From Awareness to Action: AES Biology Team’s Journey into Service Learning
Moving beyond traditional educational expectations meant moving beyond the classroom for educators at AES in New Delhi. (image supplied)
At the American Embassy School (AES) in New Delhi, a team of biology educators set out to deepen their students’ learning experience by integrating authentic service learning into their curriculum. Their goal was ambitious: to move beyond traditional science instruction and create a meaningful, real-world connection between students, their environment and their community.
With the support of Inspire Citizens, specifically Aaron Moniz, the team found the guidance they needed to refine their approach to service, build a strong framework, and ensure that their work was truly impactful. What followed was an inspiring journey that connected students with New Delhi’s native trees, encouraged deep reflection on environmental issues, and set the stage for an even more powerful iteration in the future.
Identifying the Challenge: Making Service Learning Meaningful
AES has long embraced the school’s philosophy of “Enter to Learn, Leave to Serve,” but integrating service learning into high school science courses posed a challenge. As teacher Radhika Gatade explains it, “Our school has a lot of service learning clubs, but they often run in silos. We wanted to integrate service into our curriculum in an authentic way,” she adds. “Biology seemed like the perfect first step, but we weren’t sure how to do it in a way that truly aligned with both science learning and meaningful service.”
The Grade 9 Biology team—including Radhika, as well as Michael Farrant, Harsimrat Kohli and Melanie Fraga—began rethinking their curriculum. They saw an opportunity in a unit focused on New Delhi’s urban forest environment and the challenges it faces. Given that New Delhi is one of the most polluted cities in the world, they wanted students to explore the role of trees in mitigating air pollution, supporting biodiversity, and improving urban health.
But they needed a way to transform this science lesson into an engaging service experience. That’s where Inspire Citizens joined in.
A well-designed checklist may be just one piece of the unit framework, but it ensures careful alignment with biology standards. The best service learning mindset embraces a 'yes, and...' approach—amplifying learning targets rather than displacing them. (image supplied)
Collaboration with Inspire Citizens: Centering Service in Learning
Inspire Citizens has helped schools worldwide integrate service learning in impactful ways, and AES’s Biology team found Aaron Moniz’s guidance invaluable. He helped the educators clarify their approach, recognize different levels of service, and ensure their project had a clear purpose.
As Michael explains, “We had a bunch of ideas, but they weren’t really tethered to a central idea of service. Aaron helped us see that service isn’t just about direct action—it can also be about raising awareness. That really shifted our perspective. We didn’t have to change the entire city. Even raising awareness within our school community was an act of service.”
This insight led the team to focus on “tree blindness”—the idea that many people see trees as a general green space rather than as individual, valuable species with unique functions. Their goal became clear: to help students recognize and appreciate the importance of trees in their immediate surroundings.
Aaron also encouraged them to build a meaningful partnership with a local environmental organization. Enter New Delhi Nature Society and its founder, Verhaen Khanna, who has long advocated for tree conservation in the city.
Execution: Raising Awareness and Building Connections
This newfound awareness laid the foundation for students to think critically about the threats trees face in New Delhi’s urban landscape and how they could contribute to conservation efforts.
With this new direction, students embarked on a three-stage project:
1. Raising Awareness – Students identified and documented native trees on campus, learning about their ecological, cultural, and economic significance.
2. Creating an Action Plan – They developed strategies for protecting and advocating for trees in New Delhi.
A practical demonstration of synthesis, this student “publication” offers insight into the deep scientific and social awareness students are gaining as a counterpoint to “tree blindness”. (image supplied)
3. Engaging with the Community – The partnership with New Delhi Nature Society allowed students to engage in fieldwork, advocacy, and reflection on urban tree conservation.
For Radhika, one of the most meaningful aspects of the project is witnessing how students connected with their environment in a new way. The first stage of the project helped students slow down and notice the trees around them, which, for many, had been an overlooked part of their daily lives.
“Most of our students are international, and the first part of the project was getting to know local Indian trees—like a neem tree, a mango tree. They really got to know what trees are around them,” explains Radhika. “Even with the diversity of trees, they began to see the similarities: how they function, their structures, and their role in the ecosystem.”
One particularly powerful moment came when Verhaen Khanna introduced the students to the concept of “tree blindness.”
“Even as a science teacher, I didn’t fully appreciate how different trees provide different benefits—how they filter air differently, block sound in unique ways, or have religious and cultural significance,” Michael reflected. “That realization became the core of what we wanted our students to take away.”
While the project was a success, the team also recognized areas for growth. Time constraints presented limited opportunities for student engagement with the community partner, and the educators began considering ways to deepen the experience for the next iteration.
Reflection and Looking Forward: The Future of Service Learning at AES
As the team wrapped up their first year with this service learning initiative, they turned to Aaron Moniz once again to guide their reflection. This conversation helped them identify key areas for improvement:
Expanding Impact – They want to extend the project beyond the classroom, involving parents, community members, and additional organizations.
Strengthening Partnerships – Finding a partner who can provide consistent engagement throughout the unit will ensure a more reciprocal relationship.
Refining the Project Structure – They plan to reduce the unit from three stages to two to allow students more time for deeper engagement and reflection.
Building a Multi-Year Vision – Instead of repeating the same unit each year, they hope to create a five-year plan where each cohort builds on the work of the previous one.
Reflecting on how to refine the project for the next iteration, Harsimrat Kohli highlights the importance of authentic partnerships—not just for student learning, but for ensuring a mutually beneficial relationship between the school and the community.
“One thing I learned during this process was that service is not just about what our students gain from the experience—it’s also about what we can contribute,” says Harsimrat. “We want to make sure that our partnerships are not just one-way. Moving forward, we need to be really clear on what we can offer and how we can make these collaborations meaningful for both sides.”
This insight has shaped the team’s next steps, as they explore ways to engage more deeply with community partners while also considering new avenues for student action.
This student submission highlights both a strong awareness of the broader environmental challenges facing New Delhi’s trees and a nuanced understanding of technological solutions for sustainability. (image supplied)
The Role of Thought Partners: Why External Support Matters
The AES team’s experience highlights an important takeaway for educators: having an external thought partner like Inspire Citizens can be transformative.
As Radhika notes, “Having Aaron available throughout the process—from helping us frame our unit to reflecting on how it went—was incredibly valuable.”
Michael agrees, “It’s easy to get lost in the details. Aaron’s expertise and encouragement kept us focused on what really mattered: making this experience meaningful for students.”
Ultimately, this first iteration of the service learning unit was just the beginning. With refinement, reflection, and a commitment to meaningful service, AES’s biology team is setting the stage for an even more powerful Version 2.0—one that deepens student impact, strengthens community ties, and reinforces the connection between learning and action.
Final Thoughts: Courage in Education
Innovation in education requires courage—the courage to try something new, to step outside comfort zones, and to embrace the learning process alongside students.
“It’s easy to do the same thing over and over,” Michael reflects. “This took a lot of extra work, but it was worth it. The students benefited, and I’m excited to push ahead and make it even better next year.”
The AES team’s journey is a reminder that service learning is not just about what students do—it’s about how they think, engage, and connect with the world around them. And with partners like Inspire Citizens helping to guide the way, the possibilities are endless.