Stacie Freeman
Stacie Freeman is a professor of sociology at Bethel University and Greenfield High School in McKenzie, Tennessee. Ms. Freeman has over 18 years of experience in secondary and higher education, having traveled with over 600 students to 10 different countries. Her nominator says together they have volunteered over 37,000 hours with an economic impact of over $1.1 million in the communities they serve.
Why are you passionate about student travel?
Educational travel offers students the unique opportunity to step outside their home zip codes, immerse themselves in new cultures, and gain valuable life experiences that go beyond the confines of the classroom. I am especially dedicated to providing global service-learning opportunities to Title I high school and first generation college students in the rural South, like Fatelia Avery.
I first met Fatelia in 2016 when she walked into my office to invite me to the inaugural meeting of C.A.R.E. (Child Abuse Recognition Effort), a nonprofit she had founded during her time as a student. The organization aimed to raise awareness of child abuse and offer support to survivors. During that meeting, she opened up about the challenges she had faced growing up in nearby Denmark, Tennessee, and her aspirations of becoming an attorney.
The following year, we reconvened to discuss her application for law school. Recognizing the value of participating in our upcoming global service-learning program in Costa Rica, I encouraged her to join. It turned out to be a great addition to her resume, impressing Ole Miss, her dream school. Today, she’s a graduate of their J.D. program and a member of the board of directors for Global Citizen Adventure Corps, a nonprofit I co-founded with fellow educator Julie Hill. Our organization exists to provide scholarships for students who aspire to travel, serve, and learn but lack the financial means to do so. Fatelia now sits on our scholarship committee, where she plays a crucial role in helping students who might otherwise never have the opportunity to step out of their comfort zones and explore the world.
Throughout my 14-year tenure directing global studies in small rural schools, I’ve witnessed over 600 students, like Fatelia, engage in the transformative experience of global service-learning. I’ve seen them share their voices and personal experiences in communities far away and then return home with a new, global perspective, resulting in exponential change for all people, places, and the planet. This reciprocal dynamic is the fuel that fires my enthusiasm for student travel.
What is a major highlight from any of your student travel experiences?
Seeing students’ eyes light up as they explore new cultures and interact with locals is always incredibly rewarding. Witnessing their growth, confidence, and newfound appreciation for diversity is a testament to the power of travel as well. Sometimes, though, it’s the unexpected challenges that become the most cherished memories.
One such travel highlight was when I found myself stranded with 17 students in the domestic terminal of the Jorge Chávez International Airport in Lima, Peru, for three days. From the initial disappointment of three canceled flights to the surreal experience of circling back to our starting point after an unsuccessful landing attempt in Cusco, each setback became a shared adventure.
In this challenging situation, we found comfort in laughter, camaraderie, and makeshift entertainment. Impromptu one-act plays, mock interviews, and multiple dance-offs with our fellow stranded travelers kept us in good spirits. While no one on that global service-learning program left our home in Tennessee excited to visit the airport, when reminiscing about Peru, everyone remembers “those three days in Lima.”
Looking back on that journey six years later, is a reminder that the true highlight of my work isn’t the destinations I visit, but the students with whom I journey!
What is the greatest lesson you or your students have learned from your trips?
Traveling opens your eyes to the undeniable truth that good people are everywhere. Whether you’re navigating bustling city streets or exploring remote villages, you’ll encounter kindness, generosity, and hospitality. From strangers offering directions to the genuine friendships formed with fellow travelers, each interaction serves as a reminder of the goodness that exists in humanity.
Colombia stands out as one of the most hospitable destinations I’ve ever visited with students. Recently, a group returned from Cali after volunteering as assistant English teachers. Among the 11 participants, 6 were returning travelers. Angelica Poveda, the English Language Department Coordinator at the school where we volunteer, beautifully captures why our Colombia program sees more repeat participants than any other: “Love is the common thread that binds us as global citizens— love for others, even amidst our differences.”
Interactions with inspiring individuals such as Angelica profoundly influence our outlook and inspire hope for the world. Travel teaches us to embrace our common humanity and value the richness of diversity. I strongly believe that travel dispels fear and cultivates love and compassion for our fellow human beings, acting as a potent force for fostering peace.
How do you try to tie your travel experiences back into the classroom?
I often incorporate my own travel experiences, documented through photos and videos, to enhance the academic content in my courses. As an illustration, during our exploration of sociology and culture, my students and I virtually journey through Southeast Asia’s vibrant street food scene. This immersive experience enables us to analyze how food both reflects and influences societies in a memorable, interactive environment.
I occasionally coordinate guest lectures with international educators, nonprofit leaders, and local experts through platforms like Google Meet or Zoom. My students find it particularly gratifying to engage with our in-country partners, like Yaniel from Cuba. These sessions provide invaluable insights and connections to the history and culture of destinations that most students have yet to experience firsthand.
I also conduct lessons with my U.S.-based students while leading global service-learning programs abroad. For instance, I once taught sociology to my Greenfield High School students from my English class in Cali, Colombia—a truly enriching cross-cultural exchange for all!
Additionally, I’ve utilized social media for “live tours” from various locations around the world, such as guiding Snapchat followers through the sociological insights offered by the National Museum of Funeral History in Houston, Texas!
However, the project I am most proud of is one I completed with funding from the National Geographic Society. With their support, using my previous travel experiences and assets, I developed a virtual global service-learning and citizenship program for Title I students in rural West Tennessee and Western Kentucky. The five-unit mini-course aimed to teach underserved/minority students the basics of global citizenship, virtually explore another culture, interact with people from another country via platforms like Google Meet, and engage with United Nations Sustainable Development Goals.
The project activities involved exploring Costa Rica through Nat Geo educational materials and interacting online with the founders of Costa Rica Animal Rescue Center. I was also able to create a virtual tour of Costa Rica and the rescue center using my own photos, videos, and reflections from previous travels.
Students used the Nat Geo Service-Learning workbook to guide their indirect service projects supporting UN SDG 15.7 to end the illegal wildlife trade, which included signing petitions on change.org, creating social media posts to raise awareness of the issue, and collecting supplies for the center (which I delivered at a later date).
Despite facing challenges such as COVID-19-related disruptions and limited access to technology, 20 students completed the program, with 95% indicating an increased awareness of the global impact of their actions. This project demonstrated the potential of virtual service-learning to foster global citizenship and bridge the gap between local and global perspectives. And, it proved to be a very effective way to tie my past travel experiences back into the classroom.
From the Nominator:
What qualities make this nominee, both as an educator and travel leader, deserving of this award?
Stacie Freeman was one of the first, if not the first, educators to design and deliver global service learning programs to high school students for college credit. She truly stands out as a pioneer in the realm of education and has revolutionized the way high school students in the rural south engage with the world. With unwavering determination and dedication, she has crafted and implemented groundbreaking global service learning programs, ushering in a new era of experiential education for students in Title I schools. As a visionary educator, Ms. Freeman understood the immense value of hands-on learning experiences in shaping young minds and instilling in them a sense of global citizenship. Her innovative approach not only offered students the opportunity to explore diverse cultures and communities but also provided a platform for them to actively contribute to meaningful causes while earning college credit. By seamlessly blending academic rigor with real-world application, Freeman not only empowered her students to become compassionate and socially responsible individuals but also set a precedent for educational practices that prioritize experiential learning and global engagement.
