iEARN-USA will engage students in the U.S., including Puerto Rico, and Guatemala in cross-cultural, collaborative learning while they examine compelling real-world issues and explore ways they can make a difference.
New York City, NY, November 8, 2023 – Today, iEARN-USA (International Education and Resource Network) announced the launch of Compañeros de Clase Globales, a series of projects that will ignite learning and spark students’ curiosity about the world and their role in it by bringing the world into U.S. classrooms. Through this International Virtual Exchange program, iEARN-USA will pair elementary and high school classrooms in the U.S., including Puerto Rico, with peer classrooms in Guatemala, challenging students to explore real world issues and think about what it means to make a positive difference in the world.
It often feels that the world is facing insurmountable challenges. Virtual exchange can empower young people to be agents of change alongside their international peers. iEARN projects are designed to support students’ understanding of one or more of the UN Sustainable Development Goals. This provides an entry point for students across diverse countries and cultures. Additionally, across each project, classrooms explore a common idea such as robotics, building cultural competencies through shared literature, and investigating environmental issues that impact local and global communities. This dual alignment means classrooms can engage around a global “big idea†while simultaneously supporting the instructional standards in each classroom location.
iEARN-USA’s Compañeros de Clase Globales is funded by the Stevens Initiative, which is housed at the Aspen Institute and is supported by the Bezos Family Foundation.
Stefanie Ortiz-Cidlik, Executive Director of iEARN-USA, expressed her appreciation and excitement about this program saying, “We are grateful to the Stevens Initiative and the Bezos Family Foundation for their support of Compañeros de Clase Globales. Their support is helping iEARN achieve our mission to develop a global community that is breaking down cultural barriers and making a difference in the world. I truly believe that virtual exchange can be the spark that ignites a young person’s interest in the world. It’s incredibly cool to be able to meet and talk with peers from other countries and together learn about everything from different cultures, to different climates, to our shared human experience!“
“The Stevens Initiative envisions a day where every young person can say that virtual exchange empowered them to learn and connect with peers from around the world. This can only be possible with the support of the dedicated virtual exchange providers, strategic partners, and education and exchange leaders who have joined our global movement. The Stevens Initiative’s collaboration with iEARN-USA represents a pivotal moment for the future of virtual exchange, and we are proud to work alongside them as they work on the ground to make this vision possible in the years ahead,†said Christine Shiau, Executive Director of the Stevens Initiative at the Aspen Institute.
Ortiz-Cidlik went on to say, “Demand for virtual exchange can’t be met by one program alone because of the unique interests and needs of young people. By joining forces with the Stevens Initiative and other providers, we can magnify our impact and ensure that communities everywhere have access to programs that excite them.â€
To learn more about iEARN-USA and how to join this or other virtual exchange programs, visit https://projects.us.iearn.org/.
iEARN-USA is a founder and the U.S. center of the International Education and Resource Network. With nearly 5,000 classrooms in 145 countries and virtual exchange projects in 30 languages, iEARN is one of the largest, most experienced non-profit networks enabling K-12 educators and students to engage in global virtual exchange through project-based & collaborative learning. The iEARN model has been cited for impact and reliance through its founding; most recently, the World Economic Forum named the iEARN model one of its top 16 frameworks for the future of education.
The Stevens Initiative is an international leader in virtual exchange, which brings young people from diverse places together to collaborate and connect through everyday technology. Created in 2015 as a lasting tribute to Ambassador J. Christopher Stevens, the Initiative invests in virtual exchange programs; shares research, resources, and promising practices to improve impact; and advocates for broader adoption. Learn more: https://www.stevensinitiative.org
The Aspen Institute is a global nonprofit organization whose purpose is to ignite human potential to build understanding and create new possibilities for a better world. Founded in 1949, the Institute drives change through dialogue, leadership, and action to help solve society’s greatest challenges. It is headquartered in Washington, DC and has a campus in Aspen, Colorado, as well as an international network of partners. For more information, visit www.aspeninstitute.org.
The Bezos Family Foundation supports rigorous, inspired learning environments for young people, from birth through high school, to put their education into action. Through investments in research, public awareness, systems building and programs, the foundation works to elevate the field of education and improve life outcomes for all children.
Caroline Gao participated in NSLI-Y’s summer program in South Korea in 2021, as the world was slowly emerging from isolation during the Covid-19 pandemic . Her cohort was one of the first to return to in-person exchanges, though it required an extensive period of quarantining alone in a hotel room before stepping foot outside into Korean society. She spoke about how the program has impacted her life, helped shape her values, and develop important interpersonal skills. She shared how the program has opened doors to new relationships and opportunities that would have been otherwise unattainable, such as connecting with other young people outside her small Oregon town who shared her passion for diplomacy and international relations, having deep and enriching discussions with them, forming lasting friendships, and learning more about Korean culture.
Caroline credits her host family for being the most impactful part of her experience abroad. She said they helped her realize the importance of prioritizing relationships, mutual understanding, and care for each other. She said, “One of the most significant things I learned in Korea was the importance of making space for every type of communication style to have a chance, inviting people who haven’t been heard from as much to step forward, and really making space for everyone to feel comfortable sharing their thoughts.” This was highlighted by the cultural differences she noticed between Korean and American communication styles and having a collective versus-individualist point of view. Also lifeÂchanging for her was learning the significance of laying a foundation of friendship, mutual understanding, and care for each other – even in the professional or academic setting – to facilitate productive relationships.
Caroline said the program has helped her improve her Korean language skills, taking her from a novice level when she first arrived in Korea, to being proficient enough now to have in-depth conversations. She spoke about how those skills and experiences will serve her well in the future, both academically and interpersonally, and credits the program for helping her realize and define her core values and making life more meaningful to her. She said she was so thankful that NSLI-Y’s fully funded program made it possible for those like her to have such a rich and defining experience in another country.
Next fall, Caroline will attend Harvard University, majoring in government and minoring in East Asian studies, economics, or creative literature, focusing on diplomacy and international relations within the political science field. Having autonomy over her academic journey has become very important to her, while still exploring resources to learn about anything she wants to, and being challenged by perspectives that are different from her own in class and by her peers. One of the reasons she chose to attend Harvard is because she believes that they cultivate that kind of learning environment, just like NSLI-Y did for her last year.
Finally, Caroline also stressed the importance of challenging yourself to get out of your comfort zone to experience a different environment, immersed with new people, languages, and cultures, because it’s in those situations that you learn what makes life meaningful, regardless of where you happen to be.
Caroline’s experience with NSLI-Y is a testament to the transformative power of international programs and the importance of being open to new experiences, people, and cultures. As the world becomes increasingly interconnected, learning 21st century skills such as cross-cultural communication, adaptability, and empathy is more important than ever. International programs like NSLI-Y provide young people with the opportunity to gain these skills and become better global citizens, contributing to a more peaceful and connected world.
”Just being able to talk to my host parents about how they felt about being parents, how they felt about their kids, and what kind of a future they wanted them to have, it opened my eyes to the feelings that my parents might have that I honestly hadn’t ever thought about before. I put so much effort into getting to know my host family in order to bond with them I realized that in my normal life, I oftentimes think that the best way to give back to my parents is to work really hard in school to the point where I’m not putting in that same time and effort towards my relationships with my family and the people around me. That was a really big revelation to me. ” – Caroline Gao
How Time Spent in Korea Inspired One Student to Change The World
One of the primary objectives of iEARN and the programs we administer is to help students develop essential (previously referred to as 21st Century) skills. In today’s rapidly changing world, essential skills prepare students for the challenges and opportunities of the future. They benefit both the students themselves and those they interact with in their workplaces, social circles, and communities in many ways, including the following:
Increased employability: Many employers today are looking for candidates who possess essential skills such as critical thinking, communication, collaboration, creativity, and digital literacy. By developing these skills, students increase their chances of landing a job and advancing in their careers.
Adaptability: The world is changing rapidly, and students who have essential skills are better equipped to adapt to new technologies, work environments, and social and economic trends.
Enhanced learning: Essential skills such as critical thinking, creativity, and collaboration are essential for effective learning. Students who possess these skills are better able to engage with and understand complex ideas and information.
Preparedness for civic engagement: In order to participate fully in a democratic society, individuals need to be able to think critically about social issues, collaborate with others, and communicate effectively. Developing essential skills can help students become active and engaged citizens.
Innovation and entrepreneurship: The ability to think creatively and collaborate with others is essential for developing new ideas and starting businesses. Students who possess these skills are more likely to be successful innovators and entrepreneurs.
Simone Hassan-Bey is a young woman who has already dedicated her life to making a difference in the world and truly embodies the value of developing essential skills. In 2016, she participated in NSLI-Y’s Korea program, an intensive year-long student exchange that allowed her to experience cultures outside of her own and make lasting friendships – ones that she still maintains today. While recounting stories and memories of her time in Korea, she emphasized how important it is for young people to have the opportunity to learn about different cultures and believes that this exposure to diversity is crucial in shaping one’s perspective and creating a more positive and empathetic world.
“I think I went to NSLI-Y at a really interesting time,” she said
“This was 2016 and so politically in Korea, there was a call for the resignation of Park Geun-Hye, their president at the time. In the U.S., we had the presidential election and all that surrounded it happening. And so, as the only also black student on the program, a lot of Koreans were interested in what my thoughts were about what was happening in the U.S. Even though they were very different issues, what the U.S. and Korea were experiencing were similar in terms of political discourse and how it was changing dynamics within families – and it just made me realize the kind of magnitude and impact that these global events can have across the world. It also made me think about how much I value community and wanting to do what’s best for my own community, which is something that’s really important in Korea as well. It made me think a lot more about how different people interact and the importance of learning other languages too, because you get to speak to people’s hearts instead of focusing on grammatical structure to get your point across.
Simone’s involvement with NSLI-Y has also had a major impact on her life in other ways. The program allowed her to develop valuable leadership and communication skills that have served her well in her work with various organizations since graduating college in 2021. She is the co-founder of Rooted Uprising, a social and environmental justice collective aiming to engage, elevate, and empower community, and serves as the Recruitment Director for Veggie Mijas. Simone also works in BIPOC-centered philanthropy with Freedom Futures, and in public affairs & communications with Original Strategies.
Simone’s passion for helping others comes from her upbringing, where she learned the importance of serving and helping the community. Her mother instilled in her the value of giving back to those in need, which has been a driving force in her work. She has also been influenced by her experiences abroad, particularly in Korea, where she was able to learn about different cultures and family dynamics through her interactions with other students and with her host families. What’s more, these experiences enabled her to learn more about herself and what she is capable of achieving, giving her the confidence to step into the important work of pursuing justice, equity, and harmony within communities here in the U.S. and around the world.
Melissa Rowker joined iEARN-USA in the Spring of 2023 as the Director of Global Education. As an education leader with over a decade of experience playing critical roles in developing school-based programming in the United States and internationally, Melissa is excited to work with iEARN-USA to engage teachers and students in meaningful experiences that bring the world into their classrooms. Melissa has managed education departments for national Americorps programs working with the largest school districts in the country to develop transformational partnerships.
Most recently, Melissa led a network of educational practitioners developing alternative high school models in the U.S., Mexico, Brazil, South Africa, and the U.K. Melissa earned a B.S. in Elementary Education from the University of Florida and an M.Ed. in Educational Policy and Management from Harvard University. Melissa lives in central Florida with her son, Will, and their cat, Willa Kitty.
The 2023 iEARN Virtual Project Exhibition was a great showcase of student Collaboration!
We were so honored to connect with the iEARN global community at the 2023 Virtual Project Exhibition. During two sessions on May 25, students and educators from around the world presented their outstanding project work, collaborations, and outcomes. Below are some stats that illustrate the impact of this event, which has become a very special annual tradition. If you weren’t able to join, but would like to view the inspiring presentations for yourselves, links to the video recordings on our YouTube channel and images from the event are also below.
We wish to thank our guest hosts, iEARN educator Ekaterina Bozdogan and her students, Ela and Beren, from Turkey. We also wish to thank the following presenters, along with their students. It was truly amazing to hear directly from the students about the incredible project work they engaged in this past year, and how that work made a difference in their lives and their local and global communities!
VPE Session 1 Program and Video Recording
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VPE Session 2 Program and Video Recording
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If you missed out on presenting at the 2023 VPE, but are interested in participating in a future VPE, please be on the lookout for our call for submissions around March/April of next year. Keep in mind the following criteria as you prepare your proposal:
iEARN Project – The project must be an official iEARN project housed within the Collaboration Centre.
Quality of Media – If using video, try to keep the video to under five minutes, checking the audio quality. For powerpoints and photos, make sure that you have permission to use the photos and images are not copy-written.
Project Story – Does your project submission include a clear description of the activities completed and the connection with the SDGs? We encourage participants to share their whole project process including how they did the project, why the project is important, and final outcomes.
Exchange Story – Does your submission reflect your cultural exchange experience in connecting with global partners? Presentations that include project partners, examples of collaboration, and represent work completed by multiple classes are encouraged.
Student Voice – We love to give students the opportunity to present during the exhibition! If it’s not possible for students to join, submissions that include student voice, such as students recording messages or student quotes, will be prioritized.
Nowadays, more than ever before, world events show us how necessary it is to add situations that foster design thinking and encourage solving real-world problems that affect various fields into daily classroom lessons. The word engineering was not heard as frequently in the school environment as it is today. As part of the STREAM (science, technology, reading, engineering, art and mathematics) concept, it recently started to have a greater presence in our classrooms.
As a result, STREAM initiatives and projects began to spread more widely. But, do we understand engineering? Do we understand its breadth? Are we providing our students with authentic experiences that include engineering principles? The desire to answer these questions was the driving force for us, Annabel Rivera and Arlene Garcia (iEARN Orillas Coordinators), to accept the challenge to coordinate the Design Squad Latinx project in Puerto Rico.
In my experience of coordinating the Design Squad Latinx project, I was able to observe the dynamism, commitment, and responsibility of both the teacher and the school administration. Also, [I observed] the pleasure students had for the engineering process and [engineering] activities. – Arlene Garcia (Coordinator – iEARN Orillas)
To implement Design Squad Latinx in Puerto Rican classrooms, a total of 11 engineering clubs were created with the participation of 12 teachers and over 150 students in 3 towns in Puerto Rico. Each club carried out various activities to awaken curiosity and creativity using engineering challenges. For more than a year, education experts carefully designed each experience to achieve a unique and innovative curriculum.
It was exciting to see the impact of the curriculum on the students and observe the students’ being amazed at their own ability to solve engineering challenges using newly learned principles. The students’ tenacity in developing and testing their hypotheses to reach their objectives and their collaborative efforts were some of the most relevant elements of this process. Like life, the process was filled with verbal and physical expressions of doubt, confusion, inferences, deductions, frustration, surprise, joy, celebration… a roller coaster of emotions.
“I believe that Design Squad Latinx opened the possibilities for my students to see engineering as an alternative in their future and fostered in them the necessary skills for the 21st century.†– Aileen Rivera, Head Librarian/Teacher (Escuela Genaro Bou – Corozal, Puerto Rico)
The youth are very eager to learn and [Design Squad Latinx] has given them a great learning opportunity that involves creativity, play, and the discipline of effective group work. So far, the project has been very successful and we are looking forward to its continuation in the coming years.†– Nestor Quetell, Head Librarian/Teacher (Sotero Figueroa School – San Juan, Puerto Rico)
Through these opportunities, we as educators confirm that there is hope that those little hands are on their way to sustaining the world and an eager spark is in those bright little eyes to fully demonstrate all they can achieve. This is why we hope that more teachers will join us in this beautiful journey with such a wonderful project.
Check out the free Design Squad Latinx resources on the PBS LearningMedia platform in both English and Spanish!
English
https://ny.pbslearningmedia.org/resource/dsglx22-sci-latinx-training-il/design-squad-latinx-leader-training/
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Español
https://ny.pbslearningmedia.org/resource/dsglx22-sci-latinx-training-il-es/capacitacion-de-dirigentes-de-design-squad-latinx/
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Design Squad Latinx: Una experiencia de ingenierÃa puertorriqueña
Para implantar Design Squad Latinx en las aulas puertorriqueñas, se crearon un total de 11 clubes de ingenierÃa que contaron con la participación de 12 maestros y más de 150 estudiantes en 3 pueblos de Puerto Rico. Cada club llevó a cabo diversas actividades para despertar la curiosidad y la creatividad en desafÃos de ingenierÃa. Durante más de un año, expertos en educación diseñaron cuidadosamente cada experiencia, logrando asà un currÃculo único e innovador.
“Considero que Design Squad Latinx le abrió las posibilidades a mis estudiantes de ver la ingenierÃa como una alternativa en su futuro y fomentó en ellos competencias necesarias en el siglo XXI.†– Aileen Rivera, Bibliotecaria maestra (Escuela Genara Bou – Corozal, Puerto Rico)
“Los jóvenes tienen muchos deseos de aprender y [Design Squad Latinx] les ha dado una gran oportunidad de aprendizaje que involucra la creatividad, el juego y la disciplina de trabajo efectivo en grupo. Hasta ahora ha sido muy exitoso el proyecto y tenemos muchos deseos de que continúe en los próximos años.†– Nestor Quetell, Bibliotecario maestro (Escuela Sotero Figueroa – San Juan, Puerto Rico)
Durante oportunidades asà es cuando nosotros los educadores confirmamos que hay esperanza en esas pequeñas manitas que se encaminan a sostener el mundo y en esos ojitos brillantes ávidos de demostrar a plenitud todo lo que pueden lograr. Por eso deseamos que más maestros se sumen en este hermoso viaje con un proyecto tan maravilloso.
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