elizabeth purdy Loomis Chaffee GESC

My Global & Environmental Identity

My name is Elizabeth Purdy, and I was born and raised in the city of Santa Barbara, California. I see myself as a global and environmental citizen, driven by a genuine passion for understanding and caring for the world we inhabit. To me, these studies are not just academic disciplines; they are a way of life, a commitment to recognizing our interconnectedness with both the planet and its diverse human communities. The GESC resonates deeply with me because it embodies the essence of what I believe is crucial in today's world, the twin goals of improving local engagement within our communities and fostering a sense of responsibility for the well-being of the planet that sustains us. Through GESC, I aim to bridge the gap between our immediate surroundings and the global context, recognizing that our actions can have far-reaching consequences. Participating in GESC seminar discussions and assignment has revealed how through my family's history the environment and culture of past generations have significantly influenced various aspects of my current life. This fusion of personal connection and a deep-seated passion for global and environmental issues has inspired me to explore how both environmental and global factors have shaped the lives of my ancestors. One of my primary goals for this year is to conduct a comprehensive investigation into how these aspects contributed to the longevity and well-being of my ancestors. Furthermore, I believe that this exploration is inherently linked to the pursuit of longer, healthier lives which aligns the topic I extensively explored over the summer, and I aim to integrate these perspectives into my GESC journey. My overarching aspiration is to become a more informed and responsible global and environmental citizen, equipped to make meaningful contributions to my local and global communities.

Global & Environmental Resume

GESC-designated Courses

  • Cl english IV: literature and the environment
  • World history: system of Justice and injustice
  • Civilizations that changed the world
  • Cl history seminar: immigration and Ethnicity in the United States
  • Religious diversity in contemporary America
  • Applied Economics: financial markets
  • CL statistics
  • CL environmental science

Elective Courses

  • The course on "Religious Diversity in Contemporary America" explored the wide array of religions that exist in modern-day America. It provided insights into the origins and historical development of these religions. It delved into the specific practices associated with each faith. By doing so, the course played a crucial role in dispelling assumptions about religions, highlighting both their commonalities and differences.

GESC Experiential Education

Over the summer, I embarked on a trip to Italy focused on exploring the concept of "blue zones." This unique journey went beyond discussions of food and general health; it also delved into the rich cultural aspects of the regions we visited. We had the opportunity to engage with local communities and explore hidden gems that typical tourists might not have the chance to discover.

Learning Artifacts

GESC Coursework

The assignment that linked to the GESC matrix and ideals the most was in my CL Environmental Science course where we looked at environmental justice. As we looked into inequities surrounding environmental issues we explored much of the enhanced understanding section of the matrix. We have looked at this issue when exploring climate change and we are continuing to take action in our research. I think this topic has been the most impactful to me because of its relevance and importance in today's world. I feel as if this is an issue that has not been explored enough and is vital to creating a more equitable world as we deal with these new challenges of climate change.

link to this project: https://storymaps.arcgis.com/stories/b8295d853df748bfaf2b158ddce7f8eb

GESC Seminars

Our first GESC field trip perfectly embodied the core ideals of the GESC, which are centered around the pursuit of knowledge, the enhancement of understanding, and the development of skills. Through engaging in active conversations during the trip, I was able to refine my ability to interact and immerse myself in a new and unfamiliar environment. These interactions allowed me to deepen my comprehension of the commonalities in the lives of practicing Muslims and myself. Exploring the school facilities, including the prayer rooms, gave me a newfound appreciation for the significance of religion in both a community and an individual's life.As we discussed a wide range of topics, from our favorite TV shows to our post-college aspirations, I came to the realization that religion has relatively little impact on the life choices and goals of these young women. This trip was a prime example of our shared quest for knowledge, and our active participation in these discussions further solidified the importance of this pursuit. Overall, this experience significantly broadened my knowledge and understanding of the world, sparking a heightened interest in religion and its various forms.

Our 4th seminar was highly relevant to the Global Environmental Studies Committee's (GESC) interests and goals. It delved into not only global issues but also emphasized the intricate connections between global and social issues. The speaker, who was particularly inspiring, shared her experiences working for a company dedicated to educating and funding students worldwide to address the climate crisis. One key takeaway for me was the speaker's encouragement for action. She highlighted that our career choices aren't limited to just one path, and almost every career can contribute to environmental efforts. This perspective has actively prompted me to reconsider my future choices and explore how I can integrate multiple passions rather than being confined to just one. In analyzing the matrix presented, the speaker effectively covered every point, with a notable emphasis on the importance of taking action. Her approach involved not only speaking to the audience but also engaging in a two-way conversation, fostering an active learning environment. Additionally, her insights on viewing environmental issues as intertwined with social issues provided me with a new perspective on problem-solving, emphasizing the multidimensional nature of challenges.

GESC Electives

  • The assignment that has had the most profound impact on me was the Human Population Story Map in my Environmental Science class. This project was directly aligned with the GESC matrix, as it illuminated both the environmental and social implications of human populations. It provided me with a platform to acquire knowledge by exploring not only my own community but also comparing it with a completely different location. Moreover, the assignment empowered me to take action as it involved a research-driven project that prompted me to delve deeper into the disparities between my personal experiences and those of others. The significance of this assignment lies in its ability to blend the social aspects that constitute society, a subject that has always captivated my interest. The combination of social elements and the environmental impact of human presence, especially how it varies across different places, continued to resonate with me long after completing the project.

GESC Experiential Education

This photo captures a moment of joy as my friends and I savor the freshly baked bread we created for our capstone project. The significance of this image lies in the gratifying feeling and experience of not only making our own food but also witnessing the enjoyment of those around us. What made it even more remarkable was that the bread we baked was not only delicious but also healthier, adding an extra layer of satisfaction. The process of making it revealed the simplicity of crafting something nourishing, contributing to a valuable learning experience.
This photo holds immense significance as it served as inspiration for my capstone project. During my ISP trip to Italy, we had the incredible opportunity to learn the art of breadmaking from seasoned experts, the Nonnas. Beyond the technical skills, they imparted valuable knowledge about the significance of steering clear of refined flours in bread preparation. This encounter not only influenced the direction of my capstone but also instilled a deeper understanding of the holistic and mindful approach to food crafting.
Furthermore, exploring this market in Italy provided me with a fresh perspective. Observing how this distinct culture prioritized freshness and quality produce prompted me to reevaluate the American approach to food and health. This experience also sparked contemplation on broader topics, highlighting how exposure to different places can offer a more nuanced understanding of our own perspectives and practices.

Capstone Project

Bread and Blue Zones

Project rationale

Why is this project important to you/the community? (50-80 words)

Target Audience

Who specifically should use/interact with/engage with your project? Why? Who does your project help? (50-80 words)

Project Process

This project illuminates the powerful role of traditional diets in promoting longevity, using bread from blue zones as a focal point. By reintroducing these wholesome, unprocessed bread recipes to our community, we aim to counteract the negative health impacts of modern, processed foods and inspire healthier eating habits. This initiative is especially relevant as global health trends shift and community health education becomes crucial.

Our primary audience includes students and faculty at Loomis, as well as their extended community networks. We aim to reach those interested in nutrition, global cultures, and sustainable living practices. By educating a school-centered audience, we can foster a ripple effect, encouraging healthier lifestyle choices among families and potentially influencing broader community health.

Project Reflection

Our project began with extensive research into the diets of blue zone regions, identifying traditional breads integral to these diets. We encountered challenges in adapting these traditional recipes for local availability without compromising their health benefits. Instead of sourcing exotic ingredients, we optimized our recipes using locally available, healthy substitutes. The technical aspect of creating an educational website was met with learning curves in design and functionality, which we managed with guidance from our teachers who taught us the program we used to make the website, ensuring our content was accessible and engaging.

GESC Reflection

Upon conclusion, I am proud of our final product—the "Bread and Blue Zones" website—which not only showcases nutritious bread recipes but also educates on their health benefits linked to longevity. Incorporating the Alvord Center Matrix, our project epitomizes the pillars of "Seeking Knowledge" by researching historical and cultural dietary insights, and "Enhancing Understanding" through the practical application of this knowledge in baking and website development. We adapted to new environments by using alternative ingredients and technologies, reflecting the "Adapt Skills" aspect of the matrix. Our project also stands as a testament to "Acting Cooperatively," as it was born from a collaborative effort to enrich our community's dietary habits and promote sustainability in food choices. It has been a profound personal and academic growth experience, enhancing my understanding of nutritional science and global dietary patterns. I envision this project as a stepping stone towards more comprehensive community health initiatives, where traditional dietary wisdom is leveraged to combat modern health challenges, fostering a healthier, more informed generation.