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Studentbridge helps enrollment teams achieve more.

StudentBridge helps colleges and universities stand out, boost enrollment, and achieve more — all while saving them time and money.

Competition is up, but enrollment doesn’t have to be down.

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Win students and families over with memorable and impactful experiences every step of the way.

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Fusing authentic storytelling with industry-leading technology and personalized digital experiences.

Authentic stories

Our digital storytelling experts help bring your institution’s authentic voice to life so you can stand out from the competition, keep students engaged longer, and get them to take action.

Impactful campus visits

Ensure relevant campus visits for everyone, everywhere, every time with virtual and self-guided experiences that bring your institution to life, highlight the best of your campus and facilities, and drive more right-fit students to convert.

Powerful personalization

From personalized mobile communications to customized tours based on visitors’ unique interests, our solutions make it easy for you to take a personal, impactful approach to engaging students and families — without ever bogging down your team.

Compelling communications

Engage everyone — including prospective students, accepted students, and their parents and supporters (even without contact information) — with a proven mobile-first engagement strategy that builds excitement, keeps your school top of mind, highlights the next steps, and inspires action.

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Enhance name recognition, increase engagement, exceed application targets, and surpass enrollment and yield goals with robust data collection and measurable results that help you understand your impact, identify opportunities for improvement, and better focus your efforts.

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University of Alabama Birmingham

Learn how Full Measure helps the University of Alabama - Birmingham create flexible and memorable graduation celebrations.

Arizona State University

Learn how Arizona State University improved its virtual and self-guided tours using Full Measure’s Campus Visit Experience — highlighting what makes each of its campuses unique with accessible, engaging, and personalized tours.

Colorado State University

Campus tours play an important role when it comes to matriculation. Learn how Colorado State University improved its tour experience using Full Measure’s Campus Visit Experience — increasing access to tours, enabling personalized visits, and better engaging prospective students.

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How FSCJ collected more applications and boosted registration rates after deploying SMS campaigns.

University of Wisconsin Parkside

Looking to build on their successful enrollment growth from the previous year, the University of Wisconsin Parkside admissions leadership knew they had to leverage new tactics in order to reach their aggressive goals.

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Elon University

General Information

2023-2024 tuition, enrollment statistics, admission requirements, sports and athletics, men's sports.

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-d denotes that program is also offered through distance education.

College Search

More than 7 million students have used campustours to find virtual campus tours and maps..

Why Visit Colleges?

Find the right college for you..

A key part of deciding which college to go to is finding a good fit. And a great way to get more information is to visit the colleges in person.

Virtual tours are also a great way to learn more about a campus. It can help you determine whether a college is the right place for you and prepare you for a campus visit at your convenience.

A Firsthand View

Why are college visits important? A campus visit is your opportunity to get a firsthand view of a college. A college catalog, brochure, or website can only show you so much. To really get a feel for the college , you need to walk around the quad, sit in on a class, and visit the dorms.

Get Answers to Your Questions.

A visit also lets you talk to students, faculty, financial aid staff, and admissions officers. You can get answers to important questions like these:

• What’s the campus meal plan like? How is the food? What are the options?
• What's the social scene like? What kinds of activities are available?
• Is there plenty of dorm space or a housing crunch?
• How many students are commuters? How many are campus residents?
• Is there a health center? What mental health resources are available?
• What career development resources are available? What student employment opportunities are available?

Use this checklist for a campus visit to remind yourself of everything you want to do once you reach your destination.

Your family members can also participate in the visit and any information sessions. They can help you decide which colleges to apply to and which one to attend.

Benefits of a Campus Visit.

Visiting a college is a great starting point. Pick up any official college material you see on the campus tour, such as brochures and financial aid forms.

Don't forget to get business cards, too, so you'll have a real, live contact if you have a question about admissions or financial aid. Do college visits help with admissions? Yes, these visits allow you to speak to the admissions officer handling your application.

Student newspapers and activity calendars give you a sense of what campus life is really like. Check out bulletin boards to see what bands are coming to the campus, what parties are advertised, what internships are posted, and what the day-to-day energy of the place is like.

Get Ready to Decide.

It’s your decision. Heed your intuition. Do you feel comfortable walking around campus? Do you feel at home? Do you click with the students and faculty? Is this what you imagined college to be like? Spending time on campus helps you determine whether a college is a good fit.

Adapted from  Campus Visits and College Interviews  by Zola Dincin Schneider. 

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Moscow State University

• Guide to Russia

What is the history of Moscow State University?

• Moscow State University was founded on the initiative of Mikhail Lomonosov on 12th January 1755 . It inspired the democratisation of education in Russia, with students and teachers of non-noble backgrounds, lectures and library open to the public, and publishing houses. The university soon flourished into the educational, scientific and cultural centre of Russia • MSU expanded greatly in the Soviet period . Emphasis was placed on science and technology, culminating in truly pioneering research and discoveries. However, the ideology of the regime negatively affected academic development across the board, particularly in the humanities • Today, Moscow State University remains Russia’s top university , attended by over 40,000 students studying nearly all branches of modern science and humanities. It works closely with universities throughout the world and is involved in many educational and research projects

Moscow State University is Russia’s oldest university and the educational and scientific centre of the country, counting Noble Laureates, renowned scientists, intellectuals and political figures among its current and former staff and students. Its main campus is perched on a hilltop overlooking Moscow and is home to one of the capital’s most commanding buildings. Aside from exploring the campus to get a glimpse of life at Russia’s top university, you can visit Moscow State University’s many affiliated attractions on campus and around the city, including the Zoological Museum, Museum of Geology, Botanical Gardens, and viewing platform from the 32nd storey of the main building.

History of Moscow State University

Moscow state university during imperial russia.

Photo by I.s.kopytov on Wikipedia

Moscow State University was established in 1755 on the initiative of acclaimed intellectual and polymath Mikhail Lomonosov, and was known as the Imperial Moscow University until 1917. At the time of opening it consisted of three faculties – philosophy, law, and medicine – and was attended by 100 students. Lectures were delivered either in Latin, the language of educated people at the time, or in Russian. The university was initially located in the Principal Medical Store on Red Square, whose position is now occupied by the State Historical Museum.

Did you know? Moscow State University was founded on 12th January 1755 (Old Style, corresponding to 25th January New Style), the day of Saint Tatiana. Since then, Tatiana has been considered the patron saint of students, and Students’ Day is celebrated on 25th January every year. It has become customary on Students’ Day for the university Rector to treat students to mead brewed according to his secret recipe.

Imperial Moscow University played an outstanding role in the democratisation of education in Russia. Mikhail Lomonosov pointed out that European universities valued first and foremost the academic achievements of a student, and not their social standing or family background, and from its establishment, elitism was alien to the spirit of the university community. Non-nobles were allowed to enrol, and only serfs were not admitted; by the late 18th century, the majority of students and professors were of non-noble backgrounds. Initially, tuition at the university was free for all students, and later scholarships were funded by rich merchant families who were the patrons of the university. Lectures were open to the public, as was the university library, which remained Moscow’s only public library for a century. A publishing house and bookshop were established on campus in 1756, printing Imperial Russia’s most popular newspaper, Moskovskie Vedomosti (Moscow Gazette), as well as Moscow’s first literary periodical, Poleznoe Uveselenie (Useful Entertainment).

By the 18th century, Imperial Moscow University had become the educational, scientific, and cultural centre of Russia and was well established in the international community. This continued into the 19th century, as the university was a melting pot for all sections of society and attracted freethinking people concerned with the future of Russia. It was often a real battleground between the Westernisers and Slavophiles (supporters of Western ideas and those who thought Russia had its own unique way of development). With the abolition of serfdom, the university went through a period of reforms, as the country required highly qualified specialists in all sectors of work. In the second half of the 19th and early 20th centuries, Imperial Moscow University founded a large number of scientific and intellectual societies and educational, historical, and cultural institutions including the Zoological Gardens, Anthropological Museum, and the Pushkin Museum of Fine Arts in Moscow, and the Academy of Arts in St Petersburg.

Did you know? The French invasion of Moscow in 1812 desecrated the university, with the total destruction of the library, archives, museum, and laboratories. Thanks to the donations of intellectuals from all over the country, the restoration of the university was soon made possible.

As a powerful centre of knowledge which closely followed intellectual developments elsewhere in Europe, university life became increasingly politicised. This came to a head at the beginning of the 20th century, when the emergence of social-democratic organisations caused the Tsarist government to threaten to close the university, bring troops onto campus, and expel professors and students. This conflict continued until the outbreak of the First World War.

Moscow University During Soviet Russia

Photo on Wikipedia

The Russian Revolution changed the entire system of higher education: in accordance with a decree issued in 1918, any person over the age of 16, regardless of gender or background, could attend any higher educational institution even without a certificate of secondary school graduation. What’s more, tuition fees were abolished and grants were provided to all. These measures hugely opened up higher education to the wider population, and by 1922 over 20,000 students attended Moscow State University. As science and technology were considered a national priority, distinct emphasis was placed on practical classes and scientific and mathematic disciplines. By the outbreak of the Second World War, MSU comprised 75 departments, 11 research institutes, 66 laboratories, four museums, and two observatories.

Nevertheless, the university’s primary focus was training as many students as possible for the Soviet state apparatus. The quality of teaching fell as many esteemed scholars left (or were expelled from) the university. Faculties which were considered to be ‘poisoned’ by the ideology of the old regime, such as the Faculties of Law, History and Philology, were abolished and replaced with the Faculties of Social Sciences, whose aim was to disseminate Soviet ideology and the ideas of scientific socialism; the humanities were only reintroduced 10 years later in a separate institute altogether. Stalin’s political repressions negatively affected the development of academic research. Soviet scientists and scholars were deprived of contact with their colleagues abroad, persecuted, imprisoned, and even executed, and certain branches of science were condemned as propagating an ideology alien to Communist ideas. Many thousands of students and staff were drafted to fight in the Second World War, 3000 of whom lost their lives. During the war, the university focused on military science, inventing new explosives and developing aircraft.

In 1940, the university was renamed the Moscow State University named after M. V. Lomonosov , the name which it holds to this day. In the post-war period, the new campus was built on Vorobyovy Gory (Sparrow Hills) and equipped with state-of-the-art lecture halls and laboratories. Funding to the university increased fivefold, new research institutions were created, and international collaboration was once again fostered.

Did you know? 12% of all scientific discoveries registered in the USSR are attributed to alumni of Moscow State University.

Moscow State University During Russia Today

Photo by Eldar Vagapov on Wikipedia

Following the collapse of the Soviet Union, Moscow State University was instated as a self-governing institution. Today, the university is attended by over 40,000 students, and offers over 150 Bachelor’s degree programs and 500 Master’s degree programs in nearly all branches of modern science and humanities. It comprises 43 faculties and 380 departments staffed by more than 5,000 professors and instructors, among them 300 members of the Russian Academy of Sciences and other Russian state academies, and a library of almost 10 million volumes. Amongst its activities, MSU organises educational programmes attended by 10,000 high school students, Olympiads participated in by 200,000 high school students, and the All-Russia Science Festival, which attracts millions of participants each year.

The university’s long-standing democratic traditions continue in the ‘University Without Borders’ project, which provides online courses to over 300,000 students from 120 countries. MSU works closely with international universities and research institutes, and has branches in 8 other countries including China, Slovenia, and the CIS countries. Current developments at the university include the Vorobyovy Gory Scientific and Technological Valley, which aims to unite research institutes, educational organisations, and start-ups on one site.

Did you know? Projects of the Scientific and Technological Valley include a ‘Noah’s Ark’ biomaterials bank similar to the World Seed Store in Svalbard, and a Space Research programme which has successfully constructed and launched six satellites.

Alumni of Moscow State University

As Russia’s top university, Moscow State University counts many acclaimed figures among its alumni throughout the centuries, such as writers Mikhail Lermontov, Ivan Turgenev, and Anton Chekhov, the ‘father of Russian socialism’ Alexander Herzen, and statesman Grigory Potemkin. Of 18 Russian Nobel Laureates, 11 are graduates and professors of Moscow State University, and include Boris Pasternak, who won the Nobel Prize for Literature in 1958, and Andrei Sakharov and Mikhail Gorbachev, who won the Nobel Prize for Peace in 1975 and 1990 respectively.

What can you see at Moscow State University?

• Main campus: Located on Vorobyovy Gory ( Sparrow Hills ). The campus is home to the world’s largest educational building, with a viewing platform on its 32nd floor, expansive and verdant grounds, the Museum of Geology, Botanical Garden, and a famous viewpoint offering a panorama over Moscow

•   City centre campus : Home to other attractions affiliated with Moscow State University, including the Zoological Museum, Museum of Anthropology, and Apothecary Garden

Main campus

The main campus of Moscow State University is located on Vorobyovy Gory, the highest point in Moscow. It comprises over 1,000 buildings, including the main university building constructed by Lev Rudnev – at 240 metres high, this is the tallest of Stalin’s ‘Seven Sisters’ skyscrapers and the largest educational building in the world. Although the buildings themselves are off-limits to the public, visitors can explore the expansive and verdant campus grounds, and visit the hilltop viewpoint at the front of the university which provides a panorama across Moscow and a commanding view of the main building across 500 metres of gardens. It is possible to arrange a private tour to the open-air 360-degree viewing platform on the main building’s 32nd floor.

Did you know? The main building is crowned with a gigantic 12-ton star!

Museum of Geology of Moscow State University

Photo by Ivtorov on Wikipedia

The museum was founded in 1950 and occupies the 24th – 31st floors of MSU’s main building. Its expositions cover the geology and geography of Russia and the world, the tundra, forest, and steppes of Russia, volcanoes, earthquakes, sea activities, the ancient history of the world, minerals of the world, and the structure of the universe. More information can be found here .

Did you know? Visitors to the Museum of Geology can even see a meteorite!

Moscow State University Botanical Gardens

Photo by Marcel Heil on Unsplash

The gardens were established in 1706 by Peter the Great for the cultivation of medicinal herbs. The newer Botanical Garden of the Biology Faculty is situated on the main campus and comprises fruit trees, a rock garden, lake, and thousands of varieties of flowers. The older Apothecary Garden is located north of the city centre on Prospekt Mira and is home to manicured flower gardens, an arboretum, and greenhouses of exotic and rare plants.

City centre campus

Zoological museum of moscow state university.

Photo by Andrew Butko on Wikipedia

The museum was founded in 1791 as the Cabinet of Natural History of the Imperial Moscow University, and opened to the public in 1866. It contains exhibits of birds, mammals, reptiles, insects, fish, and rare animals from around the world. The museum is located on Bolshaya Nikitskaya Ulitsa. Further information can be found on the website .

Did you know? The Zoological Museum is also home to a woolly mammoth skeleton, and visitors can hold reptiles in the Scientific Terrarium!

Museum of Anthropology of Moscow State University

Photo by GaKaGaMa on Wikipedia

Founded in 1883, the museum belongs to the university’s Institute of Anthropology and is located on Mokhovaya Ulitsa. It traces the activities of mankind from its origin to the present day, and collections include skeletons of hominids and other archaeological items found throughout Eurasia from the Palaeolithic era to the Middle Ages, and 13,000 exhibits of ethnographic interest including clothing, artwork, and home items. Visits are arranged in private tours. See the website for more information.

What’s nearby?

• Luzhniki Stadium – the national stadium of Russia and the country’s largest football stadium, which hosted the 1980 Olympic Games and 2018 World Cup. Visitors can take tours of the stadium or – even better – enjoy a football match there! A 720-metre cable car travels from Vorobyovy Gory to the Luzhniki Stadium, offering unparalleled views over Moscow.

• Novodevichy Convent – one of ancient Moscow’s most sacred sites. It is the most magnificent example of Moscow Baroque architecture preserved in Russia to this day, seen in its churches, palaces and towers, is home to a treasure trove of religious artifacts and artwork, and is the resting place of Russia’s most eminent figures.

Essential Information for Visitors

Address and Contact Details Moscow State University, Ulitsa Leninskiye Gory, 1, Moscow, Russia, 119991 Tel: +7 (495) 939-10-00 Website: www.msu.ru Email: [email protected] Nearest metro: Lomonosovskiy Prospekt (1.1km), Universitet (1.8km), Vorobyovy Gory (2.9km, with a scenic walk through the riverside park and university groun

Opening Hours The buildings and grounds of the main campus on Vorobyovy Gory can be viewed from outside at any time of day. Opening hours for the university’s museums and tours may be found on their websites.

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Weekend in Moscow

This tour is a great way to get acquainted with the capital of Russia if you are short of time. You will see all the main attractions of the city, the most important of which is the Kremlin - the heart of Russia. The tour starts on Friday and can be combined with a business trip.

Accommodation

PRIVATE TOUR

A Week in Moscow

This tour is a perfect choice for those who wish to get to know Moscow in depth. One of the highlights of this package is the KGB history tour which gives an interesting perspective on the Cold War. You will also have time for exploring the city on your own or doing extra sightseeing.

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Head to the heart of Moscow with a professional guide on a 4-hour private walk through the city center. See Tverskaya and Old Arbat streets, Theatre Square with the world-famous...

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Harvard among more than a dozen schools to receive failing grade on ADL's Campus Antisemitism Report Card

The Anti-Defamation League gave Harvard University and 12 other schools failing grades for policies to protect Jewish students from antisemitism on campus.

The ADL said it selected 85 of the top national and liberal arts colleges for assessment this year and chose those with the highest Jewish student populations. It assigned grades from A through F in a Campus Antisemitism Report Card  released Thursday.

"ADL produced this Report Card during a time of incredible volatility on college campuses," the organization said on its website . "It takes the temperature at a moment in time and provides a roadmap for improving campus climate."

Harvard, the Massachusetts Institute of Technology, Princeton University and the University of Virginia were among the schools to receive a letter grade of "F."

Since Hamas attacked Israel on Oct. 7,  numerous incidents of antisemitism have been reported at U.S. schools , with some resulting in arrests.

In November, the Education Department announced an investigation  into a half-dozen colleges and universities and a local school district for alleged antisemitic and Islamophobic incidents. It opened a separate probe into Harvard after a complaint alleged the Ivy League school discriminated against Jewish and Israeli students when it failed to respond to alleged incidents of harassment, The Boston Globe reported .

In December, Harvard President Claudine Gay and two other elite university presidents  testified  before the House Education Committee about campus antisemitism. Gay drew heated criticism for appearing to sidestep the issue during her testimony, and she announced her resignation in January .

A spokesperson for Harvard said: "Antisemitism has no place in the Harvard community. We remain steadfast in our commitment to combating antisemitism and hate, in whatever form it manifests itself."

In March, the Ivy League shared its ongoing efforts to combat antisemitism with the House Education and Workforce Committee. Over the last several months, the school has taken steps to strengthen campus security, clarify policies, increase ways to report harassment and has organized community spaces where Jewish and Israeli students can connect.

MIT, Princeton University and the University of Virginia did not immediately respond to requests for comment.

The ADL said it worked with a panel of experts to come up with a list of 21 criteria for assessment that was divided into three broad groups: administrative action and policies, incidents on campus and Jewish student life on campus.

It provided each school with a questionnaire and ultimately received responses from 84% of the campuses it assessed. ADL also conducted research to determine which campuses fulfilled the criteria and looked at public information, including high-profile investigations.

Twenty-four schools received "D's," 29 got "C's" and 17 received "B's." Only two schools — Brandeis University in Massachusetts and Elon University in North Carolina — received "A's."

"Every campus should get an A — that’s not grade inflation, that’s the minimum that every group on every campus expects," ADL CEO Jonathan Greenblatt said in a statement . "Like all students, Jewish students deserve to feel safe and supported on campus. They deserve a learning environment free from antisemitism and hate. But that hasn’t been the experience with antisemitism running rampant on campus since even before October 7."

The ADL noted that Brandeis University was the first private university to revoke its recognition of its Students for Justice in Palestine chapter and quickly deemed phrases including "From the River to the Sea" as hate speech.

Elon University was praised for encouraging the community to learn more about the Oct. 7 attack and hosting an event attended by more than 200 students and faculty and staff members.  

"Creating a positive campus climate for civic engagement and constructive dialogue is a critical component of Elon’s mission and its commitment to fostering a collaborative and productive learning environment," Jon Dooley, Elon's vice president for student life, said in a statement.

Brandeis President Ron Liebowitz noted that the school was founded by the Jewish community “to counter the antisemitism and quotas on Jewish participation in higher education.”

“From its beginning, Brandeis has been open to all qualified individuals and has opposed hate toward other groups; our founders knew that hate often begins but rarely ends at antisemitism. We are proud that the ADL recognizes our continued support for our Jewish students, faculty and staff at a time when some campuses are struggling to protect those members of their community,” Liebowitz continued.

Other campuses still have work to do, Greenblatt said.

"As I travel the country, I’m constantly hearing from Jewish families agonizing over where they will send their kids to college," he said.

"School leadership must make serious changes to support Jewish communities on their campus; we expect nothing less. Along with the Report Card, we’re providing guidelines and resources for how schools can improve campus climate and therefore improve their grades, and we look forward to working with them and other partners to achieve that reasonable goal.” 

Minyvonne Burke is a senior breaking news reporter for NBC News.

Providing an Outstanding Educational Experience

Givat Haviva International School in northern Israel is a coed boarding high school that brings together promising young students from diverse communities and varying economic backgrounds. Over three years they are developed as leaders for cross-cultural cooperation and conflict resolution through a unique approach blending academic excellence with emotional intelligence.

Students aged 15 to 18 live and study together in a respectful, listening community where their individual backgrounds and personal stories are truly valued. In this environment, they form enduring friendships that cross divides and connect communities. GHIS teaches the two-year IBDP, as well as a boarding-optional 10th grade class for Arab and  Jewish students from Israel, with a rigorous pre-IB academic education.

Building GHIS

GHIS is part of the Havatzelet Group – a non-profit organization working in the field of promoting shared society education. In 2018, Havatzelet and Givat Haviva decided to establish GHIS as an essential part of their mission.

Local and International Advisors

Leadership team.

GHIS was opened in 2018 under the leadership of Nurit Gery and  Yuval Dvir as an educational incubator to develop ethical leaders for the future — to help move from disharmony to egalitarian societies that operate in peace.

Managing Director

Our Diverse Faculty and Staff

Leading GHIS is a team of experienced and empathetic academics, administrators and staff committed to supporting the school’s mission to prepare and inspire students to bring about positive change in the world. The aim is for them to mirror the diversity of the student population, becoming role models. They are passionate about helping every student maximize their learning and development both inside and outside the classroom.

David Zehavi

Hebrew literature, victor kapilevich.

Assitant Headteacher – Teaching and Learning

Josh Yarden, PhD

Theory of Knowledge

Social and Cultural Anthropology

Merav Geva, PhD

Dotan Yarden

Nazira abu dbay taha, yamit himmelfarb, student guidance team.

School Therapist

Community Educators

Community educator, ilia sergeev, clémence cougourdan, ketsia mayenne, campus life associates, aviv barnea.

Alina Ibragimov

Malte Schäkel

Shiri licht, employment opportunities.

GHIS is committed to recruiting and retaining an exceptional faculty and staff who reflect the empathy and kindness that underpins the school’s culture. Our dynamic educators are deeply committed to the entire student experience.

Thank you for your interest in GHIS. We welcome applications from recent high school graduates or current college students who would like to assist with admissions or marketing. Please email Nurit Gery at [email protected] with your CV and a cover letter explaining your interest in our school.

Non-Discrimination Policy

GHIS is committed to a policy of non-discrimination in employment on any basis including race, color, age, sex, religion, national origin or sexual orientation. At GHIS we encourage applications from and do not discriminate against students of any race, color, national and ethnic origin or sexual orientation.

• Givat Haviva Mobile Post Menashe 3785000 Israel
• Tel: +972 46309240
• Partnerships and support opportunities
• [email protected]

• © Copyright, GHIS, 2021. Photography by Danielle Mehler.
• Privacy Policy

Yaniv Sagee

For more than seven decades, Givat Haviva has provided educational programs aimed at developing a just, equal, and inclusive society. In 2018, we created GHIS as an educational incubator to develop leaders for the future of our world, the Middle East, and Israel—to help move from competition and struggle between nations to a shared, egalitarian society that operates in peace.

GHIS students study the complexity of global conflicts, the differences, and the similarities between them. They learn that individual identity can exist while accepting the identity of the other, and that conflict can be transcended through greater mutual understanding.

Our school draws on the insights of the IB program and the experience of our students from around the world, and supplements it with conflict resolution knowledge accumulated over more than 70 years in Givat Haviva. With this formula a responsible cohort of young people is being created that will one day lead our shared society. As CEO of Givat Haviva from 2012-2021, Yaniv was one of Israel’s primary leaders of shared society. In this role he created programs that promote these values and educate as many citizens as possible to the benefits of working together.

Executive Director

• [email protected]

GHIS is more than just a school. Through our students, their families and communities, and the growing network of committed supporters, GHIS’s impact stretches around the world. Our mission of building peace through education is a message that is resonating far and wide to attract students and stakeholders alike—individuals who appreciate that they can be part of a project that is creating a new cohort of leaders for change.

Together, people of all faiths, from the United States and around the world, are building a like-minded community much larger than the GHIS population. Our school’s impact is creating a ripple effect across the globe, and I am grateful for the incredible commitment and contribution of all supporters—from diverse communities in the United States, to the Philippines, Sri Lanka, Northern Ireland, Morocco and many more.

Our supporters understand the value of educating our passionate and ambitious young students through a lens of shared experience. All will gain a global perspective, top-class education and applicable skills for their future, giving them confidence to be agents of change in all spheres of life both in Israel and across the world.

Nurit joined Givat Haviva in 2015 after 20 years in senior corporate roles. She has traveled around the world building a network of partners, friends, and supporters with GHIS at its core. Nurit graduated from Technion – Israel Institute of Technology with a B.A. in Biology, and has an MBA from the University of San Francisco, California.

Head of GHIS

• [email protected]

GHIS provides a world-class educational experience that equips our students with the tools, knowledge, and life skills to thrive in a diverse, globalized society. We offer the internationally acclaimed IB Diploma Programme facilitated entirely in English, a robust extracurricular program, dynamic residential campus life, and a team of highly experienced, qualified, and dedicated educators.

We are fully committed to the well-being, personal growth, and academic success of each of our students. We have developed extensive support systems ranging from pastoral and emotional care, trained boarding staff, a learning support center, one-on-one tutoring, career counseling, and guidance through the university application process. We ensure that each of our students is matched with a teacher-mentor throughout their enrollment in order to holistically support them.

Above all, GHIS is a community of eager and passionate leaders. We believe in people. We believe in education. We believe that our graduates will carry our mission and expertise, and transform the world by connecting people and making their societies fairer, more just, and more inclusive.

Yuval is a doctoral candidate at the Institute of Education at University College London. He has a B.A. in Economics and Business Management, an M.A. in Education Leadership and Administration, and an M.Mus. in Musical Performance from Tel Aviv University.

Clare King Lassman

Director of communications and fundraising.

Clare joined GHIS in 2017 as a fundraiser, forming part of the founding team that brought the project to life. GHIS gives Clare the perfect platform to share the very best of Israel with an international audience. “In the future we will see GHIS alumni leading their peers and making this region and the world more equitable.”

Clare came to Israel on sabbatical from the UK in 2007 having worked in fundraising for nonprofits for more than 15 years. She immediately volunteered in initiatives bringing together Arabs and Jews. Understanding the importance of bridging the divide, and wishing to connect diaspora Jewry to shared society projects, she committed herself to this role professionally. Clare and her family decided to settle in Israel and she has been working in this field ever since.

Before gaining her B.A. in Urban Studies from Sussex University, Clare graduated from the Institute for Youth Leaders from Abroad in Jerusalem.

Hadas Talmon

Director of boarding.

Hadas heads up the GHIS boarding team and also coordinates all the CAS activities. She spent an impactful year at the Arava Institute with international students, including Palestininans and Jordanians, which opened her mind to the power of cooperation in a multicultural setting.

“When I heard about GHIS, I knew I had to be involved in helping a new generation of young Israelis learn it is possible to listen and respect others’ opinions without judgment.” Hadas lives on campus with her young family, and is available to students 24/7.

Immediately prior to joining GHIS, Hadas was a geo-political tour guide and involved in environmental education. She earned her B.A. in Geography and Environmental Development from Ben Gurion University and an M.A. in Natural Resource and Environmental Management from the University of Haifa.

Yardena Spector-Nizri

Director of admissions and alumni relations.

Yardena sees a direct connection between her teenage role as the founder of the Scout troop in Kfar Saba, and the milestones that connect her professional life. From director of Young Judaea summer programs to dean of students for AMHSI, each involved her creating something from scratch, guiding teams, taking responsibility, and managing big and complex projects.

Even before GHIS was founded, Yardena was there to help; originally as a volunteer and later as the director of admissions. “I am proud to be the first person that potential students meet in their interview, and the one who will stay connected as they become alumni. I feel as if they are my own children, and am honored to celebrate their successes with them.”

Yardena obtained her B.A. in Education and Political Science from the Hebrew University of Jerusalem, and has recently completed an M.A. in American Jewish Studies from the University of Haifa.

Hannah Wilpon

Ib coordinator, head of english.

Hannah came to Israel from Washington D.C. as a teaching fellow with the Masa Israel Journey program, where she taught English to middle school students. As the year came to an end, she decided to stay and joined GHIS.

“I like to be busy, so as well as teaching English language and literature, plus Spanish, I recently took on the challenge of becoming the IBDP coordinator.”

Hannah earned a B.A. in History from Elon University, North Carolina, and is also a certified history teacher.

Hiba Younis

Hiba is a GHIS superstar—no job is too big or too small. She teaches Arabic, and is both a school administrator and a mentor. Totally dependable, Hiba is outstanding in everything she does.

“To be a mentor is to give the students support as a mother. To be a teacher at GHIS is a totally different experience from my work in other schools. I wish I could have been a student here.”

Hiba obtained her B.A. from El Qasame College, and M.A. in English Literature from Bar Ilan University.

Ahmad Asali

Ahmad joins GHIS as an Arabic A teacher for the DP1 cohort, and also teaches Arabic to 10th grade students.  He is a newly qualified teacher in citizenship and nationalism, and has substantial experience in the area of Jewish-Arab shared education.  

“Facing and being aware of social issues has a big and meaningful value in my life. I believe that the mutual responsibility between citizens and countries is the key to creating a better place to live. My purpose is to be involved in promoting the face of the society and to be dedicated to human rights around the world. Being part of those changes and having had influence truly defines me.” 

Ahmad earned his B.A. in Political Science and Media from Tel Aviv University, where he also gained his teaching certificate.

Hebrew Literature Mentor

David joined GHIS because he was looking for the right educational establishment to develop personally and professionally. As soon as he heard about GHIS, he realized that it suits his values.

“As someone who has always been committed to coexistence in Israel, I see GHIS as a great vehicle to bring young people together in an accepting and non-prejudicial way.”

As well as being a teacher, David is also trained in special needs education at the elementary school level..

David holds a joint Honours B.Ed.  in Special Education ages 6 to 21, and BA in Literature at Oranim College  

As well as being a teacher, David is also trained in special needs education at all school levels.

David holds a joint Honors B.Ed.  in Special Education ages 6 to 21, and BA in Literature at Oranim College 

Katy Khoury

Katy is an extremely experienced and highly sought-after chemistry teacher. Prior to GHIS, she worked for many years as a lecturer at Madatech, Israel National Museum of Science, Technology and Space, and also taught at top high schools in Haifa.

“GHIS is a special place which allows me to develop my abilities and express myself. I am accepted by students and staff as I am—which is different from other places where I have worked.”

Katy obtained a B.Sc in Chemistry Education and a Teaching Certificate from Technion – Israel Institute of Technology, an M.Sc. in Education in Technology and Science, and a B.Sc. Chemistry from The Hebrew University of Jerusalem.

Victor has a diverse real-life business background. Prior to GHIS , he worked for international schools teaching Economics and Business and Management. Before starting his teaching career, Victor had various marketing roles in global consulting and banking companies.

“GHIS is a unique environment that allows me to utilize and combine my international practical experience and teaching passion. My key goal is to widen students’ horizons from standard “bookish” knowledge to real life application of Business and Economics theory.

Victor gained a M.A. in Socio- Economic Geography from Moscow State University after M.V. Lomonosov and and M.A. in Pedagogical Science, from Moscow City Pedagogical University. Victor holds a professional IB Professional Development IB Certificate  Cat.2  Economics and Business management.

Kerrie Shvaike

Global politics.

Kerrie has been writing all her life; she was a journalist and worked in radio before deciding that teaching was her true vocation. She has always believed in the advantages students gain from living in a multicultural and diverse environment, and she wants to show GHIS students that any of them can have an impact if they chose the path of politics.

“The IB system gives me the leeway to teach new things and develop new initiatives. I encourage the students to always speak up, even when they do not feel confident.”

Kerrie has an M.A. in Politics from the University of Edinburgh, a UK Teaching Certificate from University of London, Celta English Teaching Certificate from Cambridge University, and is currently working on an M.A. Education at the University of Bath.

Shani Manor

Shani is an experienced educator with a background in American and Israeli education institutions and international NGOs. Having grown up in both Israel and the USA, she is thoroughly familiar with the experience of studying abroad and understands the challenges students face. Shani loves knowledge, interactions, learning, and teaching, and once in a while, she’ll bring her guitar and sing the material to students.

“For me, education is a mind-blowing experience — big bangs that happen in our brain as we connect the dots of our experience of existence. As a teacher, it is my way to teach students to think for themselves and believe anything is possible for them to achieve.”

Shani has an MA in Government Studies from the Interdisciplinary School, where she wrote her thesis on the US Security Council’s decision making process on military intervention. She also holds a BA from Manhattanville College in Philosophy, Writing, and African Studies, as well as a teaching certificate from Levinsky College of Education.

Haya Gelman

Haya had not planned to continue teaching, but after meeting the students and faculty at GHIS she knew that joining was the only way forward.

“Literature and humanities enable my students to learn how to rethink their life and surroundings in open and pluralistic ways. I see my role as opening their minds and teaching them tools to develop critical and broad thinking.” In her additional role as a mentor, Haya aims to support her mentees through their years at GHIS.

Haya earned her B.A. in Mass Communication and Management from Tel Aviv University, and M.A. in Hebrew Comparative Literature from the University of Haifa.

Assaf Dagai

Mathematics, computer science.

Formerly a senior software developer at Amdocs in Israel, Assaf decided in 2018 to leave his hi-tech career behind in order to teach math and computer science at GHIS. Assaf is an adored teacher and colleague and spearheaded the planting of a forest adjacent to GHIS.

“I believe the essence of education is to instill learning skills, strengthen the students’ self-confidence, and bolster their ability to communicate effectively.”

Assaf earned his B.A. in Finance and Business Management with a minor in Computer Science from Connecticut State University. He holds an M.A. in Leadership and Management from Tel Aviv University.

Tamar Eshel

Becoming a high school teacher was an unexpected professional diversion for Tamar, who prior to joining GHIS, was a statistics mentor at the Open University of Israel and a statistician at the College of Management Academic Studies in Rishon L’Tsiyon.

“Teaching a diverse group of students at GHIS has broadened my horizons and allowed me to put my values into action.” She has a reputation for being wholly devoted to her students.

Tamar earned her B.A. in Economics and Agriculture from the Hebrew University’s Faculty of Agriculture, Food and Environment in Rehovot, and her M.A. in Statistics from the Hebrew University in Jerusalem.

Benny Tavory

Benny’s professional path has taken many twists and turns; between periods in the security services he worked in agriculture, education, and industry on the kibbutz where he lived.

After retiring, Benny was looking for a new challenge. Living close to GHIS, he had heard about this unique school and offered his services as a mentor and personal tutor. He is deeply connected to the students, to whom he is wholly committed

Natalie Krasnostein

Natalie is a writer, artist, performer, psychodramatist and workshop facilitator originally from Melbourne. She has been involved in theater projects with Aboriginal and Jewish communities in Australia, and has run workshops in countries around the world.

“Joining GHIS to teach theater was a natural move, allowing me to fulfill my ideas and ideals while connecting with the country I now call home.”

Natalie has a B.Sc. in Psychology from Curtin University in Perth, a Diploma of Education from Victoria University in Melbourne, and is a graduate of John Bolton Theatre School.

Efrat Gal Shemesh

Visual arts.

Efrat was co-founder of the Alfred Cooperative Institute for Art & Culture, and was the director of Rawart Gallery in Tel Aviv.

“Art is a tool to engage with issues of identity and self-expression, and to express political and social issues. The IB’s high-level curriculum enables the students to combine theory and practice as they examine and analyze the essence of art works.”

Efrat earned a B.A. in Art from Hamidrasha at Beit Berl, and an M.A. in Fine Arts from Utrecht School of Arts (HKU).

Dr. Josh Yarden

World religions.

Josh grew up in the USA and completed high school in Jerusalem where he graduated from the International Institute for Youth Leaders. He first attended a seminar at Givat Haviva when he was 17. Over the years he has returned to Givat Haviva to study Hebrew, Arabic, and community leadership; facilitate Arab-Jewish encounters; and lead seminars for students from abroad.

“I’ve taught at boarding schools in Israel and the United States, led programs at camps, international study tours, and devoted thousands of hours to the professional development of early and mid-career educators. GHIS stands out as an opportunity to draw upon all of my experience to take part in building an amazing school.”

Josh earned a B.A. in Middle East Studies from McGill University, in Montreal, and an M.A. in History, from the University of Haifa. He holds a Ph.D. in Education, Culture and Society from the University of Pennsylvania.

Prior to realizing that science education was her true calling, Merav had been working in scientific research as well as scientific writing. The experience she accumulated in research and industry is an asset that she brings to the classroom to share with her students.

‘Scientific literacy in general, and biology in particular, are essential to every high school graduate. GHIS and the IBDP encourage independent thinking, and provide a unique environment for teaching’

Merav earned her B.Sc. in Chemistry from Ben Gurion University and her M.Sc. and Ph.D. in Structural Biology from the Weizmann Institute of Science. She also holds a Teaching certificate from the Feinberg Graduate School of the Weizmann Institute.

Music English Mentor

Dotan moved from Philadelphia after completing a bachelors degree in Music Education at Temple University to start the music program at GHIS which has since become a manifestation of Givat Haviva’s vision for a Shared Society. He also works as a mentor, hosts campus tours through the international department, and teaches English.

Nazira Abu Dbay Taha, originally from Nazareth, proudly serve as a Physics teacher and lecturer. Her academic journey includes obtaining a B.Sc in Physics and Mathematics from Haifa University, followed by an M.Sc from the prestigious Weizmann Institute. Currently, She is proudly in pursuit of her Ph.D. at Ben Gurion University.

In addition to her academic endeavors, She is actively involved in the Ilan Ramon Youth Physics Center at Ben Gurion University. Here she has the privilege of imparting her knowledge, where she teaches Astronomy and guides students in the art of observing the night sky through telescopes.

Yamit was born in Mexico and made the transformative move to Israel in 2010, With a deep passion for languages and cross-cultural communication, she has found her calling at GHIS.

Yamit’s proficiency as a Professional Interpreter has enabled her to bridge language gaps and foster understanding in various settings. Her work as an interpreter reflects her dedication to facilitating effective communication across borders, contributing to the success of international endeavors and partnerships.

Yamit’s background and experiences have enriched her ability to navigate diverse cultural landscapes. In her roles at GHIS, she continues to cultivate connections between individuals and organizations, fostering collaboration on a global scale.

Carrie Golan

Therapeutic counselor.

Carrie has been working with international students in Israel for the last fifteen years. Prior to joining GHIS, Carrie was the mental health counselor for the international student population at Technion – Israel Institute of Technology. She also worked for many years as a drama therapist with young Israeli special-needs adults residing in group homes through the Kesher Association.

At GHIS, Carrie relishes the opportunity of counseling students from diverse backgrounds and creating a safe atmosphere for those who require additional support. She provides individual and group therapy, facilitates psychoeducational workshops, and supports the educational staff.

Carrie obtained her B.A. in Theater Performance from Marymount Manhattan College, her M.A. in Creative Arts and Drama Therapy from Haifa University and then went on to complete a three-year Cognitive Behavioral Therapy Psychotherapy program. In addition to her role at GHIS, she sees private clients and consults for organizations .

Rana Zahalka Younis

Educational counselor.

Rana is an experienced high school educational counselor and was the psychological counselor at the International School at Technion – Israel Institute of Technology. Previously, she was the director of the Youth Education Unit in Ar’ara Municipality.

Among her many different positions, Rana is most proud of her role guiding teachers and principals in the City Without Violence program. “The aim is to educate children and youth about alternatives to violent behavior by providing them with tools and activities which stress the importance of human dignity, tolerance and coexistence.”

Rana earned her B.A in Behavioral Science and Psychology from Max Stern Emek Israel College, and an M.Ed. in Educational Counselling from Beit Berl, Haifa.

Dr. Jonathan (Yoni) Kaplan

University guidance counselor.

Yoni has spent over 40 years working with international students in Israel as a teacher, administrator and institutional leader. In the past he served as the deputy director of the Institute for Youth Leaders from Abroad, the founding principal of Israel’s first Virtual High School, ORT Aviv, and the director of undergraduate studies at the Rothberg International School of the Hebrew University of Jerusalem, which included overseeing undergraduate admissions. Most recently he was vice provost at the Rothberg School.

Over the years, Yoni has taught Jewish and Israeli history at the Hebrew University, Jerusalem University College, the Schechter Institute and various other academic institutions in Israel.

Yoni has a B.A. in Education and Jewish History, an M.A. and PhD in Jewish History from the Hebrew University in Jerusalem, as well as a teaching certificate for secondary schools.

Campus Life Associate

Rom grew up in Jerusalem, where he was exposed to a diverse and unique society. During high school Rom spent three transformative years as a youth counselor in the Hebrew scouts movement in different roles, and was the head of several community initiatives and projects.

As part of his civil national service, Rom was involved in a technological nonprofit whose goal was to develop technological solutions for the third sector and to shape future young leaders. His journey also included roles such as a study assistant in a communication class, a group leader at a US camp and a counselor at a summer camp for young adults with special needs.

Rom is interested in Eastern philosophies and loves spending time in nature.

Ilia is originally from Russia. He came to Israel in 2022 to attend a MASA program and decided to immigrate in 2023.

Ilia has two degrees in Buisiness Administration and Project Management. His passion, however, lies in education for children and youth. Since he likes different countries, cultures and being part of a community, GHIS is a perfect place for him.

In his free time, you will generally find Ilia doing sports activities, his favorite being martial arts.

Clemence is French – a creative and artistic person.

Her interests include philosophy, well being, and educational systems.

” I like to spend time with others who don’t necessarily have the same opinions as me. When travelling, I realized for the first time how lucky I was to grow up in a country where humans rights are a given. Everybody deserves to know how it is to think freely and be respected.

Now I’m looking forward to be part of a multicultural project, to share and expand our minds together.”

Meet Ketsia, a 23-year-old from Orléans, France, who has been an invaluable member of the GHIS community for over a year as a dedicated Community Educator.

With a profound passion for education, particularly among teenagers, Ketsia’s journey in this field commenced right after high school. Simultaneously, she pursued her studies in International Law, French and English literature, further enriching her knowledge and skills.

Beyond her professional life, Ketsia’s heart beats for reading, writing, and music. She thrives on engaging in profound conversations and cherishing diverse cultures. Her wanderlust leads her to explore new places, creating unforgettable memories with each adventure.

Shira is excited to spend her gap year at GHIS!

From the age of seven to eleven Shira lived in Brazil, an experience that gave her a love of meeting new people and cultures.

During high school, Shira volunteered in youth movements and majored in film and diplomacy. In her free time she enjoys sewing, knitting, film, writing and reading.

Aviv lives in the village of Beit Meir in Israel.

She studied at an agricultural boarding school in the north of the country, loves theater and swimming.

Aviv is sociable and likes to meet new people. She took a gap year between boarding school and the army to join the boarding team at GHIS.

Alina Ibramigov

Alina is 18 years old, she comes to GHIS from Karmiel where she recently finished high school. 

Alina has been a dancer at “Tabasco” dance company in Karmiel, and has also been in “Hanoar Haoved Vehalomed” youth’s movement. 

Alina loves to spend time with friends and her family, she also loves travel and she already has been in 21 countries.

Alina is very excited for this year at GHIS and looks forward to getting to know the students

Adar is from Batzra where he recently finished high school. He is looking forward to spending his gap year volunteer at GHIS .

Adar was a part of a farming movement most of his life. He likes to play guitar and he has great affection for animals.  He loves sports and played basketball professionally and tennis in his spare time.

At GHIS, Adar is very excited to increase his knowledge and can’t wait to get to know all the students

Malte comes from Germany where he recently finished high school and will now spend his voluntary year at GHIS.

Passionate about music, Malte enjoys both playing and listening to it. He has a particular affinity for saxophone, often participating in big bands in his hometown. His interests extend to sports such as tennis, soccer, and overall fitness.

Malte is really interested in social work especially with children and youth, and loves to experience and get to know new cultures, influencing and inspiring people.

Shiri comes to GHIS from Kibbutz Ramat Yohanan.

Growing up, she was in the youth movement “Hmahnot Haolim” as a group leader. Also, she volunteered at Magen David Adom In Israel as a first aider.

Shiri has been involved in directing professional theater for several years, She studied psychology and sociology and is excited, through GHIS. to enrich her knowledge and abilities from the people around her.

Amit lives in a small village of Shechania in the north of Israel.

Amit has been in Hanoar Haoved youth’s movement. He loves to get to know new people and religions and travel the world.

Amit is really looking forward to this year at GHIS