The omet

The New sletter of K. International School Tokyo
Volume 26 | Issue 1 | September 2022

In this issue...
02...IB Diploma Results—July 2022

10...KIPS News

03...Welcome to New Staff

11...KIST Lower Secondary Programme

04...Message from the Board President

12...University Support Scholarships

05...New School Buses

13...Secondary Student Care

05...New School Building Update

15...LMC News

08...K1 Sustainable Development Goals

20...University Acceptances and Offers

From the Head of School

Dates to Remember

Welcome back!
Welcome to the 2022–23 school year! I am excited foranother new beginning and look forward to a year filledwith opportunity and excitement for our community at K. International School
Tokyo! I think most of us can agree that the past three years have been rather
tumultuous and unpredictable; however, working as a community, I believe wehave persevered. Throughout this difficult time, our students across the school
have continued to learn and progress. Although we may continue to facepandemic-related challenges, we have proven that with the strength andpositivity of our school community, coupled with flexibility and determination,
we can overcome most obstacles.
At the end of the 2021–22 school year, we were able to hold our End-of-Year
Concert with a live audience for the first time in three years, and this year wewere finally able to welcome our Elementary School families on campus for our
Parent Welcome Nights. As we move ahead, it is our goal to resume as many
school events and activities as possible, including reading buddies (Elementary
School), excursions, camps, and celebrations.
While the relaxing of pandemic-related
restrictions will allow us to resume various
events, we will be bound by another(positive) limitation! The limitation I am
speaking of is our long-anticipated campus
expansion project. Over the summer
vacation, the demolition of our gymnasium
was completed, and the construction of our
new facility has already begun. The absenceof a gymnasium and a substantial field will
limit the activities we will be able to hold during PE classes; however, themembers of our PE department are thinking outside the box and have come up
with many creative and innovative solutions.
Our new facility is scheduled for completion in the fall of 2023, and we arelooking forward to this monumental addition to the KIST facilities. In themeantime, let’s continue to work together to ensure the socialemotional growth and academic progress of our students.
Warm regards,
Kevin Yoshihara Ed.D.
Head of School/Elementary School Principal
1997–2022 Celebrating 25 years

1997–2022 Celebrating 25 years

September 2022
19 School holiday
20 (G6-G8) English diagnostic
testing
23 Staff development day (Noschool for students)
27-28 School photographs
27 PYP information session (Online)
29 (G5) Day camp

October 2022
1 SAT@KIST
3-7 (G2-G5) Writing diagnostic
testing
3-21 (G1-G5) Reading diagnostic
testing
10 School day
12 (G10) PSAT tests
21 Last day of Quarter 1
22 Explanation Day (for prospective
parents)
22 2023–24 Admissions applications
open
22-30 Autumn vacation
31 School resumes for all students

November 2022
3 School day
11 Quarter 1 reports issued
14 (G5) Math/Japanese progression
criteria session (*Tentative)
23 School day
23 (S) Q1 Parent/Teacher/Student
interviews (*Afternoon)

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IB Diploma Results—July 2022
This year, a record of over 173,000 students from
3,090 schools worldwide sat the May 2022
examination session. The IB continued to makeadaptations to incorporate the disruption to learningcaused by the pandemic, and for some, acontingency measure was developed to award
grades without written examinations. The world
average for the May 2022 examination session was
32.0 points, down from 33.0 points in 2021.
Despite the decrease in the world average by 1 pointfrom 2021, KIST continued to perform exceptionallywell, with an average DP score of 42.1. Remarkably,
6 (18%) students attained a perfect score of 45
points, placing them in the top 0.74% globally. Since
there were 651 students worldwide who scored aperfect score in this examination session, this meansthat approximately 1% of these students were from
KIST!

Summary of Diploma results from the past five examination sessions

Of particular note for the Class of 2022:
•
•
•
•
•
•
•

33 of the 35 students (94%) were enrolled in the full Diploma, in comparison with the global average of 78%.
33 of the 33 students (100%) enrolled in the full Diploma at KIST attained the IB Diploma, in comparison withthe global average of 86%.
The average score for KIST students attaining the IB Diploma was 42.1 points, more than 10 points above the
IB Diploma world average 32.0 points.
6 students (18%) attained a perfect score of 45 points, for which only 0.74% globally achieve.
13 students (39%) attained 44 points or above, for which 2% globally achieve.
27 students (85%) attained 40 points or above, for which 14% globally achieve.
20 KIST students attaining the IB DP (61%) attained scores of 42 points or above, qualifying them to beconsidered for the KIST “Learning for Life” University Support Scholarships.
The table on the left shows how KIST’s course
averages (calculated for students who attained
the IB Diploma) compared against the IB world
averages for each course.
• 100% of courses offered at KIST had results
above the IB world averages.
• 96% of courses offered at KIST (with green
and blue shading) had results more than 0.5
points above the IB world averages.
• 86% of courses offered at KIST (with blue
shading) had results more than 1 point above
the IB world averages.
Please refer to the “Statistical Bulletin” at the link
below for further information on the IB Diploma
results and statistics.
b
Web

https://www.ibo.org/about-the-ib/factsand-figures/statistical-bulletins/diploma-programme-statistical-bulletin/

Congratulations to the Class of 2022 forachieving phenomenal IB Diploma results, andbest wishes for continued successas you commence your university
adventures.
*Subjects studied through Pamoja Education

Hiro Komaki
DP Coordinator“ T h e Co m et ”

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Welcome to New Staff
We would like to introduce you to our new staff for 2022ꟷ23. Pleasejoin us in welcoming them to KIST and KIPS!

Teachers

Karen DonaldGodfrey
Secondary English

Chloe Kniveton
Elementary
Grade 5A

Hanad Mahamed
Secondary
ScienceAnna Sophia Valencia
KIPS P2

Instructional Support Staff

Maslin Costiniano
Learning Support
Instructor (K1B)

Brogan Dietrich
Learning Support
Instructor (K1A)

David Herbertt
Learning Support
Instructor (K3A)

Peter-Ann Higgins
Learning Support
Instructor (G2B)

Chrisdelle-Janine
Kawamoto
Learning Support
Instructor (G2A)

Leah McMacken
Learning Support
Instructor (K3B)

Muskan Manwani
Teacher-Trainee((Elementary G4B)

Charles Owen
Learning Support
Instructor (G5A)

Mark Albert (Zac)
San Juan
Learning Support
Instructor (G1A)

Ayane Tomita
Learning Support
Instructor (G1B)

Operational Staff

Riri Kinoshita
Administrative Assistant(Elementary Office/Main Office)3

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Message from the Board PresidentIn August 2022, KIST celebrated its 25th anniversary. During its history, there havebeen times when it wasn't all smooth sailing, but I would like to express my sincere gratitude to all those
who have supported and assisted us over the years.
And so now, our 26th year, the 2022–23 school year, has just begun. With the start of construction of our
new school building, available space on our main field has become very cramped, but with completion of
the new building—which will include a gymnasium with a full-sized basketball court—scheduled for theend of October 2023, we plan to implement various strategies during the one-year construction period thatwill enable sporting activities and the like to continue.
I would now like to present a report from the Board of Directors.
The core of KIST’s mission is “to provide academically motivated children with a high quality education inorder to develop competent, academic and compassionate individuals who make meaningful contributions
to our global community.” And our vision “seeks for all learners to demonstrate excellence in academics.”
At KIST, we have set three educational goals to help us achieve our mission and vision:
1. To provide opportunities for all students to acquire the knowledge and skills required in the DP to ahigh level in order to contribute to and succeed in our global community.
2. To open the doors to leading universities for all students who wish to continue receiving a quality
education after graduating from KIST.
3. To support students in achieving excellent academic results that enable them to receive scholarships
upon entering universities if financial assistance is needed.
Our degree of achievement for each of the above educational goals is as follows:
1. The KIST DP average score in 2022 was 42.1 points. As the world average was 32 points, this meansthat the difference was 10.1 points (9.3 points last year)—our widest gap ever.
2. This year, many of our graduates have succeeded in gaining entry to leading universities around theworld, including the University of Cambridge in England.
3. This year, our graduates who achieved excellent results received monetary scholarships fromuniversities and colleges that totaled more than 350 million yen—more than double the amountreceived in the previous year.
Congratulations to all of our “Class of 2022” graduates. And thank you to all the teachers and parents who
have led them to this success.
In August 2019, KIST introduced the official IGCSE test as part of our educational reform, and 79% of thestudents scored 9s or 8s (maximum 9 points). This was the first official IGCSE test for all subjects, and I
am pleased to report that these results were excellent. By comparison, 89% of UK schools ranked 2nd in
the world for IB DP schools scored 9s or 8s, and 76% of UK schools ranked 11th scored 9s or 8s.
In order to implement further educational reforms, the introduction of the KIST Lower Secondary Program(LSP) has begun this year. The program is being overseen by experienced subject teachers whose
students have achieved high results in the DP and IGCSE, and the resulting curriculum that has beendeveloped fully prepares students for the challenges they will encounter in both the IGCSE and the DP.
One of the important roles of the Board of Directors is to verify the effectiveness of educational reforms
that the school implements and to promote further reforms where necessary. Continuing from the previous
school year, this year the same Board members will continue in their roles, so we ask for your ongoingunderstanding and cooperation.

Financial report

The settlement of accounts for the period from April 2021 to March 2022 has been audited by the twoschool auditors. The settlement has been approved by the Board of Directors and reported to the Board ofTrustees. (As per Japanese private school law, the settlement period runs from April to the end of March,which is different from our school year). If you would like to view the school’s financial statements and thelike, please contact Mrs. Komatsu or Mr. Maeda in the office to make an appointment. Please note that inaccordance with legal stipulations, only current students and their parents, and school staff are eligible toview these documents.
Takako Komaki
Board President/Associate Head of School

“ T h e Co m et ”

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New School BusesAs the color and shape of the school buses have hardly changedat all, some users may not have noticed that we actually have
two new school buses!
KIST currently has three school buses: two medium-sized buses
and one microbus. In time for the start of the new school year,
the two medium-sized buses were replaced for the first time in twenty-one years!
The school buses are not only used for the daily commute to and from school, but also forvarious other purposes such as Elementary School class field trips as well as Secondary
students travelling to and from after-school sporting practices and competitions.
We ask for the cooperation of all students in being mindful of taking care when using thebuses in order to maintain them in good condition for a long period of time. In addition, we
will continue to strive to operate the buses safely.

New School Building Construction Update
We are pleased to announce that all
preparatory work, including the demolition of
the gymnasium and subsequent ground
improvement work (e.g. removing
underground piles from the former Koto-ku
elementary school facilities), has been
completed, and construction of our new
school building has finally begun.
To ensure the shortest possible construction
period and to place the highest priority oncompleting construction so that we can moveinto the new building by the end of October
2023, we had to change our original
construction plan. As you may have seen at
the Parent Welcome Nights or during drop-off
and pick-up times, the resulting field space isvery limited.
We are very sorry for the stress caused tothe students and staff by the limited space for
PE lessons and break times; however, thespace being used for construction is essential
for completion of work in the shortest
possible time, so with the cooperation andunderstanding of the PE department andschool staff, as well as various ideas by theschool, we will overcome the difficulties
together by next October.
In order to solve the problem of space, weare planning various contingency measures
such as improving the rooftop areas (bycreating a sports court), and when it isdifficult to secure a space for PE classes due
to overlapping schedules, we will rent an
outside gymnasium or sportsground for
Secondary PE classes so that lessons are
not affected.
The construction company we have chosen
is Shin Nihon Corporation. As construction is
being conducted on the site at the same time

as regularclasses andschool operations
continue, wehave asked theconstruction
company to pay
close attention tonoise reduction
and safetymeasures. The
blind corners of
the fencesurrounding theconstruction area
Traditional Japanese ceremony (Ground-breaking
are transparent atceremony) held on July 28, 2022 to pray for safety during
key points tothe period of construction
prevent injuries
due to collisions
between students
and to allow
students to see
the construction
work. When we
actually see
students peeringin with greatinterest, we arevery happy to see
the start of the
new school
construction
project. We are
The construction site as of September 1, 2022
looking forward toseeing more and more changes in the school.
In order to maintain a bicycle parking for staff, we are using thespace behind the kindergarten playground. We would like to takethis opportunity to thank the Okada Family (G9 and G2) forsponsoring the installation of the parking area gate. Thank youvery much for your cooperation.
We can’t wait to see the new school building completed!

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PYP News

For this issue of The Comet, I will be introducing somemore new assessments that we will be using for
Grades 1–5 this school year.
Last year, we replaced the usual paper-based end-ofyear tests with online assessments sourced from theUK. Developed by GL Education, the Progress Tests in
English (PTE) and Math (PTM) are updated regularly toreflect changes in the curriculum and are standardised
against the performance of around 35,000 students in
the UK to give an accurate indication of how students
at KIST compare.
One of the most
exciting features of the
new Progress Test
Series is thedevelopment of a newsuite of reports for our
teachers, offering clearer and more comprehensive
data. This also means that you, as parents, will receive
the results quicker and hopefully in a more usefulformat.
These tests were deemed a success as they proved
challenging for our students and were relatively easy toadminister for our teachers; therefore, we have decided
to expand the range of GL assessments for this school
year.
The first of these tests
will be the New Group
Reading Test which
will replace theFountas & Pinnell
reading tests that we have been using for many years.
The purpose of this test, which is taken twice per year
in October and January, is to help teachers assign theirstudents to appropriate guided reading groups. The
NGRT is a computer-based, adaptive test, meaningthat all students in the grade start at the same place,but as they answer the questions, the test adapts totheir level of proficiency, assigning either easier ormore difficult reading passages until they reach theirinstructional level. Unlike the Fountas & Pinnell
assessments that took 20–30 minutes per student, the
NGRT can be administered to the whole class in 30
minutes, saving everyone time that can be better used
for classroom instruction.
The other piece of the
GL series that we areusing is not really anassessment. The Pupil
Attitudes to Self and
School Survey will replace our usual student surveys
for G1–G5. This short 20-minute online survey takes
the guesswork out of understanding why pupils may bereluctant, disengaged, or even disruptive learners bysensitively exploring social and emotional wellbeing. It
also provides interventions and guidance so ourteachers can start to address issues immediately.
I am confident that these additions will positively impact
our students and teachers. If you haveany questions about assessment in theelementary school, please e-mail me atoliver.sullivan@kist.ed.jp.
Oliver Sullivan
PYP Coordinator

Changes with the Season
Well, we’ve come around acorner and it’s that time ofyear again. The heat is highand along with the humidity,
expectations for a new year
are rising. This year willpose some uniquechallenges for the classes
and students at KIST, with the construction of the newschool building well underway, space is limited, andscheduling is tight.
Some of the available space that has been repurposed
includes the rooftop of the secondary building. This
area has many possibilities, and the PE department
has been working hard to create a space that will haveuse beyond typical recess activities. Keep your eyes
and ears open as we will have some additionalsurprises that will certainly heighten your “Roof-Top”
experience in the coming weeks.
Clubs will have started by the publication of this article.
Teachers have been putting forward their ideas for avariety of clubs, including some of the “Old Favorites”
and a few new and interesting selections. A couple inparticular that look exciting are the KISTv and the yoga
clubs. I hope that you are successful in joining the clubthat you want to enter as it’s a great way to end a toughday at school. Unfortunately, all the field sports that we
usually have on offer are not available until we have aproper field in place.
One last item of change worth mentioning is the timingof the school lunch. As the schedules for elementaryneeded a bit of adjustment to cover all the lessons,lunches got pushed back an hour. Waiting for lunch is a
new reality, therefore students are reminded to bring asnack that can tide them over the hump into lunch time.
With all this said and done, I wish you a successful andprosperous 2022–23 school year.
“Work hard, play hard and keep it inbalance!”
Clay M. Bradley
Elementary School Vice Principal/
Student Care Coordinator (Elementary)

“ T h e Co m et ”

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Early Childhood News
Dear KIST Families,
Welcome to the 2022–23 academic year. To those whoare continuing with us, welcome back, and to those
who have joined us for the first time, welcome to ourschool!

K1A

How was your summer holiday? I hope that many ofyou were able to see your family members (who you
may not have been able to visit over the past few years
due to COVID-19) in your home countries this year.
I hope that the situation with the pandemic will calm
down during this school year. In our Elementary School
this year, we will be bringing back a number ofactivities which we have not been able to do for the
past three years such as Buddy Reading Time, A andB class interactions during recess, and multi-grade club
activities. Buddy Reading Time, in particular, is very
popular with our kindergarten children as they get tospend time with their ‘big brothers and sisters.’ We are
excited to see what kind of activities they will be able to
do together this year.

K1B

Next, I would like to introduce our ECE instructionalteam for the year. We had a few staffing changes at theend of last year: two members of our team went onmaternity leave, two became Elementary homeroom
teachers, some went abroad to study, and more. This
year, two staff members happily returned frommaternity leave, and we have welcomed four brandnew members of staff to our team.
Each of our K1 to K3 classes has three staff members:
a class teacher and two learning support instructors, fora total of 18 staff. The children also engage with othersingle-subject teachers throughout the day.

K2A

K2B

In terms of the instructional experience of our 18 staff
members (or more precisely, 17, as we are currently
awaiting the arrival of an additional learning support
instructor for K1B), the average number of years of
instructional experience is 10.8 years. The longestserving staff have more than 30 years experience, andthe shortest-serving staff have been working in
education for three years. Our staff come from 12
different regions, 11 different nationalities, and speak
not only English as their first or second language, butalso 10 other home languages. More than half of themare parents themselves with children. Each of them hasdiverse interests and brings their own experiences inworking with the children in their respective classes.

K3A

Although there is still a long way to go, with your help,
the staff will continue to work hard to ensure that thechildren enjoy learning this year. We look forward to
your continued support.
Eri Ozawa
Early Childhood Coordinator (K1–K3)/
K2A Teacher

K3B

7

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K1 Sustainable Development Goals
During the summer program, we
focused on the Sustainable
Development Goals (SDGs). The
previous K1s (current K2s) focusedon the 12th goal (Responsible
Consumption and Production) andthe 15th goal (Life on Land.)For the 12th goal, we learned about‘Reduce, Reuse and Recycle.’ We
did many projects, such as making
compost with food scraps, natural
things (leaves, twigs, bark of trees),
coffee grinds, tea leaves, and usedcardboard. The children enjoyedmaking their compost; due to this,they became aware of putting theirbanana peels in their compost after eating snacks.
We recycled paper from scrap paper we used in theclassroom. The children ripped the paper into small
pieces and mixed it with water until it became pulp. We
flattened the pulp and dried it. The children wrote a

message to their parents using
the paper they made!
We also planted seeds withreused plastic bottles. The children drew pictures of thechanges in their seeds using their journal booklets.
For the 15th goal, we focused on the importance ofanimals and plants. We looked at the reason why someanimals are endangered. We also did a ‘Nature
scavenger hunt.’
We also learned that honeybees are under threat ofendangerment due to climate change anddeforestation. We also learned the importance of bees,
pollen in flowers, and how they produce honey. The
children enjoyed being beehive inspectors during thedramatic role-play. They also became
honey sellers and buyers!
Claire Yoneyama
K1A Teacher

“ T h e Co m et ”

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9Elementary ELS
Reading with your child—This resource can help!
To start off our 2022–23 school year, we would
like to share a resource that can help you
support your child’s language and literacy
learning at home. Asking your child questions
about the books you read together is one of the most effective ways
to improve reading skills and language learning. However, sometimes
it is hard to know what questions to ask as we share a book. So, tomake that part easier, literacy expert Bonnie Campbell Hill developed
bookmarks printed with great questions and made them available inmultiple languages.
To use this resource well, please keep in mind that reading with yourchild in your home languages is excellent literacy support. Bonnie
Campbell Hill, like other literacy and bilingual education experts,
emphasizes that: “Speaking in your native language will not make it
more difficult for your child to learn English. […] Furthermore,learners who have had…no primary language support can take aslong as seven to ten years to demonstrate academic competence in a
new language.” Development of home language literacy supports
English language literacy.
Bookmarks are available in Chinese, Dutch, English, Italian,Japanese, Korean, Polish, Portuguese, Spanish and Thai. Please email me and let me know which languages you would like. I can email you a digital version and also print them to send home with yourchild. If the language you would like is not available, please still email me and I will try to help.
For more information about supporting your child’s language andliteracy development at home, please see Bonnie Campbell Hill’s
article “EAL Family Support” (on your child’s class Schoology page,or to receive a copy please e-mail me). Please also see The Comet
article from last year “Deepening skills during shared reading athome” on page 8 at the links below:bWeb

https://www.kist.ed.jp/files/pdf/TheComet/The%
20Comet_2021.12_E.pdfbWeb

https://www.kist.ed.jp/files/pdf/TheComet/The%
20Comet_2021.12_J.pdf

Looking forward to helping support another great yearof learning enjoyment!
Rachel Parkinson
Elementary ELS Coordinatorrachel.parkinson@kist.ed.jp

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KIPS NewsKIPS was established in October 2016 as an inhouse daycare facility, and this year marks its sixthyear of operation. After five years since opening, I
have been reassigned to KIPS as the Office Coordinator. I
am looking forward to working together again with myformer colleagues, new staff members, and existing andnew families to further improve the life of the preschool.
In addition to disinfecting and hand washing, we also
provide children with a nurse’s checkup, SIDS check,monthly weight and height measurements, healthcheckups twice a year, and dental checkups. In addition,
we conduct monthly disaster drills, daily facility
sterilization and checkups, constant ventilation, and staff
training, and we also provide as many additive-free lunches and snacks as possible.
We aim to make KIPS a safe, nurturing and fun place for children to learn and grow,and to incorporate a variety of English language classes. Although there are still many
limitations due to the ongoing COVID-19 situation, we hope that we can enjoy watching
the children grow up together while maintaining good communication with families.
I received a nice comment from one of the parents at the time when KIPS wasestablished six years ago. The parent said that on Saturdays, the child carries his bag
on his back and says, “I'm going to KIPS!”—that is how much he loves
KIPS.
We hope that KIPS will continue to be a place where children love to go.
Yukiko Murai Jones
KIPS Office CoordinatorTo our new KIPS families, welcome to KIPS, and welcome back to ourcontinuing students!
This year, we welcomed 5 children to our P0–P1 class and 11 children to our P2class. As most of the children are new to KIPS, there were a lot of tears during
the first week, but we were glad to see that our continuing children were verykind in offering toys and comforting touches to their new friends.
At the beginning of the school year, one of our main objectives is for the children
to become accustomed to the KIPS environment. We try to make the routine asconsistent as possible and use English
along with visual cues to help the children
remember important points and eventuallyadapt to their new routine. Some of theactivities the children do as part of their daily
routine include cleaning up after playtime,
washing their hands, singing before meals,
sitting down together during lessons, andholding the rope during our outside walktime.
A new school year brings many newchallenges, but it is also a time for learning
new things and having fun. We are looking
forward to working in partnership with theparents as we guide and take care of thechildren during this crucial
stage of their lives.
Ma. Cielito Bautista
P0–P1 Teacher

“ T h e Co m et ”

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11KIST Lower Secondary Programme (LSP)
Introduction

Hello everyone, my name is
Kei Komaki, the Lower
Secondary Programme(LSP) Coordinator. As you
may be aware, KIST has
switched its learning
programme for G6 to G8from the MYP to the LSP
from this year. In this article,
I would like to answer thequestion I have been asked
most often as the LSP
Coordinator, “Why did KIST
switch to the LSP from the
MYP, when the MYP is an
official programme offeredby the IB?”To answer this question, I would first like to explain the
purpose of the LSP.

The purpose of the LSP

The main purpose of the LSP is to prepare students for
success in the IGCSE and the IB Diploma Programme(DP).
Both knowledge and inquiry skills are essential for
success in the IGCSE and DP. For example,
assessment in DP Mathematics, like many othermathematics courses, tests students’ knowledge ofmathematics in the final examination. However,students must also submit a mathematics research
paper where they are required to explore a real-life
problem or question in their own surroundings as atheme and solve it using mathematics. In the I&S
subjects (history, economics, business administrationand geography), students must explore real-life events,using their developed knowledge and conducting casestudies, both in the IGCSE and in the DP. I could give
many more examples, but there are not enough words
for that, so I will stop here.

elements of the MYP into the course to provide students
with the inquiry skills required for the IGCSE and DP.
For example, the exploration of assigned reading topics
from the MYP language subjects continues in the LSP.
The LSP is therefore a hybrid programme thatcombines the knowledge component required for the
IGCSE and DP with the exploration element of the
MYP.

What is done in the LSP?

So what is actually done in the LSP and how does it
differ from the MYP? Let’s take a look at the different
subjects.
Subjects

DP & IGCSE

LSP

Language(English andJapanese)

Papers are
required to be
written withintime limits in theexaminations

All assessments
are in the form oftime-limited
writing tasks,
which the MYP
did not have

Individuals
andSocieties(I&S)

Select subjects
from four
subject areas:
Geography,
History,
Business andManagement,
and Economics

Covers an
introduction to all
four subjects by
G8

Mathematics

80% of theassessment
weighting is on
Knowledge andUnderstanding

Increased theweighting on
Knowledge andUnderstanding
from 25% (MYP)
to 80% (LSP)

Science

In addition totheexamination,
students are
required todesign, conduct
and write areport on theexperiment

In addition topreparing for theiLowerSecondary
exam, students’“lab skills” aredeveloped

The structure of the LSP

As mentioned earlier, both knowledge and inquiry skills
are essential if students are to succeed in the IGCSE
and DP.
First, to ensure that students acquire sufficientknowledge by G8, the LSP subjects have a verticallylinked syllabus. This is especially applied to four of thesubjects: English, Science, Mathematics andComputing. These subjects base their content on thePearson Edexcel iLowerSecondary syllabus, which is
the official pre-IGCSE course offered by Pearson.
Official external examinations are held for thesesubjects at the end of the G8 academic year, giving
students an objective measure of the knowledge andskills they have acquired, as well as providing themwith formal examination experience ahead of the
IGCSE and DP.
In addition to knowledge, the LSP incorporates

These are only a few examples, but there are a numberof arrangements in the LSP subjects that focus on
preparing students for the IGCSE and DP.
But why is KIST so committed to preparing students for
the IGCSE and the DP? This is related to the current
situation with university admissions.
Continued on next page

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Athletics Update

Continued from previous page

University admissions
today

Many people commonly havethe misconception that good
grades in the DP (G11–12) will
get them into any university of
their choice anywhere in the world. However, US
universities require applicants to submit grades from
G9 when applying, and leading universities such as Ivy
League schools and MIT will only accept applicantswith consistently excellent grades from G9, no matter
how good they are from G11 to G12. Not only in theUS, but also Cambridge and Oxford in the UK, and the
University of Tokyo and Waseda-Keio-Sophia inJapan, require students to submit grades from G10.
This means that to gain admission to the world’s
leading universities, students need to be well preparedby G8 and be academically successful from G9.
As such, the LSP was introduced to maximise thenumber of future options for students by providing
maximum support for G6–G8 students and preparing
them well for their studies from G9.

In conclusion...

I hope you enjoyed reading this article. If you have any
questions regarding the LSP, please do not hesitate tocontact me.
Kei Komaki
LSP Coordinatorkei.komaki@kist.ed.jp

Fall 2022
Welcome back KIST students and families as our Fallseason is back to a regular program and participationis remarkably high.
A quick note about the ISTAA U-18 Futsal tournaments
held at the end of the school year (Spring 2022). Boththe Girls’ and Boys’ teams had strong tournaments
finishing second of 4 and 5 teams, respectively.
Unfortunately, the KIST teams were unable to beat
BST for the championship.
At present our Fall teams are all in training preparing
for competition in the below:• Cross Country – all MS and HS. We have fifty
runners this year—the most ever, and many greatcoaches supporting the team.
• MS Boys’ Soccer• MS Girls’ Volleyball• JV Boys’ and Girls’ Volleyball• JV Boys’ and Girls’ Tennis
Please check the KIST Athletics page on Schoology tosee competition dates, times, locations, results andother information.
Thank you to all the coaches, administrators,
management and parents for all yoursupport for KIST Athletics. The students
are looking forward to a wonderful year.
Dennis Ota
Athletics Coordinator

KIST ‘Learning for Life’ University Support Scholarships
Twenty graduates awarded university support scholarships in 2022!
At KIST, we define a high-quality education as promoting academic excellence,
international understanding, moral character and lifelong learning. In line with thisdefinition is our goal for our students to gain the skills and knowledge they will need tosucceed in higher education and in their lives beyond. The KIST ‘Learning for Life’
University Support Scholarships are offered to students who, through hard work and diligence, achieve high scoresin their final DP examinations, with the intent to continue their studies at university and eventually contribute tosociety at large, while maintaining their sense of inquiry and the desire to continue learning throughout their lives.
Three categories of scholarships are awarded as follows:
ScholarshipGold Award
Silver Award
Bronze Award

Points attained
45 points
44 points
42–43 points

Amount2,000,000 yen
1,000,000 yen
500,000 yen

We are pleased to announce that twenty members of the KIST Class of 2022 will receive KIST ‘Learning for Life’
University Support Scholarships!
Seven students will receive Bronze Awards, another seven students will receive Silver Awards, and finally, six
students will receive Gold Awards—the greatest number of golds awarded so far!
Congratulations to our 2022 KIST ‘Learning for Life’ University Support Scholarship recipients!

V o l u me 2 6 | I s s u e 1 | S e p t e m b e r 2 0 2 2“ T h e Co m et ”

Secondary Student Care
The Secondary Care Team of Miss Cowie and Mr. Archer would like to extend ourwarmest wishes to all returning KIST students and families, whilst offering a similarly
warm welcome to all the new faces joining us for 2022/2023!
We are always available before school, during recess and after school to support the students with any aspect oflife inside or outside of school that they find tough. However, we are also there for KIST families, too, and wewould welcome any parent reaching out to us to discuss any aspect of their child’s wellbeing.
As we return for a new year, there are so many pieces of new information to take in that it can be extremely
overwhelming. Therefore, we wanted to give our Top 3 tips for families for helping to ease the transition back into
the academic and social pressures of school.

1 Respecting the need for space

School can be intense at the best of times. Returning to school and having to deal withnew schedules, learning content, teacher relationships, and peer relationships (evenwriting this feels overwhelming!) can take a mental toll on the students.
They may appear a little more withdrawn at home for the first few weeks, but thelikelihood is you don’t need to panic! Sometimes, the mental toll of putting on a brave facewhilst everything is new and confusing can be exhausting. Some students may feel that,at the end of the school day, as little social interaction as possible is just what they need.
However, if you are worried that your child seems particularly withdrawn or disaffected, please reach out to thecare team as soon as you feel comfortable to do so.

2 Praise early and often

At KIST, our students achieve amazing things every day. Often, to document them all on adaily basis would be a huge time commitment! However, asking about what your childachieved today and praising them for it helps to set a tone of celebration. When students feelenergy and effort is being put into praising even seemingly small achievements, when theinevitable moment comes when they need to reflect on something they need to improve, it
doesn’t feel so negative as there has already been so much praise already. The balance
instead feels far more focused on success, making the chance to improve seem lessdaunting. Being their biggest cheerleader helps to set the foundations for positive self-esteem.
If your child has achieved something outside of school that you think we may not be aware of (maybe, they are too
shy or humble to share) please do let us know!

3 Be accepting of sudden changes

You may suddenly find that your child has returned home eagerly discussing the brand-new hobby they areinterested in that has been sparked by new friendships with several names that are strangers to you. This iscompletely natural and, even in a tightknit community like KIST, friendship dynamics and interests can quickly shift
gears. Rather than worrying about the change, try and accept that this is a natural part of the journey throughadolescence. Taking a genuine interest in things that seem new can help students to feel like they are accepted
and reinforce the idea that they are maturing and making good decisions.

Of course, if you have questions or concerns about any dynamics that seem to be having a negative impact on
your child, please do reach out to the care team. We are always available to have confidential discussions about
these concerns and may be able to provide insight from the school’s perspective.
We are looking forward to meeting more families in person this year and building on thefoundations set last year for the pastoral care provision at KIST. Please don’t hesitate toreach out to us—our goal is to provide a supportive environment for all families.
Hannah Cowie and Matthew Archer
Student Care Coordinators (Secondary)

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Secondary ELS
Secondary ELS department 2022–23
As we welcome students back to commence the 2022–23 school year, the Secondary ELS department isdeveloping Academic Writing curriculum and support strategies to meet the demands of the new Lower Secondary
Program. This will include:• Targeted in-class support in G6–G8 for identified students• Monitoring of skills and providing concrete skill targets for identified students• Academic Writing classes for G6–G8 to be held during period 0• Collaboration with teachers across subjects to identify opportunities for further language support
Through ongoing work with both students and teachers, we hope to give each student equitable
access to the curriculum and to help them realize goals beyond the classroom. Should any students
or parents have questions about English Language Support or the English language resources
available to students, please contact me at jade.bonus@kist.ed.jp.
Jade BonusELS Coordinator (Secondary)

ELS department staff introductions
Kana Furnival

ELS Instructor
My name is Ms. Furnival and I have beenworking here at KIST since 2014. I previously
worked as an ELS Instructor in the Elementary
School for six years and this is my third year
supporting students in the Secondary School.
My role is to support students in the following
areas:• Constructing academic essays forassessments, including academic register,
vocabulary and essay structure.
• General English grammar and sentence
structure.
As a native Japanese speaker who has also
had to learn English as a second language, I
can empathize with the wide range ofchallenges this brings, and I will use myexperiences to help support students in theirlifelong journey.

Jade BonusELS Coordinator
I am a certified secondary English and Media Arts
teacher originally from Melbourne, Australia. Prior to
moving into education, I was a magazine editor,
specializing in the music media, and therefore haveextensive experience in the use of English in theprofessional sphere.
Japan has been my home for just over nine years. My
first role in Japan was teaching English in Japaneseelementary and secondary schools in Towada,
Aomori prefecture, and the region (and its apples) will
always hold a very special place in my heart.
I joined KIST as an Elementary ELS Instructor in 2015
and spent three years in Grade 1 before moving overto the secondary school—first as an ELS Instructor—
before taking on the role of Secondary ELS
Coordinator in 2019. This year, I will also be
supporting students in G6–G8 English language andliterature as a classroom teacher.

V o l u me 2 6 | I s s u e 1 | S e p t e m b e r 2 0 2 2“ T h e Co m et ”

LMC News
The benefits of reading

Recently I read an article in the Nikkei Shimbun thatwas one in a series of articles on tackling educational
disparity. It discussed several influences on the level of
educational achievement a child will gain including
neighbourhood background and parental level of
education, and presented research about parental time
investment in children, and how this improveschildren’s educational outcomes.
One of the points in the article that really stood out tome, was the impact parents investing time in reading totheir children, and encouraging older children to read,has on educational achievement overall, and not just in
the areas of English and language.
As a household where both parents
work full time, time can be very
limited, but spending time eachnight sharing books, visiting our
local library and reading with ourdaughter in both English andJapanese is something we prioritize
in our family, even though she is still
only in P1.
Reading really is an extremely
valuable way to improve children’s
Akiko (P1)learning, and KIST
Libraries are here to help support students
in accessing and enjoying reading!
Shannon Goan
LMC Librarian

LMC induction session

In the first week of school,
students in Grades 6 to 8 were
given a special induction
lesson into the LMC as a new
initiative to help the students
use the school’s fantastic
resources.
During the lesson, students
were reminded of the rules,
routines and expectations of
the LMC, and had a chance to explore the amazing
resources on offer.
We always encourage students to be active andenthusiastic readers, but we also wanted to remindthem of resources such as study guides, newspapers
and magazines that are on offer! The library staff and I
hope that students appreciate the effort that has been
made over the summer to create a clear labellingsystem, so that students can more easily find books
they might be interested in. Most students took out a
new book during the induction period, which showsthey are off to a very good start!
Please encourage your child to speak to their English

teacher or one of the library staff ifthey are struggling to find a book thatengages them—the LMC’s content isconstantly evolving, and we lovenothing more than lending out the newbooks.
Isobel Duncan
Secondary Subject Area Coordinator—
English15

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V ol u me 26 | I s s ue 1 | S ept em b er 20 22

Staff 10!
In this month’s Staff 10!, we are pleased to present
Niña Reyes who joined us in November 2019 as amusic specialist in the Elementary School. She iscurrently teaching music to students in K1 to Grade
1 at KIST, and also conducts music activities withchildren at KIPS.

1) Tell us something interesting about yourhometown.
Quezon City was named after the second President of
the Philippines, Manuel L. Quezon. It’s the largest cityin the country and also known as the “City of Stars”
because the city is also the centre of the country’s
entertainment industry, media and theatre. In fact, thePhilippine Educational Theater Association (PETA)
theatre which promotes Filipino straight plays andmusicals is a few blocks from my home—no wonder
I’m a star, haha.
2) What is your favorite placein the world?
I love Italy. Aside from their richculture in music and mouthwatering food, it exudes aromantic vibe. Also, it gives mea lot of great memories with myfamily, especially when wevisited there for the Great
Jubilee year.

educator/musician and working
overseas. I am brave enough to facechallenges that come my way and be insituations that are uncomfortable to me.
8) If you could live your life again, would you doanything differently?
I am a product of a non-graded modular education. As
much as there are advantages in that kind of
educational system, I know that I do not fit there. If I
have the chance to live my life again, I will choose aschool that is more hands on for their students andguides them to reach their full potential.
9) Is there anything you are trying to learn/improveabout yourself at the moment?
I am continuously taking music lessons and one of mygoals now is to be more active in sports.
10) Do you have any special message for yourfans?
Each of us is unique and special. Don’t be afraid toshare your talents with others. Also, never give up on
your dreams! Keep going and move forward!

3) Who would you like to meet if you had thechance and why?
I would like to meet Ringo Starr and be able to speak
to him about music.
4) Do you have any special skills or talents?
I can do scratch art using my non-dominant hand.
5) Please share a little-known fact about yourself.
I sang in front of former Philippine President Gloria
Macapagal-Arroyo and Hollywood director Quentin
Tarantino in Malacañang Palace. Mr. Tarantino
addressed me as “little lady” when he spoke to us after
the performance.
6) What is your most prized possession?
The pair of earrings I have been wearing since I was ababy. They were passed on to me from girl no. 1 (Weare 7 in the family: 5 girls sandwiched by 2 boys). My
mum had it redesigned from just a diamond flower
stud to dangling earrings.
7) Which IB learner profile attribute do you mostclosely identify with and why?
I always consider myself as a risk-taker and becauseof this trait, I was able to reach my goals of being an

Ms. Niña holding the Philippine flag and the “Voyageof Songs” Grand Champion trophy, minutes after hergroup bagged the highest award in the International
Choral competition held in Thailand in 2007.

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Nurse’s Notes
Benefits of deep breathing
When was the last time you took a deep breath since
you had to start to wearing a mask?

•

Improves
digestion:
Deep breathing
supplies betterblood flow,which in turn promotes your organs to function
more effectively, including the intestines.

•

Alleviates anxiety and depressive symptoms:
Deep breathing increases your endorphins (thebody’s natural painkillers) and creates a general
feeling of well-being.

•

Provides more energy to the body•

Releases nearly 70% of toxins from your bodythrough breathing•

Stimulates the flow of cleansing lymph fluid

We often say ‘take a deep breath’ when you aretense, anxious, scared or stressed, but what does thismean, and do you think it helps?

Why is taking a deep breath important to
reduce your stress or anxiety levels?
Deep breathing increases the supply of oxygen to
your brain and maintains the balance of theAutonomic Nervous System (ANS). The ANS controls
heart rate, blood pressure, digestion, urination andsweating. The ANS has two branches: theSympathetic Nervous System (SNS) and theParasympathetic Nervous System (PSNS).
What is SNS?
The sympathetic nervous system carries signals that
relate to your “fight-or-flight” response to anxiety or
stressful situations. Your heart rate increases,delivering more blood to areas of the body that needmore oxygen in these situations.

How to take deep breaths?
1

What is PSNS?
The parasympathetic nervous system carries signalsthat relax and reduce your body’s activities. It issometime called the “rest-and-digestion” state.

Sit upright in a comfortable position such as
sitting in a chair with your shoulders, head andneck supported against the back of the chairand relax.

2

Put your hand on your abdomen and place theother hand on your chest.

Benefits of deep breathing

3

Close your eyes and focus on your breath.

4

Exhale through your nose slowly and gently.

5

Inhale through your nose slowly. Let yourchest and abdomen fill with fresh air.

6

Keep breathing through your nose. Let yourchest and abdomen fill with the air and deflate.

••

Decreases stress levels: When you becomestressed or anxious, the stress hormone (Cortisol)
is released in your body. Taking deep breaths
helps your heart rate slow, more oxygen is
supplied to the blood stream and thiscommunicates with the brain to relax.
Improves immune system: Fully oxygenatedblood carries cleaner blood.

•

Relieves pain and reduces muscle tension:
Deep breathing increases your endorphin
hormones and relieves pain.

•

Decreases blood pressure: The blood vessels
dilate when you are relaxed.

Yukiko Yamazaki
School Nurse

Reference:
Joshua A. Waxenbaum; Vamsi Reddy; Matthew Varacallo. (2021). Anatomy, Autonomic Nervous System.
National library of medicine. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK539845/

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University Guidance News
2021–22 KIST university highlights

To open similarly to last year,
the offers for the Class of 2021–
22 have been exceptional. The
most impressive part has been
seeing numbers increase ineach area even though we had
the smallest graduating class inthe past few years:• 70 total offers received fromTop 50 Universities (QS
Rankings 2023)• First students from KIST admitted to University ofCambridge (1) (from IB entry), Tsinghua
University (1), Carnegie Mellon University (1),and National University of Singapore (6)• We tied the record for admittances to leading
Tokyo universities with 17 offers between Tokyo
University, Keio University, and Waseda University• 94% of students who have applied were accepted
to or enrolled in one of their 1st choices• Students this year received offers across thirteen
countries (Australia, Canada, England, Hong
Kong, Japan, Mainland China, Netherlands, New
Zealand, Scotland, Singapore, South Korea,
Taiwan, and the United States)• Japan was the most popular destination with 10
students enrolling at universities locallyfamilies and teachers. Our roleshould be to provide motivation
without adding stress. Very rarely do students
who are pushed to their breaking point produce
results they are happy with. But we need to makesure we are constantly working towards a common
goal and not become complacent.
Increasing acceptances to top US universities(problems)
One area that many in our community would still like to
see improvement in is that of acceptances from top US
universities. The United States has seen a slowing of
applicants from Japan since a peak in the early 2000s.
While the discussion behind this could be quite lengthy
and more recently include the pandemic, other reasons
are generally thought to include the following:

Future goals

Maintaining the number of students getting into
their first choice
The university counseling team is pleased to see thenumber of students accepted to their first choiceincrease from 75% two years ago to 85% last year,
and now 94% this year. For avid readers, you may
remember our goal for last year was 90%. Maintaining
this will be difficult, but achievable.
How can we maintain this number?
1. Ensuring students have adequate information
about themselves and their future
Students should have multiple “first choice”
schools that fit their ability level and interest. If a
student will ONLY be satisfied with one school andthat school is considered a “dream” or “reach”
school, chances are high that they will bedisappointed.
2. Preparing our academic portfolio as soon as
we canIf a student’s top choices are in the US, forexample, we have a lot of work to do early.
Universities will look at grades achieved from G9–
G11, extra-curricular activities and roles held withinthose activities, as well as extra considerations
such as SAT and Duolingo exams. Trying to cramall of this in at the last minute is stressful andunlikely to be successful. However, making plansto accomplish everything little by little will prove
to be simple and rewarding.
3. Working as a teamHigh achieving students get into the schools theywant when they have the support of their friends,••

Increased costs of tuition
In Japan, a low inflation rate has led to the cost of
goods remaining quite stable and thus the salaries
of many families have also not changed much inthe past two decades. However, the cost of tuitionin the US has skyrocketed. The annual averageinternational student tuition cost for US public
universities was $10,409 in 2002 and is now$28,238. For private universities that number
jumps from $17,938 to $43,775 in the same
timeframe.
Increased competition
Universities that were considered “competitive” forentry not too long ago are now considered“exclusive” just because of the increased
applications coming from all over the world. One
example is Emory University in Georgia. It was ahidden gem for many years and in 2005 with
12,011 applications and 4,407 acceptances, the~37% acceptance rate made it a good choice for
top students overseas to consider as a target. Fast
forward to today, their admissions during the 2021
application cycle received 33,435 applications for asimilarly sized 4,364 acceptances. The school now
has around a 13% acceptance rate and isconsidered a reach school for many. For those
applying from overseas, that rate drops even lower
below 10% as most seats are reserved for US
residents.

Continued on next page

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19

Continued from previous page

This trend can be seen amongst almost all the top
schools with applications doubling or tripling in
the past two decades while spaces available for
new incoming students remain unchanged.

•

Increased expectations
The increased competition means that these top
universities that will only take a few hundred newinternational students per year can be very picky
when reviewing applications. While they are many
aspects they will review (and these can be seen in
more detail in the September 2021 issue of The
Comet), the “GPA” will be the first one they
consider when reviewing an application.

Increasing acceptances to top US universities(solutions)• Increasing overall GPA
At KIST, our plan for preparing for almost all
aspects of the application has become quite
thorough. We prepare for SAT starting from theGrade 9 PSAT, we work on personal statements
six months earlier than required, and we are oneof the top IB schools in the world. However, our
GPA historically is one thing where we were notas strong.
• What is GPA?
GPA stands for Grade Point Average. This is what
US secondary schools use to convert theiraverage letter grades of A–F to a numerical scale(generally out of 4.0 with an A being 4.0, a B 3.0,
and so on). It is calculated semester by semester
but also output an average the student’s entire G9–12 career. So, when a school such as Emory
mentioned above lists that their average GPA forthe recent year was 3.81, we can assume thatstudents they are accepting have mostly “As” ontheir academic record with a handful of “Bs” andprobably very few or no “Cs”.
• Does KIST use GPA?
As an IB World School, we don’t officially have a
GPA system, but after G10, we will start to input
estimated GPA into Cialfo to allow students to geta better sense of what schools they can apply to.
• What can we do about this now?
Get into the habit of putting our best efforts
forward even before G9 starts. Each university will
convert our IB scores to their GPA equivalents

slightly differently. The
consistent policy though isthat they will all review
grades starting from G9.
Having scores as close tothat perfect “7” each andevery semester in eachclass will provide more
flexibility and options in the
future. Most students
cannot develop this habit overnight. Therefore,
preparing during G8, G7, etc. for academic
success is very crucial
Increasing acceptances to top US universities(why does it matter?)• Finances and scholarships
Because top universities want top students to help
maintain their rankings and success, they arewilling to provide generous packages to attract
them. Four of our graduates from the Class of2022 are on full-tuition scholarships in theirrespective universities. I would like to increase thisnumber and ease the financial burdens on families
while opening options that may not have existed
otherwise.
• School reputation/alumni connections
The more students we have at different
universities across the world, the more it helps our
younger students by creating networking branches
and giving them connections to reach out to withquestions or curiosities that they would like toknow more about.
As always, for any questions or further clarification
about any of the above or anything else, pleasecontact me or stop by the office!
Thomas Waterfall
University Counselor
thomas.waterfall@kist.ed.jp
Office hours: Monday–Friday, 8:30
a.m.–5:30 p.m.
University Guidance Office (3FSecondary Building)20

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University Acceptances and Offers
KIST Class of 2022
( )=Number of students accepted | []=Scholarship offered | [#]=Matriculation confirmed
Italicized offers indicate students from previous graduating classes
As of September 1, 2022 (students still applying!)
AUSTRALIA
Monash University (1)*
University of Melbourne (1)*
University of Sydney (1)*
CANADA
Simon Fraser University (1) [#1]
University of Alberta (1)University of Calgary (1)University of British Columbia (8) [#1]*
University of Toronto (5) [#1]*
University of Victoria (1) [#1]*
GREATER CHINA REGION
Hong Kong Uni of Science and Tech (5) [#2]*
National Taiwan University (1)*
The Hong Kong Polytechnic University (1)*The University of Hong Kong (3) [#2]*
Tsinghua University (1)JAPANInternational Christian University (1)Keio University (5) [#3]Kyushu University (1)Nagoya University (1)Nagoya Uni of Commerce and Business (1)*
Nippon Sport Science University (1) [#1]
Sophia University (4)Temple University Japan Campus (3) [#3]
Tokyo Medical and Dental University (1) [#1]
The University of Tokyo (3) [#1]*
University of Tsukuba (1)Waseda University (9) [#3]
NETHERLANDS
Delft University of Technology (1)Eindhoven University of Technology (1) [#1]
NEW ZEALAND
Auckland University of Technology (1)SINGAPORE
Nanyang Technological Institute (3)*National University of Singapore (6) [#3]*Singapore Management University (1) [#1]*
SOUTH KOREA
Sungkyunkwan University (1) [#1]
Yonsei University (1)UNITED KINGDOMCity University of London (1)Imperial College London (3)*King’s College London (4)Leeds Arts University (1) [#1]

Ravensbourne University (1)The University of Edinburgh (8)University College London (6) [#2]
University of Bath (6) [#1]*
University of Bristol (4)University of Cambridge (1)University of Essex (1)University of Exeter (1)University of Glasgow (2)*
University of Leeds (1)University of Liverpool (1)University of Manchester (9)University of Manchester (1) [#1]
University of Nottingham (1)University of Nottingham (Medicine) (1) [#1]
University of Sheffield (1)University of Southampton (1)University of St. Andrews (1)University of Warwick (3)UNITED STATES OF AMERICA
Bard College (1)Boston University (3)*Carnegie Mellon University (1) [#1]*
Denison University (1)*Drexel University (1)*
Georgia Institute of Technology (1)*Illinois Institute of Technology (1)*Knox College (1)*Lawrence University (1)*Miami University, Oxford (1)*Michigan State University (1)*
North Carolina State University (1)Northeastern University (2) [#1]*
Purdue University (4) [#1]*
The Ohio State University (1)University of California – Davis (3)University of California – Irvine (1)*
University of California – Los Angeles (1)*
University of California – San Diego (4) [#1]*
University of California – Santa Cruz (1)University of Denver (1)University of Illinois – Urbana Champaign (2)University of Michigan (2) [#1]
University of Minnesota Twin Cities (3)*
University of North Carolina at Chapel Hill (1)University of San Francisco (1)University of Texas at Dallas (1)