The Iranian School of San Diego boasts a significant history, having been in operation since 1988, and has positively impacted numerous students and families over the years. The school takes pride in its extensive alumni network, consisting of successful individuals who have made notable contributions to both the Iranian American and global communities. Many alumni now have children enrolled at ISSD, establishing a strong multi-generational bond with the school. In an effort to showcase these accomplishments and underline the value of ISSD, Peyk is highlighting profiles detailing the lives and experiences of the school’s graduates. We are reaching out to select ISSD alumni with a series of questions to not only check on their well-being, but also to introduce them to current students and parents. These alumni could potentially serve as significant role models for the present and upcoming student body. Our guest in this issue is Nusheen Baradaran, a civil engineer, specialized in land development.
Nusheen Baradaran
1. During which years did you attend ISSD, and for how long?
My connection with the Iranian School of San Diego began before I could even walk. In 2001, when I was only nine months old, I accompanied my family to ISSD in a stroller while my older brother attended classes. I formally became a student in 2005, participated in Shahr-e Ghesseh as Khaleh Sooskeh in 2007, and eventually graduated with the class of 2013. After graduating, I remained involved with ISSD as a teacher’s assistant, continuing in that role until 2022. This gave me the opportunity to contribute to the same community that had played such an important role in my upbringing.
What began as a place to learn Persian became much more. ISSD helped shape my identity and gave me a lasting connection to the Iranian American community. Growing up between two cultures can sometimes feel as though we are navigating two separate worlds. ISSD helped me build a bridge between them, allowing me to embrace both my Iranian heritage and my American upbringing without feeling that I had to choose between the two.
2. Can you share any fond memories or amusing anecdotes from your time at ISSD?
Some of my fondest memories extend far beyond the classroom. I remember participating in Shahr-e Ghesseh, reciting poems during Nowruz celebrations, and watching musical performances by Ali Alipour and Korosh Baradaran. I also remember the leadership classes conducted by Ali Sadr, who challenged us to think more deeply about our history, identity, and responsibilities within the community.
3. Are you still in contact with fellow students, teachers, or staff from ISSD?
Some of my closest friendships grew from those leadership classes and from the time we spent together as teacher’s assistants. We remain in contact today, and when we get together, we inevitably reminisce about the “good old days” at ISSD. The same is true when I see former teachers and staff members. Even after time has passed, it often feels as though we are simply picking up where we left off.
4. In what ways has your education at ISSD influenced your relationship with your extended family and cultural heritage?
My parents made a tremendous effort to instill Persian culture and heritage in my brother and me, and ISSD strengthened what they were teaching us at home. At school, we did not simply celebrate Nowruz, Yalda, Mehregan, and other traditions, we were encouraged to understand them. Mr. Sadr would put us on the spot with questions: Why are we here? Why do we celebrate these traditions? What do these traditions symbolize?
At the time, we may not always have appreciated being pressed for an answer, but those questions taught us to look beyond the surface of a celebration. ISSD allowed me to see, feel, and experience traditions that my parents and extended family had experienced in Iran. In many ways, the school brought a piece of their home into our new home.
My education at ISSD also strengthened my ability to communicate with my extended family and deepened my appreciation for Persian language, literature, history, and traditions. Growing up in the United States, maintaining that connection does not happen automatically. It requires effort from families and a community that gives young people meaningful opportunities to use the language and understand the culture behind it. ISSD provided that foundation for me.
5. What are your current endeavors in terms of career, family life, and volunteering?
Today, I work as a civil engineer in land development, collaborating with multidisciplinary teams to evaluate properties and guide projects from initial feasibility and planning through design, permitting, and development. I also earned my master’s degree in civil engineering from San Diego State University, where my research focused on transportation safety and intelligent speed-assistance technology.
Although engineering is my profession, teaching and community service remain important to me. I hope to return to ISSD this year as a member of the volunteer staff. Returning would allow me to give back to the community in which I grew up and, hopefully, leave the same kind of meaningful impression on younger students that ISSD has left on me.
6. What are your aspirations for the future of ISSD, and what advice would you offer to families with children at ISSD or considering enrollment in the future?
My hope for the future is that ISSD continues to evolve while preserving the sense of belonging that has sustained it since 1988. Language education should remain at the heart of the school, but students should also experience Persian culture through literature, music, art, history, conversation, performances, and community involvement. When students can connect what they learn to their everyday lives, Persian/Farsi becomes more than a subject they study; it becomes something they genuinely carry with them.
To families whose children currently attend ISSD, or who are considering enrolling them, I would say that the benefits may not always be immediately visible. Children may not fully appreciate giving up part of their weekend to attend Persian school. I remember sitting in class, staring at the clock and waiting for the time to pass. Then I would see my father outside wearing the yellow volunteer vest, giving up the same hours I was. His presence showed me that Persian school was not simply an obligation placed on me; it was something our family valued and participated in together.
My mother’s experience at ISSD was equally meaningful. She spent Saturdays helping my brother and me read the Shahnameh, memorize lines for performances, and understand stories filled with figures such as the Simorgh and the great pahlavāns. Through these stories, she also taught us what it means to be a true javānmard: a person guided by courage, generosity, honor, and compassion. As a child, I tried to visualize these unfamiliar characters and understand the world to which they belonged. In helping us discover that world, my mother deepened her own passion for Persian language and culture and became inspired to share its beauty with others through teaching.
That is why my advice to parents is simple: remain involved. Volunteer, participate in celebrations, spend time on campus, and let your children see that you are also invested in the community. Speak Farsi at home without making every mistake feel like a correction. Watch Persian films, listen to music, read stories, celebrate traditions, and create opportunities for genuine conversation. A school can provide language instruction and community, but those lessons become most meaningful when they are also supported at home.
7. Anything else you want to add?
I am grateful to the teachers, staff members, families, and volunteers who have sustained ISSD throughout the years. Its greatest achievement is not simply teaching generations of students how to read and write Persian. It is giving them a lasting connection to their families, their heritage, and one another. I am proud to be part of that continuing story, and I hope to help carry it forward for the generations to come.
