FALL 2023 Celebrating
Our educators Educating Globally, Transforming Locally Samuel Garson, San Juan Island, Washington
Cultivating Global Citizenship Jessie Gorant, Teaneck, New Jersey
Our New Stevens Initiative Program!
YES Alumni Update
From the Director As the year draws to a close, I find myself reflecting on the gratitude I feel for the many individuals and partnerships that enable our mission. We are committed to connecting the world through education, fostering cultural understanding, and developing vital skills in our youth. I am grateful to our teachers. There are so many, like Jessie and Sam who are featured in this issue, who are passionate about our mission. They are the custodians of our future, bringing global perspectives to their classrooms through iEARN projects. They enable their students to see the world in a different and more tangible way, giving them an opportunity to engage with their international peers. They are diplomats who create cultural understanding every time they engage in our programming. I also extend my gratitude to our iEARN-USA team. Though small in size, this mighty team supports U.S. educators, the broader iEARN network, and our grant-funded programs with unwavering dedication. Lastly, I am immensely thankful for our donors and funding partners. Their support is crucial in sustaining and expanding our meaningful work, both nationally and globally. A heartfelt thank you to everyone in our community for your ongoing support. As we approach the end of 2023, we are filled with optimism for the expanded impact we can achieve in virtual and study abroad education.
Stefanie
Stefanie Ortiz-Cidlik Executive Director iEARN United States
In this edition of our newsletter, iEARN is celebrating teachers, the backbone of our global network. We spoke with two of our U.S-based educators, Samuel Garson, a high school teacher on San Juan Island in Washington, and Jessie Gorant, a middle school teacher in Teaneck, New Jersey to hear a little about their experiences bringing iEARN projects to their classrooms. iEARN is incredibly thankful to have educators like Jessie and Sam who seek to inspire their students to reach beyond their communities and comfort zones to connect with their peers around the world.
Samuel Garson: Educating Globally, Transforming Locally In a rural high school on San Juan Island, Washington – accessible only by ferry – Samuel Garson, a seasoned educator with a diverse background in teaching and marine science, has embarked on a mission to broaden his students’ horizons. His innovative approach involves integrating iEARN's projects into his curriculum, transforming a community service class into a dynamic global studies experience. Through this initiative, Garson aims to equip his students with not only a deeper understanding of the world but also the essential 21st-century skills needed for success in an increasingly interconnected global landscape. Garson's journey into education was unconventional, taking him from bustling urban schools in Boston, Miami, and Seattle to the serene and secluded San Juan Island. Despite the drastic change in setting, the transition was complemented by the unique resources available, such as a full STEM center and robust community support, providing opportunities not always accessible in larger, more challenging districts. Inspired by a Fulbright Fellowship for Global Classrooms, Garson recognized the transformative power of global education. His realization that some students held isolated worldviews prompted him to reframe a community service class into a global studies experience, challenging his small school's inherent limitations. Garson's encounter with iEARN at a Fulbright Conference was a turning point. Recognizing the platform's potential to facilitate global connections for his students, he embraced projects in the Global Learning Circles.
Through these initiatives, Garson connected his students with peers from Romania, Moldova, Pakistan, Taiwan and Illinois, fostering discussions on disaster preparedness and other community-focused topics. “I've had students that I don't traditionally see as the most engaging become the ones who have actually been really awesome about making sure they respond to other people asking questions, “ Samuel said. In a school with packed schedules and limited prep periods, Garson found iEARN's structured projects invaluable. The 16-week Global Learning Circle provided a framework that allowed him to integrate global perspectives seamlessly. Better still, the extensive archive of past projects offered inspiration and guidance, reducing the burden of creating new class material. Garson's commitment to exposing his students to the wider world extends beyond virtual projects. Actively promoting exchange programs like CBYX, he challenges the mindset that global opportunities are out of reach. Despite the allure of a tourism-driven summer job on the island, Garson encourages students to consider the broader benefits of international experiences during the break. He explained, “It's kind of my big thing to have them look beyond their own backyard for opportunities and really try to pursue some of these global programs just to experience something outside their comfort zone.” Acknowledging the evolving demands of the workforce, Garson emphasizes the importance of 21st-century skills. With major companies like Amazon, Boeing, and Microsoft seeking employees with skills not adequately addressed in traditional education, he strives to prepare his students for future success through innovative projects that incorporate real-world connections. Garson's dedication to global education doesn't end with his current projects. He envisions expanding programs, recruiting fellow educators, and ultimately creating a network of connected classrooms. By collaborating with other teachers, he hopes to overcome the challenges of time constraints, making global education more accessible and impactful.
Samuel Garson's journey from marine science researcher to a passionate educator in a remote island school exemplifies the transformative power of global education. Through iEARN's projects, he is shifting his students' focus from local concerns to global perspectives, fostering essential skills for the 21st century. Global education isn't just about learning, it's about connecting, growing, and thriving in a world that's more interconnected than ever before.
Samuel Garson, on a recent trip to Morocco
Jessie Gorant: Cultivating Global Citizenship In a recent interview, we had the pleasure of speaking with Jessie Gorant, a dedicated educator with 32 years of teaching experience in New Jersey's Teaneck public school district. Over the years, Jessie has used the International Education and Resource Network (iEARN) to create powerful connections between her students and those from around the world. Jessie began her teaching career in sixth grade but eventually found herself teaching the gifted program. It's within these elective classes that Jessie primarily integrated iEARN into her teaching. Last year, she switched to Eighth Grade Language Arts and took the helm of two elective classes, Global Concerns and Biodiversity. About 12 years into her teaching career, Jessie discovered iEARN through a project called "Four Rivers, One World." Facilitated by Stevens Institute, this project brought together teachers from Nepal, India, and Bangladesh, fostering professional development and a unique connection between their students. These early experiences with iEARN set the stage for a transformative educational journey.
One of the key goals Jessie aimed to achieve with iEARN was to instill the concept of global citizenship in her students. Through various projects, she sought to broaden their horizons beyond their immediate surroundings and encourage them to think about the world on a larger scale. iEARN allowed Jessie's students to interact with peers from countries like Belarus and Turkey. These interactions provided her students with a unique window into the everyday lives of kids in different parts of the world. It allowed them to recognize commonalities and shared interests, ultimately breaking down cultural barriers. "One of the coolest things about using iEARN," Jessie says, "is that it gives students a balanced view of different countries and cultures. They get to see these places through the positive eyes of the people living there, rather than through the media's often negative lens." While technology skills are essential, Jessie emphasizes the importance of 21stcentury skills like collaboration. She believes that the ability to work together, regardless of geographic boundaries, is a vital skill that students develop through iEARN projects. Jessie Gorant's journey with iEARN exemplifies the power of global education in today's interconnected world. Through her dedication and iEARN's platform, she has expanded the horizons of her students, fostering a sense of global citizenship and breaking down cultural stereotypes. iEARN continues to be a vital tool in creating more open-minded and compassionate global citizens, one classroom at a time.
Jessie Gorant
On October 2nd, iEARN-USA launched Storytelling for Social Change. This program involves 300 students from diverse backgrounds and is a collaborative effort between iEARN Algeria, TEARN (iEARN Tunisia), and iEARN-USA. Coordinators from each of these organizations have been meeting weekly since April, leading up to the October launch. Their efforts were focused on developing an engaging curriculum, conducting teacher training, and recruiting and training three skilled facilitators, one from each of the participating countries. This rigorous preparation phase was critical to the successful start of the program. The program spans seven weeks, offering a dynamic mix of synchronous and asynchronous learning activities. It has been seamlessly integrated into the curriculum of public schools in New York City and Washington D.C., forming its first cohort. The program immerses students in the multifaceted art of storytelling. They explore various dimensions such as photography, story development, narration, and video production. A centerpiece of the program is a project where students create a 90-second video. This video project allows them to express themselves creatively while focusing on a U.N. Sustainable Development Goal (UNSDG) that is significant to their community.
The structure of the program takes into account the varied schedules of its international students. In the United States, students participate during their regular class periods. In contrast students in Tunisia join the program as part of their afterschool activities, and those in Algeria attend from their homes. Notably, the Algerian students demonstrate remarkable commitment by dedicating their personal time, including weekends, to participate in the crucial Friday sessions. By the end of this program, this cohort will learn about more than Storytelling. They will have collaborated and solved problems with students with very different cultural experiences than themselves. It is our hope that the interactions created by this virtual exchange positively impact their perspective on the world. We are thankful to all who have made this program possible.
“Because of [this] iEARN project, I have discovered so many cultures and traditions from different countries…I am so happy for meeting other friends from other regions and getting the chance to know their interests and culture.”
“I learned from different cultures (like Indian, Asian and even African cultures) that our strength right now in facing social problems is unity and accepting the other person regardless of their background.”
“The pictures I took represent the SDG 16: peace, justice and strong institutions. It was a journey itself to take the pictures and think about the ones that show and deliver the theme of peace and justice and I tried to find the strong institutions in my city.” - Sabrine from Algeria
“I learn[ed] that self-love and self-confidence are Storytelling for Social Change is the foundation of implemented by iEARN-USA and is beauty and that supported by the J. Christopher Stevens solidarity creates Virtual Exchange Initiative (JCSVEI). JCSVEI success.” is a U.S. Department of State’s Bureau of Educational and Cultural Affairs program administered by the Aspen Institute.
We would be honored to have your support on Giving Tuesday on November 28th. Just go to us.iearn.org/donate to make your gift and remember, you can give now and pay later!
YES Update From October 13-16, thirty YES alumni from around the world attended a leadership workshop in Washington, DC in honor of the YES program's 20th anniversary. Throughout the workshop, participants discussed challenges and best practices in their alumni associations, brainstormed new community project ideas, and attended elective sessions on topics such as pitching, fundraising, storytelling, and community engagement. Following the leadership workshop, the participants were joined by over 100 additional alumni who celebrated the YES 20th anniversary throughout the week with keynote speakers and U.S. Department of State officials.
NSLI-Y Summer Program The NSLI-Y Summer Program was another success, with 83% of students meeting their language goals. Participating students were able to increase their language proficiency by an average of 2.6 language sub-levels. Some comments from our students: “I have never felt so safe and welcomed within an academic environment. My class didn’t tolerate mistakes - they encouraged them. Besides the enthusiasm of the teachers and students, the presentations made confusing grammar extremely easy to understand!” “I’d say the highlight of my experience was my peer tutoring - I loved my student supporter, and she truly helped me understand that learning a language is not linear! Not only did this lesson help me not be too harsh on myself throughout the program, but its helped me as I work through the beginning of my senior year of high school.”
NSLI-Y Academic Year Students arrive in Taiwan and South Korea! In early September, the next cohort of 27 NSLI-Y students arrived in their host country for the academic year. Students will spend 9 months learning Chinese (Mandarin) and Korean and immersing themselves in the culture.
SLI-Y Korean students visit the War Memorial of Korea NSLI-Y students in Korea had a cultural excursion to visit the War Memorial in Seoul. This memorial houses a variety of exhibitions. Everyone enjoyed learning about the history and engaging with the fascinating stories presented in this section, making the visit very meaningful.
NSLI-Y Taiwan students learn about Taiwan’s KeJia People Students were introduced to Taiwan’s KeJia culture, history, and language. The KeJia are regarded as Taiwan’s second-largest ethnic group. Students painted their own oil point umbrellas, a traditional art practice for the KeJia.
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