Greetings from Colorado! We are experiencing beautiful autumn weather, but recent early-morning high-country snow flurries were a reminder that winter is not far off.

Two recent surveys bring good news regarding an increase in the study of Japanese at the post-secondary level. A survey of Japanese language study worldwide conducted by the Japan Foundation in 2006 and released earlier this fall shows an increase in college and university enrollments in almost every country (including the United States) since the previous survey was conducted in 2003. The largest number of learners of Japanese can be found in Korea, China, and Australia, with the United States at number 6.

The 2006 survey conducted by the Modern Languages Association, "Enrollments in Languages Other Than English in United States Institutions of Higher Education, Fall 2006," also recently published, tells us that the study of Japanese has continued to rise over the past four years by 27.5% (from 52,238 to 66,605). The previous four years saw a similar rise of 21.1% (from 43,141 to 52,238). Even better news is that students enrolled in American post-secondary institutions are interested in foreign languages in a serious way, as attested by the rise in all languages (with the exception of a slight decrease in Biblical Hebrew). Japanese also has one of the highest ratios of students who continue to advanced levels of study. Although there is an increase in even the languages more traditionally taught in American colleges and universities, it is heartening to see that Level Four languages such as Arabic, Chinese, and Korean have also seen a notable growth over the same period.

Perhaps some of you have seen the phenomenon of students who are stimulated by their study of Japanese to also enroll in another Level Four language. At my college I have seen more students enroll in Japanese and Chinese, or Japanese and Arabic, during their undergraduate years. What used to be a rarity now is considered a surmountable challenge by our more internationally-focused students. Japanese is now a well-established component in higher education, and because of significant training in secondary schools, many students enter college with considerable skills and, sometimes, a degree of mastery.

Approximately 1,500 high school seniors sat for the Japanese AP test in May of 2007. This is certainly a testament to both the high schools that provide Japanese language programs and to the teachers of Japanese who encourage students in this challenging language. In the short run, we can anticipate a further strengthening of Japanese language programs, particularly in high schools that have implemented AP courses, and we look forward to seeing more and more of the students who graduate from these programs in our college classes across the country. The AP test will aid in the articulation process between secondary and post-secondary Japanese education. In order to work towards that end, I encourage you to contact the Japanese language programs in the K-12 institutions in your school districts to provide assistance where needed and access to university resources that might help in this process.

The Japanese program at my college has already benefited from the Japanese AP test. This fall several new incoming students self-identified that they had taken the test and are continuing their studies of Japanese beyond the first-year level. Having more first-year students begin at a higher level bodes well for the language program, no matter what major the students decide to choose. My colleagues and I anticipate working closely with these students throughout their college years and are prepared to re-evaluate what, if any, changes need to be made to our program. There is a constant need to evaluate our programs and make them relevant to the incoming millennial generation of students (and their "helicopter parents") who tend to ask "Why?" and "What is the importance of learning Japanese (or any particular subject)?" As you consider implementing new incentives in your Japanese language programs, please consider creating a chapter of the new Japanese Language Honor Society that will provide a means through which your advanced students can be publicly recognized at an honors convocation or at graduation. Look for more information on the Honor Society, which ATJ will be establishing in spring of 2008.

According to the November 16, 2006, Chronicle of Higher Education, more American students are studying abroad, but for a shorter period of time (one semester, a summer term, or a winter break). We have also seen in increase in the number of destinations for study by students applying for the Bridging Scholarships. Since the inception of the scholarship ten years ago, students have applied for approximately one hundred different programs in Japan. Among the new study-abroad destinations are those that have established more direct relationships between one American and one Japanese institution.

Our goals of providing this scholarship to a wider spectrum of students are being realized: students at community colleges and students in programs not traditionally included in an Asian Studies trajectory of study abroad (e.g., science or engineering) are among the successful applicants for this scholarship. Thanks principally to the fundraising efforts among American and Japanese companies by the US-Japan Bridging Foundation and the administrative efforts of Susan Schmidt, the Executive Director of ATJ's Bridging Project as well as of the Alliance of Associations of Teachers of Japanese (AATJ), the Bridging Project now provides scholarship support to about one hundred students per year to study in Japan. We would greatly appreciate learning of further potential donors for this very successful program.

In conclusion, I would like to challenge each ATJ member to encourage colleagues to become a member of our organization. If your department has funds for professional development, please investigate whether graduate students, TAs, and lecturers can apply to use this funding for joining an academic organization such as ATJ. Input from all levels is vital for maintaining the energy and innovative ideas necessary to keep our organization at the forefront of education in Japanese language, literature, linguistics, and culture.