Laura Phyu Loomis Chaffee GESC

My Global & Environmental Identity

My Burmese/official name is Hnin Pwint Phyu and my nickname is Laura. I was born and raised in Yangon, Myanmar. While I am fully Burmese, my identity is shaped by my mother's Chinese-Burmese heritage as well as my father's Burmese ethnic group heritage, Kayin.

As an international student from Myanmar, I believe my GESC journey started ever since my plane landed in the US. Every experience and interaction I've had in the US has given me a chance to learn and grow. In a new country, I am challenged every day to step out of my comfort zone and embrace new cultures and opportunities.

In the summer of 2022, I had the privilege to be a part of Loomis Chaffee's close-to-home program where we canoed 63 miles from the Northeast Kingdom all the way down to the meadows to focus on the sense of place created by the river and the importance of the river’s watershed. Along the way, we hiked along the U.S.-Canadian border, visited a fish and wildlife refuge, discussed environmental stakeholder analysis, met an elder of the Abenaki people to consider an indigenous view of environmental efforts, and mountain biked.

The experience was truly transformative, challenging, and amazing, especially since I had never camped before. This trip has motivated me to become a part of the GESC program, allowing me to dive deeper into what I learned during the trip and consider those ideas on a global scale.

My goals for the GESC program are to deepen my understanding of the environment and its global impact, and to create something that encompasses both my passions and the knowledge I gain from this program.

Global & Environmental Resume

GESC-designated Courses

World History
CL Statistics
CL Economics
Developmental Psychology
English IV: Migrant Stories

Elective Courses

CL History Seminar: Immigration and Ethnicity in the United States. This course explores immigrant experiences in the US and the driving factors of immigration. It examines different groups of immigrants and their stories. It will look at different ways the US has responded to immigration.

GESC Experiential Education

The Northeast Kingdom and Connecticut River Trip: The trip focused on the sense of place created by the river and the importance of the river’s watershed. Listening to different perspectives on environmental efforts helped me make informed choices about our daily lives and keep environmentalism in the back of our minds all the time. The trip also connected us with nature and appreciate the environment.

If applicable ...

Model UN: Debating about global issues with student around the country in university conferences. We learn about public speaking and making connections with our peers. Model UN helps us to be aware of global issues and news.

Learning Artifacts

GESC Coursework

Supply and Demand Analysis Project : https://docs.google.com/presentation/d/148Gu0Ehyms0K1k94FEwDBQePBYgZIpHBTQVPbKri0M0/edit?usp=sharing
By investigating the impact of avian influenza on egg prices and supply dynamics, this project helps enhance understanding of how global issues like pandemics affect local economies and consumer behavior. This aligns with the matrix's emphasis on recognizing and evaluating local and global implications of individual and shared actions.
The analysis of egg price elasticity and the search for substitutes (like plant-based alternatives) reflects the matrix's goal of empowering action through research-driven projects. By exploring how consumers react to shortages and price changes, we can contribute to a broader understanding that can guide policy and consumer choices toward a more sustainable and resilient food supply system.
Analyzing the supply and demand dynamics of the egg market during a bird flu outbreak was impactful for me because it highlighted the real-world consequences of global events on everyday commodities. This project deepened my understanding of economic theories by applying them to a tangible scenario, showing how external shocks like disease can dramatically affect market equilibrium and consumer behavior. It demonstrates the interconnectedness of global health and local economies, reinforcing the relevance of economic study in addressing and anticipating challenges in a globally connected world.

GESC Seminars

When we went to the museum to learn about immigration in Connecticut, it helped me enhance my understanding of the story of people in Connecticut and how immigration plays a huge role within the country. By mimicking repetitive jobs the immigrants had to do while in the US, we developed a sense of empathy and understanding of the challenges a lot of immigrants had to face. We also read letters some immigrants wrote to their families back home and it made me reflect on the driving factors of immigration into the US and how each person had their own unique story. This made me connect to a lot of books we read in our English classes about the stories of immigrants and how their stories impact generations of their family and their values. Additionally, it made me aware of a lot of the global issues during each time period and the reasons for the decisions a lot of immigrants make when deciding what is best for their future. This trip made me more curious about the different stories immigrants tell and the beliefs and values they bring to the US.
AnaAlicia from Nourish My Soul taught us the importance of taking action in our community and how we don't have to wait for others to do it. They established a nonprofit where the community could use their land to farm and grow their own food. It was a place where everybody could help themselves if they needed it and this really was a way to give back to the common good because people eventually started giving back by helping out. It shows the impact a small gesture could do to unite the community together through food. They implemented environmentally focused positive change primarily through community-driven projects and educational programs. They actively engaged local populations in creating and maintaining community gardens, which not only serve as a source of local, sustainable food but also function as educational platforms for teaching community members about the importance of sustainability and environmental stewardship. They have inspired me to think about our food system critically and where the food on my plate comes from. Also, they inspired me to take action whenever I see an opportunity. When AnaAlicia talked about how underprivileged communities were unable to access healthy food, it connected back to a lot of issues I discussed in my history classes where communities were redlined and how it really impacts the people in those communities. Through this seminar, I've learned about the importance of engaging with our communities and helped me think about all the engaging ways to use my GESC capstone project to inform and teach my community. I've also come to understand the crucial role our environment plays in sustaining not just animal life, but human life as well, emphasizing our interconnectedness. This interconnectedness would be an important factor to highlight in our GESC project.
For my fifth seminar, I attended a Shultz discussion on environmental policies. They discussed whether or not the US should be a forerunner in helping the environment, and if the US is unreliable to lead due to how polarized the country has become recently. It made me think about other countries and what they had in their countries that made them successful in combating climate change. There was also discussion about investing in renewable resources and how the current fossil fuel industry is hurting vulnerable and disadvantaged communities like the reservation camps. Someone brought up the idea of obligation and responsibility, and whether or not the US is obligated to be at the forefront of this issue since the US has negatively affected other countries. It was interesting to listen to people's opinions on how much responsibility the US has and ways to give closure to these communities. I think the discussion was very fruitful and gave me many insights when thinking about environmental policies, and keeping in mind the many perspectives that are helpful in guiding my thinking on it.

GESC Electives

This is a photo of an affinity group meeting I hosted as an Southeast Asian affinity group president for S.E.A.L. Hosting this event was impactful for me because it created as safe space for other Southeast Asian peers like me to connect and allowed us to share the rich diversity of our Southeast Asian cultures with my peers through food. Through this meeting, I enhanced my understanding of our cultural and environmental identities, aligning with the goals of the Alvord Center Engaged Citizenship Matrix. It also provided a platform for empowering action and engaging in civil discourse, which are key components of the matrix. By leading these discussions, I contributed to fostering a supportive network where we could address issues and explore potential solutions together. This role enriches the campus culture, making it more inclusive and aware of the nuanced interdependencies that shape our global and local experiences.

GESC Experiential Education

In this image, we had canoed over seven hours and had arrived at a beach. When we set up our camp there, we were very aware of the ownership of the land and made sure we were respectful to the people who had let us use the land. This experience was particularly memorable in my growth as a Global and Environmental Scholar because it underscored the importance of responsible environmental stewardship and cultural respect, principles that are foundational to creating sustainable and equitable interactions with both the land and its communities.

In this picture, we are in the process of canoeing to our destination. We worked together as a team to make sure we kept ourselves accountable for pacing ourselves and keeping everyone's canoe together. This experience is particularly memorable in my growth as a global and environmental scholar because it showed me the importance of collaboration and shared responsibility in achieving sustainable goals, reflecting the principles of global interdependence and collective action.

This is an image of a rock on the ground that marked the US-Canadian border at the U.S. Port of Entry in Pittsburg, New Hampshire. We had hiked through the border to Canada. It serves as a vivid reminder of the physical and symbolic boundaries that define and divide nations, making it a memorable landmark in my journey as a global and environmental scholar. It highlights the importance of understanding geopolitical landscapes and their environmental implications. We analyzed this border during my CL History Seminar: US Immigration/Ethnicity class as well!

Capstone Project

Living With Bears at Loomis Chaffee: https://www.youtube.com/watch?v=hnedRLtqafA

Project rationale

This project is important to me and the community because it raises awareness about safely coexisting with bears on campus. As bear sightings become more frequent, knowing how to respond can prevent dangerous encounters and protect both people and wildlife. By promoting respectful and informed behavior, we can create a safer environment while preserving the natural habitats around us. In addition, by dismissing stereotypes and fears about bears, it brings us closer to nature and giving back to the enviornment around us.

Target Audience

Students, faculty, staff, and campus visitors can benefit from this PSA, especially those living in or frequently walking through bear-prone areas (like walking your dog). It helps anyone who might encounter a bear understand how to react calmly and responsibly. The project also supports wildlife conservation by encouraging respectful boundaries and reducing human-bear conflicts. By educating our community, we can keep both people and bears safe.

Project Process

Our initial project idea was about setting up wildlife cameras around campus and capturing pictures of wildlife that the community might not know about. However, since the cameras were set up during winter, it was difficult to capture significant photos or photos of rare wildlife. Therefore, we had to pivot and think about the animal that we are interested in capture—which were bears! We really wanted to capture photos of bears as they community members comment more and more on their sightings recently. In addition, there is some sense of fear and curiosity around bears. We then decided to a PSA educating the community about when to do when to encounter bears and how to peacefully coexist with them. We finally presented the PSA in a QR code link so that community members can easily access it.

Project Reflection

I feel proud of our final PSA because it turned it into a useful educational tool for our community. It directly connects to the Alvord Center Matrix in several ways: we sought knowledge by investigating human-wildlife interaction, enhanced understanding by addressing fear and curiosity around bears, developed skills like communication and outreach, and ultimately took action through a creative, awareness-raising project. This project helped me grow as a global and environmental scholar by making me think critically about how communities can coexist with wildlife. It also gave me the opportunity to practice collaboration and problem-solving in the face of unexpected challenges—like not getting wildlife camera results. In the future, I hope this PSA can be used as an educational resource during orientation or outdoor programs to promote respectful and safe behavior around wildlife.

GESC Reflection

Looking back at my original statement of interest, I see how much I’ve grown through the GESC program. I came in wanting to learn more about environmental sustainability, and through seminars, classes, and hands-on projects, I not only deepened that knowledge but also learned how to apply it in meaningful ways. My bear PSA project is a great example—it combined research, community outreach, and environmental awareness to create something useful and relevant to our campus. I also gained skills in collaboration, problem-solving, and communication, especially when our original camera project didn’t go as planned and we had to pivot creatively. Most importantly, I developed a stronger global lens—thinking about how local environmental issues connect to global patterns and how cultural context shapes responses. The GESC program helped me become a more thoughtful, informed, and engaged environmental scholar.