Service Learning Grants Updates and Descriptions
Greenhouses in Mongolia
Greenhouses in Mongolia (GIM) is a project that builds greenhouses for communities in need, striving towards a more sustainable planet.
1. What inspired you to create the greenhouse project in Mongolia?
Previous to this project, I had participated in a lot of other service projects but I really wanted to initiate my own with some other like-minded students. One of the main issues that I saw in Mongolia was the lack of fresh produce and being able to access affordable produce. I also noticed the struggle that low income earners and NGO’s faced with costs of living, so I wanted to support these problems and raise awareness of this topic in my community. I thought that building greenhouses was a good idea due to Mongolia’s harsh climate and that it gave people an opportunity to create their own produce rather than being reliant on external sources.
2. Why was this project important to you personally?
This project was important to me personally because I really wanted to directly create a positive impact on people’s lives, especially those that have had a lot of struggles. My family had formed connections with the family running the Cancer Council of Mongolia through supporting their fundraising, and I noticed how driven the founder was and how much she wanted to help people struggle with cancer in Mongolia. I really wanted to support her, especially because she was facing so many challenges with running her NGO. A few years ago, Tsegi told me about her plan to build a children rehabilitation camp in the countryside of Mongolia, and I thought it would be a good idea to support her by building greenhouses.
3. What kinds of outcomes or impacts did you see for your school and community?
Our team received a lot of support from the community and school throughout this project. We were given a lot of opportunities from our school to fundraise and raise awareness of this project and the difficulties that many people faced in Mongolia with fresh produce and health. We hope that service projects such as ours will inspire other people to initiate their own projects and create a positive impact on the world. I think our project showed how we can come together as a school and make a difference. We also grew connections with our school and community to the Cancer Council so that hopefully in the future the school and our ex-pat community can continue to support them.
4. What challenges did you face, and how did you overcome them?
We faced quite a few challenges. Firstly, communication with the Cancer Council, as we had a lot of things to sort out with the recipient and sometimes was it was hard to get a hold of them and make sure that we were both on the same.
At the beginning of the project, we were challenged by fundraising as our singular fundraising method was unsustainable to meet with our goals. So we looked at different grants that could help us with the final funding.
We also found it difficult that before the greenhouse was built both myself and my team member left Mongolia. However, I did not want to see the project not be completed so I continued to keep in touch with the Cancer Council to ensure her needs aligned with our budget and goals of the greenhouse.
5. How did you use the ACAMIS grant to support your project?
The ACAMIS grant really helped us to gather the final amount of funding required for the Cancer Council Greenhouse project. As a result of the grant, we were able to meet the required budget and allow the Cancer Council to select the best greenhouse structure and design for their purpose and location.
6. Did the results meet your expectations so far? Please explain in detail.
The results of the Greenhouses in Mongolia project really exceeded my expectations, because I think that we have been able to make such a great impact on the project recipients and an impact with our school and community. We have shown our community and school the need for taking action in Mongolia, and how it is possible to make a positive impact on our community. I hope that our project has inspired others to initiate their own projects and apply for grants from supports such as ACAMIS.
CIS Free Clinic
The CIS Free Clinic, established in 2017, is committed to offering accessible healthcare to all individuals. Our mission involves assisting individuals who face barriers to accessing government healthcare, such as domestic helpers, refugees, and locals in need of non-urgent medical care. Serving as a crucial link between underserved patients and private clinics, we facilitate the provision of free medical services. Through collaborations with NGOs, students organise 3+ clinics per year staffed by volunteer doctors, offering a range of services, including dental care, osteopathy, gynaecology, and general healthcare check-ups. Additionally, we gather essential medical supplies such as dental kits and masks from our school community for donation to NGOs supporting elderly individuals, the homeless, and those living in caged homes. This project allows us to foster a sense of community and connect with diverse groups, creating a supportive network.
FRC Club
The FRC club is a steam-education-based organization by students who love STEM to challenge themselves on machinery and technological aspects, as well as some business and outreach involves, they aim to join the China First Robotic Competition every year, the highest challenged robotic-based competition in the First community worldwide.
Math For All
This project aims to enhance math education for younger students in lower elementary by creating interactive lessons that prevent learned helplessness. In addition to developing engaging, multisensory learning tools, I will establish a supplementary support program—through CCAs and a possible lunchtime peer tutoring/coaching initiative—where trained student mentors, supported by teacher advisors, help struggling students in grades 2–4 build foundational math skills in a fun, non-threatening environment. This initiative aligns with UN SDG 4: Quality Education, and workshops for parents and teachers will further support inclusive learning in line with SDG 4.7.
ROD Tournaments
The ROD tournaments addresses the need for equitable access to skill-based education beyond school curriculums. Due to education's overarching emphasis on memorization over application, many students, especially those from the traditional curriculum, lack opportunities to build critical thinking, evaluating, and public speaking skills. The ROD address this by providing a platform for students from diverse educational, financial backgrounds to engage in discourse on contemporary issues, promoting inclusivity. Through mock debates and interactive sessions, we cultivate articulated speakers who are equipped to engage in global affairs and societal issues. Apart from academic significance, the debate events we host also serve as networking platforms, fostering collaborations among students from different schools, providing a break from their stressful school life. By expanding access to debate education, we are empowering students to become confident, articulate, and critical thinkers.
Rooftop Garden
TIS is working to establish a rooftop garden while minimizing plastic use. Students will handcraft all structures, such as plant boxes, as part of learning carpentry skills. Volunteer student groups will maintain the garden, allowing elementary classes to connect it to their curriculum themes of responsible consumption, production, and sustainable cities.
Crescendo
The Crescendo is a student led initiative pivoted in the British School of Beijing, Shunyi. Our mission is to raise awareness of this often neglected or less prioritized issue - the lack of opportunity for musical education and the mental well-being of underprivileged kids. Music is what plays a vital role in the early-stage psychological development of children, influencing various aspects of their cognitive, emotional, and social.
Envision Education
Envision Education is an initiative launched to bridge the digital divide, increase digital literacy, and bring knowledge access to remote locations. Each year, Envision aspires to enable students to gain access to global resources and enhance their opportunities in the form of building digital computer labs in remote-location schools. Envision's first step is to provide laptops and iPads to schools and students, connecting them with global knowledge. With this digitalization movement, students in remote locations can obtain a global mindset, increase exposure to real-world skills, and learn how to apply them.
Cycle Savers
The Cycle Savers is a student-led initiative where we focus on starting a small business dedicated to repairing, cleaning, buying, and selling bikes. We welcome donations of old or broken bikes, which we then restore using necessary parts, making them ready for resale. Our long-term goal is to donate a portion of our profits to the Pfrang Association at the end of every semester once we achieve financial stability. Beyond running a business, we aim to make bike riding more accessible while promoting sustainability and community impact through.
Government Affairs Student Ambassador
Government Affairs Student Ambassador (GA Student Ambassadors) is a student club at SIB striving to bridge the international and local communities in Beijing. GA Student Ambassadors forward this goal through hosting bilingual campus tours for visiting government officials, organizations, and international staff, as well as supporting the school's community members through organizing events like open houses or university fairs. GA Student Ambassadors have taken upon themselves the initiative of allowing capable students to experience international culture while paying homage to their host country, hosting student panels and leadership talks with SBI alumni and esteemed experts.