原采訪為(wei) 英文，欲閱讀原文請至斯坦福官網：https://spice.fsi.stanford.edu/news/bridging-cultures-forward-looking-conversation-liyi-ye。
▲Liyi Ye, Advisor to Stanford e-China, piloting a plane over Stanford and the Bay Area; courtesy Liyi Ye. 上圖為(wei) 斯坦福e-China項目首席顧問葉裏依，圖中的她正駕駛飛機，飛越斯坦福大學及舊金山灣區
Liyi Ye has been an instrumental force behind the success and growth of Stanford e-China, SPICE’s first program enrolling students in China in virtual courses featuring Stanford professors and Silicon Valley entrepreneurs, launched just before Covid closed schools and flights between the United States and China. Not only has Liyi been an invaluable advisor to Stanford e-China, she has also helped model the value and efficacy of cross-cultural collaboration that we strive to teach in all our SPICE courses.
葉裏依是推動斯坦福e-China項目成功創立和發展的關(guan) 鍵力量之一，這個(ge) 項目是SPICE（斯坦福國際和跨文化教育項目）創建的首個(ge) 麵向中國學生的遠程學習(xi) 項目，課程由斯坦福教授和矽穀企業(ye) 家主講，當年項目創立不久，疫情爆發，學校以及中美之間航班陸續暫停。裏依不僅(jin) 是斯坦福e-China項目的首席顧問，她還為(wei) 我們(men) 示範了該如何在跨國教育項目中充分發揮價(jia) 值，提升項目效果，這也是我們(men) 在所有斯坦福SPICE課程中，所竭力教授的能力素養(yang) 。
Originally from Chongqing, Liyi earned her master’s degree from the Center for East Asian Studies on a full scholarship from Stanford. During her undergraduate years studying finance and mathematics at NYU Stern, she was the advisee of Professor Michael Spence, former Dean of the Stanford Graduate School of Business and 2001 Nobel Laurate in economics. Once back in China, Liyi combined her interest in business and cross-cultural education as she founded an educational company and designed an online writing contest for high school and college students to encourage them to effectively express their independent views and ideas on global issues.
裏依來自中國重慶，她在斯坦福大學東(dong) 亞(ya) 研究中心獲得全額獎學金完成了她的碩士學位。本科期間，她就讀於(yu) 紐約大學斯特恩商學院，專(zhuan) 業(ye) 是金融和數學，她的本科指導老師Michael Spence教授對她影響很大，Spence教授於(yu) 2001年獲得諾貝爾經濟學獎，並曾任斯坦福大學商學院院長。裏依完成學業(ye) 回到中國後，她將自己對商業(ye) 和跨文化教育的興(xing) 趣結合起來，創辦了一家教育科技公司，並在當時設計了麵向高中和大學學生的在線寫(xie) 作挑戰，鼓勵學生們(men) 有效表達自己對全球問題的獨立觀點和想法。
Affiliated with the Stanford Law School’s China Guiding Cases Project, within two years the company’s writing platform engaged over 50,000 students across China and other parts of the world. Liyi also nurtured an extensive network of schools and educators in both the United States and China, including collaborative partnerships with Stanford Law School, Harvard Business School, and UC Berkeley’s School of Education. As a Stanford alum, her primary focus has been on the development and support of Stanford-related programs.
裏依公司的平台得到了斯坦福法學院的China Guiding Cases Project（中國指導案例項目）的支持，發布不到兩(liang) 年，該平台就吸引了來自中國和世界各地超過50,000名學生的關(guan) 注。在此過程中，裏依還與(yu) 中美兩(liang) 國諸多學校和教育者們(men) 建立了深厚而廣泛的連接和合作，其中包括與(yu) 斯坦福法學院、哈佛商學院和加州大學伯克利分校教育學院的合作。作為(wei) 斯坦福校友，裏依也主要關(guan) 注與(yu) 斯坦福大學相關(guan) 的項目發展和支持。
As the inaugural instructor for Stanford e-China in 2019, when I first met Liyi via Zoom I was quickly impressed by her understanding of cross-cultural dynamics and insights into China’s nuanced and shifting educational landscape, industry, policies, and practices. As we talked about prospects for Stanford e-China over the following months, I also increasingly appreciated her young and savvy energy, entrepreneurial drive, and sense of integrity, humility, humor, and candor. For the past three years, we have been very lucky to have Liyi as our Stanford e-China Advisor based in Shanghai, and relish the dynamic educational opportunities that are a direct result of such a vital relationship.
作為(wei) 2019年斯坦福e-China項目的首席講師，我首次見到裏依是在一次Zoom會(hui) 議上，當時她對跨文化交流係統的理解、對複雜多變的教育環境的洞察、對行業(ye) 相關(guan) 政策和實踐的解讀，都令我印象深刻。在接下來幾個(ge) 月裏，我們(men) 一直在聊關(guan) 於(yu) 斯坦福e-China項目的前景，我也越來越欣賞她身上年輕而卓有見識的活力、充滿企業(ye) 家精神的進取心、以及正直謙遜、幽默坦率的個(ge) 人品質。在過去三年中，我們(men) 非常幸運有裏依在上海作為(wei) 斯坦福e-China項目的首席顧問，也很享受看到她為(wei) 我們(men) 帶來的各種豐(feng) 富多元的教育機會(hui) 。
▲Photo above: SPICE China Day, Summer 2023: A gathering of Stanford e-China honorees and China Scholars Program students meeting for a ceremony and a design thinking challenge. 上圖拍攝於(yu) 2023年夏季在斯坦福大學的SPICE中國日活動，斯坦福e-China榮譽獲得者與(yu) China Scholars Program（中國學者計劃）的美國學生聚集一堂，參加慶祝儀(yi) 式和設計思維挑戰。
During SPICE’s first in-person China Day ceremony in summer 2023, SPICE Director Gary Mukai stated that he only knows a handful of educators like Liyi who bridge U.S.–China relations so enthusiastically and competently and that he has never seen someone of Liyi’s age who is so experienced with cross-cultural communication and collaboration.
在2023年夏季SPICE首次斯坦福大學中國日儀(yi) 式上，SPICE主任Gary Mukai表示，他認識像裏依這樣同時具有熱情與(yu) 能力架起中美關(guan) 係橋梁的教育者屈指可數，而且他從(cong) 未見過任何人在裏依這個(ge) 年紀就在跨文化溝通與(yu) 合作方麵擁有如此豐(feng) 富的經驗。
*SPICE主任Gary Mukai於(yu) 1981年畢業(ye) 於(yu) 斯坦福大學。今年是Gary Mukai博士在斯坦福SPICE任職的第三十五年。
Carey: Liyi, can you share a few aspects of Stanford e-China’s growth that make you feel proud of your involvement?
Carey：裏依，你能分享幾個(ge) 在斯坦福e-China項目發展中，讓你為(wei) 之自豪的事情嗎?
Liyi: We have recruited Chinese students from over 50 schools in China to participate in Stanford e-China. At the conclusion of each course, students with academic standing in the top 10 percent have been honored and awarded a visit to the Stanford campus to connect in person with instructors and American students from SPICE’s China Scholars Program with whom they have collaborated on Zoom. This past summer, all the students who had to defer their visits due to Covid since 2020 attended the ceremony altogether. This was very exciting to witness!
裏依：我們(men) 已經招募了來自中國50多所學校的中國學生參加斯坦福e-China項目。每門課程結束時，成績排名前10%的學生將受到表彰，獲得訪問斯坦福校園的機會(hui) ，並與(yu) 他們(men) 曾在Zoom上合作過的、來自SPICE China Scholars Program（中國學者計劃）中的美國教授和學生進行麵對麵交流。在剛剛過去的這個(ge) 夏天，所有之前由於(yu) 新冠疫情而無法訪問斯坦福校園的學生，都一起參加了這場慶祝典禮。能看到這一幕我非常激動！
I’m also proud of new courses we’ve developed, and the educator trainings we’ve opened to teachers in China including one I was able to help facilitate in person in China focused on design thinking. I’m proud of the friendships and networks forged among Stanford e-China students in China and also across the Pacific, and also the fact that we successfully and creatively surmounted so many challenges as we grew the program amid the uncertainties and constraints imposed by the pandemic.
同時，我也為(wei) 我們(men) 研發的新課程、和麵向中國教育者開展的培訓項目感到自豪，我本人也參與(yu) 到了其中一場有關(guan) 設計思維的師資培訓項目中。我還為(wei) 斯坦福e-China學生在中國和太平洋沿岸國家建立起來的友誼和鏈接感到驕傲、為(wei) 我們(men) 在疫情諸多不確定性和限製條件下能夠成功開展項目，並克服諸多挑戰而感到驕傲。
Carey:Whatinterests you most in Stanford e-China’s mission?
Carey：斯坦福e-China的項目使命中，什麽(me) 是最讓你感興(xing) 趣的?
Liyi: I like to think that we are sowing seeds of mutual understanding in young minds from China and the United States. We also recognize that both nations stand uniquely positioned to address the defining, global challenges and opportunities of our time. In my opinion, Stanford e-China’s mission lies in bridging cultural divides through enriched dialogue and creating a foundation for lasting friendships and shared endeavors that begin in youth. Through such connections, we can help sculpt a future defined by common goals and interests and prepare toface together the rapid changes and big challenges of our global community.
裏依：我認為(wei) 我們(men) 正在向中美兩(liang) 國的年輕人心中播下相互理解的種子。我們(men) 也意識到，中美兩(liang) 國在當今全球最重要的挑戰與(yu) 機遇麵前承擔著重要且獨特的責任。在我看來，斯坦福e-China項目的使命，在於(yu) 通過構建深入的對話，彌合文化分歧，為(wei) 兩(liang) 國形成持久的友誼和共同的努力方向奠定基礎，這一切努力都始於(yu) 青少年。通過這樣的鏈接，我們(men) 可以幫助塑造一個(ge) 擁有共同目標和利益的未來，攜手應對全球麵臨(lin) 的快速變化和重大挑戰。
Carey: How does Stanford e-China’s mission resonate with you personally?
Carey：斯坦福e-China的項目願景與(yu) 你個(ge) 人如何產(chan) 生共鳴?
Liyi: My personal passion resonates deeply with the mission of Stanford e-China, creating a harmonious synergy of education, innovation, and cross-cultural collaboration that drives me forward. For example, we recently launched our new program, U.S.-China Co-Lab on Climate Solutions. We plan to engage 15 students from each country who are intellectually curious to learn from and with each other while exploring climate solutions. This is SPICE’s first, transnational course. It is my hope to develop more collaborative projects, merging the shared experiences and aspirations of vibrant youth from both China and the United States to contribute to our collective future.
裏依：我對斯坦福e-China的使命有著強烈的共鳴，我認為(wei) 這個(ge) 項目創造了教育、創新和跨文化合作的協同，正是這種協同推動我不斷進步。最近我們(men) 推出的新項目：U.S.-China Co-Lab on Climate Solutions（中美氣候解決(jue) 方案聯合實驗室）就是一個(ge) 很好的例子。我們(men) 計劃招募來自中美兩(liang) 國的各15名學生，希望他們(men) 充滿好奇心，彼此學習(xi) 、共同進步、並一起探索氣候解決(jue) 方案。這是SPICE開設的首個(ge) 跨國課程，我希望今後能夠發展更多類似跨國合作項目，融匯中美兩(liang) 國年輕人的共同經驗和願景，為(wei) 構建共同更美好的未來做出貢獻。
Carey: What inspired you to launch Stanford e-China’s Wit and Pep Initiative (SWAPI)?
Carey：是什麽(me) 激發了你發起斯坦福e-China WAPI項目（Stanford e-China’s Wit and Pep Initiative?）
Liyi: SWAPI came to life through discussions that recognized the essential role of language in cross-cultural interaction. Despite encountering numerous students from China with impressive academic records, we consistently seek candidates who can express themselves effectively, logically, and confidently—a quality that is both valuable and somewhat rare. SWAPI encourages young students to engage in public speaking and writing opportunities that explore diverse, global topics. Launched in 2022, more than 1,000 students throughout China have joined SWAPI's network.
裏依：SWAPI的誕生源於(yu) 幾次關(guan) 於(yu) 語言是如何在跨文化交流中發揮重要作用的討論。盡管我們(men) 遇到了許多來自中國的學習(xi) 成績優(you) 異的學生，我們(men) 希望找到的候選人是能夠高效表達、邏輯清晰且談吐自信的-這是極具價(jia) 值，但在人群中又極其稀缺的能力。SWAPI鼓勵年輕學生參與(yu) 到各類公共演講和寫(xie) 作機會(hui) 中，探索多元豐(feng) 富的全球性話題。自2022年推出以來，SWAPI已吸引1000餘(yu) 名中國學生參與(yu) 。
Carey: What do you like to do in your free time?
Carey：你在業(ye) 餘(yu) 時間喜歡做什麽(me) ? Liyi: I’m lucky to have a natural curiosesity that compels me to explore a lot of interests and subjects. I spent my student years seeking adventures that I could embark on independently, like solo travel, voracious reading, language acquisition, and practice of musical instruments. Since leaving school, I have shifted my focus towards experiences that strengthen connections with friends and families. Inparticular, my father and I have discovered a shared passion for aerial photography a few years ago. I am a licensed pilot with 10 years of flying experience. My flight records as the pilot in command span more than 30 airports worldwide. Through the lens of our shared interest, we have captured cherished moments and breathtaking landscapes and created a bond that soars above the clouds, so to speak.
裏依：我慶幸自己具有天生的好奇心，它驅使著我去探索許多興(xing) 趣和學科。在學生時代，我就經常尋求能夠讓我獨自探索的活動，比如獨自旅行、如饑似渴地閱讀、學習(xi) 各種語言和練習(xi) 各類樂(le) 器。從(cong) 學校畢業(ye) 後，我的關(guan) 注點逐漸轉向了加強與(yu) 朋友和家人的鏈接上。特別是幾年前，我和我父親(qin) 發現了我們(men) 對航空攝影的共同興(xing) 趣。作為(wei) 一位持證飛行員，我有10年的飛行經驗。作為(wei) 機長，我也在全球30多個(ge) 機場留下了我的飛行記錄。這項共同愛好就像是一個(ge) 鏡頭，捕捉了我和父親(qin) 共同度過的寶貴時刻，以及共同欣賞的美麗(li) 景色，可以說它建立了我和父親(qin) 之間的一種獨特“雲(yun) 端連接”。
Carey: Have your experiences with Stanford e-China sparked any new passions for you?
Carey：你在斯坦福e-China的經曆是否激發了你在其他方麵的熱情呢?
Liyi: Absolutely! I have had the privilege to have earnest conversations with many students and school leaders in both the United States and China. I’ve noticed that students, especially ones at top schools, are subject to overwhelming pressure. It is disconcerting to witness some of our most talented students grappling more with stress, anxiety, and even depression than with the pleasure of learning.
裏依：當然！我有幸與(yu) 中美兩(liang) 國的很多學生和學校領導進行了真誠的對話。在這個(ge) 過程中，我注意到尤其在頂尖學校裏的學生承受著巨大的壓力。看到這些才華橫溢的學生飽受壓力、焦慮甚至抑鬱的折磨，卻絲(si) 毫沒有享受到學習(xi) 過程的樂(le) 趣，這令我感到不安。
This has spurred me to explore how we, as educators, can instill resilience, confidence, and a holistic perspective on life and a growth-mindset among youth today. So, I’ve delved into research literature, reached out to experts in developmental psychology, and begun advocating for integrating mental health awareness into our Stanford e-China curriculum as well as within more schools in China. In fact, this spring Stanford e-China is launching a new course, Design Thinking into Action: Teen Wellbeing.
這種不安也激發了我去進一步探索，作為(wei) 教育者，我們(men) 該如何幫助當今青少年具備堅韌自信的品格、全麵完整的人生觀、以及成長型思維。隨後我開始深入研究相關(guan) 文獻，與(yu) 發展心理學專(zhuan) 家取得聯係，並開始倡導將心理健康意識融入斯坦福e-China課程以及更多中國學校的課程中。事實上，今年春季斯坦福e-China在我的推動下也開展了一門新課程: Design Thinking into Action: Teen Wellbeing（設計思維付諸行動：青少年身心健康）。
My growing interest in psychological development and wellness aligns deeply with my core values. As I advise Stanford e-China, my goal is to nurture young individuals with not only intellectual depth but also mental fortitude. Striking a balance between mental wellness and academic success is, perhaps, the most essential message I hope to share in the next phase of my work with the students, parents, and schools.
我對心理發展和健康的興(xing) 趣日益增長，這也與(yu) 我的核心價(jia) 值觀深度契合。作為(wei) 斯坦福e-China的首席顧問，我的目標是培養(yang) 年輕人的智力深度和精神韌度。在接下來與(yu) 學生、家長和學校合作的工作中，我希望傳(chuan) 遞的最重要信息之一，或許就是我們(men) 的學生需要在精神健康和學術成功之間取得平衡。
Through programs such as Stanford e-China, the U.S.–China Co-Lab on Climate Solutions, and SWAPI, I am looking forward to further strengthening bridges between China and Stanford University.
通過斯坦福e-China項目、U.S.–China Co-Lab on Climate Solutions項目和SWAPI等項目，我希望進一步加強促進中國與(yu) 斯坦福大學之間的鏈接。
Stanford e-China is one of SPICE’s comprehensive student programs. SPICE also offers online courses to U.S. high school students on China (China Scholars Program), Japan (Reischauer Scholars Program) and Korea (Sejong Korea Scholars Program), and online courses to Japanese high school students on the United States and U.S.–Japan relations (Stanford e-Japan) and on entrepreneurship (Stanford e-Entrepreneurship Japan).
斯坦福大學e-China是SPICE的綜合型學生項目之一。SPICE還向美國高中生提供有關(guan) 中國（China Scholars Program）、日本（Reischauer Scholars Program）和韓國（Sejong Scholars Program）的在線項目，並向日本高中生提供有關(guan) 美國和美日關(guan) 係（斯坦福e-Japan）和創業(ye) （斯坦福e-Entrepreneurship Japan）的在線課程。
【競賽報名/項目谘詢+微信：mollywei007】
評論已經被關(guan) 閉。