DETAILED PROGRAM SCHEDULE
| Thursday, April 13 | Friday, April 14 | Saturday, April 15 | |||
| 7:00 AM | |||||
| 7:15 AM | |||||
| 7:30 AM | |||||
| 7:45 AM |
7:30-8:15AM Shuttles running to Holton-Arms School
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| 8:00 AM |
8-8:30AM Shuttle Bus to Holton-Arms School
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| 8:15 AM |
8:15-9:00AM Late Check-In
Grab-and-Go Breakfast |
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| 8:30 AM | Grab-and-Go Breakfast | ||||
| 9:00 AM |
Pre-Conference Workshops
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9:00-9:10AM Welcome |
9:20-9:30AM Announcements | ||
| 9:30 AM | 9:20-10:10 AM Breakout Session I |
9:30-10:20AM | |||
| 10:00 AM |
10:20-11:30AM
Featured Speaker: Global Education Across the Curriculum |
10:20-10:50AM Break/Visit Exhibitors |
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| 10:30 AM |
10:50-11:40AM
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| 11:00 AM | |||||
| 11:30 AM | 11:30-11:50AM Break/Visit Exhibitors |
11:50AM-12:45PM
Featured Speaker: State of Our World: A Dialogue with Alumni Journalists
Closing Remarks |
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| 12:00 PM |
11:50AM-12:40PM
Breakout Session II |
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| 12:30 PM |
12:45-1:30PM
Closing Lunch |
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| 1:00 PM | 12:40-1:20PM Lunch |
1:15-1:45PM Shuttle Bus from Holton-Arms to Mayflower Hotel
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| 1:30 PM |
1:20-2:10PM
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| 2:00 PM | |||||
| 2:30 PM | 2:10-2:40PM Break+Visit Exhibitors |
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| 3:00 PM | 2:40-3:30PM Breakout Session IV |
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| 3:30 PM | Getting to Know The GEBG |
3:40-4:30PM
Breakout Session V |
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| 4:00 PM |
Educator Resource Showcase
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| 4:30 PM |
Happy Hour Reception
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| 5:00 PM |
Opening Session:
Featured Speakers: State of our World: A Dialogue with Ambassadors
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Shuttles running from Holton-Arms to Mayflower Hotel
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| 5:30 PM | |||||
| 6:00 PM |
Opening Reception
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| 6:30 PM | |||||
| 7:00 PM | |||||
| 7:30 PM | |||||
| 8:00 PM | |||||
Subject to Change
BREAKOUT SESSION I // Friday, 9:20-10:10 AM
+How active global citizenship shapes the House system at CFIS
Chantalle Bourque, Calgary French & International School, Calgary, Alberta, Canada
Schoolwide Global Education Efforts
When the Calgary French & International School set out to implement a House system for its grade 7 to 12 students, it had three goals in mind: community, wellness and skills education. There were concerns that needed to be addressed within our school culture, and the House system was implemented to try to address & solve them. Since then, it has transformed our secondary school environment: for students, staff and teachers alike. Find out how the evolution and progression of our House system – which started with concern & trepidation – has now led to broad improvements of our global education programming, and the creation of a new school culture over the past 8 years. Learn from our examples, mistakes and successes to hopefully take away new ideas & inspiration, whether your school has an established House system or not.
+Why are we STILL going virtual?
Dan Pieraccini, Delbarton School, Morristown, New Jersey, USA
Classroom and Virtual Curriculum Development
We’re suffering from chronic virtual fatigue after years of participating in the world only through a screen. And yet, should we completely disavow robust and developed programming solely on account of cabin fever? Or should we take this moment to reassess what good has entered the Global Programs arena through telecollaboration, and collect the pearls fashioned from the duress of recent days? Join this session to hear about how Delbarton School has developed a balanced array of global programs that leverage the unique strengths and challenges of both in-person and virtual experiences. Discuss what makes a virtual program meaningful and worthwhile, even after so much time online, and how virtual experiences can complement and enrich learning IRL!
+Sustainability Education: Transforming Existential Dread into Inspired Advocacy
Dion Crushshon, The Blake School, Minneapolis, Minnesota, USA & Beth St. John, Aspire Institute, Amsterdam, The Netherlands
Travel Program Development and Oversight
Young people are experiencing an unprecedented level of anxiety around issues of justice and existence – social justice, racial justice, environmental justice, climate change, and sustainability. Education plays an important mediating and therapeutic role in relation to climate anxiety and dread, and may provide not only accurate information but also much needed direction, facilitation, and inspiration to transform concerns for society and the planet into active participation in solution building, including prevention, mitigation, and preparation.
This session will investigate how teachers, group leaders, and program directors can engage with these challenging topics in a manner that leaves students inspired and hopeful about their futures. We will detail the methods we have found most effective in transforming the mindset of students and teachers to inspire active and engaged sustainability advocates through a five week interdisciplinary Sustainability curriculum and experiential learning program run with 20 students at The Blake School. In a collaborative, conversational, and interactive approach we will explore the benefits and challenges of combining interdisciplinary sustainability curricula and focused global programming.
+Assessing Student’s Global Competency Development at Appleby College
Lesley Buckmaster & Dawn Ronfeld, Appleby College, Ontario, Canada
Schoolwide Global Education Efforts
In 2019, the Global Education department at Appleby College took a more intentional approach to embedding Global Competencies into our school programming. We began with the process of developing our own set of 10 Global Competencies, which drew on a variety of pre-existing internal and external frameworks. We then wanted to develop a tool to measure the impact that our programming has on student Global Competency development. We trialed our first student assessments in March 2020 which were impacted by the onset of the pandemic. However, the pandemic provided us with time to review and reassess our assessment tool and method. During the 2021-2022 school year, we joined the GEBG Action research group to further our understanding of how we can effectively assess our student’s Global Competency development. In this presentation, our goal is to share our current measurement tools and how our process has evolved over time.
+Elementary School Global Education Curriculum: 3 School Models and Moderated Discussion
Moderated by Robin Hancock, Felsted School, Essex, UK
Mayson McKey and Emily Philpott, St. Andrew’s Episcopal, Jackson, Mississippi, USA
Kristina Long, Miami Country Day School & Jesse Jordan, Cushman School; Miami, Florida, USA
Amanda Collongues, Academy of the Sacred Heart, New Orleans, Louisiana, USA
Classroom and Virtual Curriculum Development
Elementary school teaching and learning is often highly student-centered and competency-driven, making it an unparalleled time to teach and develop the dispositions and habits of global citizens. Join this unique session to hear from three different GEBG Schools that have meaningfully incorporated global education into their elementary school programs. Each school will briefly present their program, and participants will have the opportunity to engage in dialogue with the presenters and about their own programs.
BREAKOUT SESSION II // Friday, 11:50AM-12:40PM
+Why do people move? An Example of a Global Studies Collaboration in the Lower School
Kelly Willis, Maggie Shamblin, Meghan Rinehart, & Sara Best, Charlotte Latin School, Charlotte, North Carolina, USA
Classroom and Virtual Curriculum Development
This presentation will show how a team of Lower School faculty transformed a “traditional” 3rd grade textbook unit on Immigration into a 6-week collaborative project integrating Social Studies, Global Studies, Library Skills, and Educational Technology. Beginning with the essential question “Why do people move?”, students learned about the history of immigration to the United States, discussed some of the issues surrounding global immigration and migration today, and reflected on the global refugee crisis. The unit culminated in a student-led podcast called “Do You Know…?” in which students curated their own questions to interview 25 different members of our faculty and staff about their personal immigration stories. We’ll share our process, resources, lessons learned, and plans for the future.
+Environmental Leadership Through Collaborative Student Travel in Greenland
Ann Hansen, Herlufsholm Skole og Gods, Copenhagen, Denmark
Travel Program Development and Oversight
There are simply not enough examples of what teaching environmental leadership through travel can look like. Join this presentation to learn about the 6-year process thus far of considering, developing, funding, postponing, scouting and finally running an environmental project in Greenland, for two years now. Students from multiple schools gather to experience this unique location where the effects of climate change are evident and significant, and they ideally leave with an increased passion and skill set for acting as a climate ambassador in their various local and domestic communities. The presentation will focus primarily on curriculum development, program management and risk assessment in relation to the project, candidly sharing what has been learned over time and what might be forthcoming!
+Bring the Globe to You: Hosting an Author-in-Residence
Kat Zilka, University School of Milwaukee, Milwaukee, Wisconsin, USA
Schoolwide Global Education Efforts
What if, instead of sending a few members of our school communities out into the world, we brought the globe to us? In the independent school community, global programming often includes travel, but Covid’s disruption to travel invited a reframing of global initiatives at the University School of Milwaukee, resulting in an inaugural Author-in-Residence program. Come hear how this program idea developed for our PK-12 school, including concrete programming, schedule ideas, mistakes to avoid, and more. Note: The “author-in-residence” model can be expanded to experts in any field, including scientists, journalists, artists, and more.
+Cross-Pollinating Standards: Fair Trade Learning & GYA’s 2023 Standards
Ethan Knight and Samrat Urval, Gap Year Association, Missoula, Montana, USA
Professional Growth for Global Educators
The Gap Year Association’s Standards & Accreditation Committee are pleased to present the 2023 Fair Trade Learning (FTL) standards and rubric as part of our newly released 2023 GYA Standards. These FTL standards are built around 14 core principles that emphasize the importance of owning mistakes on the sending side of international education rather than forcing host communities to continue suffering through well-intended, but ultimately costly, mistakes.
The FTL Standards represent a functional rubric for organizations to ethically engage in service opportunities, especially where intrinsic power differences are most ingrained. The standards have been adapted in collaboration with the Community Based Global Learning Collaborative: a nonprofit headquartered at Cornell University, and helmed largely by Eric Hartman, PhD and a phalanx of other informed parties.
The session will be a mix of presentation and circumstance-based discussion.
+PANEL: Community Engagement and Partnerships for Global Teaching and Learning
Facilitated By: Dion Crushshon, Director of Global Programs, The Blake School, Minneapolis, MN, USA
Panelists:
> Erin English, Director of Experiential Learning, Stuart Center for Global Leadership, Lake Forest Academy, IL, USA
> Mark Bruce-Miller, CEO, Experiential Education New Zealand (ExpedNZ), New Zealand
> Kevin Murungi, Director of Global Civic Engagement and Social Impact, Brooklyn Friends School, NY, USA
> Carlos García Hernández, Global Education Facilitator, La Meridional, Madrid, Spain
Many GEBG Schools have been taking a thoughtful look at how power and privilege play into school partnerships and relationship-based travel programs. For example, some schools have reframed “service learning” as “community engagement” in pursuit of developing a balanced and mutually beneficial environment for this type of teaching and learning. What are some of the essential ethical and logistical questions that schools and educators leading this work are addressing, and what types of programs and partnerships might we want to develop as we better serve our students and communities?
BREAKOUT SESSION III // Friday, 1:20-2:10PM
+Addressing Schoolwide Global Education Objectives through Meaningful School-to-School Partnerships
Kassandra Brenot, Santa Catalina School, Monterey, CA, USA & Martin Chatgnon, Saint-Denis International School, Loches, France
Schoolwide Global Education Efforts
Saint Denis International School (Loches, France) and Santa Catalina School (Monterey, California, USA) connected through the GEBG and signed a partnership agreement in October 2022. This school-to-school partnership has and will continue to allow us the opportunity to develop programming in pursuit of our schools’ broader global education objectives and to sustain meaningful, relationship-based global opportunities for years to come. Specifically, we have launched a student exchange program developed around shared learning goals and deep mutual understanding of the strengths and challenges of our institutions, utilizing various school models and protocols provided within the GEBG Community. Join this session to learn about the process of how we created our partnership, developed a shared vision, and planned and are conducting our first set of student exchanges based on model practices, personal relationships, and strong intercultural communication!
+Partnerships Build Bridges Between Environmental Travel Programs and Your Community
Ross Sappenfield, Vail Mountain School, Vail, Colorado & Laura Dinerman, Ecology Project International, Missoula, Montana, USA
Travel Program Development and Oversight
This session will focus on the importance of field experiences in instilling a genuine love of the natural world in students and motivating them to take action in their classrooms, schools, and local communities to address critical environmental issues. The right partnership between a school and host field experience organization can catalyze this learning journey.
Ross Sappenfield will share the story of how the partnership between Vail Mountain School and Ecology Project International grew into a lasting relationship that is embedded into the community with measurable positive student outcomes. Inspired by this success, EPI designed Professional Development programs and classroom-ready online resources that engage students in deep learning about complex global environmental issues. EPI, like Ross is doing for his students, supports teachers in their efforts to connect what they teach in the classroom to scientific exploration in the field, and create positive change in their own communities.
+Empowering Youth Using Migration Stories in Curriculum As Windows, Mirrors and Sliding Doors.
Karina Baum, Buckingham, Browne, and Nichols School, Cambridge, Massachusetts, USA & Abeer Shinnawi, Re-Imagining Migration, Boston, Massachusetts, USA
Classroom and Virtual Curriculum Development
We will share the work we conducted in partnership with the Re-Imagining Migration (RIM) team to redesign BB&N’s Grade 5 Social Studies curriculum. We will show how we deepened the understanding of migration while promoting essential dispositions for participating in a world of migration: the capacity to stay curious, understand multiple perspectives and identify similarities and differences of migration experiences and how those shaped people and communities. Guided by BB&N’s Global Competency Framework, our teachers utilized shared practices to foster engagement in critical reflection and ongoing anti-bias & anti-racist learning to help students develop their own identities and become agents for change. By teaching a range of skills related to human migration, students learned about others’ lives – as if peering through a window to a new world – while at the same time offering a mirror with which to examine their own or their family’s story of migration. One way we did so was to demonstrate how analyzing historical US immigration policy aids in understanding immigration patterns today. Additionally, we used Project Zero’s Thinking Routines for deeper inquiry and encouraging action.
+The Day After a Crisis. Managing the Aftermath of a Traumatic Event
Santiago Enrique-Arias & Sophie Paris, Ms. Porter’s School, Farmington Connecticut, USA
Risk Management
Having an emergency or a crisis while traveling with students is always a traumatic experience that most times leaves an impact that lasts long after the immediate emergency is resolved. While we have many valuable resources to manage emergencies in-country, we often find ourselves without a roadmap to deal with the aftermath of a traumatic event that has left both faculty and students in shock and emotionally drained. In this presentation, we will explore the effects of emergencies on the whole group, and how to address the fallout of a group crisis. We will review some protocols for communication and strategies to get the group back on track to fulfill its program goals.
+Proof of Impact: Evaluating Outcomes of Global Education and Immersion
Holly Djang, Global Citizen Year, Oakland, California, USA
Schoolwide Global Education Efforts
We know that global education and intercultural experiences have a positive impact on students, both immediately as they participate in these experiences and throughout their lives. But how do we prove it?
In partnership with researchers at Harvard University, Global Citizen Year has been able to demonstrate unequivocally that our immersive intercultural learning experiences are impactful. Our programs result in statistically significant growth in Global Competence, as well as college readiness and mental health and happiness. Our students also develop the hard skills associated with 21st Century Learning and Global Competence including: collaboration and teamwork, giving and receiving feedback, critical and creative thinking, and analytical skills.
You will walk away with an understanding of some of the pitfalls and challenges in evaluating these programs, and some tips on how to up-level your evaluation efforts. These tips will position you to deliver more scientifically-robust results that prove the positive impact of global education and immersion.
+PANEL: Girls as Global Citizens
Facilitated By: Megan Murphy, Global Executive Director, International Coalition of Girls’ Schools
Panelists:
> David Colón, Head of School, Visitation Academy, MO, USA
> Kristin Read, Director Of Global Citizenship, St. Mildred’s-Lightbourn School, ON, Canada
> Michael Ciuni, Director of Fellowships in Global Citizenship, Hathaway Brown School, OH, USA
> Melissa Brown, Director of Diversity, Wellbeing and Global Education, Holton-Arms School, MD, USA
Girls’ Schools possess a unique opportunity to cater their global programs and efforts to their communities. Many girls schools within the GEBG community have been actively building and designing programs that center girls leadership and development as global citizens. How do girls’ schools committed to global education utilize their unique educational focus and community make-up to develop student-centered opportunities that also acknowledge specific competency targets, risk areas, and strategic goals? What can all schools learn from girls schools about creating global education that supports empowering our students that identify as female?
BREAKOUT SESSION IV // Friday, 2:40-3:30PM
+Forging Critical Change and Avoiding Pitfalls – Building Equitable Partnership-based Programs
Phu Tranchi, Oakwood School, Hollywood, California, & Erin Hawk, World Leadership School, Alexandria, Virginia, USA
Collaborative Leadership of Global Education (i.e. DEIJ, SEL)
On off-campus programs we often ask students to, ‘lean into discomfort’, ‘stretch themselves’, and ‘challenge what they think they know’. Faced with expanding their global perspectives, students often leave community engagement programs with new visions for their future and a better understanding of their past. The purpose of this session is to begin a conversation about building equitable partnership based programs within schools, especially predominantly white institutions. In this interactive session, participants will help identify strategies to address bias, counter emerging savior complexes, and adopt identity conscious practices, amongst others. These proactive approaches will help school leaders and participants avoid pitfalls when building equitable and sustainable alliances, which will benefit both communities and evaluate their programs with an eye on programmatic design, DEIB and risk management.
+ Reimagining Curriculum: Incorporating Global Competency Development for Young Learners
Kathryn Bell & Caroline Faircloth, H.D. Cooke Elementary School, District of Columbia Public Schools, Washington DC, USA
Classroom and Virtual Curriculum Development
In 2016, HD Cooke Elementary School was recognized as DCPS’s first Global Studies PK 3-5th school. As a founding Global Studies School, educators at HD Cooke partnered with DCPS Global Education and Harvard Project Zero to develop a framework of academic challenge that encourages students to embrace and build connections between traditional subjects and the world. Through this program, HD Cooke educators have created a framework for reimaging existing curriculum to incorporate global competency development into unit design and assessment for even their youngest learners. Working collaboratively, teachers regularly assess areas of opportunity for global connections, thoughtfully research and source materials, and incorporate them into meaningful and engaging units. This presentation will highlight the process, examples, and outcomes of HD Cooke’s work incorporating global competency development and assessment for young learners.
+Local Global Perspectives: Shifting Viewpoints Over Time
Daniele Gatti & Patrick Scanlon, School Year Abroad, Viterbo, Italy
Schoolwide Global Education Efforts
The personal stories of people from outside our school provide the foundation of a course called Local Global Perspectives at School Year Abroad in Italy. We believe that students’ authentic engagement with a wide variety of people (journalists, policy makers, migrants, local merchants) creates connections with others in order to challenge students’ own points of view. By placing particular focus on students’ growth over time, we will present feedback about the course from students past and present, including what has gone well and what has challenged us. We want to show how the course has influenced students’ further study and career choices with concrete examples from them and convey how the class helped them create new perspectives about the world. Presenters will offer a look inside how the School Year Abroad mission drove the creation of the course.
+Making Trips Affordable: The Evolution of Moses Brown’s Travel, Research, and Immersion Program’s Financial Aid
Gara B. Field, PhD, & Yulie Lee, Moses Brown School, Providence, Rhode Island, USA
Travel Program Development and Oversight
Prior to the COVID-19 global pandemic at Moses Brown School (N-12 Quaker co-ed day) in Providence, RI, we’ve offered a viable and robust slate of domestic/international travel experiences for students in grades 4 – 12. Since 2016, these trips have been supported by ~$50K/year in Travel, Research, and Immersion Program (TRIPs) financial aid. Typically, we could meet the requested-need of 75-80% of families each year. However, at present, several factors are contributing to our decision to pivot and make systemic changes to our travel, research, and immersion programs – specific to access and financial aid. Factors and catalysts to our intentional shift include inflation and rising costs of all trips, travel revenge and increased demand to send students far and wide, as well as significant increases in financial aid requests for trips. The school’s most recent strategic plan focused on increasing academic-year financial aid allocations. At present, 42% of all families receive financial aid.
+PANEL: Climate Change and Global Education
Facilitated By: Nishad Das, Dean of Globalism and Experiential Learning, Groton School, MA, USA
Panelists:
> Lindsey Lohwater, Science Department Faculty, Sustainability Coordinator, St. Mark’s School, MA, USA
> John Hughes, Director of Experiential Education, The Lawrenceville School, NJ, USA
> Ana Romero, Head of Sustainability/Global Education Coordinator/, Wellington College, UK
> Patty Carver, Science Faculty, Holton-Arms School, MD, USA
> Amar Bakshi, Creative Director, Shared Studios, NY, USA
One aspect of global education that is sometimes overlooked when schools develop programming is teaching and taking action around climate change. However, schools that thoughtfully integrate climate education into their global teaching and learning are developing competency-driven opportunities both in and out of the classroom that equip students to play a meaningful role in taking on this global crisis. How have schools meaningfully connected the science, ethics, civic engagement, and leadership skills needed to combat climate change through carbon-offsetting travel programs, transdisciplinary coursework, and action-oriented teaching and learning?
BREAKOUT SESSION V // Friday, 3:40-4:30PM
+Cultivating a Global Perspective Through Geography with Oral History Projects
Elizabeth Jacobi & Kara Mazie, Bullis School, Potomac, Maryland, USA
Classroom and Virtual Curriculum Development
The Fourth Grade Oral History Project allows children to learn and teach others about different cultures and places in the world. Students interview someone to learn about their immigration experience. They develop questions to ask about life in their home country and what it was like to adjust to a new country. Students research their subject’s home country and learn about the challenges of moving. They record interviews and write their subject’s immigration story, paint their portraits, and display them in the Lower School Art Show. Students illustrate and bind the books they present to their interviewees when they share their final project for the school community. This end of the year capstone project provides students the chance to learn more about people and see them in a different light. This project is an invaluable way to connect with human geography.
+Using Hanvey’s essay “An Attainable Global Perspective” to frame your class
Andrew Poolman, The Haverford School, Haverford, Pennsylvania, USA
Classroom and Virtual Curriculum Development
How can your students attain a global perspective? How do you teach a “global issues” class? How do you develop a curriculum for a class with an embedded travel component? Where do you start? Nearly 50 years after being published, Robert Hanvey’s essay “An Attainable Global Perspective” endures as a useful framework for teaching global education. In this session, the presenter will share ways to develop a student’s capacity for each of Hanvey’s five dimensions in the context of an 11th and 12th-grade elective class. The presentation and subsequent discussion will include examples of teaching each dimension, ideas for measuring a student’s growth, and ways to incorporate the principles in the class’ travels. There will be applications for developing a pre-travel curriculum, framing a unit of study or class, or structuring a full global education program.
+Middle School Leadership Program in Collaboration with US Navy SEALS
William Fluharty, Cape Henry Collegiate School, Virginia Beach, Virginia, USA & Brian Ribera, Military Mobility, Cody, Wyoming, USA
Travel Program Development and Oversight
How does a school effectively teach leadership? What lessons, skills, and techniques do we try to impart to our future leaders? How can partnerships with local organizations help enrich leadership- and citizenship-oriented programming? Through a new partnership with former US Navy SEALs, Cape Henry Collegiate offers a unique experiential leadership program that fosters collaboration, independence, and self confidence among participating students. Based in Cody WY, students will be mentored by former US Navy SEALs, our nation’s principal military unit for the most complex and classified missions. The program offers challenging activities to teach resilience and grit. Students will have the opportunity to learn more about backcountry trekking on the trails around Yellowstone National Park, as well as horsemanship, land navigation techniques and survival skills, all while working closely in an assigned student team. Come to this very unique GEBG presentation to discover more about how Navy SEALs are passing on their leadership model to help create student leaders and how Cape Henry Collegiate developed this unique partnership.
+Exploring Intercultural Competencies Development in Educators through GEBG Data and Current Research
David Lynn, Charlotte Country Day School, Charlotte, North Carolina, USA
Professional Growth for Global Educators
In late Spring 2022, 796 educators at 18 GEBG member schools participated in a validation study of a survey designed to assess intercultural competencies in pre-K to12 faculty. Findings were analyzed and compared to prior research-based frameworks with traditional themes linked to curriculum design, student inclusion, and personal growth.
Two unique themes emerged, collaboration and systematic awareness, highlighting recognition of and responsiveness towards existing hierarchies and power structures impacting cross-cultural learning within schools. This workshop will explore the findings and conclusions while encouraging the audience to reflect on their unique learning environments and professional development strategies
BREAKOUT SESSION VI // Saturday, 9:30-10:20AM
+Growing a Student-Centered Global Goals Initiative Using the UN Sustainable Development Goals
Emily Ziegler & Paige North, St. Paul’s School for Girls, Brooklandville, Maryland, USA
Schoolwide Global Education Efforts
Recently, St. Paul’s School for Girls has built and implemented an initiative that weaves the UN Sustainable Development Goals into the fabric of school culture. From courses on SDG problem-solving, to site visits, to character development, students are connecting to a world perspective and how these goals connect to our local community.
Join us for a workshop that delves into the “Why” and “How” of this initiative. Interact with activities that were created for this initiative that focused on student and faculty implementation of the global goals. Learn tangible takeaways about how to support students in becoming global leaders, visionaries, and innovators – for communities they serve now and in the future.
+Don’t Kill the Fun: How to Remake Student Trips into Intentional and Impactful Global Education Program
Kelly Fast, Notre Dame de Sion, Kansas City, Missouri, & Simon Hart, Where There Be Dragons, Boulder, CO
Travel Program Development and Oversight
How do we intentionally steward institutional culture change around student travel? How can we create buy-in for growth oriented, mission-aligned and responsible programming, without killing the fun factor? This workshop explores the common challenges Global Directors face as they retrofit legacy programming into a new paradigm of safe, ethical and educational programming.
+Pre-Travel Curriculum: How might an inquiry-based approach build stronger connections and deepen student engagement on global programs?
Daniel Murray, Rye Country Day School, Rye, New York, USA & Andrea Bachmann, Director of Education, Atlas Workshops, Brooklyn, New York, USA
Professional Growth for Global Educators
This workshop looks at an essential aspect of global travel programs: pre-travel student curriculum. How can we empower teachers and students to make this work a strong jumping off point for transformative travel experiences? We’ll consider three main goals of pre-travel curriculum: Fostering students’ ownership of/investment in program content; laying groundwork for active student engagement with local places and people during travel; and strengthening connections between classroom curriculum and travel/field experiences. We’ll share current inquiry-based strategies we are developing to meet these goals and how we are evaluating the impact, and discuss how to take creative and flexible approaches to pre-travel engagement.
Join us to unpack the benefits, challenges, and strategies to bring the pre-program work to the next level.
+You’ll Never Believe What Happened! An Interactive Case Study of Student Travel Incidents
Glen Turf, Miami Country Day School, Miami, Florida, USA
Risk Management
Risk management is a fundamental part of any happy, healthy, educational, and safe travel program. Many of us have taken the important first step of understanding these key elements through comprehensive training. In this session, let’s take it to the next level and put our minds to work! Join us to workshop authentic case scenarios that will give us the practice we need as global travel leaders. Our session leader will share personal stories, questionable decisions, and the experience of over 30 student travel programs in order highlight different outcomes based upon a non-existent vs. solid risk management strategy. Get ready to analyze those moments we all fear during student travel to practice making the best decisions possible. Watch failure turn into success!
+ PANEL: Heads of School Reflect on Global Education’s Challenges and Opportunities
Facilitated by Clare Sisisky, Executive Director, Global Education Benchmark Group
Panelists:
> John Warren, St. Mark’s School, MA, USA
> Susanna Jones, Holton-Arms School, MD, USA
> Cecil Stodghill, The Altamont School, AL, USA
> Stefano Chinosi, Portsmouth High School, NH, USA
Over the past few years, schools in particular have been the nexus of a great number of significant societal challenges and opportunities, from questions of inclusion and social justice to ethical dilemmas around student safety and community wellbeing. Heads of School have been leading in the navigation of these complex and nuanced global circumstances, impacting major decisions related to programmatic, staffing, and budgetary priorities. How have Heads of School at some of GEBG’s leading institutions navigated these tensions, and what do they see as the future of our field, in schools and beyond?
BREAKOUT SESSION VII // Saturday, 10:50-11:40AM
+Global Learning in South Africa
Taylor Kaar, Laurel School, Shaker Heights, Ohio, USA; Annie B. Williams, Montgomery Bell Academy, Nashville, Tennessee, USA; & Michael Massingham, EDU Africa, South Africa
Travel Program Development and Oversight
This session shares the learnings gleaned from two recurring School programs that have run in South Africa, namely Laurel School’s “Conservation in South Africa”, and Montgomery Bell Academy’s “Service Learning in Cape Town”. Laurel School is a private school for girls in Shaker Heights, Ohio and Montgomery Bell Academy is a preparatory day school for boys in grades 7 through 12 in Nashville, Tennessee. Each of these programs engaged students with peers and/or contributors in complex global issues and encouraged leadership and students’ role in society. However, the programs have faced challenges with regard to planning, recruitment, and program implementation that may be specific to the African, and more particularly the South African, context.
Evaluating the programs’ challenges and successes, presenters will consider how global learning took place in South Africa. They will review the stereotypes and misconceptions that exist around study abroad in Africa more generally, by sharing the lived experiences of their programs.
+Telling Global Stories: How Journalism in the Classroom can Develop Global Citizenship Skills
Linda Rodriguez, St. Andrew’s Episcopal School, Jackson, Mississippi, USA & Marcy Burstiner, News Decoder, Paris, France
Classroom and Virtual Curriculum Development
Storytelling is an engaging way to get students to explore and analyze complex problems in a way that connects what is happening around them to problems experienced by people elsewhere in the world. Along the way, students use their own voice to tell other people’s stories and in this way, become part of a global community. Participants in this workshop will be guided in ways to connect local stories to global issues. In teams, they will develop a game plan for reporting a story through original research and reporting and interviewing people who represent different perspectives. Participants will take away from this presentation a method for guiding students through a reporting and writing process that involves critical thinking, understanding and empathy that will help make them better global citizens.
+Hybrid Learning and the Future of Global Education
Ruxandra Mercea, Transylvania College, Cluj, Romania & Daniel Emmerson, Spark School, Amsterdam, The Netherlands
Schoolwide Global Education Efforts
Global competencies among students and staff are more important now than they ever have been in the past. Children and adults alike have been struck by the limiting nature of the pandemic and the ramifications this has for cross-cultural communication and exchange. At the same time, global issues relating to war, climate change and migration require a global mindset and approach as the next generation finds ways of grappling with them. This presentation will focus on ways that this can be achieved in a hybrid learning context, drawing on experience, research and strategic planning.
+Engaging community, alumna, student and faculty partners to create enriching Interim Week experiences.
Kelly W Finn and Ani Haroian, St. Teresa’s Academy, Kansas City, Missouri, USA
Schoolwide Global Education Efforts
Does your school hope to implement an Interim Week of experiential learning, sometimes referred to as Jan Term, Winterim, or X days, but needs to know where to start? This session will share St. Teresa’s Academy’s model for success. Our program engages faculty, alumnae, students, and community partners to create exploratory, hands-on, and interactive courses to expose students to new ideas, experiences, and environments.
The presentation will highlight how to align programming with strategic plan goals. Each objective for Interim links back to one of our plan pillars, ensuring the Interim programming aligns with the school’s vision and mission.
STA’s Director of Experiential Learning and a seasoned teacher will share course templates, rubrics, surveys, and documents used to solicit partners. We will also highlight how to develop successful student-led courses, a cornerstone of our program. Additionally, the session will include an interactive component to assist teachers with creating course content.
+PANEL: Intersections and Collaborations: Global Education and DEIB
Facilitated by Yom Fox, High School Principal, Georgetown Day School, Washington, D.C., USA
Panelists:
> Jon Aden, Director of Diversity, Equity & Inclusion, The Chadwick School
> Dacel Casey, Director of Community and Global Partnerships, Trevor Day School
> Kelly Randall, Director of Local and Global Engagement, Holton-Arms School
> Glen Turf, Chief Officer for Global Initiatives, Equity & Belonging, Miami Country Day School
Although DEIB work and Global Education have valuably distinct roots and provide unique methods for supporting students and communities, they share many core tenets and fundamental goals. However, they are often positioned in schools as separate entities with little structural support for intersections and collaboration. What does meaningful collaboration between these two fields look like in schools that are doing it well, and how might we help leaders in our community understand these intersections and build meaningful and mutually-beneficial opportunities and systems?
RISK AND SAFETY PROCEDURES
Acknowledgement of Risk and Safety Procedures:
Providing a safer environment for our conference attendees, staff, and partners is our top priority; achieving this is a shared responsibility. In-person attendees at the GEBG Conference will follow appropriate safety guidelines as set forth by local officials and our on-site partners. Currently, proof of vaccination is not required and mask wearing is optional for all events, however, the host(s) reserve the right to change these requirements.
Participation in GEBG events signifies an attendee’s acknowledgement of infectious and other diseases and voluntary assumption of the risk of exposure or infection by attending the event. Attendees agree to comply with all guidelines and procedures, including distancing and/or masking, that may be implemented by GEBG and/or host facilities, in accordance with recommendations from the CDC and other public health authorities and/or advisors.
Participation in GEBG events signifies an attendee’s acknowledgement of infectious and other diseases and voluntary assumption of the risk of exposure or infection by attending the event. Attendees agree to comply with all guidelines and procedures, including distancing and/or masking, that may be implemented by GEBG and/or host facilities, in accordance with recommendations from the CDC and other public health authorities and/or advisors.
Cancellation Policy:
Cancellations received before March 1st via this form will be refunded less a 20% processing fee. After that date, refunds are no longer available, but replacement registrants are welcomed. In the event that GEBG cancels the event, attendees will be notified, and the cost of registration will be refunded via the original payment method. If the event is postponed, GEBG will provide a substitute registration for the new event; No refunds will be provided if the event is postponed. Please submit your request to transfer your registration by completing the form linked here.
You are also solely responsible for cancellation of travel and hotel reservations (including any associated cancellation charges).
You are also solely responsible for cancellation of travel and hotel reservations (including any associated cancellation charges).
