Students also celebrated International Education Week November 18th-22nd. The week was dedicated to celebrating the benefits of international education and exchanges worldwide. It is a joint initiative of the US Department of State and the U.S. Department of Education to prepare Americans for a globally interconnected world and encourage the development of global leaders. AC celebrated the week by conducting a Kahoot! cultural trivia contest in the middle school and upper school. There was also a middle and upper school international photo contest. Our Lower School students participated by bringing in photos of their international or domestic travels. Photos are displayed on the Global Engagement bulletin boards in each division.
From October 17th to October 26th, 10 students from The Harkness Institute, located in Puerto Vallarta, Mexico, were hosted by students at the International House and eight AC families. Their time in Rochester consisted of fun, tourist activities, like the Maid of the Mist in Niagara Falls, a tour of the University of Rochester, and a bike tour of downtown Rochester. The students also spent time in Lower, Middle, and Upper School Spanish classes, giving AC language students the opportunity to converse in Spanish with native speakers. Harkness students enjoyed being able to act as “assistant teachers” in the Lower School Spanish classes and spending time with their host families learning about traditional American activities, meals, and family traditions. (more…)
Posted in: Authentic Learning, Global Engagement, Highlights, Partnerships, The Birches, US Birches
For the third summer in a row, local Allendale Columbia students participated in the Summer Global Leadership Program, alongside Iraqi students from the Iraqi Young Leaders Exchange Program (IYLEP). IYLEP is a four-week exchange program for promising Iraqi students to visit different U.S. cities and learn about leadership, peace building, and civic engagement. It is sponsored and funded by the U.S. Embassy in Baghdad and U.S. Department of State’s Bureau of Educational and Cultural Affairs and implemented by World Learning. Rochester is the only host city that has American students participate in the IYLEP program for the full two weeks, allowing both American and Iraqi participants to build a strong bond and further break down stereotypes and misconceptions.
AC Program Coordinator Tony Tepedino, shares his reflections on this year’s program:
“For two weeks this summer, I was the Program Coordinator for a summer program called the Iraqi Young Leadership Exchange Program (IYLEP). This is the second year I have been in this role, and I have been very fortunate to be able to be a part of this program. IYLEP is a program that brings a group of Iraqi students to the U.S. for four weeks. The first week is in Vermont, then the next two are in one of four host cities, and then the students travel to Washington D.C. for the last week.
Iraqi teens choose to apply to be part of this program. From what the students have shared with me, it’s a highly selective process, and a spot in the program is very sought after. I wanted to share a few things that have really impressed me about these students (and families) I have worked with over the last two years.
First, as a parent, it’s difficult for me to wrap my brain around how hard it must be to send your child to another country, let alone a country that has been at the center of so much controversy, tension and, simply put, war. I really don’t know how I would react if my teenage child approached me to ask to travel to Iraq. The courage they need to have to travel from their home in Iraq, to the U.S., for four weeks is no small thing. The students arrive here with an open-mind and an accepting nature. They stay with host families for two weeks, and with that comes getting used to a new home, new people, new foods, new routines, and a language barrier (a few students shared that their primary English teacher was YouTube!). Having New York as a destination brings excitement, until they realize that Rochester, New York and New York City are two very different places and that the famous NYC from movies and television is unreachable for a quick day trip.
As our busy two weeks began, I especially enjoyed observing how quickly the U.S. and Iraqi students bonded and came together as a group. This is something we work on and teach at Allendale Columbia, but the cool part is how this happens genuinely and organically. There is a real sense of connection, love, and caring for each other that occurs during our two weeks together.
During our time together, we covered a lot of ground, through the city and beyond, to immerse ourselves in a variety of different cultural and skill building experiences:
- City of Rochester Pedal Tour
- The M.K. Gandhi Institute
- The Maplewood YMCA
- Teen Empowerment
- NCBI Workshops with Steve and Navi
- Tour of the Susan B. Anthony House
- Ganondagan State Historic Site
I am grateful to have had the opportunity to work with, and to get to know, the students who have been a part of this program. I applaud their bravery and their willingness to travel so many miles to learn, grow, and share their culture and perspective.
I can only speak for myself, but I know that I am forever changed by this experience, and I hope that it has left a similar mark on each of the individuals who were able to be a part of this unique program.”
Anthony TepedinoThroughout his 25 years at Allendale Columbia, Tony has played many important roles. He taught physical education for seven years, kindergarten for seven years, and served as the Director of Curricular Technology for five years. Most recently, Tony has taken on two new roles as our Hybrid Learning Coordinator and Faculty Professional Development Coordinator. Tony also teaches in AC's Summer Camp program. He holds a master's degree in Education from Roberts Wesleyan College.
- Apply for next year’s program! (students ages 15-17)
- Become a host family
- Learn more about the AC Center for Global Engagement
Allendale Columbia School’s Center for Global Engagement, in partnership with Rochester Global Connections, offers the Summer Global Leadership Program designed for young people in Rochester interested in learning about and engaging in global issues. Students participate in a 2-week, all-day program where they work, eat, and play with highly-selected youth who are part of the Iraqi Young Leaders Exchange Program (IYLEP). Together the students receive training and engage in hands-on projects that explore leadership skills, civic education, diversity and inclusion, human rights, and peace building. Through cross-cultural collaboration, this program provides all participants with a life-changing experience to help make an impact both locally and globally.
Posted in: Authentic Learning, Centers for Impact, Global Engagement, Partnerships, The Birches, Upper School, US Birches
|By Kelsey Lisi, Aaron Shepard, and the Costa Rica Trip Students
Twelve Allendale Columbia students conducted scientific inquiry while immersed in regional culture and Spanish language during an intensive 10-day trip to Costa Rica during AC’s May Term session in the final weeks of the 2018-2019 school year. The experience took place in the region between San José and the Caribbean coast and was organized by the AC Center for Global Engagement and the AC Invent Center for STEM and Innovation.
We began our journey at the Ecology Project International (EPI) campus in San José. From there we traveled to the Tirimbina Biological Reserve where we spent two days exploring the rain forest, conducting scientific inquiry, and learning about native species. Our next destination was the Pacuare Reserve, a nearly 2,000 acre tropical forest with six kilometers of beachfront. Pacuare is one of the most important leatherback sea turtle nesting sites in Costa Rica. We were fortunate to take part in three nights of turtle census work, during which we encountered several females that had come up on the beach to dig their nests and lay eggs. Some of the students were able to take measurements and act as “midwives” by collecting the eggs in a plastic bag for relocation to a safer area.
On the return trip to San José, we stayed one night at Casa Calatea, a community–supported neighborhood hostel high up on a forested mountainside. Here we enjoyed delicious food and an amazing view that included howler monkeys and toucans. The next day we traveled to the village of Cahuita, with its eponymous national park, where we went on a snorkeling expedition. We had a tasty lunch at a local diner before continuing our journey back to the EPI campus in San José. Our final full day in Costa Rica included a visit to the active Poás volcano and a tour of the Toucan Rescue Ranch, a rehabilitation facility for numerous wild animals such as toucans, sloths, owls, and monkeys.
As chaperones, we found the experiences we had to be life–changing, and can only imagine the impact it had on the students’ lives. They were an inspirational group who are forever bonded by their unique experiences on this trip. You can read their impressions below.
Blog Post 1
During our trip to the Pacuare Reserve in Costa Rica, we excavated a previously relocated leatherback sea turtle nest. Researchers excavate the nest after sixty days to see if there were any survivors who had hatched but had not been able to reach the surface and to collect the egg remnants to determine hatching success of the nest. When the nest was relocated, the team dug the nest to a matching depth to the original nest, which is usually about 80 centimeters deep!
The researcher found seven living leatherback sea turtle hatchlings which we were able to exhume and release for the long journey to the ocean. Although it was tempting to carry the sea turtles to the water, the turtles had to make their own journey to the water so they could pick up chemicals and environmental clues which will help them to return to the beach when they are of breeding age.
Since we couldn’t carry them to water, the group was assigned individual turtles to follow them on the sand to ensure that they make it to water. Along the way, the turtles were met with debris such as sticks and trash, sandy hills, and vicious crabs hoping to make a meal out of them. The turtles made the approximately 30 meter trek from the nest to the ocean in about 20 minutes. During this time, we were their cheerleaders and their guardians. Some of us chose to take the time to name our turtles; others viewed the journey as a race and started to cheer for their turtle to win. Marlin Bassett said, “I felt really protective of the baby turtles as they moved toward the water.”
All seven of our turtle hatchlings made it to the ocean and were carried away by the waves after submerging. This experience gave us hope for the future of sea turtles and the marine environment. Hopefully in twenty years we can see our turtles return to the beach to lay their own eggs and ensure the success of the species. This was truly a once-in-a-lifetime experience that made our trip so memorable.
Mrs. Lisi collected some responses from our reflections that afternoon. There were many words and phrases to describe this experience and the trip including magical, powerful, thankful, incredible, and fortunate.
Blog Post 2
During our trip to Costa Rica, we spent nights 4-6 on Pacuare Reserve. We had 4 hour shifts nightly for turtle censuses, at either 8pm or 12pm. Both of us (Marlin and Greg), were given the opportunity to be up close to the Leatherback Sea Turtle while it laid its eggs. At around 1pm on night 4 Marlin saw the massive Sea Turtle, while Greg saw the Sea Turtle on night five around the same time. Even though we both worked with different turtles our experiences were very similar. Only females lay eggs and they come ashore on the beach to do so. She will dig a hole in the sand about 70cm deep with her massive flippers, and lay around 80 eggs. What’s unique about Leatherback Sea Turtles, is that they first lay their fertile eggs, and then on top of the hole infertile eggs. This is done to protect them from predators, and shield them from the elements such as heat. Their eggs unlike any other reptiles are very soft in the beginning, so they don’t break while falling into a 70cm deep hole. If you were to look at the dug hole from the side, it would have a unique shape similar to a boot.
We both had the opportunity to hold this ancient dinosaurs flipper while it laid its eggs into her hole. Before she started to lay her eggs we had to place a large plastic bag under the cloaca so we could collect and relocate the eggs to a safer location, away from poachers. Our main job during this activity was to try and count the eggs that she laid as well as moving the flipper out of the way so other people could observe the amount of eggs that she laid. We both felt how strong she was even by just holding her flipper. Although we tried to move her flipper sometimes it became apart very quickly that once she decided she was moving her flipper, she was moving it and we had no way to stop her. She continued laying eggs for about 10-15 minutes depending on the turtle. When she was done laying, we had to quickly remove the bag before she started filling the hole back up with sand. We then handed over the bag to on-site researchers, so they could relocate it to a safer place which has a higher egg hatch rate. It would then be monitored and checked after 60 days. Data would be collected on the amount of hatched and unhatched eggs.
This made us feel humbled and gave us an overwhelming amount of respect for the Sea Turtles. They have been alive longer than us and have experience far greater than we could ever know. Especially with the problems of pollution and poaching even the effect of global warming it is truly amazing how this animal survives each day and makes this trip to lay its eggs. It makes us hopeful for future generations of life watching the eggs, knowing they will likely hatch and go on to become adults. Thus changing the lives of people like us.
Blog Post 3
On our second day at Tirimbina, we had a midday snack led by our trip guides, Katherine and Catalina. It consisted of the sampling of eight tropical fruits. These were Cocoa beans, Guava, Sour Guava, Passionfruit, Granadilla, Starfruit, Pejivalles, and Mamey Sapote. We ate the pejivalles with mayonnaise, which tasted similar to very dry squash. Starfruit and sour guava were dipped in salt to enhance the flavor. Overall, our favorite fruit was the granadilla (4 orange masses), which had a similar feel to the passionfruit. It was quite sweet with a tang, and its innards were protected by a styrofoam-like barrier. The granadillas were simple and fun to crack open, as we pushed our thumbs into its side and ripped it in half.
For the duration of the trip, we ate rice and beans for practically every meal. However, it was prepared differently each time and even through our various locations, we never repeated a meal. It altered between the separation and combination of these two dishes. There was also consistently a variety of sides, such as plantain chips, shredded cabbage, chicken, fish, beef, mashed potatoes, diced vegetables with corn, mango, watermelon, pineapple, and papaya. We also had many different fruit juices each day, including Passionfruit, Hibiscus, Watermelon, and Cas.
Our favorite meal was at our stay in Casa Calatea. We stayed here for one night after our three days at Pacuare, which was similar to a giant tree house. The staff made us an incredible dinner, which was made up of very tender chicken, mashed potatoes, diced vegetables with corn, plantain chips, and a very good, sweet coconut dessert. It was in a dark brown bar shape and combined coconut pieces with sugar and butter.
|Costa Rica 2019 – Curated tweets by ACSRochester|
By Rodrigo Gutierrez and Maiyen Sulera Frere
There’s nothing like traveling to a different part of the world to develop a new perspective. Through the Allendale Columbia Center for Global Engagement, a group of 11 students and two teachers traveled to Puerto Vallarta, Mexico, on a cultural immersion trip during AC’s 2019 May Term.
The following notes and photos are taken from a series of emails sent to parents of the students on our AC Mexico trip. (Check back for updates.) (more…)
Allendale Columbia Global Engagement Scholars participated in the 9th Annual Global Citizenship Conference: The Next Generation Living in a Pluralistic World held at Nazareth College on Wednesday, March 13th, 2019.
This conference for high school students is designed to give the future leaders of our world the tools to respond to intolerance, improve religious literacy, and show the etiquette required to work in a pluralistic world. Participants become more aware of cultural and religious diversity, gain understanding and dispel stereotypes about various religions, and learn effective skills of discourse based on respect, plurality, and conflict resolution. (more…)
Posted in: Authentic Learning, Centers for Impact, Eleventh Grade, Global Engagement, Highlights, Ninth Grade, Tenth Grade, Twelfth Grade, Upper School
Students throughout Allendale Columbia School don’t just learn about other parts of the world, they become global citizens, learning alongside their peers in other parts of the world. That’s just as true in Lower School.
Last year, AC first-graders explored the Amazon rainforest and ran a successful fundraising campaign to become stewards of a section of the rainforest equal to the size of AC’s campus. Building on that experience, AC’s Head of Lower School, Michelle Feiss, brought in Paul Hurteau, Executive Director of OneWorld Classrooms and a former Upstate New York teacher, who thrilled current first- and second-graders with stories of his experiences teaching students in Ecuador, complete with photos of the people and wildlife, poems, and artifacts from that rainforest community.
Posted in: Authentic Learning, Centers for Impact, Eighth Grade, Eleventh Grade, Fifth Grade, First Grade, Fourth Grade, Global Engagement, Highlights, Lower School, Middle School, Ninth Grade, Partnerships, Second Grade, Seventh Grade, Sixth Grade, Tenth Grade, Third Grade, Twelfth Grade, Upper School
What do a school psychologist from New York, a boy named Ken from the Dominican Republic, a girl named Jazmin, and a boy named Jared all have in common? During the summer of 2018, they all found themselves at Fundación Niños de María in Quito, Ecuador.
Fundación Niños de María is a private Catholic school in Ecuador. Students who attend come from public schools where they used to experience academic failure and where the ratio was often one teacher to 45 students. Niños provided a safe and often year-round educational experience for some of Quito’s most vulnerable students. For a student like Ken, whose family had recently relocated from the Dominican Republic, much about Niños, and Ecuador in general, was new. Jazmin had gone unnoticed at her last school and was quite shy, and Jared’s teacher shared that, while domestic violence was a part of his home life, he was usually upbeat and talkative.
Posted in: Global Engagement, Highlights