My Global & Environmental Identity
Being a global and environmental citizen to me is defined by curiosity. I have always harbored a fascination for the world around me. I see myself as an explorer, perpetually drawn to learning about topics that inspire me. My passion for discovery has found expression through travel, enabling me to immerse myself in different cultures and gain a deeper understanding of the world. Beneath the surface of my curiosity stems my passion for the environment. In my daily life, I make sure to engage with nature in various ways, whether it be going on a run in the woods, exploring the outdoors, or simply relishing in the fresh weather. I care for the world around me and want to make sure that we as a community advocate for its well-being, motivating me to dive deeper in several environmental initiatives. As a global and environmental citizen, I have also further explored my Greek and Italian heritage. I have connected with my culture through aspects such as family, food, dance, and tradition, fostering a strong connection to my roots. I have visited many different places around the world, which has widened my lens and allowed me to learn more from various perspectives. I have used these experiences to reflect on my identity and develop a stronger definition for who I am as a citizen. For GESC this year, I hope to further my knowledge of the world around me and engage with other global perspectives that I may be unfamiliar with. I also hope to translate my ideas and initiatives to the real world so that I can make a positive impact, hoping to influence others as much as the world has influenced me.
Global & Environmental Resume
GESC-designated Courses
- Foundations of World History
- Graphic Design and Digital Art I
- CL History Sem: US Immigration/Ethnicity
- English IV: Graphic Novel
- CL English IV: Literature & the Environment
- Developmental Psychology
GESC Elective: CL Spanish Literature V
For my elective course, I have chosen to take CL Spanish Literature V. I have always been passionate about Spanish, as I enjoy learning about the culture and furthering my understanding of the language. In this class, we immerse ourselves in the history of Spain through reading short stories, spanning from the medieval era to contemporary times. Through these stories, we reflect on the lessons they project. My lifelong dedication to Spanish fuels my desire to continue pursuing it in the future.
GESC Experiential Education: EF Study Abroad, Barcelona
Last summer, I embarked on a three-week trip to Barcelona, Spain. Living with a host family about 40 minutes outside of the city, I immersed myself in the local lifestyle, speaking only Spanish inside the homestay and around the city. I commuted to a university daily using the metro, where I took classes to further my knowledge of the Spanish language and met people from across the world. I was also able to sightsee and learn about the unique history that Barcelona has to offer through its architecture, such as the Gaudi buildings and Sagrada Familia.
Learning Artifacts
GESC Coursework
Graphic Novel Final Project
In my graphic novel class, our final project was to create an 8-page graphic novel. I chose to focus on my grandpa’s immigration journey from Greece to America through his perspective. The narrative covered his reasons for leaving Greece, the voyage to America, and his life thereafter. This project was impactful for me because it deepened my understanding of my grandpa’s past and our family’s culture. It provided an opportunity for meaningful communication with my grandpa as well, which is something I always cherish. This project aligned with the Alvord Center Matrix by allowing me to seek knowledge by exploring my grandpa’s cultural and environmental identity, as I studied his Greek heritage. I was also able to enhance my understanding, as I developed empathy for my grandpa’s perspective on the challenges he faced in making it to America.
GESC Seminars
Seminar #2: Trip to the Islamic Association of New Britain
The field trip to the Islamic Association of New Britain enhanced my understanding of global issues and their impact on individuals of my own age. According to the Alvord Center Engaged Citizenship Matrix, I learned to develop empathy for other perspectives by listening to the girls’ stories and experiences. Exploring their culture through their cuisine also broadened my perspective and encouraged me to embrace new experiences. Listening to the girls’ stories, I was amazed by the many challenges they faced, notably the language barrier. I also learned about the reality of the girls’ lives in America, shattering my preconceived stereotypes. Prior to the trip, I mistakenly assumed that they lived within the confines of the Islamic center, limited in their community interactions. This illusion was destroyed, as I discovered that these girls attended local public schools, pursued higher education, played sports, and even were familiar with some of my favorite shows! This realization emphasized the tenancy that society has to impose negative stereotypes on certain groups and the importance of not making assumptions. This trip impacted my work as a Global and Environmental Scholar, as it exposed the strong link between local and global issues. I was unaware that refugees of my own age and gender lived a mere 20 minutes from my own community, which shattered my assumption that they lived in more densely populated areas like NYC. Looking ahead, I am committed to deepening my understanding of the world around me and actively learn and engage with neighboring communities.
Seminar #4: Glitter with Nicole Seymour
After attending Nicole Seymour’s presentation on her book Glitter, I was struck by her proactive approach in diving into the intricacies of glitter usage and dispelling assumptions about its environmental impact. Nicole was able to skillfully navigate through the media’s backlash about glitter by discussing how glitter constitutes for only 1-2% of plastic pollution in the ocean. Nicole’s efforts to reshape this negative perception of glitter involved completing intensive interviews and extensive research. Her commitment to empowering others through research-driven projects, including her own novels, demonstrated a passion for showcasing glitter as a powerful and significant product. In her presentation, Nicole presented solutions for the common good by showcasing clear, accurate facts about glitter, emphasizing its minimal environmental impact, and urging a reconsideration of its meaning. Nicole’s research revealed glitter’s potential as an activist tool, drawing attention to high rates of sexual assault and advocating for immigration. She also proposes ecoglitter as a solution, challenging the stereotype of glitter as a pollutant by revealing alternative options such as bioglitter and other eco-friendly cosmetic devices. I was inspired by this presentation, as I gained an understanding of how something small and seemingly insignificant like glitter could possess such as complex history. Her presentation showed how small elements have the potential to become powerful agents for change, empowering individuals to address larger issues such as environmental concerns. I was able to seek knowledge and enhance my understanding, as I was able to examine the global trend of glitter and learn how to question prevailing assumptions to overcome stereotypes. I hope to see more of Nicole Seymour’s work in the future and aspire to enhance my research skills to connect with and contribute to global trends.
GESC Electives
CL Spanish Literature V: Lazarillo de Tormes
In my CL Spanish Literature V class, we examined a satirical short story, Lazarillo de Tormes, which unfolds the tale of a boy named Lázaro navigating through various masters due to his father’s accusation of thievery. This narrative not only unveils societal injustices but also entertains the reader. Our class found joy in exploring this story, grappling with new concepts, and improving our reading skills as the text is presented in old Spanish. This reading was impactful for me because it provided me with a deeper understanding of how Spanish was written in the 1500s, showcasing its differences from contemporary language and the evolution it has undergone. Additionally, it was impactful for me because I was able to see the societal critique embedded in the text and its influence on Spanish society during that era. Aligned with the Alvord Center Matrix, this reading allowed me to seek knowledge by investigating how history and culture shape the modern world. I also developed skills by challenging myself to read and understand Spanish from a specific historical period, allowing me to apply a global and environmental lens to critical thinking and problem-solving exercises.
GESC Experiential Education
Capstone Project
Loomis Chaffee AI Persona
Project rationale
The AI persona allows Loomis faculty members to cultivate innovative ideas for place-based education focused projects within the school and the greater Hartford area. This technology allows for teachers to effortlessly generate fresh ideas for their curriculum, leveraging the persona’s vast knowledge of information spanning locations, clubs, and programs at Loomis and in the greater Hartford area. This project is important to me because it gives me a huge role in advancing Loomis society forward through the integration of the AI persona into the daily routines of the Loomis community.
Target Audience
The AI persona is designed exclusively for Loomis faculty and administration. With the AI persona at their disposal, teachers can simply input project ideas targeting specific classes, and in return, receive many suggestions spanning various locations and programs on campus. This process not only simplifies idea generation for teachers but also fosters collaboration across different departments and areas at Loomis Chaffee. The persona also extends to benefit students by providing them with opportunities to engage with unfamiliar locations and programs.
Project Process
During the project, I was responsible for creating detailed write-ups of various campus locations and programs, which were then inputted into the AI persona to enhance its knowledge. For example, I created write-ups for places such as the library, the Center for DEI, the Darwin Club, and the Loomis Homestead. These write-ups included an overview of each location or program, historical context, and potential academic collaborations, all of which were generated with the assistance of AI. However, during the process, there would sometimes be a lack of accurate information available for certain places since there is not much historical data online about Loomis. To overcome this challenge, I met with faculty like Ms. Parsons and Dr. Fisher, who provided me with the necessary information and steered me in the right direction.
Project Reflection
Upon completing my capstone project, I feel very proud of all I have accomplished. Initially, I was nervous about tackling the challenge, but through dedication and hard work, I successfully completed the challenge, resulting in an outcome I was immensely happy about. Knowing that my teachers will benefit from utilizing my project makes me thrilled as well. Through my engagement with the Alvord Center Matrix, I was able to “develop skills,” as I expanded active listening, open communication, and self-reflection techniques. During interviews with teachers to gather information about my write-ups, I prioritized asking questions and remained attentive, striving to obtain the most information possible to ensure high quality work. I also “took action” by creating innovative global and environmental solutions for the common good. My solution facilitates teachers in connecting with global and environmental themes through engagement with campus locations and programs, therefore enhancing their classroom experiences. This project has helped me grow as a global and environmental scholar, allowing me to create meaningful connections within my community and contribute to the advancement of it. By creating the AI persona, I am empowering my classmates to engage in projects that resonate with their communities and environments, creating a collaborative learning experience. Looking ahead, I envision many of the Loomis faculty using my project to help them generate project ideas for their classes. I also see opportunities for expansion to other schools and communities, where personas could be created to align with their own programs and locations, extending the project’s reach and impact.
GESC Reflection (150-300 words)
Reflecting on my statement of intent, I notice how much my work in the GESC program has helped me grow as a global and environmental scholar at Loomis Chaffee. My original goal when joining the program was to help the Loomis community play an active role in the environment, and this vision was accomplished through my capstone project. By creating the AI persona, I allowed for Loomis faculty and students to engage in experiential learning experiences outside traditional classroom settings. I was also originally excited to apply my knowledge to the real world, and I did exactly that by creating write-ups for locations and programs on campus that I already knew a vast amount about. The GESC program helped me grow as a global and environmental scholar, as I gained knowledge about the world around me by attending lectures and events exploring local community dynamics, environmental challenges, and global issues. With this knowledge, I was able to grow and identify how my findings can be applied to the real-world. This program emphasized the importance of experiential learning, revealing information that cannot be typically found in a classroom setting. I also grew as a scholar through my proactiveness. By creating the AI persona, I not only provided my community with adequate information to generate project ideas, but also helped them gain a deeper awareness about the world around us. Looking ahead, I hope to continue learning about the world around me in the future and apply my knowledge to the real-world.