ANNUAL 2019-20
REPORT
Fiscal Year

July 1, 2019 – June 30, 2020

Our future is not in thestars but in our own
minds and hearts.
Creative leadership andliberal education, which infact go together,
are the first requirements
for a hopeful future or
humankind.

Our Mission:

To promote mutual understanding between
Japan and the United States
through the administration of educational
exchange programs.

Table of Contents
Commission Members

The FulbrightExperience

2
6

Activity Highlights

16

Messages from theCommission Chairs

FY2019-20 Grant &Graphic Data

EducationUSA

3
12
18

Message from the
Executive Director

Financial Reports

Special Exchange
Projects

Commission Members
HONORARY CO-CHAIRMAN
The Honorable Akiba Takeo

4
13

Funding Sources

FY2019-20 Grantee List

14

19

FY2019-20 (July 1, 2019 - June 30, 2020)

The Honorable Joseph M. Young

Vice Minister
Ministry of Foreign Affairs (MOFA)

Chargé d’Affaires ad interim
Embassy of the United States of America

JAPANESE MEMBERS

AMERICAN MEMBERS

Akatsu Haruko

Professor / Dean of Medical Education
School of Medicine
International University of Health and Welfare

Professor / School of International Politics, Economics andCommunication
Aoyama Gakuin University(Alphabetical Order)

Caroline F. Benton

Vice President and Executive Director
University of Tsukuba
Member since May 2018

Member since Jan 2020

Kojo Yoshiko

Carolyn Glassman

Minister-Counselor for Public Affairs
Embassy of the United States of America
Member since Aug 2018

Member since Feb 2016

Hans Klemm

Ono Hikariko

U.S. Ambassador (ret)Deputy Press Secretary / Deputy Director-General for Press andPublic Diplomacy
Ministry of Foreign Affairs (MOFA)

Member since April 2020

Jenifer Rogers

Member since April 2020

General Counsel Asia
Asurion Japan Holdings G.K.

Oyama Mami

Director-General for International Affairs
Ministry of Education, Culture, Sports, Science and Technology(MEXT)
Member since Oct 2018

Member since May 2018

Michael Turner

Cultural Affairs Officer, Public Affairs Section
Embassy of the United States of America

Takahashi Yuko

Member since Jul 2017

President
Tsuda University

5

Member since Jan 2018
Chair: Chairmanship alternates between the Japanese and U.S. governments each calendar year.
Jan 2019 to Dec 2019: Carolyn Glassman
Jan 2020 to Jul 2020: Oyama Mami

Member changes during FY2019 (Alphabetical Order)
William Francis Hagerty IV, The Ambassador of the United States of America to Japan, Embassy of the United States of America, served from Jul 2017 to Jul 2019.
Peter M. Jeninngs, President, Dow Japan and Korea, Dow Chemical Japan Ltd., served from Jun 2019 to Nov 2019.
Kaifu Atsushi, Deputy Press Secretary / Deputy Director-General for Press and Public Diplomacy, Ministry of Foreign Affairs, served from Nov 2019 to Jan 2020.
Kubo Fumiaki, Professor, University of Tokyo, Graduate School of Law and Politics, served from Feb 2015 to Dec 2019.
Saito Jun, Deputy Press Secretary / Deputy Director-General for Press and Public Diplomacy, Ministry of Foreign Affairs, served from Jul 2019 to Oct 2019.

FULBRIGHT JAPAN | 2 | ANNUAL REPORTMessages from the Commission Chairs
Taguchi Yasushi

Carolyn Glassman

Assistant Minister,
Director-General for International Affairs,
Ministry of Education, Culture, Sports,
Science and Technology (MEXT)

Minister-Counselor for Public Affairs
Embassy of the United States of America,
Tokyo, JapanI am very pleased to be taking part in the Fulbright Pro-As Chair* of the Japan-U.S. Educational Commission

Commission (Fulbright Japan).

extraordinary students, teachers, and scholars, as well asgram as Chair* of the Japan-United States Educational

The Fulbright Program between Japan and the U.S. hasproduced close to 10,000 alumni during its 68-year his-(JUSEC), I have the great honor and privilege to meetcollaborate with truly dedicated members of the FulbrightCommission and JUSEC secretariat.

tory and they play incredibly important roles in various

Over the many years since the governments of the U.S.

the National Diet and business leaders etc. The Govern-bright exchange program, thousands of individuals fromglobal fields as we have Nobel Laureates, members ofment of Japan reaffirms the valuable contributions of thisprogram in strengthening ties between Japan and the
U.S. and in fostering human resources who will lead thenext generation of our two countries. For this reason, theGovernment of Japan will continue to provide support
for this program.

The expected mission of the program remains unchanged and educational exchanges should not stop

notwithstanding the difficult circumstances due to COVID-19. Fulbright Japan has overcome such difficulties
adapting to changes flexibly and will continue to makeefforts to promote mutual understanding between theand Japan signed the agreement to establish the Fula diversity of educational institutions have studied, taught,
and conducted research in hundreds of different fields

while sharing ideas, establishing friendships, and building
connections to further understanding between our two
countries.

When the COVID-19 global pandemic created an extraordinary public health situation earlier this year, it was truly

disheartening for all to have to set aside expectations for

new successes to face the threat that was quickly upon us.
Yet our priority of ensuring the health and safety of all pro-gram participants was foremost among all considerations.

two countries.

We understand how challenging the situation became for

I hope Fulbrighters will grasp all opportunities, gain new

personally and professionally. Yet through it all, JUSEC

visions and bring what they have learnt through theirexperiences back with them to their home countries inorder to inspire future generations in both countries.

I also greatly appreciate the dedicated support of sponsoring companies, Fulbright alumni and all other Fulbright communities for more exchanges and further

our grantees as they faced very difficult decisions, bothstaff worked tirelessly to support grantees and assist themthrough this unprecedented crisis. And despite the many
hardships they faced, this year’s grantees demonstrated
great resilience and fortitude. We are quite proud to statethat they have successfully joined the ranks of our outstanding Fulbright alumni.

development of Fulbright Japan.

I can not yet imagine what 2021 will hold. But I am certain* Due to a standard position rotation during the preparation ofthis report, Mr. Taguchi provided the message in place of Ms.
Oyama, who served as the Chair partially during this report's
time period. Mr. Taguchi was Chair from August 2020 until December 2020.

relationship, in the form of establishing exchanges andthat the Fulbright Program will prevail and the U.S.-Japanbuilding relationships between people, will flourish andthrive. I am truly proud and honored to be part of this re-markable organization and to support such an impressive
group of talented people.

* Ms. Glassman was Chair from June to December 2019.

FULBRIGHT JAPAN | 3 | ANNUAL REPORTMessage from the Executive Director
Matthew S. Sussman

Executive Director
Japan-U.S. Educational Commission (Fulbright Japan)

It is not an exaggeration to say thatyears remain in the United States.

has been the most challenging opera-

Of course, to prevent the spread of the virus, we unfortunately

many conversations with numerous

choice but to cancel our send-off reception in June 2020 for

FY2019-20 (July 1, 2019-June 30, 2020)
tional year in our 68 year history. In mystakeholders and colleagues in the Fulbright community, theword that most often comes up is that this is an “unprecedented”
worldwide crisis which has greatly impacted international educational exchanges. Even as of this writing, we are still actively
dealing with the effects of the pandemic.

The FY2019-20 started strong. In August 2019 we successfullylaunched the first year of our Japan-U.S. ICT Teachers Exchange

Program, which brought together 30 enthusiastic middle andhigh school teachers in Hilo, HI for one week of learning and collaboration to connect the classrooms of both countries throughcould not hold any of our usual social gatherings and had no
the FY2020-21 Japanese grantees. Later in September 2020,

we hosted an online networking session for these 25 grantees(graduate study online-12, doctoral dissertation-3, researchers-5,
journalists-2, foreign language teaching assistants-3) with the
purpose to help them stay motivated and interconnected. Two

previous year “sempai” resource speakers shared about what
it means to be a Fulbrighter and their stories and advice about
studying in the U.S. Also, we had additional speakers from theFulbright Alumni Association of Japan and the Alumni coordinator from the U.S. Embassy Tokyo to share about alumni resources.

long-term joint projects (p. 19). In the fall of 2019, our Educa-

Like many organizations in Japan during this time, Fulbrightstudent mobility (p. 18). In mid-September we warmly wel-demic, our office quickly identified resources, online tools andtionUSA service held numerous outreach sessions to promote

comed the American Fulbright grantees to Japan with arrival
orientation sessions and a celebratory reception (p. 17). From

October to November, we held our FY2020-21 (July 1, 2020-

June 30, 2021) selection screenings and interviews for Japanese
grantees and welcomed the final candidates to the Fulbrightcommunity in January during a grant preparation meeting.

With the onset of the pandemic in January and February 2020,

we had 74 Japanese grantees in the United States and 29 Amer-ican grantees in Japan participating in the Fulbright Program.
Early in the crisis, we at Fulbright Japan were well prepared andgratefully received strong support and frequent communicationfrom the governments of Japan and the United States, and with
Fulbright colleagues from the 49 Commissions worldwide.

In March and April 2020, as the pandemic escalated, likewise

the developments and decisions affecting our operations
increased in speed and measure. The Fulbright Program for

Americans was suspended worldwide on March 19 and the U.S.
State Department urged citizens to return from abroad. By mid-

April, 16 American grantees returned to the U.S. and 13 American grantees decided to remain in Japan as private citizens.

Japan office operations were greatly affected. Early in the panmethods for smooth transition to remote work from mid-April.
Because of these early critical preparation steps, I am proud that

we maintained full operational functionality during the crisis. I
am honored to work with staff colleagues who quickly adjusted

and focused their efforts to maintain their dedication to professionalism and compassionate support for all grantees and stakeholders relying on our services. One positive outcome has beenthat all of our promotional outreach efforts, such as EducationUSA sessions, are now held online as webinars and we are reachingrecord high participation levels as Japanese people all over thecountry, from Hokkaido to Okinawa, can easily join from home.

While we are still dealing with the pandemic, I am confident wewill continue to keep moving forward and adapt as needed tothe circumstances. In line with the worldwide Fulbright Program

operations, and to the extent possible, as we continue to monitor
the situation carefully, our Commission is targeting early 2021 torestart in-person participation in both countries. As noted in themessages from Chairs, our staff colleagues and I are inspired by

the resilience of our Japanese and American grantees, who represent the future leaders bridging our countries.

Although the program had prematurely ended, all grantees

We remain steadfast and committed to our mission to continual-

this difficult time. Our office made every effort to handle each

es. This mission has taken on renewed meaning as we navigate

received financial support until the end of June to assist during
grantee case individually and with utmost care. The Fulbright

Program for Japanese grantees in the U.S. continued and they

were advised to stay on the Program to avoid any possible border closures. Many of the Japanese grantees followed this recommendation and transitioned to online study. As of the timeof this writing, 30 Japanese grantees from FY2019-20 and priorly strengthen Japan-U.S. relations through educational exchangour way forward and I am confident that once again that Fulbright will lead the way forward for educational exchanges between Japan and the U.S. and worldwide.

On behalf of everyone at Fulbright Japan, we sincerely appreciate your support and encouragement.

FULBRIGHT JAPAN | 4 | ANNUAL REPORTFunding Sources
Primary Contributors

The Fulbright Program in Japan is governed by a bi-national Commission and primarily funded by the governments of Japan and theUnited States.

Additional Non-Government Funding

1 Funds received through the Fulbright Alumni Foundation:

During FY2019-20, Fulbright Japan received monetary contributions fromindividuals and private companies in the amount of ¥4,426,000 through theFulbright Alumni Foundation which enabled Fulbright Japan to provide 4 Fulbright extension grants for Americans.

2 The Robert G. Baker Fund:With a generous

bequest from Robert G. Baker, who was a former Fulbright Japan Commission member, a fund was estab-lished in his memory beginning in FY2012-13 with the
purpose to provide one grant to a Japanese student

annually. During the FY2019-20, Fulbright Japan recorded revenue in the amount of ¥8,703,000 from theRobert G. Baker Fund for 1 graduate student.

4 In Kind Contribution:

3 The Sam Jameson Fund:With a generous be-quest from Sam Jameson, who was a former FulbrightJapan Commission member, a fund was establishedin his memory beginning in FY2013-14 with the purpose to provide one grant to a Japanese journalism

student annually. Fulbright Japan recorded revenue
in the amount of ¥7,964,000 from the Sam Jameson
Fund during the FY2019-20.

In FY2019-20, Fulbright Japan received 30 airline tickets from All Nippon Airways Co., Ltd. (ANA)

and 40 airline tickets from Delta Air Lines, Inc. (Delta).

Fulbright Japan greatly appreciates the generous contributions from all contributors.

FULBRIGHT JAPAN | 5 | ANNUAL REPORTThe Fulbright Experience
Teaching and Learning from the Challenges: Dr. Howell’s Passion
for Teaching and Japan Deepens
挑戦することを教え、学び得たこと――強まる教育への情熱と深まる日本への愛

Perry Howell

ペリー・ハウエル2019 Lecturing Program
Affiliation in Japan: Yokohama National University

April 2020, in front of the Ooka International Residence in
Minami-ku, Yokohama.
2020 年 4 月 横浜市南区にある大岡インターナショナルレジデ
ンス前にて2019 年度 招へい講師プログラム
招へい先：横浜国立大学“T

he first time, my wife was the Fulbrighter,and this time, I’m a Fulbrighter,” said Dr. Perry Howell who is a lecturer of writing and editingat the English Department of College of Arts andSciences, Florida State University. His second visit
to Japan was with his family in September 2019 asa Visiting Lecturer under the Lecturing Program.
At Yokohama National University, his host affiliation in Japan, he taught writing and American
media, speeches, and rhetoric.
Dr. Howell knew from his wife’s previous experience that some Japanese students can be reserved and have the tendency to remain silent,even if they have questions, and at times unsure,or have a different opinion. He had the impression that this was rooted in their respect for theirteachers. Although he understood the cultural differences, he wanted his students to face new challenges that they may have not experienced before.
“I tried to be friendly so that my students would
be comfortable asking me questions. I kept tellingthem they should let me know if I was speaking
too fast, and eventually, many of them were able
to do that.”
He also tried various lesson styles. For example,
he paired up Japanese students with the international students so that they could help each other.
Along with the small group activities, “I would testout assignments, especially in writing classes, tosee which ones got the students thinking moredeeply,” he comments. On other times, he presented materials only in English; a challenge to his
students, but also for himself.
Dr. Howell remarks, “It was fascinating to hear thevariety of perceptions and beliefs of the U.S. held bystudents from different countries. My students were
universally interested in learning more about the
U.S., which made teaching very fun.” Since he has
been teaching students from similar backgrounds
in the U.S., many questions were new to him. “Thestudents asked me questions about American culture in ways that I didn’t even think about.”
Unfortunately, the program had to be discontinued due to the pandemic and it was challenging
for all Fulbrighters. Nonetheless, Dr. Howell says,“If I could have figured out a way to continue
working and living in Japan, I would have loved
to stay.” Dr. Howell and his family’s love for Japanis immense and has a long history. Initially, hisdaughter was interested in Japan. She had a big
thick dictionary beside her and spent many hours
translating manga. She was determined to go to
Japan someday. It was her enthusiasm and determination that led their path to cross with the Fulbright Program. They first arrived in Japan in 2009,and Dr. Howell’s wife was teaching as a Visiting
Lecturer. Now this time, it was his turn to teach. “Ilove Japan, have friends there, and I love teaching
challenges.” As a side note, “We just found out that
we can get a Japan TV channel in the U.S., so we’recontinuing to watch the morning dramas. We’restill watching the morning drama while living here
[U.S.].” The family’s love for Japan continues.
“I am a strong believer in the Fulbright mission. I
routinely talk about my Fulbright experience tostudents and colleagues and recommend it highly. I think it makes a huge difference for both theFulbrighters and the colleagues at the foreign institutions to actually meet and form relationships
in person so that we see each other as individual
people rather than a mere cultural image or stereotypes.”
As one of unexpected outcomes of this experience, he speaks with passion that it has pushed
him to broaden his professional interactions wellbeyond his academic department; he saw many
opportunities for possible mutually beneficial
interactions between his home and host institutions. “My experience there,” he reminisces, “really
did make me a better teacher.”「最

初は妻がフルブライターで、今度は私がフルブライターです」とペリー・ハウエル博士が話してくれた。Florida State University の College ofArts and Sciences で English Department に お ける

Lecturer として教鞭を取る。専門は、パブリックスピー

すぎたら、それを伝えるよう促しました。徐々に学生た
ちは自分の意見を言えるようになっていきました」

授業は、様々なスタイルを試してみた。例えば、日本
人学生と留学生をペアで組ませ、互いに助け合うよう仕向けた。グループ活動のほかに「特にライティングの授業では、どの課題が最も深く考えさせるかを確認するため、あらゆる課題を与えてみた」と言う。資料が英語表記のみの時は、学生だけでなく、自分への挑戦でもあった。

「色々な国の学生からアメリカに対する様々な認識や信念について聞くことは、非常にワクワクさせられます。
学生たちは、みな揃ってアメリカについてもっと学びたいという姿勢でしたので、教えることがより一層楽しかったです」と語る。これまで似通った価値観を持つ学生ばかり教えていたため、多くの質問は新鮮だった。

「アメリカ文化についてこれまで思ったこともない角度
から質問されました」

新型コロナウィルスによって残念ながらプログラムを継続できなくなり、全てのフルブライターにとって大きな試練となった。それでも「もし日本で働き住み続けられたら喜んで残ったと思う」と語った。ハウエル博士一家の日本への愛は深く、長い歴史がある。すべてのきっ

かけは、娘が日本に興味を持ったことだった。大きく分厚い辞書を手に何時間もマンガを訳し、いつか日本へ行くと情熱に溢れ、強い決意を抱いていた。これらがフルブライト・プログラムへと導き、2009 年に夫人が招へい講師プログラムのフルブライターとして一家で初来日した。そして、此度はハウエル博士自身がフルブ

ライト招へい講師としての来日であった。
「日本が大好きで、友人もいて、『挑戦すること』を教えるのが大好きです」と話す。余談で「最近知ったのですが、アメリカでも日本のテレビ番組が観れるので、今も引き続き

朝のドラマを見ています。アメリカに居ながら日本の朝ドラを観ているのです」と付け加えた。一家の日本愛は今後も続く。

キング（演説／スピーチ）とアメリカ社会だ。招へい「私は、フルブライトのミッションを強く信じています。

ディア、スピーチ、修辞学（レトリック）を教えるべく、めています。
実際に会って関係を築くということによって、先である横浜国立大学でライティングとアメリカのメ
2019 年 9 月に招へい講師プログラムで家族と共に来日した。

日本人学生の傾向として、質問がある時や内容がわからない場合、あるいは反対意見を持ち合わせていても、自分自身の経験を頻繁に学生や同僚と話し、応募を勧
互いをきちんと『個』として認識し、ステレオタイプや固定概念で相手を見ることがなくなります。フルブライター本人と受け入れ大学に勤める仲間にとって、それはとても大きな意味があると思います」

発言はあまりせず控えめだ、と妻から聞いて学んでい更に、今回思いがけず得た経験がある。それは、所属感じていた。文化の違いを理解しながらも、学生には学と招へい先の両大学にとって有益であり、あらゆる可た。これは、先生に対する敬意が根底にあるためだと
これまで経験したことのない挑戦に向き合ってもらいたかった。
「学生が質問しやすいよう、フレンドリーでいることを心掛けました。もし、私の話すスピードが速FULBRIGHT JAPAN | 6 | ANNUAL REPORT

学部を超えた交流だ。この交流は、本国で所属する大能性を秘めていると熱く語った。
「フルブライト経験は、

私を教育者として成長させてくれたと本当に思う」と振り返る。

Lesson Study Born in Japan and Raised in the U.S.: Dr. Kitada’s RealLife Experience as a Bridge Between the Two Countries

日本発祥の授業研究とアメリカで発展したレッスンスタディ――実体験をもって日米の架け橋に

Kitada Yoshiko
北田 佳子

2019 Fulbright Scholar-in-Residence (FSIR) Program
U.S. Affiliation: Reach Institute for School Leadership2019 年度 フルブライト スカラー イン レジデンス（FSIR）プログラム
派遣先：Reach Institute for School LeadershipO

ne of the teachers said, “I think differently,”
to Dr. Kitada Yoshiko when she conducteda Lesson Study to teachers at one of the elementary schools in the San Francisco Bay Area, California. She not only visited schools supported by
the Reach Institute for School Leadership, her U.S.
host affiliation, but also those that are not. However, active discussions were in place wherever
she went due to different opinions. Dr. Kitada
realized that the culture and ways of thinking
were different from those of her home country,
Japan. She recalls, “It was the moment when myperspective expanded.”
Dr. Kitada learned about the Fulbright Scholar-in-Residence (FSIR) Program through a colleague who shared that the Japan-U.S. Educational Commission (Fulbright Japan) was looking
for specialist in the method of Lesson Study. The
host, the Reach Institute for School Leadership,
is an educational institution that develops andsupports educators. Lesson Study is called “jugyōkenkyū” in Japanese, and Dr. Kitada specializes inthis field.
This teaching methodology, “jugyō kenkyū,”originates in Japan since the Meiji period (18681912). In order to develop knowledge and improveteaching skills, teachers study each other’s classes,
which is now a common practice in Japan. It was
introduced in the United States approximately 20
years ago through a book publication on “jugyōkenkyū” by American scholars. Therefore, thismethodology is still relatively new in the UnitedStates; however, it is recently developing in its
own unique way. In the U.S., discussion takes
place frequently and it is only natural to havea dialogue when there are different opinions.
Furthermore, preparation is thorough, and questions are raised without hesitation in order toreach a productive conclusion.
The Reach Institute for School Leadership is
proactive in incorporating Lesson Study because they believe that in order to provide equal
opportunity to all students, the developmentof highly effective teachers is essential. Even
in Japan, Dr. Kitada has seen teachers who are
insecure about ways of supporting students
due to social diversity and disparity. She states,“Through this Fulbright experience, I strongly
felt the need of bringing back this new version of
Lesson Study developed in the U.S.”
During the grant period, she visited many elementary and middle schools, advised the teachers, and planned and developed a new tutorial
to learn about Lesson Study more in depth.
“There are many differences between Japaneseand American teachers as well as the schools
itself because the country and the culture aredifferent. However, I often came across on common issues that we all face, when listening to theactual voices from American teachers. I am confident that I can contribute to the developmentof teacher education for both countries in the
future.”Studying abroad provides new perspectives, andone can find a new confidence through actual
experience. “I want to encourage everyone tochallenge themselves and become the bridge
between the United States and Japan.” Dr. Kitada
will surely continue to be a bridge for further
contribution to the mutual understandings ofthe two countries through teacher education.

「私は、カリフォルニア州サンフランシスコ・の意見はこのように違う」と言われたのベイエリアにある小学校を視察後、その小学校の教師を対象に Lesson Study を行った時だった。派
遣 先 の 教 師 教 育 機 関 Reach Institute for School
Leadership が支援している学校やそうでない学校も視察した。しかし、どの学校においても異なる意見から活発な議論が繰り拡げられ、日本人との考え方や文化の違いを肌で感じた。
「視野が拡がる
実体験をした」と話す。

Overwhelmed with the beauty and magnificence of thenature of Yosemite National Park
ヨセミテ国立公園の自然の美しさと雄大さに圧倒される

アメリカではこれからの分野であり、近年、アメリ
カならではの形で発展し始めている。アメリカでは互いの考えが違えば議論する土壌があり、実りある議論に向け準備を怠らない。批判や質問に躊躇しない。
派遣先が Lesson Study に積極的なのは、貧困層の子ども達を指導する教師の質を高め、貧困の連
鎖を断ち切ろうという目標があるからだ。日本でも社会の多様化や格差に伴い、生徒のサポートに戸惑う教師を目の当たりにした。
「今回の体験で、ア
メリカで発展した Lesson Study を日本に持ち帰る必要性を強く感じました」
多くの小中学校の授 業を視察し、助言指導に加え、この分野を深く学べる新プログラムを企画開発した。
「国も文化も違うので、日米の教師や学校の違いは多くありますが、教師の生の声を聞くと共通した問題を抱えていることも散見されます。将来、日米の教師教育の発展に貢献できる、と確信しました」
留学は新しい視点や経験を与えてくれ、体験してこ
そ実感・確信できることがある。
「是非チャレンジして日米の架け橋になって欲しい」もちろん自らも架け橋であり続けるつもりだ。

同僚からフルブライト スカラー イン レジデンス（FSIR）プログラムの紹介を受け、この機関が日
米教育委員会を通して Lesson Study について講義ができる研究者を探していると知った。Lesson
Study を日本では「授業研究」と呼び、自身の専門分野である。
授業研究は明治時代に日本で始まった教育手法で、教師が他の教師の授業を研究し自らの教授法に活かすというものだ。アメリカで広まったのは、アメリカの学者が約 20 年前に日本の授業研究を著書で紹介したのがはじまりだ。日本では一般的だが、

FULBRIGHT JAPAN | 7 | ANNUAL REPORTDr. Catherine Lewis and her wonderful family I was staying
with during the grant period
ホームステイをさせて頂いていた Dr. Catherine Lewis と彼女の素晴らしいご家族とともにThe Fulbright Experience
Connecting People and Nature With Environmental Design:
Examining and Researching Green Infrastructure During theCoronavirus Pandemic
環境デザインで自然と人をつなぐ――コロナ禍でのグリーンインフラ研究

Ito Keitaro
伊東 啓太郎2019 Research Program
U.S. Affiliation: University of Florida
2019 年度 研究員プログラム
留学先：University of FloridaDr. Ito Keitaro has worked extensively on
designing nature restoration for national
facilities, rivers, city parks, elementary school
grounds, and many others. He is practicing andresearching about conservation of the naturalenvironment, such as forests, and drawing environmental designs in line with the providence of
nature in city and regions.
"I have visited the University of Florida (UF) forworkshops and conferences. The rich naturalenvironment around the university fascinatedme.” Dr. Ito’s friend, who is also a Fulbrighter at
the UF, invited him for joint research projects,
and that motivated him to apply for the Fulbright
Program. “The Fulbright Program not only encourages grantees to research but also to engage
in cultural exchanges with the people of thepartner country, so I have also wanted to see theorigins of blues music as well as ethnic music of
the world. Especially, I love southern blues.”
Due to the coronavirus pandemic, Dr. Ito was
unable to give lectures and trainings planned for
the UF students. Another project, designing aschool garden and holding workshops for a K-12
school in Gainesville, had to be postponed. Meetings with colleagues were held outside since they
could not enter the office and classrooms.
In spite of the various restrictions that they face
every day, Dr. Ito and his colleagues chose theoption to do what’s possible outside. They pulled
out chairs and had meetings 3-4 times a week
outside. Their discussion covered diverse topics
and continued for hours, all experiencing thechanges of the day’s weather. "Interactions withfriends and experts in other academic fields arealso really interesting and very much stimulating.
This is a valuable opportunity for me to reconsider the framework of my current and future
research. I have never more felt the importanceof spending time with colleagues to talk about
many things deeply in relaxed way.”
As another outdoor activity, Dr. Ito got a bicycle
and went to downtown, the urban forest, andparks with his colleagues to investigate the green
infrastructure that prevents flood and conserves
biodiversity. “My life has been extremely busy for

Always had meetings outside. Worked on a book together
with my unique and wonderful friend, Mark, who is a joint
researcher and an Ig Nobel laureate.

the past 10 years, so I have never imagined that I
would be able to observe the city and nature thismuch in detail. Even a dangerous creature, wild
alligator, exists. Here, in Florida, everyone calls
them ‘Gator.’ Somewhat scary but interestingly
they are treated as more so like a friend. Gator is amascot for the UF and I am intending to write anarticle about this harmonious coexistence in thenear future.”
Regardless of the unexpected situation and restrictions, strong connections with colleagues
were established and the scenery before him
opened up. Stimulation from colleagues and therich natural environment supports his research
all the more. This spring, he was able to publish abook from Springer, Urban Biodiversity and Ecological Design for Sustainable Cities. I am always
thinking about the ecosystem and working onlandscape design where people and nature cancoexist. Nature should not be left unattended oroverly attended. I have spent a year that I havenever experienced before; living in unprecedented times is extraordinary but every day was also
extraordinary. Under the difficult situation, I appreciate Fulbright Japan, IIE, UF, Kyushu Instituteof Technology, and my friends for their support.”
Dr. Ito is steadily moving forward to achieve hisgoals, as if naturally composing in unison withthe melody.

こ小学校校庭などの自然再生デザインと幅広くれまで国の施 設や地 域の河川、都市公園、携わってきた。都市・地域の自然の摂理に沿った
環境デザイン、森林などの自然環境保全、自然再生のあり方について、研究と設計を実践してきた。

「ワークショップや会議などで University of Florida(UF) を訪問し、地域や大学の人々、豊かな自然環
境に魅力を感じていました」フルブライターでもある同大学の友人から共同研究の誘いを受け、フル
ブライト・プログラムに応募した。
「このプログラムは、研究だけではなく、文化や人との交流も勧めています。また、さまざまな民族音楽、特に南部のブルースミュージックが好きで、その源流も見てみた
いと思っていました」
ところが、新型コロナウイルスの影響で、予定していた学生との実習や講義はできなくなった。また、プロジェクトの一つであるゲインズビルにある小中FULBRIGHT JAPAN | 8 | ANNUAL REPORT

共 同 執 筆 も毎 回アウトドアで。UF の 共 同 研 究 者 Markと。
Mark は、イグノーベル賞の受賞者でもあり、ユニークかつ素
晴らしい友人。

高一貫校の校庭設計やワークショップは延期を余儀なくされた。大学も室内に入れないため、同僚との打ち合わせなどは、アウトドアで行うこととなった。
さまざまな面で制限がある日々だが「アウトドア」という選択肢がある。屋外に椅子を持ち出し、週３～４回打ち合わせをしている。一日の天気の変化を肌で感じながら、話は多岐にわたり数時間にも及ぶ。
「友人や他分野の教授たちとの会話は本当に面
白く、大きな刺激となっています。これからの研究の枠組みを含め新たに考える貴重な機会。深くゆったりと対話を重ねていく時間は、とても大切だと改めて感じています」
自転車を手に入れて、同僚と市街地、都市の森や公園へと出掛け、洪水防止や生物多様性保全を考えたグリーンインフラの調査を行っている。
「この10 年の忙しすぎた生活では考えられないような細かいところまで、街や自然の姿を観察することができています。ともすれば、危険生物として扱われる
野生の Alligator( ワニ )。ここでは、みんなワニをGator と呼んでいて、少し怖いような不思議な友人のような関係。UF のシンボルにもなっていて、近くこの良い感じの共生のことも文章にまとめたいと思っています」コロナ禍による想定外の事態や制限だが、だからこそ築けた濃密な人間関係や視界に入ってきた景色がある。仲間からの刺激や豊かな自然環境は、研究を後押ししてくれる。そのおかげで、この春
Springer 社から Urban Biodiversity and Ecological
Design for Sustainable Cities を出版することができた。
「自然と人間が共生できるランドスケープデザ
インや生態系のありかた。自然は放置していても、人が手を入れすぎてもいけない。非日常のなかで非日常を過ごすという今までに体験したことのない１
年。この大変な状況のなかでサポートしていただいた日米教育委員会の方々をはじめ、IIE、UF、九州工業大学のみなさん、友人のみんなに本当に感謝しています」彼は、楽器と声で音を紡ぐように、目標実現へと着実に前進し続けている。

Understanding Through Connections: Dr. Martha Merritt’sParticipation in the International Education Administrators (IEA)
Program
結ばれた絆から深める相互理解――国際教育交流（IEA）プログラムの参加を経てMartha Merritt
マーサ・メリット2019 International Education Administrators (IEA) Program
Delegation to Japan
2019 年度 国際教育交流（IEA）プログラム

研修・視察団“I

felt that the welcome was extremely warmand gracious everywhere,” Dr. Merritt recalls her two-week experience as a participant
in the 2019 International Education Administrators (IEA) Program.
In her position as Dean, she is responsible formanaging the University of Richmond’s global
connections through study abroad, international
student services, and faculty development. She
also teaches Russian Politics, a field she has been
involved in for nearly 30 years. Her focus on Russian politics includes Japan, as a very significant
neighbor. Dr. Merritt has been drawn to Japanese
literature, and the aesthetics of Japanese art,
since graduate school.
Although the University of Richmond alreadyestablished two partner universities in Japan,
Dr. Merritt wanted to better understand thechanges happening in Japanese higher education. “I found out about the IEA Program fromcolleagues who had been on it to other countries.
They knew I was looking for a productive way tocome to Japan, so they recommended it to me.”Through this program, she and nine other international educators visited various educational
institutions in Tokyo, Kyoto and Hiroshima. At oneof the universities, she states, “they had put together an impressive committee which included
several scholars. It was a very well-constructedgroup and throughout my time on the Fulbright
Program, I was in touch with the members about
various projects that we wanted to do together.”
She continued, “every university wants to hosttheir international students as productively andwarmly as possible, so my colleagues and I discussed how to work with non-native students
who face the big challenge of learning the language and living in a different culture. Anothertopic that was discussed, at almost every university, was the mental health of young people. I
think this generation feels a great deal of stress.”
Dr. Merritt firmly believes that communication
among the administrators is crucial. Discussing
and understanding the challenges of the students, faculty members, and administrators, created the opportunity to share possible solutions.
Dr. Merritt highlighted that one of the most

Dr. Merritt speaks on the topic of “Empowering Women on
Campus” at Osaka City University

beneficial features of the program was being
connected with the Fulbright network “to meet
impressive scholars who are working on various
important issues.” She advises the future Fulbrighters to deepen exchanges by asking andlistening: “Asking people questions about everyday life often helps them to relax and feel more
comfortable because they can see you actuallywant to learn about Japan and about their lives
in Japan. Interestingly, I would often tell my students and others to be quiet and observe people
around them when they travel.”
Even after the completion of the program, Dr. Merritt’s enthusiasm and passion did not fade away.
She planned to return to Japan with a facultygroup of scholars who work on Japan in May 2020.
She wanted to connect this group with the scholars that she met during the program; however, it
had to be on hold due to the COVID-19 pandemic.
“At least the University of Richmond was able
to host two Japanese guests last November[2019], the first of what I hope will be many visits
between our campuses by faculty and administrators,” she smiles, “We will travel to Japan in
a future year, and I very much look forward toresuming these connections.”「どに歓迎いただきました」2019 年度国際教育の訪問先でも、それはもうとても温かく丁重

交流（IEA）プログラム参加者として、
マーサ・メリット
博士は２週間の経験をそう振り返る。

University of Richmond で Office of International
Education の Dean として、海外留学派遣や留学生
受け入れ支援、教員研修の企画運営を担っている。
加えて、30 年近く研究を続けているロシア政治学の授業も受け持つ。研究において、日本はロシアの重要な隣国として含まれているので、これがきっか
けで大学院生時代から日本文学や日本美術の「美」に惹かれ続けている。
日本の大学とはすでに２校と提携関係にあるものの、日本の高等教育改革についてさらに理解を深めたいと思っていた。
「日本とは別の国に派遣された同僚たちを通じてこの IEA プログラムについて知りました。私が専門家として有意義な形で日本を訪問したいと常々思っていたことを、皆、知っていたので勧めてくれました」

FULBRIGHT JAPAN | 9 | ANNUAL REPORT

大阪市立大学で “Empowering Women on Campus”( 大学における女性の進出 ) について講義

来日後、メリット博士とその他９名の国際教育専門家たちは、東京、京都、広島で数々の多様な教育機関を訪問した。ある大学訪問においては「わざわ
ざ複数の研究者をメンバーにした、素晴らしい委員会を組織くださいました。よく考えられて構成されたグループで、日本滞在中は、このメンバーと様々な共同プロジェクトについてやり取りをずっとしていました」さらに「どの大学でも、留学生をできる限
り温かくそしてスムーズに受け入れようとしています。
ですので、私たち大学職員は、留学先の言語習得や異文化社会での生活といった大きな課題に直面している留学生への対応について意見交換しました。また、おそらくほとんどの大学で問題となっている、
若者のメンタルヘルスについても語り合いました。
この若者世代は、非常に強いストレスを感じているように思います」と続ける。だからこそ、大学職員
間のコミュニケーションが特に重要だと強く信じている。学生や教員、職員が抱える問題や課題を理解し、意見交換できたことは、解決に繋がる方法や手段を共有する機会となった。
IEA プログラムの最も有益な特徴のひとつは、フル
ブライトのネットワークに加わり「数々の重要な問題や課題に取り組む素晴らしい研究者たちと出会うこと」と、強調する。将来のフルブライターへのアドバイスとして、交流を深めるには、質問をすることと耳を傾けることだと言う。
「日常生活のたわいもな
いことについて質問をすることにより、多くの場合、
質問の受け手は緊張がほぐれ、落ち着いた気持ちになります。質問者が日本や普段の生活について興味を持っているとわかるからです。面白いことに、
私はこれまでよく、学生たちへ旅行先では騒ぐことなく現地や周囲の人々のふるまいをよく観察するように指導していたものでした」
帰国後も熱意や情熱は薄れずにいる。翌年の 2020
年 5 月には、日本について研究している教員一団とともに再来日する予定だった。この IEA プログラム
期間中に出会った研究者とこの一団をつなぎたかったのである。しかし、新型コロナウイルスによるパンデミックのため延期せざるをえなかった。

「私の大学で少なくとも実現できたことは、昨年（2019 年）11 月に日本からゲスト２名を受け入れたことです。これを機に教職員の相互訪問が盛んになることを願っています」と笑顔で言う。
「この先、日本を必ずや訪問し、交流の再開を心待ちにしています」

The Fulbright Experience
Believing in Oneself and Deriving a Conclusion: A Year of
Building Self-Confidence and Realizing Growth
自分を信じて導き出した答えの先――自信を得て成長を実感した１年

Samejima Takuomi
鮫島 卓臣

2019 Graduate Study Program
U.S. Affiliation: Yale University

2019 年度 大学院留学プログラム
留学先：Yale University

M

r. Samejima Takuomi already knew about
the Fulbright Program since he was anelementary school student, though he began
thinking about study abroad when he enteredgraduate school. He wanted to study about themost cutting-edge architecture and environmental issues at the world's top level and in aninternational environment. In order to do so, hedecided to study abroad.
He made decisions one after another. First, he
had to choose a country. Being nominated as arecipient of Fulbright scholarship encouraged
him to go to the U.S. Next, he had to select auniversity. There was a specific university that his
family and friends recommended, but Mr. Samejima was not fully convinced. Therefore, he visited
all the universities that he got accepted to, andhis heart yearned for Yale. “My intuition told me
to go to Yale University; I fell in love at first sight.”
Mr. Samejima’s research topic is about sustainable architecture using biomimetics and referringto the body structure of environmentally optimized organisms; however, he had to start fromre-learning the concept of architecture since theways of thinking and designing differ greatly
between Japan and the West. Japan designs withthe concept of space called "ma," and it is basedon the allocation of pillars. The West, on the other
hand, surrounds all sides with walls to create aspace like a box. Although surprised by the difference, this situation, being in a global environment and learning new perspectives, was what
he had hoped for when studying abroad. During
a class called Studio, everyone forgot about time
and was immersed in making models and discussions until the next morning. "I learned that there
are various perspectives on the same matter."Approximately 60% of the class are international
students, of which 40% are from Asia. “Even from
non-academic conversation, I realized that there
are various values and opinions on politics, pandemic, and Black Lives Matter.”Mr. Samejima laughs, “I grew a lot in this past
year, and it feels like I am a different person now.”
Studying abroad means pursuing a path different
from others, not a typical path that a new graduate chooses in Japan, but he no longer hesitates
to walk his own. “Environmental issues will become more complicated and difficult to solve.
I want to re-examine the problems from theperspective of biomimetics and tackle them frommy new perspective that has expanded over theyear. I also want to think about new ways of how
the society should be, different from the ways up
until the 20th century, through architecture.”"I spent a lot of time asking myself numerous
questions," Mr. Samejima reminisces and continues positively, "the time that I spent thinking was
not a waste at all. It just made me more confident
in the decisions that I made.” Any decision madeafter thorough thinking or by following one’s
own intuition makes one confident. This strength,
believing in oneself, opens up the future.

Celebrating end of final review with Studio mates
スタジオの仲間と記念撮影

University に「一目惚れして、直感で決めました」
研究主題は、環境に最適化した生物の身体構造を参考に、生物模倣を用いた持続可能な建築だが、建築の概念から学び直しになった。西洋と日本で建築への考え方は大きく異なる。日本は柱の割り振りを基準とした「間（ま）」という空間概念で設計す
るが、西洋は四方を壁で囲み「箱」のように空間を作る。この違いへの戸惑いこそ、留学に望んだ国際的な環境と新しい視点だ。スタジオという授業では、時間を忘れ翌朝まで模型作りや議論に没頭し「同じ事柄に対し様々な視点があると学びました」
学生の 60％は留学生、うち 40％はアジアからの学生だ。
「政治に対する考え方、コロナウイルスへの姿勢、Black Lives Matter 運動への意見など、学問以外の会話からも、多様な価値観に気づきました」「この１年で人が変わったくらい成長したと思います」と笑う。留学で新卒レールから外れることに躊
躇した自分はもういない。
「環境問題は、今後複雑化し難しくなるでしょう。世界が抱える問題に生物模倣の観点を見直し、自らの広がった新しい視点から取り組みたい。20 世紀までの社会とは異なる新
しい社会の在り方を、建築を通して考えたい」「自問自答の期間が長かった」と振り返るが、放つ言葉には自信が溢れている。
「悩んだ時間に無駄はなく、その分だけブレがなくなります」考え抜いて出した決断や信じた直感は己を成長させ、強くさせる。そして、その強さは未来を切り開く。

フら頭の片隅にあったが、真剣に留学を考え始

ルブライト・プログラムのことは小学生の頃かめたのは大学院進学時だ。世界トップレベルかつ国
際的な環境で最先端の建築と環境問題を研究するため、留学を決めた。

Presenting the work
プレゼンテーションの様子

決断は次々続く。まずは行先だ。フルブライト・プ
ログラムの内定が米国行きを後押しした。次に進学先。家族や友人が揃って薦めた大学にするか迷った。
悩み抜いた末、合格した全大学を訪問した。Yale

FULBRIGHT JAPAN | 10 | ANNUAL REPORT

Discussing about Villa Savoye with Peter Eisenman
Yale University の名物教授、ピーター・アイゼンマンとサヴァ
ワ邸について議論

Language Barrier Is Not an Obstacle: Ms. Katie Wu's Research on
Robotics and Self-Discovery in Kyoto「言葉の壁は問題ではない」――京都でのロボット工学研究と自己発見

Katie Wu

ケイティ・ウー2019 Fulbright Fellow Program
Affiliation in Japan: Kyoto University

Martial arts is a good way to make friends. I practiced andmade friends through Brazilian Jiu Jitsu at the dojo in Kyoto. I
received my first and second stripes before leaving Japan.

フルブライトフェロープログラム
留学先：京都大学

友達づくりに武術はオススメです。京都にある道場でブラジリ
アン柔術の練習を通して友人ができました。写真はライン１本目を取得した時のものですが、帰国前には２本目をいただきました。

Ms. Katie Wu arrived in Japan as a Fulbright Fellow at Kyoto University in September 2019.
She was accepted to Princeton University Graduate School to pursue a higher degree; however,
she was awarded a Fulbright grant during her final
semester at Brown University (BU), so decided todefer by one year. During a previous visit to Japanfor a two-month internship, after her sophomore
year, Ms. Wu learned about the Fulbright Programfrom a Fulbrighter and alumnus of BU.
At Kyoto University, Ms. Wu joined the mechatronics laboratory, which conducts cutting edge
robotic research. The lab focuses on bio-inspired
locomotion and Ms. Wu joined the research teamworking on controlling a snake-like underwater
robot. Ms. Wu enthusiastically explains, “Terrestrial
and underwater snake robots have a unique geometry that allows them to enter narrow spaces
and are suitable for search and rescue operations
where humans might not be able to enter safely.
They can be very useful, but they are very challenging to control,” she adds, “The robotics researchat Kyoto University was very interesting since itcovered a variety of topics within robotics.” Ms.
Wu has always been interested in understanding
the movement of animals and how humans can
mimic these movements in robots. During her undergraduate years, she researched about insects’
flight movement. Analyzing the movement of fruit
flies and bees, Ms. Wu worked with a robotic model to study the forces generated when wings flap.
“It was a very valuable experience to join one of
the best laboratories in robotics in Japan. Researchis conducted differently depending on the type of
research being done and the professor in charge,
so it was helpful for me to see how the professor
guides it,” she reminisces. Taking classes at Kyoto
University in Japanese was a completely new andinteresting experience. She found that the samecontent was discussed, and the only difference
was the language. “It reminds me that research isreally an international pursuit. There are problems
and there are people working on them, no matter
which country you live in. We can connect throughinternational conferences or you can make connections beyond the borders of different countries
and work together on the problems,” she remarks.

In addition to her interest in robotics, she was
fascinated by the unique writing system of theJapanese language and martial arts. She started
studying Japanese as a second language in highschool years and began practicing Aikido when
she entered university. During her stay in Japan asa Fulbright Fellow, she took up new hobbies, such
as Japanese calligraphy and Brazilian Jiu Jitsu. She
practiced Brazilian Jiu Jitsu several times a week at adojo, and received her first and second stripe. “I got
to meet a lot of interesting people. It was nice toknow that even with the language barrier we could
still communicate enough and have fun. The differences in country or language was not an obstacle.”
Despite the fact that the grant period was shortened due to the COVID-19 pandemic, Ms. Wu says,“I would recommend Fulbright because it is agood opportunity to learn more about a different
culture, and to learn more about yourself in theprocess. I became aware of how much I still don't
know about science and technology. I think that
increasing communication between researchersof different countries through programs like Fulbright is very useful for advancing science, as wellas understanding cultures and experiences ofpeople living around the world.”
Excited about where her research ideas, projects,
and the Fulbright experience will lead her to in the
future, Ms. Wu wraps up, “I’m looking forward to
excelling even further as a Ph.D. student at the mechanical and aerospace engineering department
in Princeton University.”

2019 年 9月、フルブライトフェロープログラムで京都大学に留学した。最初に日本を訪れたのはBrown University (BU)２年生終了時の夏、２ヶ月間インターンシップで日本に滞在したときだった。このとき出会った同じ大学出身のフルブライターから
フルブライト・プログラムを勧められ、帰国後に早速申し込んだ。大学最終学期にフルブライトの合格を知り、既に決まっていた Princeton University
Graduate School への進学を１年延期して日本へ飛んだ。
京都大学では最先端のロボット工学を研究するメカ
トロニクスの研究室に入り、蛇の動きを模倣する水中ロボット制御の研究チームに所属した。
「蛇ロボッ

FULBRIGHT JAPAN | 11 | ANNUAL REPORT

トは独特な形状をしているので、人が入れないよ
うな狭い空間での捜索や救助活動に適しています。
便利な反面、制御するのは非常に難しいのです」と熱心に語る。さらに「京都大学でのロボット工学研
究は様々なトピックを扱っているので、とても興味深かったです」と続けた。もともと動物の動きを観察することや、その動きをロボットに取り入れることに関心があったので、BU では蝿や蜂の飛行を分析し、それをロボットへの応用に取り組んでいた。
「日本最高のロボット工学研究室に受け入れて頂き、貴重な経験が出来ました。研究の種類や指導教授によって研究方法が異なるので、教授の指導方法
はとても勉強になりました」と振り返る。京都大学
で授業を日本語で受けたのも新鮮で興味深い経験だった。学ぶ内容は使用言語が違っても変わらないということに面白さを覚えた。
「研究は正に国際的な追求であることを再認識しました。解決すべき問題があれば、世界中にその問題に取り組む研究者がいます。国際会議を通して、国境を超えて問題解決に協力し合うことが出来るのです」
研究以外では、日本語独特の書き方と武術に興味を持っていた。高校では第二言語として日本語を学
び始め、大学に入ると合気道を始めた。フルブライトフェローとして来日してからは、書道とブラジリア
ン柔術を始めた。週に何回かブラジリアン柔術の道場に通って練習に励み、二本のラインを授与された。
「趣味を通じて多くの人と出会い、友達にまでなれました。十分にコミュニケーションを取れ、楽しく過ごせました。国や言語の違いは障害ではなかったです」
新型コロナウィルスの世界的感染拡大のため、フルブライト奨学金期間は短くなってしまったが「私はフルブライトフェロープログラムを通じて、異文化を理解できただけでなく、自分自身のことも知ることができました。また、科学技術についてもまだ知らないことがたくさんあることに気が付きましたので、是非応募を勧めます。フルブライトのようなプログラム
を通して、世界中の研究者がより一層コミュニケー
ションをとるようになれば、異文化理解だけでなく科学の発展にも貢献すると思います」と語る。
将来、自身の研究プロジェクトやフルブライトの経験 がどう活 かさ れるか「Princeton University のMechanical and Aerospace Engineering Department 博士課程の学生として、さらに成長していけることをとても楽しみにしています」と締めくくった。

FY2019-20 Grant & Graphic Data
American Grantees[Lecturer, Lecturer-Researcher, Researcher, Graduate Research Fellow, Fulbright Fellow, Fulbright Specialist and Fulbright
Global Scholar]* Some scholars are aﬃliated with one or more Japanese institutions.
Aichi (1)Kanagawa (4)- Nagoya U

Chiba (1)

- Nihon U

Fukuoka (2)- Kyushu U* (2)Ibaraki (1)- U of Tsukuba- Green Farmers Miyagi- Place to to Grow
- Tohoku U

Okayama (2)- Okayama U (2)Kumamoto (2)Hokkaido (1)- Hokkaido U

Miyagi (3)- Kanto Gakuin U- Keio U- RIKEN- Yokohama National U*

Okinawa (1)- Kumamoto U*- Japanese Red Cross
Kumamoto Hospital*- U of the Ryukyus

Osaka (1)Kyoto (6)- Osaka U- Kyoto Seika U- Kyoto U (4)*- Kyoto U of Foreign Studies*Tokyo (24)

Tokushima (1)52 American Grantees
Visiting Lecturer

Fukuoka

3

Researcher - Academics

6

Graduate Research Fellow - Academics
Fulbright Fellow

6

International Education Administrators

0

5

Osaka

Aichi

IbarakiTokyo
Chiba
Kanagawa

Tokushima

As a group, IEA Program participants (10) visited the following sites together.

4
2

Kyoto

[International Education Administrators (IEA)]

10

Fulbright Specialist Program

Miyagi

Kumamoto

14

Graduate Research Fellow - Professionals 1

Fulbright Global Scholar Award

Okayama
Hiroshima

6

Lecturer-Researcher

Hokkaido- Hitotsubashi U*- Tokushima U- Japan Women's U*- Keio U (2)*- Senshu U- Tokyo Gakugei U- Tokyo Inst. of Technology- Tokyo U of Foreign Stds.*- Tsuda U*- U of Tokyo* (6)Okinawa- Waseda U* (9)1015Tokyo - Hiroshima - Kyoto - TokyoJapanese Grantees[Research, Journalist, Doctoral Dissertation Research, Graduate Study, Fulbright Foreign Language Teaching Assistant,and Fulbright Scholar-in-Residence]* Some scholars are aﬃliated with one or more U.S. institutions.
California (5)- Cal State U, Dominguez Hills*- Reach Inst. for School Leadership- U of California, Berkeley (3)IllinoisMontana

Massachusetts (12)North Carolina- U of Illinois, Urbana-Champaign- Boston U (2)- Clark U- Harvard U (7)*- Massachusetts Inst. of Technology*- U of Massachusetts, Amherst

Connecticut- Yale U

Florida- U of Florida

Georgia

Michigan

Hawaii (3)Minnesota (2)- Calvin Coll

- Spelman Coll

Washington DC (2)- Columbia U (6)- Cornell U- New York U (2)- U of Rochester

West Virginia

Research- American U- George Washington U

New York (10)Montana

42 Japanese Grantees- U of Pennsylvania- Ursinus Coll

- Association of International Education
Administrators (AIEA)*- Carleton Coll
- U of Minnesota- U of Hawaii, Manoa (3)*Pennsylvania (2)- U of Montana- West Virginia U

Wyoming- Casper Coll

Minnesota

Michigan

Wyoming
Illinois
California

7

MassachusettsWest Virginia

Journalist 1
Doctoral Dissertation Research3

Connecticut
New York

Pennsylvania

Washington DC
North Carolina

Georgia

Graduate Study

24

Fulbright Foreign Language
Teaching Assistant (FLTA)

Florida6

Fulbright Scholar-in-Residence 1
0

5

10

15

20

25

HawaiiFULBRIGHT JAPAN | 12 | ANNUAL REPORTFinancial Reports
THE JAPAN-UNITED STATES EDUCATIONAL COMMISSIONSTATEMENT OF FINANCIAL POSITION
June 30, 2020

THE JAPAN-UNITED STATES EDUCATIONAL COMMISSIONSTATEMENT OF ACTIVITIESYear ended June 30, 2020

(Thousands of yen)
Assets:(Thousands of yen)
Changes in unrestricted net assets:

Cash and cash equivalents

394,060

Revenues and gains -Contributions receivable

188

		

Contributions from governments

Prepaid rent expenses

23,018		Contributions from JUSEEPF

4,308

Other current assets

27,652

		Contributions from governments for the Japan-U.S. Educational Exchange Program Fund

5,394

Property and equipment

17,097

		Contributions from Mr. Baker

8,703

700

		

Contributions from Mr. Jameson

7,964

462,717		Contributions from airlines

17,390		Interest income		

Others			

Guarantee deposit		

Total Assets

Liabilities:
Grants payable in future years

44,187

Deferred revenue

99,224

Other current liabilities
Accrued employee retirement benefits		

Total Liabilities

6,295

					

Total revenues and gains

562,0121
11,010616,786

Expenses -122,480		

272,187			Grant Programs:
Grants to Americans

				International education administrators

5,842

				

Researchers

45,140188,568

				

Lecturers / Researchers

38,890-				Graduate research fellows

76,359

1,961

				

Fulbright fellows

18,938The Baker Fund

-

				

Prior year adjustments(11,249)

The Jameson Fund-						Net Assets:
The Program Operation Fund
The JUSEEPF Program Operation Fund
The Japan-U.S. Educational Exchange Program Fund		

Total Net Assets

190,529

		Total Liabilities and Net Assets

462,717

The accompanying financial statements of the Japan-United States
Educational Commission (Fulbright Japan), as of June 30, 2020 and forthe year then ended, notes to the financial statements, comprising

a summary of significant accounting policies and other explanatory
information; have been audited by our external auditors, ARK LLC.

			

173,923

Grants to Japanese				

Researchers

23,278

				

Journalists

5,115

				

Graduate students				Foreign language teaching assistants

5,003

				

Prior year adjustments(1,747)						
		

212,445

244,094

The Japan-U.S. Teacher Exchange Program			

Program cost in U.S.

1,964

			

Other expenses

6,530						

8,494

Non-Grant Programs		

Grant related costs for Americans

		Grant related costs for Japanese

4,876

		

Educational Advising Services

23,742

		Public relations activities						
Administrative expenses

2,207

3,802
34,629177,590

Loss on retirement of property and equipment281

Foreign exchange loss, net

1,920

					

Total expenses

Increase (decrease) in unrestricted net assets

640,934(24,147)

Net assets at beginning of year

214,677

Net assets at end of year

190,529FULBRIGHT JAPAN | 13 | ANNUAL REPORTFY2019-20 Grantee List (Japanese)
Name/Home Institution
Host Institution/Academic Discipline/
Research Topic

Research
ASHIZAWA Shingo
Professor / Fac./Global and Regional
Studies / Sch./Regional Development
Studies / Toyo U / AIEA / U of Hawaii,
Manoa / Cal State U, Dominguez Hills/ International Education / Learning
outcome assessment of study abroadand effective use of e-portfolio
ITO Keitaro
Professor / Sch./Engineering / Dept./Civil
Engineering / Kyushu Inst. of Technology/ U of Florida / Environmental Studies /Interdisciplinary study in urban green
infrastructure for children's play andbiodiversity in US
KAI Maki
Associate Professor / Fac./Letters / English Dept. / Meijigakuin U / Columbia U/ American Literature / The British reception of American renaissance writers andits impact on American literary history
KANDA Yutaka
Associate Professor / Fac./Law / Niigata
U / Harvard U / International Relations/ International history of the Japan
Socialist Party and the socialist parties'
international networks
KUMOJIMA Tomoe
Full-time Lecturer / CORE of STEM / Nara
Women's U / U of California, Berkeley /English & American Literature / Trans-Pacific aesthetic diplomacy of women in
the United States and Japan between
1904 and 1945
MIZUTANI Yuka
Associate Professor / Center for Global
Edu. and Discovery / Sophia U / U of
Hawaii, Manoa / American Studies /Conservation of the Maritime Cultures in
the US and International Relations in the
Pacific Rim
NAGAO (OZAKI) Shizuko
Associate Professor / Coll./Global andMedia Studies / Dept./Global and Media
Studies / Kinjo Gakuin U / U of Hawaii,
Manoa / Linguistics / A comparative
research on the understanding ofsyntactic differences between English
and Japanese

Journalist
NIKAIDO Ryoma
Writer and Editorial Staff / Weekly Toyo
Keizai Editorial Dept. / Toyo Keizai, Inc. /Harvard U / Business Management / The
background of the monopoly by giant
IT companies and the influence on othercorporate activities

Fulbright Scholar-in-Residence
KITADA Yoshiko
Associate Professor / Sch./Education /Saitama U / Reach Inst. for School Leadership / Curriculum & Instruction / Teacher
Education by Lesson Study

Doctoral Dissertation Research
IMAI Hinata
Doctoral Student / Program Advisor /Grad. Sch./Regional and Interregional
Stds. / Peace and Conflict Stds. / Tokyo U
of Foreign Stds./PKO Secretariat, Cabinet
Office / ColumbiaU / International
Relations / Centralization, decentralization and nation-building: Examining
Rwanda's ”invented traditions”

KANAZAWA Jun
Doctoral Student / Grad. Sch./Arts andSciences / Language and Info. Sciences/ U of Tokyo / U of California, Berkeley/ Linguistics / A contrastive study of“persuasiveness” on opinion discourses
in Japanese and English newspapers
KAWASHIMA Akira
Doctoral Student / Grad. Sch./Arts andLetters / Dept. / Philosophy / Tohoku U/ U of California, Berkeley / Philosophy/ Plato’s critique of poetry and what
we can learn from it for contemporarysocieties

Graduate Study
CHIBA Soichiro
Product Manager / Petrochemical Div/ Mitsubishi Corporation / Harvard U /Public Administration / How cooperate
structural reform in Japan can enhance
global competitiveness and maintainstability
HANDA Yuri
Doctoral Student / Grad. Sch./Arts andSci. / Interdisciplinary Cultural Studies /U of Tokyo / Columbia U / Art History /Transnational empire building: Orientalism and othering in photography inmodern Japan
INAMASU (MIMIZUKA) KayoFreelance Journalist / New York U /Communications & Journalism / Researchon methods for media literacy educationin the age of “fake news”
KARIO Chisato
Staff / Corporate Banking Dept. / Group
2 / MUFG Bank, Ltd. / Columbia U / Economic Development / Financial inclusionand gender equality: For sustainablegrowth/prosperity in the developing
nations
KIRITOSHI (KINOSHITA) Takahiro
Doctoral Student / Grad. Sch./Medicine/ Traumatology and Acute Critical Medicine / Osaka U / Harvard U / Public Health& Community Health / Optimization ofregional trauma care system
KOMIYAMA Ryoma
Writer / Science and Medical News
Section / The Asahi Shimbun / Boston U /Journalism / To learn the advanced data
journalism, and to broaden the target ofscience journalism
KUWAHARA Hideaki
Attorney at Law / Mori Hamada &Matsumoto / Columbia U / Constitutional
Law / Can truly free speech and genuine
privacy survive in a world that is increasingly virtual?
MITANI Satomi
Administrative Staff / International Affairs
Div. / Yokohama City U / U of Minnesota/ Higher Education / The role of higher
education as a career pass
MIYATA Yosho
Doctoral Student / Grad. Sch./Literature/ English Literature / Meiji Gakuin U / U
of Massachusetts, Amherst / Linguistics,
Theory / A comparative study of syntax
and its interface with prosody in natural
languages
NAGANO Haruka
Doctoral Student / Grad. Sch. / Humanities / Meiji U / Clark U / American Studies/ Sustainability and gentrification in US
cities

OGAWA Takahisa
Doctoral Student / Grad. Sch./Medical
and Dental Sciences / Orthopedics/
Global Health Promotion / Tokyo Medical
and Dental U / Harvard U / Public Health& Community Health / Study how to
improve healthy life expectancy of theelderly and reduce the burden/cost of
caregiving
OKUDA Tomohito
Assistant Manager / Water Business
Dept / Mitsubishi Corporation / Harvard
U / Massachusetts Inst of Technology /Business Management / How to breakbarriers to multisectoral collaboration ininternational infrastructure development
OZAKI Ena
Doctoral Student / Grad. Sch./Arts andSciences / Area Studies / U of Tokyo / Boston U / American History / Transformation of American culture and magazines
at the turn of the twentieth century
SAMEJIMA Takuomi
Master's Student / Grad. Sch./Scienceand Technology / Science for Open andEnvironmental Systems / Keio U / Yale U /Architectural Design / Reexamination of
biomimetic architectural design methodology and its future potential
SATAKE Yusuke
Doctral Student / Grad. Sch./Humanities
and Sociology / Philosophy / U of Tokyo /U of Rochester / Philosophy / An inquiry
into truthmaker theory from a perspective of metaontology
SATO Ayano
Senior Production Administrator / Opera
Production Dept / New National Theatre
Foundation / Columbia U / Business &Management / Efficient and effective arts
management in the U.S.
SHIRAKI Atsushi
Attorney at Law / Waseda U Legal Clinic
LPC / U of Pennsylvania / Law / Study ofclinical legal education that responds
changing social needs and of the formation process
TAMURA Yuya
Master's Student / Grad. Sch./Law /International Business Transaction Law
Course / Chuo U / American U / International Business Law / International
investment arbitration in domestic legal
order -U.S. court decisions and theory-

YAMASAKI Yoko
Doctoral Student / Grad. Sch./Int'l
Cooperation / Economic Development
and Policies / Kobe U / U of Illinois, Urbana-Champaign / Economic Development/ The impacts of market integration
on human interaction: A case study ofagricultural villages
YAMASHITA Ayaka
Director / Co-founder / EDAYA / Harvard
U / Urban & Regional Planning / Economic, social and cultural impact of urban-rural human migration on sustainablecommunity
YAMASHITA Tsuguta
Doctoral Student / Grad. Sch./Letters /Dept./Sociology / Kyoto U / Cornell U/ Cultural Anthropology / Seeing from
Kampung: Social housing, eviction andthe experience of residents in Jakarta,
Indonesia

Fulbright Foreign Language
Teaching Assistant (FLTA)
AOKI Mayumi
Graduating Senior / Dept./Int'l Studies/ Bunkyo U / Carleton Coll, Northfield, MN
FUJII Shutaro
Graduating Senior / Fac./Humanities/ Dept./English Literature / Sophia U /Calvin Coll, Grand Rapids, MI
HOSHINO Shingo
Teacher of English / Saitama Pref. Tsurugashima Seifu High School / Casper Coll,
Casper, WY
NAKAMURA NobutakaChild Care Officer / Fukuoka City Government / Ursinus Coll, Collegeville, PA
OE Ayami
Teacher / MIC Communication School /Spelman Coll, Atlanta, GA
TORIGOE (KITAMI) Tomoko
Teacher of English / Kanagawa Pref.
Tsurumi Sogo High School / U of Montana, Missoula, MT

UCHIDA Yu
Doctoral Student / Grad. Sch./Letters /Dept./English and American Literature/ Chuo U / West Virginia U / English &American Literature / The nature ofhistorical recognition and fictional
technique in the 19th century American
literature
YAMAKITA Kaori
Teacher / Takeo Jr. High School / George
Washington U / Teaching English As A
Foreign Language / Effective ways of
improving reading skills using textbooks
in JHS English classes in Japan*List of Japanese Grantees

www.fulbright.jp/scholarship/grantee.html

NAKAJIMA Hiroto
Attorney at Law / Anderson Mori &Tomotsune / New York U / Law / Practicein alternative dispute resolution (”ADR”)
in the U.S.

FULBRIGHT JAPAN | 14 | ANNUAL REPORTFY2019-20 Grantee List (American)
Name/Home Institution
Host Institution/Academic Discipline/
Research Topic

Visiting Lecturer
GRIFFITH Sarah
Associate Professor / Coll./Arts andSciences / Dept./History / Queens U ofCharlotte / Tsuda U / Tokyo U of Foreign
Studies / History / Pacific Crossing: Japanese and American cultural ambassadors
before WWII
HOWELL James P.
Lecturer / Coll./Arts and Sciences / English
Dept. / Florida State U / Yokohama
National U / Communication / Public
speaking and the American publics
JONES David M.*
Professor / Dept./English / University
Honors Program / U of Wisconsin, Eau
Claire / U of the Ryukyus / American
Literature / 'What a Wonderful World':
Legacies of the American century in life
writing, rock and roll music, and popular
cultureOSTENDORF Ann M.
Associate Professor / Coll./Arts andSciences / Dept./History / Gonzaga U / U
of Tokyo / Japan Women's U / American
History / Teaching American history andculture in Japan
PITTS Jonathan
Associate Professor and Coordinator /Dept./English / Ohio Northern U / Hitotsubashi U / Keio U / American Literature /Writing as pilgrimage: American identity,
place, community
WERBLOW Jacob S.
Associate Professor / Sch./Edu. & Professional Studies / Edu Leadership, Policy& Instruct'l Tech. / Central Connecticut
State U / Kyoto U of Foreign Studies /Kyoto U / Education / Teacher of schooland society: The American experience

Lecturer-Researcher
BADE SHRESTHA Shiva Om
Professor / Coll./Engineering and Applied
Sciences / Mechanical & Aerospace Engineering / Western Michigan U / Nihon U/ Engineering / Clean energy technology
and energy policy
MARTIN Jonathan
Professor / Sch./Architecture Grad. /Center for Planning and the Environment/ Pratt Inst / Tokyo Inst. of Technology/ Urban & Regional Planning / Sharedknowledge: Japanese urban planning
process and practice in the 21st century
NANJUNDAN Meera
Associate Professor / Cell Biology,
Microbiology, and Molecular Biology /U of South Florida / Tokushima U / Cell &Molecular Biology / Implementation of a
“Flipped” mentor-guided learning experience & investigation of lipid “Flipping”
in peroxisome diseases

Researcher
CHINN Clark A.
Professor / Grad. Sch./Education / Educational Psychology / Rutgers, The StateU of New Jersey / Senshu U / Educational
Psychology / Learning to think in a “posttruth” world
FLOWERS Petrice R.*
Associate Professor / Sch./Social Science/ Dept./Political Science / U of Hawaii,
Manoa / Waseda U / Political Science /Gender and diplomacy in Japan: Getting
through the door
HUGE Elijah J.*
Associate Professor and Head / Dept./Art& Art History / Wesleyan U / Tohoku U /Architecture / Disaster Safety Museumsof Japan

KIETLINSKI Robin
Associate Professor / Social Science Dept.
/ LaGuardia Community Coll, CUNY / U
of Tsukuba / Area Studies / Trash islands:
Olympic infrastructure and Japan’schanging environment

WARD Kayleigh J.
Ph.D. Student / Sociology & Environmental
Science and Policy / Michigan State U / Placeto Grow / Green Farmers Miyagi / Sociology/ Reviving community: Building social
recovery in rural post-disaster JapanROEBUCK Kristin*
Assistant Professor / Dept./History / Cornell
U / Waseda U / Nagoya U / History / Japanreborn: Race and nation after World War II

ZINNER Valerie J.
Ph.D. Student / Art History (East Asian-Premodern Japanese) / Columbia U / U ofTokyo / Art History / Sumiyoshi Gukei andearly modern Yamato-e handscrolls

TROMPETA Joyce
Assistant Professor / Sch./Medicine/ Dept./Surgery / U of California, San
Francisco / Kumamoto U / Japanese Red
Cross Kumamoto Hospital / Public Health& Community Health / Examining barriers
to organ donation consent to address theimpact of high rates of end-stage renal
disease in Japan's aging population

Graduate Research Fellow(Academic)
BORENGASSER Daniel P.
Ph.D. Student / Japanese Art History /Harvard U / Osaka U / Art History / The hallof the lotus king: Sculpture and multiplicity in medieval Japan
COTHERN Keegan J.
Ph.D. Student / History / Brown U / Keio U/ Japanese History / Engineering disaster:
Japan, the built environment, and natural
disasters
HAUK Michelle L.
Ph.D. Student / Japanese History /Columbia U / U of Tokyo / Japanese
History / Dwelling with water: How watertechnology revolutionized the Japanese
home, 1800-2000
HAYASHI John H.
Ph.D. Student / History / Harvard U / Kyoto
U / History / Hydraulic Taiwan: Engineering, water, and the ecology of Japanese
empire, 1895-1964
KATAOKA Elizabeth K.
Ph.D. Student / East Asian Languages andCultural Studies / U of California, Santa
Barbara / Hokkaido U / Japanese History
Assimilating identity: Ainu education inmodern Japan
LEDBETTER Nathan H.
Ph.D. Student / Japanese History / Princeton
U / Kyushu U / Japanese History / Trading inviolence: Warfare in Kyushu, 1550-1600
MISRA Drisana R.
Ph.D. Student / East Asian Languages andLiteratures / Yale U / U of Tokyo / Kyushu U/ Japanese Literature / The Japanese newworld: Literary and visual exchanges of
the Nanban period (1549-1650)
MONDELLI Frank V.
Ph.D. Student / Japanese Literature andMedia Studies / Stanford U / Waseda
U / Area Studies / A genealogy of deaf
assistive technology, representation, andcommunications in Japan
NIEHAUS Kevin T.
Ph.D. Student / East Asian Languages &Cultures / Japanese Literature / Stanford
U / Waseda U / Japanese Literature /Reading and gender in Japan’s literary
fictions, 1890-1936
REMISOVSKY George M.
Ph.D. Student / History / Yale U / U of Tokyo/ History / A question of custom: Law andmediation in 19th and 20th century east Asia

Graduate Research Fellow(Professional)
FRANK Alexa C.
MFA Student / Creative Writing / U of Iowa
/ Waseda U / Creative Writing / Pages ofmadness: The evolution of the mental illness
narrative in Japanese literature

Fulbright Fellow
EDWARDS Victoria
BA/BS Student / International Business,
Japanese Language and Literature /Elizabethtown Coll / Waseda U / Political
Science / A tale of two generations:Comparing political apathy and activism
among Japanese youth
FREEDMAN Benjamin B.
BA Student / Religion / Middlebury
Coll / Keio U / Area Studies / Religious
accommodations and Islamic practices incontemporary Japan
RICHARDSON Deven M.
BA Student / Political Science andInternational Affairs / Western Kentucky
U / Waseda U / International Relations /The future Japanese generation and theirperception of America
WEST Stephen B.
BS Student / Anthropology / U of New
Mexico / Okayama U / Anthropology /Jomon livelihood in the Yayoi period
WU Kit Sum
BS Student / Mechanical Engineering /Brown U / Kyoto U / Engineering / Development of a path-planning algorithm for thecontrol of an aquatic robot
ZHANG Crystal
BS Student / Biochemistry and Molecular
Biology / Brown U / RIKEN / Biology / Effectsof transporter polymorphisms on drug
metabolism in different ethnic populations

International Education
Administrators
BECK Linda J.
Associate Dean / Office of Experimential &Global Education / U of Maine, Farmington/ At Large / International Education
CLIPPARD Laura F.
Coordinator / University Honors Coll /Middle Tennessee State U / At Large /International Education
CONGER Amy
Associate Vice Provost / Provost's Office/ U of Michigan, Ann Arbor / At Large /International EducationHINKLE Rhonda J.
International Student & Scholar Specialist/ Office of International Programs / Marian
U / At Large / International Education
HONEGGER Rusdiana
Associate Director / Div./Global Engagement / U of Louisiana at Lafayette/ At
Large / International Education
MERRITT Martha L.
Dean / Office of International Education /U of Richmond / At Large / International
Education
SHIFLET Coryn L.
Assistant Director / International Education / U System of Georgia / At Large /International Education
WASHINGTON Ramona
Study Abroad Coordinator / Center forInternational Education / U of Wisconsin,
Milwaukee / At Large / International
Education
WHATLEY Annette A.
Program Coordinator / International
Office / U of Texas, Austin / At Large /International Education
WOJENSKI Carrie
Associate Vice Provost / Center for International Education and Global Strategy/ State U of New York, Albany / At Large /International Education

Fulbright Specialist Program
FITZMAURICE Celine R.
Senior Instructor / University Studies /Portland State U / Okayama U / Education/ Supporting community-based learning
in Japan
FOX Diana J.
Professor and Chair / Anthropology /Bidgewater State U / Tokyo Gakugei U /Anthropology / An investigation of thegender norms of physical education
GOLDNER Janet
Independent Artist / Kyoto Seika U /American Studies / Self analysis andcritique in the fine arts
HACISALIHOGLU Gokhan*
Professor / Biological Sciences / Florida
A&M U / U of Tokyo / Agriculture / Lecture
series and seminars in plant biology

Fulbright Global Scholar Award
COLLET Vicki S.
Associate Professor / Dept./Curriculum
and Instruction / U of Arkansas, Fayetteville / Kanto Gakuin U / Education /Lesson study and culturally-responsive
instruction: A multi-country examinationof teachers’ professional learning
FERHOLT Beth R.
Associate Professor / Dept./Early
Childhood and Art Education / Brooklyn
Coll, CUNY / Waseda U / Education / The
aesthetics of play: A cross-cultural studyof playworlds in Japan and Sweden*Actual participation was postponed dueto the COVID-19 pandemic.

*List of American Grantees

www.fulbright.jp/eng/scholarship/grantee.html

ROMNEY David L.
Ph.D. Student / East Asian Studies / Princeton U / Kyoto U / Japanese History / The
flight of the sun goddess: Changing conceptions of region and religion in Japan
VAN WYK Melissa D.
Ph.D. Student / Japanese Language / U of
California, Berkeley / Waseda U / Theatre/ Restaging the spectacular: Misemono
and kabuki theater 1700-1900

FULBRIGHT JAPAN | 15 | ANNUAL REPORT

Activity Highlights
Programs for Japanese Grantees
Pre-departure Orientation for the FY2019-20 grantees

Pre-departure orientation for the departing FY2019-20 Japanese

Briefing Sessions for the FY2020-21 Japanese Fulbright
Candidates

tional House of Japan on June 14, 2019. During the orientation,

Japanese Fulbright grants were held on December 16, 2019 at theFulbright grantees was held in the auditorium of the Internagrantees had the opportunity to meet each other, received advice from resource persons, and were briefed regarding grant
and administrative matters.

Briefing sessions for the principal candidates for the FY2020-21
B1 Conference Room in the

Sanno Grand Building. The
candidates did self-introduc-tion and were briefed on thedeparture process for the U.S.
as Fulbright grantees.

FY2021-22 Japanese Fulbright Grant Competition

Applications for the FY2021-22 competition started from April 1

and ended on May 31, 2020. The grant announcement was wide-ly publicized by Fulbright Japan’s social media, email to alumni,
press release, and direct mailings to over 700 universities nationwide. Applications for the FY2021-22 Fulbright Foreign Language

Send-off Reception for the FY2019-20 grantees

A send-off reception for the FY2019-20 Japanese Fulbright
grantees was held at Iwasaki Koyata Memorial Hall of the International House of Japan on June 14, 2019. Over 100 people in-cluding selection members, corporate sponsors, key alumni, andCommission Members attended.

Teaching Assistant (FLTA) Program started in June and ended on

August 31, 2020. Its competition announcement was distributed

through a press release, emails, social media, and print media targeted for English teachers and learners. Two Program explanation

sessions scheduled in March and April 2020 were cancelled due tothe COVID-19 pandemic. A recorded explanation video was madeavailable on Fulbright Japan’s website for prospective applicants
instead of live session. An FLTA seminar for program explanationand panel discussion was held online on August 5, 2020. A recorded session was posted on Fulbright Japan’s website.

COVID-19 Impacts to the FY2019-20 and FY2020-21 Japanese Programs● Temporary pause of U.S.-bound travel due to the Fulbright
Program suspension and travel restriction by the Governmentof Japan

FY2020-21 Japanese Selection

The documentary screening process started in September,and selection interviews took place at Fulbright Japan’s office
for approximately one month from mid-October. A total of 14

interview panels divided by academic discipline, including a Ful-bright Foreign Language Teaching Assistant (FLTA) panel, were
formulated.

● Cancellation of the pre-departure orientation and send-off reception scheduled on June 12, 2020
● Virtual remote study for fall semester or renomination to FY202122 for Graduate Study grantees● Postponement of grants until January 2021 or later for Doctoral
Dissertation Research, Research and Journalist grantees● January 2021 start (one-term assignment) or renomination to
FY2021-22 for FLTA grantees

FULBRIGHT JAPAN | 16 | ANNUAL REPORTPrograms for American Grantees
International Education Administrators (IEA) Program

Welcome Reception

on June 9, 2019. This 2-week pro-held at Daiichi Hotel Tokyo in the evening of September 11, 201910 American IEAs arrived in Japangram consisted of visiting with

The Welcome Reception for the FY2019-20 American grantees waswith approximately 110 guests. The representatives from both gov-

government officials, Japaneseernments gave opening remarks followed by a speech by an U.S.

international education profes-

lecturer representing the FY2019-20 U.S. grantees and a toast by thesionals, various educational insti-

President of the Fulbright Alumni Association of Japan. Stimulating

tutions and cultural sites locatedconversations took place among thein Tokyo, Kyoto, and Hiroshima.

grantees, grantees’ Japanese hostprofessors, the Commission members, sponsors and Japanese alumni.

Mid-Year Conference for Fulbright Fellows, Visiting Lecturers and Lecturer/Researchers

Due to COVID-19 pandemic, in-person Mid-year Conferences were

replaced with online meetings on March 11 and 13, 2020. The pur-Post-arrival Group Orientation

Group orientations for the FY2019-20 American Visiting Lecturers,
Lecturer/Researchers and Fulbright Fellows were held between
September 10 and 13, 2019. 5 Lecturers and 3 Lecturer/Researchers

attended a two-day orientation (September 10 and 11, 2019) and6 Fulbright Fellows participated in a two-and-half-day orientation(September 11 to 13, 2019). The orientation programs included topics from teaching/studying and living

pose of the conferences was to reflect on the first half of their ex-perience in Japan and exchange tips for making the most of theirremaining time in Japan.

COVID-19 Impacts to the FY2019-20 and FY2020-21 American
Programs● The U.S. Fulbright Program suspension worldwide on March 20,
2020. Termination of grant for the FY2019-20 grantees in Japan.
● Postponement of grants for the FY2019-20 grantees whose grants
had not started prior to the program suspension.

in Japan to make themost of their Ful-

● Postponement of grants until January 2021 or later for the
FY2020-21 grantees.

bright experience.

● Cancellation of the FY2020-21 International Education Administrators Program (deferred to FY2021-22).
● Cancellation of the September 2020 welcome reception.

Other Activities● On September 5, 2019, Ms. Melissa Tolentino, Bureau of Educational and Cultural Affairs Program Officer for Fulbright

Outreach, visited the office of Fulbright Japan and talked aboutbranding, logo and social media to staff.

● On December 13, 2019, three staff members including the new
Executive Director, Dr. Randall Nadeau, from Foundation for
Scholarly Exchange (Fulbright Taiwan) visited the office of Fulbright Japan.

● On February 17, 2020, Mr. Jeffery Bleich, Former Ambassador
to Australia and J. William Fulbright Foreign Scholarship Board(FFSB) Chair Emeritus, visited the office of Fulbright Japan. An

eloquent speaker, Ambassador Bleich shared inspiring stories
about the power of the Fulbright mission to bring people together and increase understanding in the world. He said suc-cinctly “the Fulbright Program promises that we will take careof your people to study and research in the United States andwe hope you will do the same with ours.” One interesting fact tonote, although now retired from the board, for 3 years Ambassador Bleich reviewed and approved the final stage for all grantees

in the Fulbright Japan program thus making them official Fulbrighters.

● Okinawa Institute of Science and Technology
Graduate University (OIST), Fulbright Philippines, and Fulbright Japan organized a webi-

nar, OIST-Fulbright Webinar, which was held on

June 30, 2020 (JST). There were 305 participants joined on Zoom,
150+ by live streaming on Facebook, and there were 6,000 play-back views of the video. Of the Zoom participants 58% worked
in higher education, 28% in a government position, 9% Other,
NPO 4%, and Business 1%. In a survey after the event, 90% said

they would recommend it to a friend and 80% responded that itwas "excellent." The video has been uploaded to YouTube.

https://www.youtube.com/watch?v=yMbUZJeJXZQ&feature=share

FULBRIGHT JAPAN | 17 | ANNUAL REPORTEducationUSA

Fulbright Japan has been providing information and advising services to the generalpublic on Japanese and U.S. higher education since 1964. The services are active

under EducationUSA, a U.S. Department of State’s network of advising centers that
promotes study abroad in the U.S. and provides information on U.S. higher education

as an official source. EducationUSA Tokyo is jointly run by Fulbright Japan and Public

Affairs Section of the U.S. Embassy since spring of 2016. EducationUSA strives toincrease student mobility in both directions by providing more youth outreachactivities and professional training sessions for teachers and advisors.

The following are four main activities of EducationUSA. All services are provided to the general public for free of charge.

1) Information Delivery
EducationUSA provides accurate and comprehensive information on higher education in the

U.S. through the EducationUSA/Fulbright Japan’s website, social media (Facebook, Twitter andYouTube) , and an original study abroad handbook, which is published triennially with annual

Website hits: 193,728
Blog visits: 32,054

reprints (Study in the U.S.A: The Official Guide 2nd edition) for sale.

2) Events/Activities
Organizes and/or participates in various activities both in person and online such as group

A total number of program

university representatives are invited as guest speakers at such events in order to promote the

A total number of programs: 63

advising sessions, college fairs and advisors training sessions. Fulbright alumni and other U.S.
Fulbright Program and study in the U.S.

participants: 8,504

Example events that took place in FY2019-20:

September 7, 2019 EducationUSA EXPO (2008 participants)
November 20, 2019 Art School Fair (100 participants)

June 2020 Webinar Series “Think about studying in the U.S.” (434 participants)

3) Individual Advising
Provides individual advising service by appointment and responds to inquiries via e-mail or thephone from the general public.

Number of contacts: 247

4) Services to U.S. Institutions
Gives briefings on recruiting tips and the updated trends of Japanese students. Organizes

meeting opportunities (college fairs, special sessions) for U.S. institutions to reach to their

Number of visitors: 13

prospective students.

The total number of EducationUSA users in FY2019-20: 234,546
FULBRIGHT JAPAN | 18 | ANNUAL REPORTSpecial Exchange Projects
Japan-U.S. ICT Teacher Exchange Program (ICT: Information and Communication Technology)
Due to the unprecedented global pandemic caused by the novel

cision was made in consultation with both the Japanese and U.S.

(Fulbright Japan) has regrettably decided to cancel the implemen-Sports, Science and Technology, the Ministry of Foreign Affairs andcoronavirus (COVID-19), the Japan-U.S. Educational Commission

tation of the 2020 Japan-U.S. ICT Teacher Exchange Program inorder to prioritize the health and safety of all participants. This de-governments represented by the Ministry of Education, Culture,
the U.S. Embassy Tokyo.

Introducing the Collaborative Projects on the Fulbright Japan's Website
2019
Astronomy and Culture - Landand Sky

Ellison Shoji Onizuka Elementary
School on the Moon!

Global Community Solutions

Problem Solving in Space

Project Menehune

Team Mebuki

Collaborative Projects developed by the 2019 Japan-U.S. ICT Teacher Exchange Program participants are
now available from the link below or the QR code:

https://www.fulbright.jp/eng/sep/ictprojects.html.
By the end of the program, participants are expected to develop collaborative projects (lesson plans)

focused on a provided theme, and implement it in order to 1) maximize this experience, 2) develop skills toincorporate ICT into their classroom teaching, and 3) further promote educational exchanges.

Collaborative Projects by the participants of Japan-U.S. Teacher Exchange Program for ESD (Education for
Sustainable Development) are available from the link below or the QR code:
https://www.fulbright.jp/eng/esd/project.html.

FULBRIGHT JAPAN | 19 | ANNUAL REPORT

Annual Report
Fiscal Year 2019-20

Japan-U.S. Educational
Commission(Fulbright Japan)
Sanno Grand Bldg. 207
2-14-2 Nagata-cho
Chiyoda-ku
Tokyo, 100-0014

www.fulbright.jp