My Global & Environmental Identity
As a global and environmental citizen, I am dedicated to fostering a profound connection with nature and promoting sustainability. With these principles guiding my actions, I embarked on a journey to Scandinavia with the Alvord Center. This remarkable experience deepened my understanding of the imperative of sustainability and enlightened me about the significance of environmentally friendly architecture in the modern world. Scandinavia illustrates that contemporary architecture should prioritize sustainability and environmental safety. This trip broadened my horizons and created a passion for environmental studies, particularly creating green spaces within urban landscapes. Global and environmental studies encompass diverse aspects, allowing for individual interests and exploration. Given my love for travel, I love immersing myself in different cultures, a pursuit I intend to integrate into my daily life. Over four years at Loomis, I studied French, steadily expanding my knowledge of French culture. This is a pursuit I intend to sustain in the future. I aspire to travel the world, diving into various cultures and learning valuable lessons from each encounter. Global and environmental studies remain central to my life purpose, and this year, I am determined to refine my focus within these fields. Furthermore, one of my primary objectives for the year ahead is to collaborate closely with my peers, learning about their unique interests within global and environmental studies and gaining insight from their perspectives. I am eager to continue working together and nurturing my ideas within the GESC community.
Global & Environmental Resume
GESC-designated Courses
- World History
- French V: Francophone World
- French V: Cinema
- Civilizations That Changed the World
- CL History Seminar: US Immigration/Ethnicity
- Ceramic 1
Elective Courses
Close To Home Trip: Adirondacks
My elective course was my trip to the Adirondacks through the Alvord Center. The purpose of this trip was to foster leadership skills and learn how to implement them. While on this trip, I participated in many leadership activities with fellow Loomis students.
GESC Experiential Education
Scandinavia
My GESC experiential education was a trip to Scandinavia through the Alvord Center. The purpose of this trip was to educate students on environmental sustainability, architecture, and innovation. While on this trip, I conversed with innovators and architects while participating in environmentally sustainable ways, i.e., riding bikes around Copenhagen.
Learning Artifacts
GESC Coursework
Polish Immigration to the United States
This assignment is from my CL History Sem: US Immigration/Ethnicity, a designated GESC course. For this assignment, I researched and presented another country's immigration to the United States. My research taught me how Poles had to adapt and assimilate to a new environment and culture, as well as their struggles. This project examined how history and culture shape the modern world and how the Poles added to the cross-culture throughout America. This assignment impacted me because some of my ancestors came from Poland, and my family still participates in Polish traditions, so researching how my ancestors came to America helped my understanding of my culture. I also learned how there are multiple narratives surrounding immigration globally.
GESC Seminars
Seminar #2
I traveled with other GESC students to the Islamic Association of New Britain for the second seminar. I had the opportunity to speak with Syrian and Yemeni girls around my age, and I am grateful for this opportunity. I learned more about how they came to New Britain and what led them and their families to move. I also learned how difficult it was for them to adjust and try to fit in with other students. Learning about their experiences helped me understand how to adapt to different environments and challenges with confidence. They were all very eager and excited to share their story me. This trip broke both my and these girl's shells; we were scared and nervous, but it wouldn't stop once the conversation started. An essential piece of information I learned about their religion is that the prayer rooms and classrooms are separated by gender. The Islamic Association made it very clear that they do not separate genders because of racism or discrimination but because they value respect, and men want to respect women and give them their space to move freely during prayer. This trip helped enhance my understanding of the Islamic religion and allowed me to understand better the challenges that immigrants face when moving to America.
Seminar #4
The seminar I attended was Mahinalani Cavalieri, who spoke to us with an engaging story that educated me on cultural traditions in Hawaii. She presented her journey through boating and the experience she was able to have because of her heritage. I've sailed before, but her expertise was eye-opening since the nautical skills and techniques were traditionally done. During her voyage, Cavalieri achieved her lifelong dream of sailing to Haiti, which enriched her education regarding nautical skills. Her love for sailing has encouraged her to teach younger kids about sailing and preserving culture. She currently teaches young students the importance of serving their community and culture. She served her community by participating in the Hui kāpehe Internship, where she restored Kohemalamalama O Kanaloa. Cavalieri is spreading the importance of learning about your culture and cross-culture. She could meet and participate in many different cultural traditions along her voyage. Her experience inspires me to learn more about my culture and those of others. Cavalieri speaking to us allowed me to connect how she could connect globally to others, and Grace and I's capstone is trying to accomplish the same aspect, connecting globally.
Seminar #5
I attended a seminar with Dr. Linda Fisher about economic issues involving climate change. Through the workshop and the articles I read, I could analyze connections between local and global issues and recognize and evaluate the regional and international implications of individual and shared actions. We played a game during the seminar that enhanced my understanding of how humans impact climate change. I could also apply what I had learned to a real-life problem and develop a solution. My group focused on water waste at Loomis, and our solution was to have the water automatically turn off in the shower after 10 minutes. This solution helps save water, and this mini project gave me insight into how the world globally needs to do better to help with climate change. This seminar opened my eyes to evolving economic issues related to climate change; it impressed me how countries came together to put money towards poor countries to help them. The articles I read were insightful and displayed the numbers regarding climate change and how analysts have determined the percentage of rising heat. It was also interesting to hear about what countries are doing to help prevent climate change. Overall, this seminar was insightful, engaging, and fun.
GESC Electives
GESC Experiential Education
Capstone Project
French Language Tables
Project rationale
This capstone project is essential to me because after visiting Scandinavia, I realized that there is a biased language barrier. I expected everyone to know English, but I wasn't expecting to see another language. Grace and I wanted to help fix this unjust barrier, so we created language tables. Students at Loomis can enhance their language skills by joining language tables during Wednesday lunch. Grace and I led these tables and provided an immersive setting for practicing French, fostering new connections and friendships.
Target Audience
Our French language tables were open to any student taking or speaking French. The program aims to break down language barriers, inspired by our experiences in Scandinavia, where the expectation to talk in English revealed a double standard. Language Tables embrace diverse languages and encourage comfortable communication in one’s first language.
Project Process
The road to complete our capstone project wasn’t straight. We faced many challenges but we also has great success. We first met with Dr. Anderson and Mr. Karrat to make sure this idea was plausible, then we started advertising and to students, teachers, and friends. We found getting students to come was the hardest part but we did have an incentive; French cultural treats. The food helped bring students and surprisingly the easiest part was that we didn’t have to remind students to speak French when they were there. As well we also displayed posters and sent emailed the students directly. Another challenge we faced was the timing with sports; since games happen on Wednesdays. We created questions to help start the conversation and keep it flowing but they weren’t needed. The conversation always flowed nicely and was never awkward. We always had a good group of people show up and it was fun. Afterwards we met with the lanauge department and presented our finding and encouraged the department to have future language tables.
Project Reflection
I feel our final product was successful; although there were ups and downs overall, Grace and I’s capstone was great! I think our French language tables helped students become more proficient in speaking French, making them more comfortable conversing in a different language. These tables encouraged students to go out of their comfort zone and develop a better understanding of French conversation. I am proud that Grace and I’s capstone was a success and that we were able to help students. We gained support from the faculty, who encouraged us and gave us confidence that language tables would work. Their support helped us immensely, and their positive attitude has gone a long way. Our capstone connected to the Alvord Center Matrix through seeking knowledge and acquiring cross-cultural methodology, seeking and identifying opportunities for collaboration, and expanding active listening, open communication, and self-reflection techniques. Since our capstone contributes to the matrix, I was able to contribute to the Loomis community and develop an insightful understanding of global and environmental issues. Grace and I’s capstone helped me grow as a worldwide and ecological scholar because I actively participated and worked on my French communication skills while running the French language table. I hope language tables expand from French to all languages and the language department continues supporting them. I think language tables are a great way to help the double standard that is present globally and push kids to speak comfortably in another language.
GESC Reflection
Statement of Intent
I am interested in the GESC program because I want to pursue my global studies and travel interests. The program itself interests me because of the different aspects it focuses on, especially how sustainability has played a role in different countries and how countries have worked to sustain a more eco-friendly environment. I am also interested in the development of countries and how they have addressed the issues of climate change regarding rising sea levels and world hunger. This program had interested me since my sophomore year when I went on the Adirondacks trip, and I established that I wanted to pursue the program. I want to become aware of other cultures and expand my knowledge of cultural differences. I am excited to take courses surrounding the GESC program, especially history and science courses. I wouldn’t have the opportunity to explore a deeper understanding of the global environment through courses at my old school, so I am excited to take these courses here. I aim to become culturally aware of other cultures and bring awareness to the global issues many cultures face. I want to learn how to make an impact on other cultures both long term and short term. I am excited to take courses that expand my knowledge and bring me out of my comfort zone.
Although I did not focus on sustainability or climate change for my capstone, I expanded my horizons by traveling to Scandinavia and learning and experiencing the double standard. I gained insight into other countries and global differences and learned new information from attending seminars and participating in GESC. Traveling to Scandinavia made me culturally aware, and I created a capstone that impacted cultures long-term and short-term. I went outside my comfort zone by creating French language tables, and I helped other students and me become more comfortable speaking the language. I have grown as a global and environmental scholar and have become more proficient in speaking French. I have also learned how globally we need to help undo the double standard that was created. I have gained great insight into global and environmental issues because I participated in GESC, and I greatly appreciate what the program has taught me. I have become more aware and developed a desire to help communities understand and change global and environmental issues. I have become a well-rounded student due to participating in GESC.