”

Rather than viewing technical expertise as inherently superior, Eikei students came to see stakeholder engagement and contextual sensitivity as equally essential for addressing complex challenges, and concluded that effective solutions require both. This shift in perspective reflects a central aim of STEAM education: integrating a human-centered perspective into the traditional STEM framework (link to a related article). 

This experience reinforced the value of designing courses that connect students across institutions, disciplines, and cultures. The impact, it turns out, extended beyond the participants themselves. One of the Eikei student assistants who helped facilitate the session also reflected on what the experience meant to her (link). Many Eikei students expressed a desire for more sustained collaboration with their Norwegian peers, suggesting that future iterations of such a course could benefit from extending the exchange beyond a single session. More time and more exchanges would create greater space for mutual understanding and deeper engagement with complex "wicked" social problems.

Eikei students in SPICE Social Entrepreneurship course | Photo Credit: SPICE

Acknowledgement: I am deeply grateful to Professor Tulpesh Patel at OsloMet for making this partnership both possible and genuinely rewarding. Since we began working together in August 2025, it has been a true collaboration, the one built on regular conversation, mutual trust, and a shared belief in the value of human-centered, context-sensitive learning, an approach that lies at the heart of STEAM education. Working with Professor Patel has been a personal reminder of why cross-cultural and interdisciplinary collaboration matters. 

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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