NanoJapan: International Research Experience for Undergraduates Program

The NanoJapan: International Research Experience for Undergraduates Program, established by a National Science Foundation Partnerships for International Research and Education (NSF-PIRE) grant in 2006, is a twelve-week summer program through which twelve freshman and sophomore physics and engineering students from U.S. universities complete research internships in Japanese nanotechnology laboratories. NanoJapan tightly integrates the international experience with students’ academic programs by providing hands-on opportunities to acquire technical skills and knowledge associated with cutting-edge nanotechnology research projects

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PROGRAM FEATURES

Education Abroad Program Name	NanoJapan: International Research Experience for Undergraduates Program
Level	Undergraduate
Language of Instruction	Mixed
Duration	Summer, 12 weeks
Time Spent On-Site	Summer, 12 weeks
Typical Enrollment	12
Prerequisites	Students must be able to express a demonstrated interest in nanotechnology research related to terahertz (THz) dynamics of nanostructures and the language culture of Japan. However, no prior research experience or Japanese language study is required.
Required Courses	ELEC: 490 Electrical Engineering Research Projects, Required enrollment for 1 credit with option to enroll for up to 3
Elective Courses	Intensive Japanese language course during orientation, 45 hours. Non-credit bearing, but students take the ACTFL Oral Proficiency Interview at the end of the summer and may use their score to test out of lower level language classes at their home university Introduction to Nanotechnology Seminar, 12 hours, non-credit bearing. Taught by expert researchers from the U.S. and Japan during orientation program. Introduction to Japanese Culture & Society Seminars, 12 hours, non-credit bearing. Taught by expert guest speakers from Japan and combining company site visits, cultural visits, and experiential learning activities in and around Tokyo.

 

Interview with Cheryl Matherly, Vice Provost for Global Education, University of Tulsa

Interview with Sarah Phillips, Manager, Education & International Initiatives, Rice University, TeraNano PIRE/NanoJapan:

What are the curricular objectives for this program, and how do they relate to the home institution’s mission statement with regards to its education abroad programs?
The NanoJapan: International Research Experience for Undergraduates Program, established by a National Science Foundation Partnerships for International Research and Education (NSF-PIRE) grant in 2006, is a twelve-week summer program through which twelve freshman and sophomore physics and engineering students from U.S. universities complete research internships in Japanese nanotechnology laboratories. NanoJapan tightly integrates the international experience with students’ academic programs by providing hands-on opportunities to acquire technical skills and knowledge associated with cutting-edge nanotechnology research projects. The program aims to increase the numbers of U.S. students who pursue graduate study in nanoscience and cultivate a generation of globally aware engineers and scientists who are prepared for international research collaboration. The program is in close alignment with the overall goals of the NSF-PIRE program to promotes excellence in science and engineering through international collaboration and facilitates development of a diverse, globally-engaged, U.S. science and engineering workforce. NanoJapan, recognized by the Institute for International Education as a best practice for science and engineering study abroad programs and profiled in a recent National Academy of Engineering report on “Infusing Real World Experiences into Engineering Education”, includes the following program components: Three week Japanese Language & Culture Orientation in Tokyo, including 45 hours of Japanese language instruction, accommodating novice to advanced learners, and an introduction to nanoscience; eight-week internships in leading nanotechnology labs throughout Japan, during which students conduct a research project in collaboration with a Japanese professor and graduate student; participation in the Rice Quantum Institute Summer Research Colloquium & Re-Entry Program, at which students present posters about their research in Japan; cultural programming that encourages students to learn about traditional and modern Japanese culture.

How does the organization support the integration of this program into home institution curricula?
The NanoJapan: International Research Experience for Undergraduates Program is funded by the National Science Foundation’s (NSF) Partnerships for International Research and Education (PIRE). PIRE supports research and education collaborations that catalyze a high level of international engagement and facilitate the development of a diverse, globally engaged workforce. The original NanoJapan proposal was prepared by collaborators from the foreign languages, international education, career services, and STEM areas. When this team first discussed projects that would be eligible for the recently announced NSF-PIRE call for proposals, Japanese universities were seen by the team as obvious partners for two reasons: first, the team leader was Dr. Junichiro Kono, professor in Electrical Engineering at Rice, who is Japanese and has a large number of collaborators in Japan; and second, Japan and the U.S. are global leaders in terahertz (THz) research and related nanotechnology (in 2008, the U.S. invested $1.55 billion, and Japan $950 million, in nanotechnology research) . The team soon recognized an opportunity to advance THz science, stimulate cooperation between U.S. and Japanese labs, and imbue the next generation of researchers with a better understanding of the state of the technology sectors in as well as the cultural links between the U.S. and Japan. NanoJapan features both international and domestic collaborations. The network of universities and national labs developed from existing partnerships cultivated by Prof. Kono, who had received two NSF grants to support research with the Tokyo Institute of Technology and was eager to link with other Japanese institutions. Significantly, although Kono had sent graduate students to Japanese labs, he had not sent any undergraduates. NanoJapan now places freshmen and sophomores in eleven Japanese institutions: Hokkaido University, Kyoto University, the National Institute of Information and Communications Technology, the National Institute for Materials Science, the Okinawa Institute of Science and Technology, Chiba University, Osaka University, Shinshu University, Tohoku University, Tokyo Institute of Technology, and the University of Tokyo. Most of the partners provide funding for reciprocal short-term internships, which enables Japanese graduate students to come to Rice through the NanoREIS (Research Experiences for International Students) program. Domestic collaborators include nanotechnology researchers at five U.S. institutions: Rice, SUNY Buffalo, the University of Florida, Texas A&M University, and Southern Illinois University at Carbondale . Researchers from these institutions mentor students while in Japan (via email or Skype). These relationships originated in existing THz research collaborations, but they have since contributed to new education programs. Language instruction expanded when SUNY Buffalo’s Dr. Mitsuaki Shimojo, a teacher of technical Japanese, joined the team. The University of Tulsa (TU) joined the NanoJapan collaboration when co-principal investigator and education director, Dr. Cheryl Matherly, left Rice to accept her current position at TU. NanoJapan has become a signature program at both Rice and TU. Since 2006, 133 Rice students have applied and forty have participated. At TU, twenty-four students have applied and seven have been selected. (A total of 521 students have applied for NanoJapan nationwide, and 106 have participated.) The impact on students is significant. Examples of subsequent international activities include: Tiffany Kuo (NJ2008) was among the first Rice students to participate in a newly developed exchange program at the Indian Institute of Technology in Bombay; Joseph Vento (NJ2011) is currently president of Rice’s chapter of Engineers Without Borders; Kirby Smithe (NJ2010) was the first TU student selected for the DAAD RISE fellowship in Germany; Cody Sewall (NJ2010) was the first TU student to study abroad for a semester at the Chinese University of Hong Kong. Of the thirty-five Rice and TU participants who have graduated, twenty-five have pursued graduate degrees in STEM fields, five have received NSF Graduate Fellowships (two from TU, three from Rice), one was awarded a Goldwater Scholarship (2011), and one was a Goldwater finalist. Encouraged by rising interest among Rice engineers in international opportunities, but recognizing that NanoJapan’s focus would limit students who could participate, Sarah Phillips identified alternative, similar experiences, for example, by highlighting the international research, study, and internship opportunities in a monthly e-newsletter to engineering students. This initiative is showing results. In 2005, just one Rice student was selected for DAAD RISE, while in 2012 nine were selected for the undergraduate program and three for the RISE Pro internship program. Twelve Rice graduate students have received East Asia Pacific Summer Institute fellowships, including one who worked with a NanoJapan collaborator at Tohoku University. The NanoREIS program has brought large numbers of Japanese research students to Rice and provided enhanced opportunities for students to engage with peers from Japan. Collaborations have also resulted in four MOUs with Japanese partners, and an Osaka University exchange agreement, through which Rice students will be able to enroll in the Frontier Lab program, which combines STEM coursework and research. Rice has created a new position with a focus on Asia, Special Assistant to the President for International Collaborations, which further emphasizes Rice’s commitment to programs such as NanoJapan and other connections in the region. At TU, NanoJapan has enjoyed a high profile, and has been similarly important for the expansion of international STEM education. After NanoJapan was established at TU, the team successfully engaged support from the dean and faculty of the College of Engineering and Natural Sciences, and the number their students participating in study abroad has doubled (now totaling about 23% of TU participants). TU has had three DAAD Rise fellows, three Euroscholars, and one Research Intern fellow at the University of Tokyo. Since 2006, TU has joined the Global Engineering Educational Exchange, designated a study abroad advisor specializing in programs for STEM students, and launched a very active chapter of Engineers Without Borders. TU is in discussions with Hokkaido University’s Center for Engineering Education Development to develop a graduate student research internship exchange modeled on Rice’s NanoREIS program. Hokkaido is a long-time NanoJapan host, and it is undeniable that the program prepared the ground for the expansion of similarly promising projects. NanoJapan has clearly impacted TU students beyond those who have participated directly.


Why does this location make sense for this program? How does the program enrich the classroom experience through the use of the location and/or unique resources?
The U.S. and Japan are global leaders in nanotechnology. Stimulating cooperation between U.S. and Japanese researchers is critical to further advances, yet obstacles exist for international collaboration, primarily linguistic and cultural barriers. Yet engineering majors represent just 3.9% and physical or life sciences majors just 7.5% of U.S. students studying abroad . If the international nature of nanotechnology research demands that scientists have the skills to be able to collaborate in an international environment, there is a clear need to expand and develop international programs that address the unique needs of engineering and physics students. Historically, these students have had fewer international opportunities that allow them to pursue coursework or research abroad that is directly tied to their degree program. NanoJapan addresses this challenge through an innovative program design that combines the best of a traditional study abroad experience with nanotechnology research. The program includes: • Intensive Japanese Language & Culture Orientation: Students complete a three-week orientation program in Japan that combines 45-hours of Japanese language instruction (accommodating novice to advanced learners); an introduction to Japanese life and culture; and an introduction to key theories and concepts in nanotechnology that students will utilize during the research internship period. • International Research Experience (IRE) in Nanotechnology: Students complete eight-week internships in leading nanotechnology labs throughout Japan, during which they conduct a research project in collaboration with a Japanese professor and graduate student. The projects are carefully selected by the U.S. research faculty in consultation with their Japanese collaborators to match the students’ academic background. The primary language of all research labs is English. • Research Colloquium & Re-Entry Program: Upon the conclusion of the IRE, students return to Rice to participate in a two-day re-entry and career development program. Students learn how to market their NanoJapan experience for other summer research opportunities, to present their experiences on their resumes or in job interviews, and to prepare and present posters at a research conference. The capstone is participation in the Rice Quantum Institute Summer Colloquium, where students present posters about their research in Japan. • Cultural Programming: The program encourages students to learn about traditional and modern Japanese culture. The orientation program includes organized excursions and cultural lectures. In 2012, the students also completed a weekend service project in Minami-Sanriku, a community that was heavily affected by the March 2011 earthquake and tsunami. The students convene for a mid-program debriefing in Kyoto and participate in a Japanese Traditional Arts program. Through weekly blogging exercises, students examine the cultural and research differences between the U.S. and Japan. • Other program logistics: All students receive a $4,500 stipend funded by the NSF and international airfare. The host universities arrange for the student’s housing.


How does the academic growth of students who participate in this program compare to the academic growth of those who do not?
The NanoJapan program recruits freshmen and sophomore engineering students from all U.S. universities. Students are recruited on the basis of their interest in nanotechnology research and Japan, but are not required to have previous research or language experience. Since 2006, 106 students have participated in the program, representing 33 different U.S. institutions. Thirty-five percent of participants are women and 15.1% represent diverse ethnic group in STEM fields. In comparison, in 2009 female students accounted nationally for 19% of physics degrees and 18% of engineering degrees awarded. Seventy-two percent of the participants indicate that they are likely to pursue a career in science and engineering. Among those who have graduated, 71 are pursuing or have received master’s or doctoral degrees in STEM fields. NanoJapan students have also made impressive gains with language study. Among the 80 students with no previous Japanese language experience, 46% were evaluated on the Oral Proficiency Interview at a Novice Mid (roughly equivalent to 150 instructional hours) and 31% at a Novice High (roughly equivalent to 270-300 instructional hours) by the end of the summer. In the qualitative post-program essays, students indicate that their NanoJapan experience significantly affected their understanding of collaboration in scientific research; their understanding of the research process itself; and the differences between the research in the U.S. and Japan. National Impact: Since NanoJapan recruits students nationally, it expands the research and international options available to students at institutions with limited international or nanotechnology research opportunities. All participants must conduct a Follow-on Project at their home university that encourages young students to pursue study in STEM fields and international opportunities such as NanoJapan, thereby allowing our participants to encourage their peers to pursue international research and study opportunities. In 2008, the NanoJapan Program was awarded an IIE Heiskell Award as a ‘Best Practice in Study Abroad’ and in 2013 it was profiled in a National Academy of Engineering report on effective methods for infusing real world experience into the engineering curriculum . These awards highlight NanoJapan as an effective model for other U.S. universities seeking to develop innovative international programs for engineering and physics students.

Rice University: The impact of the NanoJapan program on Rice University is best illustrated by our response to the 3/11 Japanese earthquake and tsunami, when we were unable to send students to Japan. The NanoJapan team designed an alternative summer research program at Rice, “Reverse NanoJapan,” and invited our Japanese colleagues to send their students to Houston for research. A total of 14 American students and 25 Japanese students were selected to participate, and were assigned to host research labs at Rice, working on projects as part of U.S./Japanese collaborative teams. The 2011 Program brought many members of the Rice community together and enabled us to develop stronger programmatic ties with the President’s Office, the Office of International Students and Scholars, the Office of Undergraduate Fellowships and Research, the Rice Center for Engineering Leadership, as well as the Japanese Consulate, Japanese Association of Greater Houston, and Showing Japan through their in-kind, programmatic, or financial support of “Reverse NanoJapan”. This experience demonstrated that Rice has the capacity to administer large-scale summer research internship programs for international students. Our team is currently developing a summer research internship program for Japanese undergraduate students from Keio University. Our team has also developed the NanoREIS: Research Experiences for International Students program. Since 2008, 34 additional Japanese students have come to Rice for research internships lasting from one to nine months with funding from their home university, introducing students in the School of Engineering and School of Natural Sciences to Japanese researchers. Directly arising from our experiences collaborating with Japanese institutions, Rice and Tulsa are now researching the differences in the impact of international research experiences on Japanese and U.S. students. We are using assessments similar to those used with NanoJapan students to compare the international experiences of Japanese student researchers with U.S. students. This research project is being facilitated by two visiting Japanese education administration interns who are currently conducting nine-month internships at Rice and Tulsa through the Long-Term Education Administrators Program, funded by a grant from the Japanese Ministry of Education (MEXT). The University of Tulsa: The NanoJapan program has significantly impacted TU’s international education activities for students in the college of Engineering and Natural Sciences (ENS). The actual number of students from the ENS College has doubled since 2006 when the program was established, and now totals about 23% of TU study abroad participants. Because NanoJapan is a high profile program at TU, it has provided a ‘gateway’ to introduce other ENS students to international research opportunities through programs such as the DAAD Rise Fellowship and GlobalLink’s EuroScholars. Since NanoJapan was established, TU has had three DAAD Rise fellows, three Euroscholars, 1 University of Tokyo Research Intern fellow, and launched a very active chapter of Engineers Without Borders. Additionally, NanoJapan has been a catalyst for engaging more ENS faculty with international education programs for undergraduate and graduate students. TU joined the Global Engineering Educational Exchange (Global E3) in 2008, and the faculty liaison is in the physics department. He was first introduced to international research programs for science and engineering students by the TU participants in NanoJapan, and is now the campus expert on the relationship of international education with engineering accreditation (ABET). TU is currently in discussion with Hokkaido University, a long time NanoJapan host, to develop a graduate student research internship exchange through their Center for Engineering Education Development modeled on the NanoREIS program at Rice.


How are students tested and placed in appropriate language courses?
Students with no prior formal Japanese language study experience are placed into the Beginning level classes. Classes are small-group, 3 – 4 students, and a total of 45 hours of instruction is offered over a three-week period. Beginning students are taught by instructors from the Association for Japanese Language Teaching (AJALT) language school in Tokyo utilizing the Japanese for Busy People texts. Students also have the option of continuing to take language classes during the research internship period if these are offered by their host university or in their local area at their own cost. Students with prior formal Japanese language study must take an ACTFL Japanese Oral Proficiency Interview prior to departure for Japan to assess their current language level. Based on the results of this interview, they are either placed in an intermediate or advanced class. Typically only 2 -3 out of 12 participants will have prior Japanese language study and they also received 45 hours of instructor over a three-week period with the option to continue language classes during the internship period if offered by their host university or in their local area at their own cost. Intermediate/advanced students are taught by our language collaborator, Prof. Mitsuaki Shimojo, with the course structured in a similar manner to the Technical Japanese course he teaches at the University of Buffalo.


In language development courses, how do students gain a perspective of the host country’s values, history, culture, and current status?
As NanoJapan is a research internship program in Japan, it is vital that our students be introduced to the language of science and research in Japan during the three-week orientation in Tokyo. In addition to introductory language lessons offered by AJALT instructors, Prof. Shimojo has developed Technical Japanese modules designed for our novice learners will stress basic vocabulary and Japanese characters associated with laboratory environments, especially as related to lab safety. In the intermediate and advanced classes, the Technical Japanese modules he teachers provide a more advanced introduction to Japanese language as related to science. Shimojo has also developed self‐guided, web‐based exercises that students will complete online to assess and supplement their independent language study both prior to departure and during the research internship via an interactive website and Skype meetings. In the beginning language classes, AJALT instructors also regularly infuse discussion of cultural and societal norms that can be seen through the use of language and grammar in Japan and their lessons incorporate field excursions that allow the students to utilize their language skills in an everyday setting, such as purchasing lunch at the convenience store or mailing a letter at the post office. The 45 hours of language instruction offered by NanoJapan seeks to provide a solid foundation in survival Japanese that our students can continue to build upon during the research internship period. Though the language of research in our host labs is English, we have seen that students who express strong interest in language learning not only are better able to communicate with all members of their research lab but understand some of the subtleties of Japanese cultural interactions that can be easily overlooked by students who do not speak any Japanese. Evaluations of NanoJapan alumni indicate that the combined culture and language program provides important skills needed for living and working independently in Japan.

How are internships related to one or more other courses in the program or to the program’s location, language, or theme?
NanoJapan participants are matched with Japanese labs as part of the selection process by the Principal Investigator of our research project, Prof. Junichiro Kono. Working in collaboration with his Japanese and U.S. research collaborators, he identifies short-term research projects related to terahertz dynamics of nanostructures research that can be carried out by the NanoJapan student during the 8 1/2 week research internship period. Typically these are small pieces of an existing and on-going research collaboration between our U.S. and Japanese labs. Students are assigned a Japanese resaerch host professor, a Japanese graduate student who will mentor them on a day-to-day basis, and a U.S. PIRE co-advisor that they will submit weekly research internship reports to and speak with for advice and recommendations on the development and implementation of their project. The NanoJapan International Research Experience a) provide the students with hands‐on experience with THz‐related research in the field of nanotechnology; b) enable students to collaborate in an international research effort; c) enable students to improve their language skills; and d) raises the profile of collaborations U.S. and Japanese members of our NSF-PIRE collaboration.


Are any preparatory or parallel courses are required and/or provided in order to facilitate academic credit for the internship?
All students who successfully complete the NanoJapan Program will receive 1 credit of ELEC 490: Electrical Engineering Research Projects credit from Rice University. Given the numbers of hours of research they complete, students can elect to enroll for up to 3 credits (for an additional cost) but due to the high cost of Rice tuition we only require enrollment in 1 credit. Students may also utilize their Japanese Oral Proficiency Interview scores, taken at the end of the summer, to apply for credit or to ‘test out’ of lower level language classes at their home university per normal university policy and procedures.


Is there a research paper, portfolio, or other substantial final assignment required in order for students to synthesize learning in internships so that they may obtain academic credit?
Upon the conclusion of the NanoJapan Program, students return to Rice in early August to participate in a two-day re-entry and career development program. Students learn how to market their NanoJapan experience for other summer research opportunities, to present their experiences on their resumes or in job interviews, and to prepare and present posters at a research conference. The capstone experience is participation in the Rice Quantum Institute Summer Colloquium, where students present topical research posters about their research in Japan. NanoJapan student posters are archived online at http://nanojapan.rice.edu/research_teranano_publications_NJ_IREU.shtml. Given the young age of our students and short duration of their research internships, most students will not see their NanoJapan resaerch projects rise to the level of a peer-reviewed journal publication. But to date, we have had five NanoJapan alumni be listed as first or second author on peer-reviewed publications arising from their NanoJapan research in prestigious journals including Applied Physics Letters, Physical Review B, Nano Research, and Nanoscale Research Letters.

Did you consult any resources on education abroad that were particularly helpful in designing this program? If so, please describe.
Our program team sought to combine the best aspects of a traditional study abroad experience with the best aspects of a traditional domestic research experience and drew on our teams extensive past experience in the field of international education, career advising, languages, and nanotechnology research. The NanoJapan Program adheres to the Forum’s Standards of Good Practice for Education Abroad and Standards of Good Practices for Short-term Education Abroad Programs. Our program team has also utilized NAFSA’s Successful Short-term Programs Abroad and relevant guidance from the National Science Foundation.

If you feel that you have valuable information to contribute to this project that is not addressed in the body of this survey, please elaborate here.
Program profiles of NanoJapan can be found at the following:
National Academy of Engineering as a model program for “Infusing Real Word Experience into Engineering Education”. See pg. 33. 2008
IIE Heiskell Award NanoJapan as a ‘Best Practice in Study Abroad’.