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Hello everyone, my name is Finnlay Rutherford-Simon. I am a Pearson College student from the Northwest Territories. I have lived in the Northwest Territories all of my life and I am part of the Northwest Territories Metis nation.

I wanted to be in the CALD program because learning about the environment and protecting the environment is very important to me and my culture. By doing this diploma, I hope to further my knowledge on issues surrounding the environment and how climate change can effect more than just the natural world: people. From living in the north, I have seen the effects of climate change and how it effects ways of living and how conflicts between groups occur as a result of this. I want to be able to go home and help in any way possible once I am done with my academic journey.  The things I enjoy most about CALD  is how you are always learning from different things such as in the classroom, field trips, peers, teachers, guests and much more.

I am passionate about many things, but some of the things I am passionate the most about would be indigenous rights, problems they may be having and how this relates to the issue of environmental damage. After Pearson College I would like to get my degree and then continue into law school, to specialize in environmental and indigenous rights law.

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Alicia Yang, Student of the CALD Program from Montreal, Canada

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Alicia Yang, Student of the CALD Program from Montreal, Canada

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Hi! My name is Alicia, I'm 17 and I'm from Montreal. At Pearson College, I'm currently in the CALD program and taking English A, Philosophy and Economics. My interests lie within the humanities subjects, as well as the arts.

Back home, I was a competitive dancer in both hip hop and contemporary. I also taught dance to kids. Amongst sports and music, dance has been my passion since I was young.

In 2020, my father founded his company Clear Skies Investment Management, focusing on impact investing aligned with the UN Sustainable Development Goals. As he shared his work with me, I developed an interest in climate action. I helped translate documents last summer and got involved in the company's work. Understanding the importance climate change has in our lives while working with my dad brought me to the CALD program. What drew me in was a new way of approaching climate education with an experiential learning component, learning about something meaningful and how to make positive change in the world.

I would like to make a positive impact in my lifetime, which I hope to do by integrating climate action in my passion- dance. I believe the arts are the most efficient way to transfer significant messages that everyone can understand, as well as evoke emotions which drive people to make change. By combining the two, I look to spread awareness about climate change and help people understand why it is so crucial for our future.

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Kia ora, my name is Sophie. I'm from Aotearoa/New Zealand and I have been a committed environmental and human rights activist and community volunteer for the last 4 years. It allows me to combine completing high school alongside my passion for the environment, people, animals and marine life. I enjoy the hands on learning and really appreciate the enthusiastic and passionate teachers. I'm surrounded by like-minded students from all over the world. I will be able to take all my new knowledge and apply it in the real world and help to educate others to make positive change. Once I have completed my studies I hope to progress to university, where I will likely study for a career in environmental law. If you are thinking about joining the CALD course I highly recommend it!

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Darya (Dasha) Dubinina (she/her) wearing her national shirt in Miensk, Belarus

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Darya Dubinina, CALD student from Belarus

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Darya Dubinina, CALD student from Belarus

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Pryvitańnie! I'm Darya. The country I call home is Belarus. I am extremely keen on social sciences, and I have a lot of experience in participating in contests and scientific conferences in this field. Also, I'm passionate about sustainable development and eco-friendliness. I enjoy organising events, creating social projects, volunteering, informal education, and social and ecological activism. Back home, I participated in many non-governmental organisations ranging from charity to political ones. I love inclusion and I have diverse experience working with different communities.

The CALD programme is the best option for me because I'm enthusiastic about exploring climate science and methods of fighting climate change from different perspectives! CALD unites different people from all our the world and gives us the opportunity of using creative approaches to solve global challenges. The most enjoyable thing about my experience in CALD so far is the community of students, guests and teachers; our field trips where we explored Vancouver island; a lot of visitors who shared their knowledge and wisdom! CALD is all about becoming changemakers!

I hope that I will continue my studies in the field of climate change after my graduation from Pearson. I think that it would be nice for me to take up a career connected with sustainability and international relations because I want to be able to make a change now only on a local level

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Kwaya Bluesky CALD student from British Columbia, Canada 

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Kwaya Bluesky CALD student from British Columbia, Canada 

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Hi! My name is Kwaya. I am 17. I have lived at the University of British Columbia most of my life, and have always envisioned myself being a student here when I grow up. I am part of Nuu-chah-nulth and Anishinaabe first nations.

I wanted to be in the CALD program, because I desire a deeper understanding to why global warming temperatures continue to rise, and how the climate will affect us, and how we need to encourage others to change their behaviour. People need to recognize the consequences of global warming, and realize we are now in a global emergency.

Apart from taking the CALD program, the IB courses, I am currently enrolled in English A, Philosophy, and Marine Science. My other interests are visual arts and active living such as, running in the forest. At my old school I was captain of the girls basketball team. Apart from school, I am interested in travelling around the world. I never really had the opportunity to travel as a kid. I want to go everywhere after Pearson. I am still figuring out my passions for school and future career, but perhaps I will be involved in humanitarian or art studies.

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Hello! My name is  Molly. I'm eighteen years old and I come from Taiwan. For the past 10 years, I've been dedicating myself to environmental protection and have been interested in living a sustainable way of life.  I started litter picking with my family as a member of a local environmental group at a young age, and as a teen, I held beach cleaning events for hundreds.  I spent years immersing in mountains, tracking Taiwan’s coastlines on foot, as well as observing creatures in their natural habitat, which creates my belief in respect, not only for human beings but for all living and the environment.

Back home, people seldom talk about and are less aware of climate change. Neither could I find any climate action lesson or program. So I'm excited and proud to be here at Pearson College UWC, especially a part of the pioneer CALD program! I have numerous inspiring experiences with the cohort, in the classes and outside the classroom. Speaking a bit on what we've learned so far, I understand that raising awareness is the first and foremost step in tackling the climate crisis. And bring all my learning and experiences back to my country to enhance people's knowledge is one of the motives that drew me to CALD.

I'm currently taking IB Chemistry higher level, Economics, and English language and literature apart from CALD lessons. Circular Economy is a sector that I'll likely pursue in my career, and I'm leaving an open door for my further degree at this point. However, I'm confident that contributing to the environment to aid in making a more sustainable future is where my passion resides.

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Andrew Sewell, IB Reflective Project Co ordinator and Supervisor

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Andrew Sewell, IB Reflective Project Co ordinator and Supervisor

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Greetings! I am so happy to be part of Pearson’s newest experiment in education: the Climate Action Leadership Diploma! Pearson has been my home, both literally and figuratively for 25 years, as I joined the college in 1991 and have lived both on and off campus during that time. My academic background is in Philosophy, the subject I have always taught at Pearson; my interest in environmental issues is driven both by my love of nature and how our conceptualization of it, ourselves, and our socio/economic context relates to our treatment of it. Teaching at an IB school for so many years has also given me a good understanding of how to support students to be successful IB students and learners; my primary role in the CALD program is the IB Reflective Project Coordinator and Supervisor.

While I joined Pearson as a classroom teacher I was also given the opportunity to instruct students on the water, and spent 12 years as a Kayak instructor and seven years as a Sailing instructor. Being on (and in!) the Salish Sea with students from all over the world, and encouraging them to reflect on their experiences in nature, allowed me to realize the importance of the natural environment, and our navigation through it, to our physical and mental health.

So far, the best thing about the CALD program has been working with my colleagues to get the program off the ground! I look forward to getting to know students in the program better as I work with them.

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Zack Lamoureux, CALD Student from British Columbia, Canada

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Zack Lamoureux, CALD Student from British Columbia, Canada

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Greetings!
My name is Zack. I come from a small community called Howser in British Columbia, Canada. I am very happy and excited to be apart of the first-ever CALD cohort! I have grown up, and before coming to Pearson College UWC, have always lived in a small community of thirty people and have enjoyed living the small-town life. I have always had an immense passion for leadership, service, and have recently discovered my interest for tying those given passions into the climate movement.

I see the CALD program as pioneering the way that we learn about climate issues and helping to set the precedent for learning in a holistic, relational, and experiential way. I think that the CALD program is setting an example for schools to incorporate transdisciplinary climate action studies into their given curricula across the globe. I am both happy and excited to be apart of the first-ever CALD cohort because I feel that it's my first step towards being apart of the climate movement and making a positive difference in that realm.

Going forward in life, after my Pearson College UWC CALD experience, I would like to attain a degree in environmental engineering and find a job that will enable me to make a positive contribution towards helping to solve the world's climate crisis.

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Amaziah Dane Riofrer Lamata, CALD Student from the Philippines and Marshall Islands

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Amaziah Dane Riofrer Lamata, CALD Student from the Philippines and Marshall Islands

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Iakwe! My name's Ziah and I come as a representative of the republic of the Marshall Islands.

My nationality is Filipino although I was born and raised in the Marshall islands, which would be what I would call my home. I am a 17 year old freelancing artist and a editor who has previously created logos, propaganda, and other posters back at home. I've also created art works that were sold at local galleries in the RMI and enjoy writing, reading, and etc.

Of course, I am glad and feel lucky to be part of the UWC experience and be in one of the first batches for the new CALD program!

Apart from the CALD program, my current IB courses and subjects are Philosophy, Theatre, and Math SL.

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Syarif Syafii, CALD Student from Indonesia

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Syarif Syafii, CALD Student from Indonesia

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Halooo! I'm Syarif!

I came to UWC with a strong interest in sustainable agriculture and food systems. I am new to the climate movement but was drawn to this program given me interest for climate justice and food security.  I value the importance of collaboration in complex systems, and the connection of land, culture, and community. On campus, I join the Metchosin House and the Coastal Biodiversity activities.

Being a CALD (Climate Action Leadership Diploma) student at UWC Pearson has changed my perspective on understanding and solving the world's problems. I acknowledge that in order to solve global challenges, especially climate change, we have to settle solutions from interdisciplinary knowledge perspectives.

The best thing about the CALD program is that we are given independence to choose what project area we want to delve into. For instance, I’m  doing a deep dive study into the socio-ecological system and ethical dilemma  of Borneo as the Indonesian government aims to build their new capital city.

After Pearson, I hope to pursue university studies in biotechnology or ecology.

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Rézi Imre-Millei, CALD student from Finland and Hungary

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Rézi Imre-Millei, CALD student from Finland and Hungary

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Hello! My name is Rézi, and I am a seventeen-year-old Hungarian who has been living in Finland for the past six years. I love to swim, read, cook, and be outside in nature. I am very passionate about combatting climate and social justice issues, and regularly attended protests and fought for smaller community issues back home. This passion is what initially drew me to the CALD program!

When I first arrived at Pearson, I wasn't on the CALD. However, in the first week, I learned more about it through teachers and peers, and decided to transfer, as the values align with mine. I am thoroughly enjoying my time here! I love the experiential aspects of what we do, such as connecting ourselves to the area that we live in by learning about local biodiversity and how it has changed over the years. I also love the Indigenous knowledge aspect of the CALD, it has greatly expanded my ways of thinking.

In the future, I hope to study human geography and linguistics in university, and perhaps go into international aid. Before that, I plan on taking a gap year to travel and explore different paths while also gaining some work experience.

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Charlie Sweetman, CALD Student from the United Kingdom

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Charlie Sweetman, CALD Student from the United Kingdom

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Hello! My name is Charlie, I am sixteen years old and I am from rural Wiltshire in the United Kingdom. Since the age of eleven, I have been involved in the environmental justice movement, through organising with local Fridays for Future and Extinction Rebellion branches and at the same age becoming the Political Outreach working group coordinator for the UK Student Climate Network - the organisation behind the largest climate mobilisation in UK history in September 2019. I have also been elected as the Member of Youth Parliament for West Wiltshire and the UK Youth Parliament's South West Plastic Pollution campaign lead. Alongside this, I was involved in the founding of a climate justice education and school campus sustainability campaign called Teach the Future, where I have worked as a campaign coordinator for the past three years specialising in volunteer wellbeing and management, legislative drafting (having contributed to the writing of seven bills) and devolution politics.

I was drawn to the CALD program as I loved the idea of being able to learn more about what I had been campaigning around in an academic setting and being able to help develop a curriculum, as part of a pioneer cohort. My favourite part of CALD is being able to hear about the experiences of people from different places in the world and learning and teaching languages as part of our language development program. While at Pearson, I am also studying IB Philosophy, English Literature and Language and Marine Science with the hope of going on to study human geography, environmental studies, and anthropology at university. In the future, I would like to work in international aid, health promotion and community mobilisation.

Outside of school I enjoy being outdoors, kayaking and swimming and volunteering with organisations, as well as teaching myself new crafts like crocheting!

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Emmanuel Shamambo, CALD Student from Zambia

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Emmanuel Shamambo, CALD Student from Zambia

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Greeting! My name is Emmanuel (Manu), I'm from Zambia, and I'm seventeen years old. I was drawn to CALD because of my interest in meteorology and the general science of how to world works.
My three other IB subjects are English, Biology and Chemistry.
After Pearson I hope to study something in the biology and or arts fields and maybe become a famous artist.(Did I mention I like to do art)

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Marhaba! My name is Fawz, I am sixteen years old and I'm from Baghdad in Iraq . From an early age, I have been passionate about learning about the environment within my country, however, due to a lack of teaching around sustainability within the curriculum, I have been forced to see the worsening of the environment and nature around me without the guidance to do anything about it. Coming to UWC Pearson and being a part of the pioneer cohort of the CALD program has allowed me to become integrated into the climate justice movement and feel supported to take action, through a new understanding of similar issues experienced by other students from different backgrounds.

Due to having an interest in sciences back home, my main focus at Pearson will be to develop my skills and knowledge on the topic of climate adaptation and mitigation but I hope that this will lead to me finding new specialist topics in human interactions with the environment to pursue projects in. Alongside the CALD, I take English B HL, Maths AI SL and Marine Science SL, which I would like to use to go on to further studies in Criminology or a career in sustainable aviation.

Outside of my studies I am passionate about learning about international cultures, ceramics and music.

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Maddy Mead, CALD Student from Yukon, Canada

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Maddy Mead, CALD Student from Yukon, Canada

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Hi! My name is Maddy. I'm 16 and I've lived in the Yukon (Territory in Canada) my entire life. I am very excited to be a part of the first ever CALD cohort. I love being out on the land, swimming, playing guitar and learning about the ecosystems around me. Since I was a kid, I have been very interested in our changing climate. Now this interest has changed into passion for learning everything I can about climate and social justice, and their intersectionality.

I see the CALD program as an opportunity to focus my education on the most pressing issue our society is currently experiencing. Living in the north, the effects of climate change on my home are amplified, and in recent years they are worsening exponentially. This summer the territory experienced 200 forest fires, as well as mass melt of permafrost, causing massive chunks of road to fall away.  The CALD will help gain a deeper understanding of how social systems and climate systems interact, and how we as students can use our knowledge to make a change. My favourite parts about the CALD are, getting to hear about my peers global perspectives on climate change and the integration of Indigenous knowledge.

Currently in the CALD I am working on a project on the Socio-Ecological System in the Arctic National Wildlife Refuge. My three additional IB classes are Marine Science, Math AA and Chemistry. After Pearson I plan on taking a gap year to help solidify what I want to continue studying, as well as to gain work experience, but at this point I am interested in marine science and human ecology. Ultimatley I want to become a teacher!

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Daniel (he/him) with some sea lions in Race Rocks Ecological Reserve, Canada

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Daniel Garcera-Ben, CALD Student from the Philippines

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Daniel Garcera-Ben, CALD Student from the Philippines

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Kamusta po!

For the past 6 years, I studied in the Philippine High School for the Arts with a specialization in Creative Writing. It was there where I realized I liked science fiction and what it stood for: understanding humanity, our technology, and how it can lead to a certain future.

I am drawn to CALD because I think that it reflects what I love about sci-fi; it's a kind of education that allows for a deep understanding of natural and social systems, helping the students figure out how they can create positive change through their own passions and interests. I think a program like CALD is especially cool because you hear about stories and aspects to the climate movement you wouldn't have known about otherwise. Coming from a country that faces climate disasters, It's a great comfort to know that across the globe, it's all hands on deck, and that in all disciplines, there are varieties of solutions to the climate crisis being worked on.

Currently, I'm taking IB Economics, Math, and Physics in addition to the CALD program. After Pearson, I want to figure out a way to turn my passions in science, writing, and environmental action into a career; perhaps something in Science communication or Meteorology.

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Craig Davis Head of Pearson College and CALD teacher

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Craig Davis Head of Pearson College and CALD teacher

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Hello All!
I am an educator who has had the privilege to work in international institutions in the UK, Canada, Singapore, Hong Kong, China, Malaysia and Japan. Everywhere I have been issues relating to anthropogenic climate volatility, habitat loss and ethnocide  have been prevalent. I posted about this on the UWC International homepage in August 2020 after arriving at Pearson. We had left Singapore when the country was shrouded in the air pollution and smog generated by Palm Oil driven 'slash and burn' deforestation in Sumatra. Hoping the 'pristine' environment of Pacific Northwest would provide a haven from the impacts of climate change, we instead were greeted by terrible air pollution resulting from out of control forest fires across the region - caused by longer, drier summers and, significantly, the impact of Western forestry practices. I wrote then that the aboriginal elders had criticised similar out of control bush fires in Australia in Jan 2020 on contemporary forestry practices that had ignored thousand year old indigenous learning. These thoughts, and two books I was reading at the time,  inspired me to work together with the team at Pearson College to use the IBCP framework to get a new curriculum launched in this area. Later I was able to galvanise all 18 UWC Heads of College to sign up to a Climate Action pledge the whole movement has now committed to. This includes a commitment to curriculum change as part of a solutions focused educational experience.

I am incredibly proud to be part of this founding cohort of Climate Action students, faculty and wider supporters. As the course grows it will necessarily dive into complexity and systems theory and in doing so will draw in more interest and wider participation. This is not simply an environmental science course or an area of interest to nature lovers or eco-activists. Instead this is an innovative curriculum that is multi-disciplinary and broad in its scope but refined and focused in its impact. This agenda is too pressing, cataclysmic and existential to be 'niche'. It should be everyone's priority if we are fully attentive to the world around us.

CALD represents a highlight in my career but more importantly I want to acknowledge the fantastic students we  have drawn from around the globe and exceptional faculty working on this project. In addition the partnerships we have forged with Royal Roads, VIU and Indigenous Educators have proven invaluable. Gratitude to the team for all of your expertise, energy and drive in helping to "make education a force" for climate action, justice and concrete impact.

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Emily (she/her) on Mi'kmaq land in Prince Edward Island, Canada.

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Emily Coolidge, Director of the CALD Program

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Emily Coolidge, Director of the CALD Program

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Hello Everyone! I'm thrilled to be here alongside these students and educators in our Climate Action Leadership Diploma at Pearson College UWC. A product of international schools and a "third culture kid" who has lived in eight countries, I now call Victoria, BC and Prince Edward Island home, the traditional territories of the Lekwungen and Mi'kmaq peoples, respectively. I have been at Pearson since 2015, where I teach Biology and Theory of Knowledge as well as coordinate and facilitate the learning experiences in the CALD program.

A biologist (BSc) and zoologist (MSc) by training, my passion lies in education, building relationships, and connecting to the natural world. I was drawn to this work in climate action education by a colleague, Marija Dang, who inspired me to continue her good work. I enjoy breaking down the silos of disciplinary learning to foster a holistic, relational, experiential, and transdisciplinary way of learning.  Working in this field gives me hope, a strong dose of reality, and inspiration to educate and make tangible changes in the complex climate crisis.

The best thing about the CALD program is the creativity and collaboration in planning the learning alongside the students.