Building a Global Mindset
(GPAC 10 students with guest speaker Zahra Arabzada in November 2022 (l to r): Karina Satoskar, Ethan Maher, Patrick Ritter, Ms. Arabzada, Danica Allen, Sonali Sachdeva, Garrett Hicks, Cooper Schirmeier, and Abigael Lonkeng)
By Rita Deurdulian – From the Spring 2023 issue of The Term magazine
Recognizing that citizenship involves membership in a common whole, Potomac’s Global Perspectives and Citizenship (GPAC) program asks students to think beyond their own experience and explore multiple perspectives.
One of four Upper School concentration programs, GPAC helps students develop the skills and mindset necessary to navigate the changing relationships among communities, cultures, and countries worldwide.
Now in its 10th year, GPAC is designed for students who are passionate about global issues and excited to conduct independent research. Originally a year-and-a-half-long course of study, it has evolved over the past decade. Program director and Upper School history teacher Bridget Gagne says that the current two-and-a-half-year model offers a more scaffolded learning and research experience.
She recalls, “As juniors, the students in our GPAC class of 2018 advocated to grow the program and wanted the research process to make up a larger portion of the experience. They were eager to make participation in GPAC a more in-depth commitment. The program’s expansion was championed by the faculty and supported by the administration.”
Admission to GPAC
Admission to GPAC is selective and based on a student’s interest and initiative. In addition to class work and research, participation may include such experiential elements as summer travel abroad, an internship with a global issues organization, or enrollment in a university-sponsored summer program.
Bridget notes, “GPAC is appropriate for students with strong language skills who have an interest in world affairs.” Students apply at the end of their freshman year. As sophomores, GPAC students begin the program by taking Introduction to Global Studies. Using a combination of social theory and case studies, the year-long course introduces learners to global economics, politics, culture, and citizenship, then digs into such specific issues such as food insecurity, pandemics, and climate change.
A hallmark of GPAC is student choice. Each student identifies their own problem-driven research project in consultation with Potomac faculty. GPAC 11, co-taught by Upper School history teacher Nick MacDonald, is spent developing a specific question and designing and executing the research. As seniors, students in the program produce a substantial research paper and give a presentation on their findings. Jack Wade ’23 acknowledges, “I was surprised at how methodical and intentional the process was. I completed months of research and calibration before I was even sure what I was going to write about.”
“GPAC has allowed me to explore so many worldviews at once, while simultaneously offering my own perspective and experience. It gave me the chance to understand the economic, cultural, and political issues that plague the world – many of which I was not aware of before.” – Bethel Girma
Bethel Girma ’23 says that the skills she learned through this process have extended beyond the program: “My work in GPAC provided a model to help me excel in every other class. It was a truly enjoyable and eyeopening learning experience.”
Maria Ressa
Guest speakers
All Potomac students benefit from a wide array of guest speakers who are industry leaders and subject-matter experts. Many speakers visiting campus spend extra time with the GPAC participants. Bridget’s favorite speaker to date was journalist and 2021 Nobel Peace Prize recipient Maria Ressa, who visited Potomac in March 2022. GPAC 10 students with guest speaker Zahra Arabzada in November 2022.
Bridget says, “Ms. Ressa stressed the importance of a country’s democratic character, the things we take for granted, and the role that the Internet and social media play in effecting change. It was a powerful message to hear.” GPAC senior Grace McMiller agrees, noting, “Ms. Ressa’s presentation was especially interesting. Despite her work being far more important in the world than our high school papers, she still had interest and asked about our research. It was incredible to hear from a trailblazer who, in the face of adversity and political corruption, continues to fight for what she believes in, at great personal risk.”
Bridget also recalls such speakers as Senator Mark Warner, who reflected on the challenges of political discourse and bipartisan work in America today, and Afghani human rights activist Zahra Arabzada, who addressed how geopolitics impact individuals and families around the world. After speaking at an Upper School assembly, Ms. Arabzada joined the GPAC 10 class for a discussion, allowing students to learn more about her work and the forces that have shaped it.
Reflections on their experience
Thinking about her GPAC experience, Alex Meek ’23 shares, “I applied because I had a strong interest in global affairs. GPAC 10 developed my understanding of ‘how the world works’ tenfold, and I was able to draw from that understanding to choose my research topic. Though I originally hoped to explore the social implications of China’s internet surveillance, the research process led me to revise my topic in a more economics-centric direction that I found equally, if not more, stimulating.” Alex adds, “GPAC taught me that research is not a linear process and, probably most importantly, that it is about following the evidence to a thesis – not the other way around.”
Bethel also attests to the program’s benefits: “GPAC has allowed me to explore so many worldviews at once, while simultaneously offering my own perspective and experience. It gave me the chance to understand the economic, cultural, and political issues that plague the world – many of which I was not aware of before.” She continues, “Coming from an Ethiopian background, I wanted to learn more about the history of my family’s country; therefore, my research focused on the ethnic war in Ethiopia.” Alex concludes, “This program is the reason I plan to study political science in college. I attribute a lot of my success as a student to the other members of my GPAC cohort and to our program directors, Ms. Gagne and Mr. MacDonald.”
GPAC Student Research Published
Like their peers, seniors Arya Kumar, Grace McMiller, and Ali O’Brien were eager for the opportunity to investigate a global problem and design a project reflecting the complexities of political systems, economic exchange, and national identity. They thrived in the self-directed research process.
Grace says, “GPAC took me through the process of developing a strong, pointed research question and seeing it through – funneling through sources, writing, revising, and finally editing a long paper. The process encouraged me to think beyond the headlines and dig deeply into global issues.”
Each of the students amassed a bibliography showing that they had worked with more than 125 sources in designing their arguments. Because of their commitment to the process and relentless pursuit of a true understanding of their topics, all three were able to craft thoughtful and insightful papers that were recently published in the Journal of Student Research.
Arya’s paper: “Democracy or Autocracy: Singapore’s Increasing Rejection of Democratic Values”
Grace’s paper: “One State, Two Entities, Three Constituent Peoples: Bosnia and Herzegovina’s Failed Attempt at Interethnic Peace”
Ali’s paper: “The Quadrilateral Security Dialogue: The West’s Response to China in the Indo-Pacific”
Arya reflects, “It feels good to know that the hard work I put in over the summer and throughout my time in GPAC is recognized. My classmates and I have been able to engage in a college-level research process and produce interesting papers about complex topics. I’m proud to be part of this program.”
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