My Global & Environmental Identity
Throughout my life, I never liked to define myself as a part of a singular, specific community. Utilizing my Jewish and Christian heritage, I have been able to open myself up to a world of various religions and cultures, eager to experience new perspectives. Instead of defining myself by one faith, I am a part of a profound and expansive community that transcends traditional and religious boundaries一 the community of humanity itself. I've embraced the notion that my community encompasses every individual I encounter.
As a global citizen, I recognize that I am part of a complex and interconnected world; I am not only responsible for my community in the United States, but also the global community. My guiding principle as a global citizen is to recognize that my actions can create a widespread impact, which can be both beneficial and disadvantageous. This connects to my role as an environmental citizen, as it involves understanding that there is no room for selfishness and greed when attempting to partake in sustainable practices. I further this belief even more when participating in my environmental studies, as I believe that humanity can never become a truly sustainable race unless we recognize that many of the most pressing issues we face today transcend national borders and actually require collaboration on a global scale. I also believe it is vital to consider the ethical implications of our actions when I am partaking in global and environmental studies.
Furthermore, the goal I wish to complete throughout the year in the Global and Environmental Studies program is to reduce my Carbon Footprint, as after finding out my results from the test, I feel as if I am taking advantage of my surroundings. I want to reduce my energy consumption, as well as begin using more sustainable brands.
Global & Environmental Resume
GESC-designated Courses
- World History: Systems of Justice and Injustice
- Spanish V: Latin American Civilization
- Spanish V: Latin American Short Story
- Spanish V: Cinema
- Modern African History: Riot, Rebellion, and Freedom
- C.L. Statistics
- C.L. Environmental Science
- Ceramics I
Elective Courses
- C.L. Spanish VI
I enrolled in Spanish VI to further enhance my proficiency in the Spanish language and broaden my cultural horizons. Having recognized the importance of multilingualism and cross-cultural communication in my role as a Global and Environmental Scholar, I saw Spanish as a valuable asset for effective engagement with Spanish-speaking communities. Spanish VI offered an opportunity to deepen my understanding of diverse perspectives, fostering more meaningful connections and collaboration in addressing global and environmental challenges. Additionally, proficiency in Spanish provides me with a tool to access a wealth of Spanish-language resources, enhancing my research and advocacy capabilities in the field.
GESC Experiential Education
- Rustic Pathways- The Galápagos: Eco-Service in Ecuador
I lived in the Galápagos for three weeks over the summer before my Junior year, participating in an environmentally focused service trip. I interacted and lived with many of the locals, led multiple beach clean-ups, and learned about the animal species that roam the island. In the Galápagos, animals and humans have a unique relationship: the animals do not fear humans. It was a completely different world, as I remember moments when I would be sitting on the beach and baby sea lions would lay down right next to me.
Additional Programs
- Education First- Barcelona, Spain
The summer before senior year, I embarked on a two-week study abroad program in Barcelona, Spain. I lived with a host family and attended Spanish classes everyday at the Education First school. I wanted to improve my Spanish-speaking skills, as well as meet people from a variety of backgrounds. Over those two weeks, my Spanish ability flourished, my perspective was broadened by my new international friends, and I fell in love with Spanish culture.
- Days for Girls Club
For two years, I have been a member on the Leadership Committee of Days for Girls, an organization aiming to ensure that every individual has access to menstrual hygiene, regardless of their socio-economic background. The club packages wellness boxes for homeless women’s shelters, makes menstrual products more accessible around our school campus, and organizes fundraisers to support the International Days for Girls initiative.
Learning Artifacts
GESC Coursework
C.L. Statistics: Using R-Studio to Explore Black History
In C.L. Statistics, I am using a coding platform called R-Studio to learn more about Black history and various important figures within it. Within this project, I examined the number of American Black Women who succeeded in certain fields in comparison to American Black Men. The number of successful Men was multiple times higher than the number of Women, which prompted my connection to the Alvord Center Matrix: "Investigate how history, culture, and science shapes the Modern World." This data highlights the need to explore the unique challenges faced by African-American women, who may experience a compounded effect of discrimination based on both race and gender. This prompted me to reflect on broader societal trends and challenges faced by African-American women in gaining recognition for their achievements. The world we live in today is nowhere close to perfect, and bringing awareness to topics like this is the first step towards progress.
GESC Seminars
In October, students who were a part of the Global and Environmental Studies Program traveled to New Britain to visit the Islamic Association of Central Connecticut. Interacting with these girls from various countries provided me with a firsthand look at their diverse backgrounds, experiences, and aspirations. Before speaking with these girls, I thought that they would feel isolated from American society, as I assumed that they primarily interacted with people from their own community. This preconception was shattered during the first fifteen minutes of my discussion with some of the girls, as I learned about the high schools and colleges they attend, the sports they play, what they like to do in Connecticut, and more. I also believed that their English would be very limited, but all of the girls I met spoke English very well, and I participated in very interesting conversations about our shared experiences. Both of these instances connect to the Enhance Understanding section of the Alvord Center Matrix, as after leaving the Association, I was able to reflect on the experience and recognize that the misconceptions I previously had were purely a result of a lack of exposure. Throughout this seminar, I recognized that beneath our differences in language and culture, we shared common dreams and ambitions. This has led me to begin paying special attention to the Take Action section of the Alvord Center Matrix, specifically the section that emphasizes engaging in civil discourse to raise awareness and promote understanding. As a global scholar, this experience has affected me greatly, as my newfound awareness of the dangers of stereotyping and prejudice inspires me to actively challenge these biases in my work. I will begin prioritizing dispelling misconceptions and fostering open-mindedness inside and outside of my community. This experience is inspiring me to learn more about strategies for effective cross-cultural collaboration and conflict resolution. This skill is crucial in addressing global and environmental challenges, as it allows for the integration of diverse perspectives and expertise in creating effective solutions.
On January 9th, 2024, I attended a conversation that drew many connections between environmental and social justice with Robin Okunowo. Robin Okunowo takes action by educating children on the reality of climate change; Furthermore, she encourages sustainable practices and empowers adolescents to become involved in the process of becoming a sustainable society. Robin spoke about how there are five elements of justice: Earth, Wind, Fire, Water, and Heart. Earth represents human activity concerning land, Wind signifies the products humans use that go to waste and the need for a circular economy, and Fire promotes the usage of renewable resources (mainly in correlation with the burning of fossil fuels). Previously, I have tried to obtain used clothes in an attempt to lessen my carbon footprint, but as a more recently enlightened Global and Environmental Scholar, I recognize the importance of encouraging other people to do the same, and that is exactly what I am going to do. Water relates to the idea that having access to water is a human right, yet as I think about the state of different societies around the world at this time, water is, unfortunately, being treated as a commodity. Finally, the Heart emphasizes the idea that people are going to be affected by every environmental choice that we make. The Heart element connected directly to part of the “Enhance Understanding” section of the Alvord Center Engaged Citizenship Matrix, which says “Recognize and evaluate local and global implications of individual and shared actions.” Robin has inspired me to learn more about the correlation between how much government leaders know about the damage of climate change and the policies they are, or are not, implementing to combat this immense issue.
GESC Electives
GESC Experiential Education
Capstone Project
A Taste of España: Cooking, Culture, and Community
A Taste of España: Cooking, Culture, and Community
Project Rationale
Over the few weeks I spent in Spain this past summer, I had the opportunity to learn about the unique culture and society that was Barcelona. I wanted to share my experience and the other incredible aspects of Spain with other people, so I utilized my Capstone project to do just this. Specifically, I wanted the people to explore global cuisine, move away from traditional American food, and be excited to try more diverse foods. This is important not only to me, but also to my community, because this project is not just about trying new dishes; it's about fostering cultural exchange and understanding. I want to broaden people's perspectives and show them the beauty and significance of different culinary traditions around the world.
Target Audience
My project is designed to appeal to individuals who may not have much experience with other cultures, particularly regarding their culinary traditions. It aims to engage anyone interested in broadening their horizons and exploring new experiences. By introducing diverse cuisines in an accessible and inviting way, my project helps foster cultural understanding and appreciation among individuals who may not have previously had the opportunity to engage with global cultures.
Project Process
To pursue my project, I embarked on a culinary journey, cooking various dishes over several months. I collaborated with my C.L Spanish VI class, engaging them in the cooking process and sharing insights into the cultural significance of each dish. In addition to working with my C.L. Spanish VI class, I also had the opportunity to collaborate with a Spanish III class as part of my project. I cooked for them and took the opportunity to educate them about the history and cultural significance behind the dishes I prepared. However, cooking in my dorm kitchen at Loomis Chaffee posed challenges due to limited cooking materials, like the absence of a whisk for smoothing batter. I improvised, using a fork for an extended period. Despite these obstacles, I persevered with creativity, finding alternative solutions to ensure the success of my project and the engagement of my peers.
Project Reflection
I'm immensely proud of my final product and the impact it had on my peers. Seeing the excitement and love from all the classes I shared and cooked food with affirmed the value of my project. It not only provided a delicious culinary experience but also served as a platform for cultural exploration and understanding. My project strongly aligns with the Alvord Center Matrix, particularly under the section "Seek Knowledge." By exploring Spanish cuisine and its cultural significance, I encouraged others to delve into their own cultural identities and to understand how history and culture shape the modern world. Through discussions about the origins of each dish and its significance to the citizens of the area, I facilitated a deeper appreciation for cultural diversity and heritage. Furthermore, my project connects to the Alvord Center Matrix under the section "Enhance Understanding," specifically its points about "questioning prevailing assumptions." I aimed to challenge prevailing assumptions about food and culture, encouraging people to expand their views and embrace diversity. By introducing diverse cuisines and educating others about their cultural context, I fostered critical thinking and open-mindedness. Engaging in this project helped me grow as a global and environmental scholar in several ways. Firstly, it broadened my understanding of cultural diversity and deepened my appreciation for the interconnectedness of our world. Through hands-on experiences, I developed a greater sensitivity to cultural nuances and the importance of preserving cultural heritage. Additionally, the project allowed me to hone my communication and leadership skills. By leading cooking sessions and facilitating discussions about culture and history, I gained confidence in conveying complex ideas and engaging others in meaningful dialogue. Looking to the future, I envision my project being used as a template for promoting cultural understanding and appreciation in various educational settings. Whether in schools, community centers, or even corporate environments, the concept of exploring global cuisine as a means of cultural exchange can continue to inspire and educate people from all walks of life. By sharing my experiences and lessons learned, I hope to empower others to embark on their own journeys of cultural exploration and understanding.
GESC Reflection
Reflecting on my statement of intent as I enrolled in the Global Environmental Studies Certificate Program, I am struck by the journey I've undertaken and the growth I've experienced since my original submission. At the time, I expressed a deep interest in acquiring knowledge that would empower me to make a difference in the world, particularly in addressing global environmental challenges. Over the course of my time at Loomis Chaffee, I have indeed grown as both a global citizen and an environmental scholar. The GESC program has provided me with invaluable opportunities to expand my understanding of environmental issues, cultures, languages, and histories. Through diverse courses and immersive trips, I have been able to delve into topics that have broadened my perspective and deepened my awareness of the interconnectedness of our world. Specifically, my understanding of environmental issues has deepened significantly. My service trip to the Galapagos helped me expand my perspective the most, as I was able to gain a more nuanced understanding of the complexities surrounding climate change, biodiversity loss, and resource management, enabling me to approach these issues with a more critical and holistic perspective. My perspective on global issues has also undergone a profound transformation. I initially viewed problems primarily through the lens of my individual experience as a boarding student in a small town, but the GESC program has broadened my outlook to encompass a more global and interconnected worldview. I now recognize the interdependence of local and global communities and the importance of collaborative action in addressing shared challenges. I am profoundly grateful to the GESC program for shaping me into a more informed, empowered, and compassionate global citizen, equipped with the knowledge and skills to tackle environmental and societal challenges head-on.