The Covid-19 virus pandemic has drastically changed all aspects of our lives worldwide over the past year. In the United States, thanks to the highly effective vaccines, we are beginning to see a gradual return to “normal”. Several current and former FUTI scholarship recipients have shared with us their experience of the pandemic in U.S. universities. One scholar’s remark, quoted here is especially encouraging as he says that, ”For me personally, the whole experience was likely net positive, possibly better than it might have been without the pandemic.” We are pleased to note that they all managed to live a constructive life working towards a promising future, despite the constraints imposed by the pandemic. —FUTI Newsletter Editorial Staff Kazuaki IwabuchiColumbia University, Teachers College, Ph.D. Program, Department of International and Transcultural Studies My name is Kazuaki Iwabuchi, and I am a third-year Ph.D. student at Columbia University Teachers College. I hope that everyone is well despite the prolonged Coronavirus pandemic. Last year, it seemed that Japan was handling the Covid-19 crisis relatively well, but this year some concerning news have been appearing with the slow rollout of vaccines and the extension of a state of emergency. I returned to Japan in March when New York was quickly becoming the epicenter of the pandemic, and have since stayed and continued my research in Japan. I was originally planning on conducting research in Japan for the summer of 2020 anyway, so in a sense my schedule was moved slightly ahead. Direct impact of the pandemic The direct impact of the coronavirus pandemic on my studies is that the Ethics Board of the University did not grant me permission to undertake fieldwork and thus the direction of my research became limited. Since my original objective was to research Japan’s education policy and policy process, and studying policy documents and reference was central to my research, I was not greatly affected by the Ethics Board’s decision. However, those whose research involved surveying children with disabilities or refugees and working with organizations in developing countries where the coronavirus was raging, were forced to change the direction of their research. Since the effect on my studies was minimal, I feel fortunate in these trying times. Positive effects of the pandemic A benefit that arose from the coronavirus pandemic was the use of online communication tools such as Zoom becoming mainstream. As a result I was able to be involved in two international project opportunities. One was with Prof. Reimers at Harvard University who was comparing education in different countries amidst the coronavirus pandemic, and the other was with Prof. Byram of Durham University (in United Kingdom) who was comparing the process of attaining a doctoral degree in different countries. With Prof. Reimers, I wrote chapters for a book using information obtained from feedback online with teams in North and South America, and Asia. With Prof. Byram, we started with examining methods of analysis, held numerous meetings online, and planned an agreement with each of the countries. These international projects surely existed before the Covid-19 pandemic, but I feel that with the wider use of online meetings, the hurdle has been lowered. Conferences now take place online more than ever, and without the need to physically convene in the US, many more people are able to participate. For the first time, at the conference of Comparative and International Education Society of America, they were able to hold a session for the southeast Asia section where researchers from countries in southeast Asia were able to give presentations. Executive members of the southeast Asia section were also able to attend from Japan (myself), Singapore, Malaysia, and Thailand. Even though it was online, there was a sense of unity, and I felt that there was a potential to grow a community even remotely. I aspire to continue this virtual unity by broadcasting interviews with researchers in the field and holding online events that are open to everyone without international borders. Natsuki FurukawaJohns Hopkins University, Ph.D. Program, Biomedical Engineering 1. How/where did you continue your work/study during the pandemic? Did you encounter any problems or unexpected positive developments in your situation? I was a 1st year Ph.D. student at Johns Hopkins when the pandemic broke out. As an experimental biologist, my research project halted during lockdown. During that period, I wrote a review article discussing the potential of peptide therapeutics for cancer treatment. It was a good opportunity to learn more about the field and think about research plans for the future. The biggest problem I faced was maintaining motivation to work. Since I couldn’t do experiments, I was just reading and writing all day long at home, and lost concentration easily. I learned the importance of switching gears between rest-mode and work-mode by commuting to the lab. One positive aspect of the pandemic was that I attended more seminars than I used to. Since all the seminars were online, I was able to attend many seminars, including those that were not my expertise. I am curious about how the academic society would deal with the technology after the pandemic. 2. Now that it looks like the pandemic is going to be under control at least in the US, what is your expectation/hope for the academic year 2022? Do you anticipate any change in the university education program? The classes in the fall semester would mostly be in person at Johns Hopkins. I think this is good because many activities can be done only in person and students would concentrate more. On the other hand, we experienced the convenience of online lectures during the pandemic. Some in-person activities might be substituted by online activities. For example, in a class in which I was a TA, we set up a reservation system for office hours and answered questions from students by Zoom meetings. I thought this was more efficient than the conventional office hours in which the TAs/lecturers just wait in rooms for students to come in. Students don’t have to come to the classroom for quick questions, and…
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