My work as Chapman International Student Ambassador 

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​Coming from Germany, I personally experienced the confusion and vulnerability of international relocation and academic integration. Through that shared experience I created an immediate, trusted peer-to-peer bridge, mentoring over 50 students. The quantifiable impact of this work provided objective validation, but the personal connections were the true reward. 

 

My work as an International Student Ambassador felt like a personal commitment to the principles of Global Citizenship Education. It aligns closely with the United Nations Sustainable Development Goal 4 (SDG 4), a mission that resonates deeply with me: ensuring inclusive and equitable quality education for everyone. My local actions—the simple acts of welcoming someone new, guiding them through challenges, and building a community—were my way of applying the "think globally, act locally" principle. 

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The weight of these responsibilities felt significant. I often arrived on campus earlier than my peers, when the university was still quiet. That early morning loneliness quickly transformed into a powerful sense of purpose as I waited to greet new arrivals. Guiding them through their initial moments—the housing logistics, the confusing bureaucratic processes, their very first orientation sessions—I felt the immediate shift from their anxiety to palpable relief. 

 

The philosophical tension I grappled with—how to support students in adopting a new academic identity without asking them to shed their foundational cultural selves—is a core theme explored by scholars in global education like Sharma and Lewin. My time as an Ambassador was a practical exercise in cross-cultural leadership and a deep, ongoing reflection on the nature of global citizenship itself. It solidified my commitment to leveraging educational access as a means of fostering greater global equity and collaboration, and I am eager to bring this perspective, practical experience, and ongoing humanistic inquiry to any future program.​​

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