Action Research Showcase

Presented by Laurie Sales, Director of Theater, Groton School (MA, USA); Luis Lopez-Febres, Global Studies Coordinator, Theodore Roosevelt High School (DC, USA); Steven Davis, World Languages Chair, Brewster Academy (NH, USA); Clare Sisisky, Executive Director, GEBG
Now in its third year, the GEBG Action Research Fellows program engages educators in a year-long process of developing a research project within the context of their school and a cohort of Fellows from GEBG member schools. Fellows learn and execute the action research process on a topic of inquiry within their school context – they design a research question, collect and analyze data, and share what they uncover with their school community and beyond. Come hear from three Fellows about their research design and findings related to assessing the impact of global education in their schools, and learn more about action research as a leadership tool.

Indigenous Knowledge: A Parallel Journey on How to Meaningfully Integrate Indigenous Perspectives into Global Program Curriculum Development

Presented by Mark Bruce-Miller, CEO and Bree Arnott, Marketing & Communications Manager, Experiential Education New Zealand (Tasman, New Zealand); Cort Bosc, Director of Global Experience, History Teacher and John Jacobs, World Languages Department Chair, Latin and Spanish Teacher, Montclair Kimberley Academy (NJ, USA)
Loss of indigenous perspectives, knowledge, and human rights can be witnessed around the world, yet indigenous worldviews and knowledge can provide invaluable insights. This session addresses a case study of Aotearoa/New Zealand and its opportunities for cultural/environmental immersion experiences, platforms for growth informed by Te Ao Māori (Māori world view), and reflections on how indigenous knowledge could inform contemporary decision making. The Aotearoa context will be compared with Montclair Kimberley Academy’s connections with the Lenape peoples, whose homeland of Lenapehoking encompasses the state of New Jersey. The Lenape embody the indigenous concept of “survivance” and have much to teach all members of the MKA community who acknowledge, engage with, and enhance indigenous perspectives yet realize the significant challenges (institutional, cultural, governmental, etc…) in doing so. In this session we seek to offer an opportunity to highlight those voices and discuss how we might approach this incredibly important task.

Passport Pals: “That’s Not Weird…That’s Culture!”

Presented by Kelly Willis, Director of Global Studies, Avery Teichman, Kindergarten Teacher, Lower School DEI Coordinator and Nancy Atwell, Lower School Librarian, Charlotte Latin School (NC, USA)
Passport Pals is an interdisciplinary, collaborative curricular enhancement designed to initiate a foundational understanding of culture, perspective, and global citizenship in our youngest learners. In this program, Kindergarten Explorers prepare to discover the world with their Third Grade Guides. Using their “cultural kaleidoscopes,” our Passport Pals work together to spot culture in themselves and others, understanding how personal lenses shape our perspectives. Passport Pals has significantly contributed to a shift in common language around the school about who has culture, how it impacts every aspect of our lives, and why it’s so cool. This presentation will take you from the program’s pilot stage in 2022 to its current reach of 200 actively participating students. Leave this session with tips, tools, and resources to help your students declare: “That’s not weird…That’s culture!”

From Story Exchange to Civic Action: Narrative 4’s Civic Engagement Framework

Presented by Ann Diederich, Director of Global Partnerships and Programs, Polytechnic School (CA, USA); Brian Crowe, Grade Dean for Class of 2026, English Teacher, Moravian Academy (PA, USA); and Lee Keylock, Director of Global Programs, Narrative 4 (NY, USA)
For over 10 years, Narrative 4 (N4) has been working to increase empathy and practice perspective-taking through its signature story exchange methodology. The story exchange involves a simple sharing of stories between partners and a retelling of partners’ stories by taking on the first-person perspective. This past year Narrative 4 educators have developed and piloted a framework for Civic Engagement that allows educators and students to further their story exchange work. Presenters will first give an overview of an N4 story exchange and N4’s new learning resources that promote innovation and community engagement. They will then provide examples of impactful programming from two GEBG schools–Moravian Academy in Bethlehem, PA, and Polytechnic School in Pasadena, CA–that utilized the N4 story exchange methodology.

You’re Trusting Us with Your Pride and Joy: We Got You!

Presented by Glen Turf, Chief Officer for Global Initiatives, Equity, and Belonging, Miami Country Day School (FL, USA)
We all know how important mission-appropriate travel is to our students’ education, and that is why we do what we do. However, we also live at a time when the world continually presents us with challenges that sometimes make parents or guardians question whether they should send their children abroad. How to balance the two and instill in parents and guardians the trust they desire when recruiting, putting together, and executing a wonderful travel program? Join us as we walk you through five steps that can serve as a guide on how to put parents and guardians at ease when they send you away with their pride and joy. During our time together, we will focus on communication strategies, the importance of branding, basic risk management awareness, site vetting procedures, and post-experience follow-up. You’ll leave feeling confident yourself to instill confidence in others.

Because They Deserve the World, Too: Expanding Global Language Learning Opportunities for U.S. High School Students of Color

Presented by Lamar Shambley, Founder and Executive Director, Teens of Color Abroad (TOCA) (NY, USA)
Currently, the U.S. needs to catch up in sustaining our students with enriching language learning opportunities beyond the first few years of high school. This truth disproportionately affects students of color, especially Black students in urban schools. Learning a language is a proven gateway to global opportunities and cross-cultural understanding in our increasingly interconnected world. New York City-based educator Lamar Shambley founded Teens of Color Abroad (TOCA), a nonprofit organization dedicated to breaking down barriers and creating inclusive language learning programs tailored to high school students of color. Since its launch in 2018, TOCA has sponsored new passports for 30 students, served over 1,000 youth through virtual and in-person initiatives, and awarded more than $200,000 in language learning and study abroad scholarships. In this presentation, Shambley will share more about TOCA’s initiatives, their student outcomes, and how GEBG Member Schools can participate in TOCA’s vision.

Crafting the Future: Customizing Artificial Intelligence (AI) Tools to Enhance Student Experiences and Learning Outcomes in Curriculum Development

Presented by Marley Matlack, Director of the Alvord Center for Global & Environmental Studies and Adam Alsamadisi, Math/Science Teacher & Digital and Computational Learning Program Team Member, The Loomis Chaffee School (CT, USA)
Artificial Intelligence and Large Language Models present a great opportunity to enhance real world learning. Our presentation highlights an initiative aimed at creating a GPT, a feature of ChatGPT to build personalized AI assistants, designed to foster place-based learning experiences on our campus and in our local community. This initiative, developed as a professional development program for faculty in collaboration with students, supports curriculum development via an AI assistant informed by unique cultural, environmental, and historical aspects of our location. Participants in this session will have the opportunity to trial the beta version of our GPT script, which can be adapted to produce comparable local learning activities at their own institutions. Our presentation illustrates the power of customizing AI in education, making place-based learning more engaging, inclusive, and accessible.

What Makes a Citizen? Interdisciplinary Approaches to Teaching Citizenship and Advancing Global Competencies in the Classroom

Presented by Marta Filip-Fouser, Dean of Teaching and Learning, Head of Educational Research, Brewster Academy (NH, USA)
Creating environments in which young people can engage in thoughtful and respectful conversations about who they are and how their identities can inform their engagement with their communities is critical to civic and citizenship education worldwide. This session draws from an interdisciplinary course “What Makes a Citizen?” and helps educators consider citizenship education that focuses on exploring the complexities of individuals’ multiple and evolving identities and their roles in, relationships with, and responsibilities towards their local and global communities. By considering the “Self-Others-World” framework and its interconnectedness, participants will investigate topics, essential questions, and pedagogies that invite multiple perspectives and help build empathy and global competencies in the classroom. Teaching approaches, specific lesson design examples, and student artifacts will provide educators with opportunities to consider how to embed identity-based citizenship education into their own coursework.

From Local to Global: Strategies for Nurturing Global Perspectives in Elementary Education

Presented by Marlise Alberts, Lower School Principal, Visitation Academy (MO, USA) and Jessica Catoggio, Director of Professional Learning, World Leadership School (CO, USA)
This interactive session will show how Visitation Academy developed a lower school global education program. Participants will understand the why, how, and what of a lower school global education program. The workshop begins with a 25,000-foot view of the global learning program (“the why”), including how the larger learning goals relate to the school’s mission. We then explore how the school used bespoke training and coaching to help teachers put these goals into action (“the how”). Finally, we explore how a 5th-grade teacher integrated global competencies into a specific unit in her classroom (“the what”). Participants will explore a global education toolkit and see how these tools were used to develop specific unit plans in a variety of primary grade levels. Participants will leave with an understanding of global learning goals, specific strategies for achieving those goals, and a toolkit for integrating global competencies in elementary school classrooms.

Panel Discussion: Designing Off-Campus Learning as Curriculum

The numerous program- and risk-management demands of off-campus learning can often overshadow the obligation we have as educators to ensure that off-campus learning is held to the same curricular standards as other learning experiences in our schools. But what does it look like when these experiences are backward-designed around clear educational goals; how do we identify these learning targets; what types of pre-, during-, and post-travel activities and pedagogies best develop global competencies in the field; and how might we evaluate student learning in these dynamic and highly individualized learning environments? Join this panel to hear from program and school leaders who have made a commitment to maximize the teaching and learning involved with these unique educational opportunities.

Panelists:

Kelly Castañeda, Dean of Global and Experiential Programs, Sonoma Academy (CA, USA)
Dina ElGhitany, Math Faculty, Chadwick School (CA, USA)
Santiago Enrique, Director, Institute for Global Education, Miss Porter’s School (CT, USA)
Courtney Pickering, Global Citizenship Duke of Edinburgh’s Award Leader and Cooperative Education Teacher, St. Mildred’s-Lightbourn School (ON, Canada)

Facilitated by

Jessica Williams, Director of Global Programs, Providence Day School (NC, USA)

1. Budgeting and Finances of Global Education Programs
2. Centering Student Identity in Global Curriculum by Connecting Global and DEIB Efforts
3. Challenges and Opportunities of Leading Global Education Programs (for Global Directors)
4. Climate Education and Global Citizenship
5. Communications and Marketing of Global Education Programs
6. Creating Comprehensive Risk-Management Systems for All Off-Campus Travel
7. Curriculum and Risk-Management of Student and Faculty Exchanges
8. Enriching Global Education through Faculty Professional Development
9. Evaluating Risk of Travel to Areas of Real or Perceived Conflict
10. Evaluating Student Global Competency Development, In and Out of the Classroom
11. Fostering Student Leadership Development through Global Education Programming
12. Gender-Expansive Travel Policies and Procedures
13. Incorporating Dialogue into Classes, Co-Curriculars, and Travel
14. Student Mental Health on Domestic and International Travel Programs
15. Teaching Global Content and Competencies in Athletics
16. Teaching Global Content and Competencies in the Humanities Curriculum
17. Teaching Global Content and Competencies in the STEM Curriculum
18. Teaching Global Content and Competencies in the Visual and Performing Arts

The Intersection of Capstones and Global Citizenship

Presented by Alex Cussen, 8th Grade Humanities Teacher, K to 12 Global Citizenship Coordinator and Jaimi Boehm, Director of Middle School, Associate Head of School, Wildwood School (CA, USA)
How can DEIB and Global Citizenship curriculum catapult existing curriculum forward? Many educators use the UN SDGs to give students a vocabulary to identify specific challenges billions of people face. This presentation will look at how Wildwood’s DEIB and global citizenship curriculum has enabled middle school students to look at their own local, national, and global communities in new ways. The annual Into the Wild Project, a capstone project that all 8th Graders complete, contains a mix of skills (research, writing, presenting) along with the sometimes more elusive dispositions to participate in a democratic society. Notable examples will be shown that flex students’ citizenship muscles at the local level, in order to prepare for a more global context in high school. Anchored in research and the design-thinking process, students propose awareness campaigns and new inventions for this year-long project, asking them to imagine a more just, equitable, and sustainable world.

Exploring Current World Issues Through Children’s Novels

Presented by Jennifer Hayman, 5th Grade Teacher, Severn School (MD, USA)
You are cordially invited to a book tasting! Hear how one teacher uses six novels set in different countries to connect students to current global events. This workshop will kick off with participants engaging in the same introductory activity that students in the classroom do to start their global studies reading unit. We will then dive into the nuts and bolts of the unit. Participants will learn how the novels were chosen, the global issue(s) explored in each novel, the research component of the unit, and different options for a culminating activity. You will walk away with everything you need to implement the unit in your own classroom. There will be time at the end for participants to share other novels that would also work for this unit.

The Hardest Thing I’ve Ever Done: How To Support Student Social-Emotional Needs and Wellbeing While Meeting Travel Program Goals

Presented by Kristin Read, Director of Global Citizenship, St. Mildred’s-Lightbourn School (ON, Canada) and Elizabeth Schray, Partnerships Manager, Atlas Workshops (MA, USA)
Travel programs have always pushed students to expand their comfort zone while they learn about the world around them. As we navigate the evolving post-pandemic landscape in education, we are noticing more and more how the comfort zones of our students (and their parents) have shifted dramatically and sometimes unexpectedly. After resuming travel, we are challenging students to participate in travel programs with often ambitious learning goals without the same socioemotional development that previous classes would have had to support their learning in unfamiliar settings and contexts. In this session we will unpack some recent experiences, data, and scenarios relating to student needs on travel programs. We will explore strategies for how to manage mental and emotional wellbeing in conjunction with sophisticated and impactful learning experiences.

Building Situational Awareness in Travelling Students and Faculty

Presented by Laura Appell-Warren, Director of Global Citizenship, Neil Cifuentes, Assistant Director of Global Citizenship and Mary Ann Ciampa, Operations Manager, St Mark’s School (MA, USA)
One key risk-management strategy St Mark’s school has implemented is helping our traveling faculty and students develop situational awareness. Come learn more about situational awareness and why we use it across our programs. Learn more about the training we have designed and how we have integrated it into a more comprehensive pre-departure curriculum for our travel programs.

Global Contexts for Learning Through Design

Presented by Alec Mathewson, Design curriculum lead and Fab Lab Coordinator, Lower Canada College (QC, Canada)
Traditionally design is viewed through the lens of industrialization and applied arts, yet modern definitions encompass the organization of systems and interactions in our built environment. Design is inherently interdisciplinary—intertwining human factors, science, and technology—reshaping our understanding of various professions, from law to medicine, communications to engineering. Why, if design is so integral to how we shape and behave in the world, is it not a cornerstone in our educational curricula? This workshop aims to foster design literacy, exploring how it can catalyze interdisciplinary education and global citizenship. Highlighting initiatives like the LCC Fab Lab and Network, we will explore how schools can build resources and networks that foster a global exchange of ideas and solutions. Join us in redefining design education where creative problem-solving meets action and global collaboration and becomes the keystone for empowering future generations with the mindsets and tools needed for change in a complex future.

Fostering Globally Competent Educators and Curriculum through Professional Development

Presented by Caroline Faircloth, Global Studies Specialist, District of Columbia Public Schools (DC, USA)
At District of Columbia Public Schools, we believe that every student deserves a high-quality education that prepares them to make a positive impact on society and thrive in life. One way to ensure that students receive such an education is by providing them with globally competent educators who have the knowledge and skills necessary to prepare them for a world that is rapidly changing and increasingly interconnected. Our Global Educator Pathway Fellowship program was launched in Spring 2021 to do just that. The first cohort developed their personal global competence and established a model for future cohorts. As the program progressed, we added a curriculum-development element so every educator leaves with globally focused resources to implement in their schools. This session will discuss the program’s progression, highlighting challenges and successes and exploring potential next steps.

From Service to Intercultural Competency: A Transformational Journey through International Travel

Presented by Nishad Das, Dean of Globalism and Experiential Learning and Laurie Sales, Chair of Theatre and Dance, Groton School (MA, USA); Shantum Seth, Director of Eleven Directions (India)
In 2008, Groton began its global education journey by sending students on international service trips to Peru and Kenya, experiences that were initially marked by unintentional neo-colonialism. Over the years, we’ve evolved, shifting our focus from “voluntourism” to developing global competency in our students through GEOs (Global Education Opportunities), grounded in ongoing community relationships. In this presentation, participants will learn about our GEOs’ three areas of focus: building community, understanding the environment through a cultural lens, and promoting intercultural connection. We’ll share insights on this shift by using student survey data to examine our 2009 service trips and our most recent (2023) GEOs to India and Indonesia. Attendees will have the opportunity to reflect on their own global travel and/or local service experiences and consider a variety of methods to mindfully design programs that cultivate humility, respect for diverse cultures, and intercultural competency—the crucial foundation for responsible global citizenship.

Experiential Learning and 21st-Century College Admissions

Presented by Randolf Arguelles, Co-Director of College Counseling, Drew School (CA, USA); Brittney McCabe, Associate Director of College Counseling, Palmer Trinity School (FL, USA); Richard Conley, Associate Co-op Coordinator, Northeastern University (MA, USA); and Gary Hawkins, Vice President for Academic Affairs & Dean of Faculty, Hampshire College (MA, USA)
Experiential learning is an interactive educational modality by which students learn by doing and then reflecting on the knowledge and skills that they have acquired through their experience. An often repeated reason for why high schools and colleges have adopted experiential learning is that it teaches “21st-Century Skills,” which education scholars have identified as including critical reasoning, creative thinking, problem solving, metacognition, collaboration, communication, and global citizenship. This panel will explore college admissions with experiential learning in mind. We will hear from two high schools with robust experiential learning curricula: Drew School (CA) and Palmer Trinity School (FL). We will also hear from two post-secondary institutions where experiential learning is built into their DNA: Northeastern University (MA) and Hampshire College (MA).

Panel Discussion: Addressing Complex and Contested Global Issues in Our Communities and Classrooms

Global educators understand that support and time need to be given in classes and activities in order for students to process complex and often contested issues, taking place both near and far from home. Global education leaders often find themselves with the responsibility to ensure that their communities have the space and resources to allow for their communities to address these issues throughout their institutions and among diverse stakeholders. But what does this work actually look like, from the classroom to the institution, and what types of partnerships—with DEIB leaders, students, and even families—are necessary in doing this work well? How can we develop global competencies like nuanced critical thinking, active listening, and empathetic perspective-taking over time so that our communities are prepared to address these events and issues without the response feeling superficially reactive and the results being further polarizing? Join this session to hear from a variety of school leaders about how they are addressing events occurring in the world today and to identify model practices that transcend specific issues or institutions.

Panelists:

Trish Anderson, Director of the Isdell Center for Global Leadership, Pace Academy (GA, USA)
Yom Fox, High School Principal, Georgetown Day School (DC, USA)
Derek Smith, Global Scholar-in-Residence, Palmer Trinity School (FL, USA)
Glen Turf—Chief Officer for Global Initiatives, Equity, and Belonging—Miami Country Day School (FL, USA)

Facilitated by

David Colón, Head of School, Visitation School (MO, USA)

Fostering and Maintaining Enduring Faculty Engagement in Global Travel Programming

Presented by David Richardson, Director, Global Experiences – Academic, Appleby College (ON, Canada)
Appleby College offers tuition-funded global experiences, aiming to enrich global learning, service leadership, teamwork, and intercultural understanding. To ensure a wide range of opportunities, it is crucial to encourage employee engagement. Employees can participate in one of the college’s existing core experiences or propose their own unique experiences based on their passions or in conjunction with a course. The utilization of these two paths presents a significant benefit by facilitating the growth and enhancement of faculty leadership skills. It also serves to alleviate the burden placed upon a limited-yet-capable group of third-party travel providers. Finally, this approach acknowledges and values the enthusiasm and expertise possessed by faculty members that might otherwise not be shared with students. This presentation aims to highlight some of the ways Appleby fosters continued engagement of faculty with global travel by detailing our process and some of the challenges associated with managing a tuition-funded ‘required-to-travel’ program.

Centering Students and Families of Color in the Development, Facilitation, and Strategic Visioning of Global Travel Programs

Presented by Mike Ciuni, Director of the Fellowship in Global Citizenship and Leah Ridgeway Jackson, Director of the IDEA Lab and Fellowship, Hathaway Brown School (OH, USA)
Traveling with students from diverse backgrounds is a unique experience, one that requires a specific lens and focus for faculty co-leaders. It’s crucial to acknowledge that students of color bring unique perspectives to the table, and at Hathaway Brown, we are committed to leveraging this valuable insight to influence future travel planning, shape global curriculum development, and refine best practices as co-leaders of global travel experiences. Join this session to consider the lived experiences of students of color participating in global programming–in the pre-departure phase, on-program, and post-program–and to explore methods to create better access and openness to travel programming for students and families of color.

Unlocking Student Agency

Presented by Jessica Campbell, Dean of Academic Innovation, Saint Mary’s School (NC, USA); Garth Nichols, Vice Principal, Experiential Education and Innovation, Havergal College (ON, Canada)
In this workshop, participants will dive into future-ready educational strategies centered on experiential education and blended learning (in physical and digital environments). This workshop will explore the necessary shifting from content-focused teaching to skills-based, active learning that nurtures a growth mindset. Participants will discuss how to create a long-term vision for a rapidly changing workforce, integrate new technologies, and ensure equity while leveraging global competencies and frameworks of experiential education. The workshop includes two case studies. Havergal College will showcase their Digital Wisdom course as a successful blend of experiential education and blended learning. Saint Mary’s School will share how they have begun to overhaul curriculum to better harness student agency through transdisciplinary initiatives. Attendees will gain practical insights to implement these strategies in their own institutions. This workshop serves as a collaborative space for educators to explore these topics, ultimately unlocking student agency for a future-ready educational experience.

Centering Indigenous Voices in Shaping Historical Narratives of North America

Presented by Connor Girouard, Social Science Department Head / Chef du département des sciences sociales; Margaret Roper, Grade Three English and Social Science Teacher / Enseignante d’anglais et Univers social de la troisième année; Michelle Daigneault, Math & Science Teacher / Enseignant de mathématiques et science; Lower Canada College (QC, Canada)
This session will provide insight into the challenges and successes the LCC community experienced in their efforts to revise traditional historical narratives and bridge gaps between diverse peoples through education. At LCC, we have worked diligently with members of the Kahnawà:ke community to help address these issues. Using Indigenous authors, LCC has amassed a series of resources that provide an alternative perspective to major points in North American history. By consulting Indigenous voices, we have helped challenge the Eurocentric discourse in the Canadian history classroom, as well as limited the historical error of reducing Indigenous populations to the status of oppressed, ignoring their vibrant, rich, and thriving cultures.

Making Learning Visible

Presented by Kelly Randall, Director of Local, National, and Global Engagement, Holton-Arms School (MD, USA); Annie Harold, Associate Head of Partnerships, Envoys (VA, USA)
How can students’ learning extend beyond an experiential learning program? How can we create opportunities for students to apply and extend the knowledge they develop as a result of these experiences? How can students develop their advocacy skills on important global issues? In this workshop, you’ll learn how Holton-Arms School and Envoys partnered to develop a project-based global program centered on the U.N. Sustainable Developments Goals in Morocco. The workshop will detail the collaborative processes that led to the development of the project, including desired learning goals and competencies. We will also share ideas for post-program transference of learning and extended engagement, such as the facilitation of community conversations, the extension of program learning into capstone projects, and continued engagement with local program partners within an internship program. Participants will receive and practice using a toolkit designed to assist educators in applying this model to their own school communities.

Teaching and Learning for Social Justice, Global Engagement, and Impact With An Arts-Integrated Lens

Presented by Kevin Murungi, Director of Global Civic Engagement and Social Impact, Brooklyn Friends School (NY, USA); Jaymie Stein, Art Educator, Professor, Artist, Paterson Public Schools and Fordham University (NY, USA )
The purpose of this session is to share strategies and examples of arts integration used to build student capacity in understanding global civic engagement, social justice, and social impact. A Learning for Justice framework that calls for creative interdisciplinary collaboration on curricular content will be used as a guiding theory along with arts integration philosophy. This session will provide participants with pedagogical tools to be used with students to build citizenship and global competency of our young people. More specifically, participants will delve into program examples related to protest art with early childhood students, political photography with high school students, the ripple impact after teaching about child miners in the Democratic Republic of Congo, and the impact of globalization on local artisans in San Antonio Palopó in Guatemala.

Supporting Student Mental Wellbeing on Overnight Programs

Presented by Leah Rockwell, Licensed Professional Counselor, Counselor-in-Residence, GEBG
A huge piece of traveling with students on overnight programs is teaching students that a certain amount of stress and anxiety is not only normal, but expected! Thoughtfully using pre-departure meetings to attend to student well-being minimizes the likelihood of a major, unforeseen mental health incident while traveling. Participants will learn best practices for designing and guiding thoughtful, intentional conversations during pre-departure meetings that go far deeper than itinerary reviews and technology policies and instead focus on how students respond to stress, self-soothe, and can troubleshoot for their own anticipated pain points during travel.

Curriculum Building and Development in Global Competence Education in High Schools

Presented by Yue Chen, Global Department Chair, Visual Art Instructor and Rita MacAyeal, Director of the Library and Archives and Co-teacher in the Global Department, Lake Forest Academy (IL, United States)
Lake Forest Academy, an independent 9-12 boarding/day international school in Illinois, began a Global Studies program in 2017 as an elective seminar class for 11th- and 12th-Graders. Since 2020, when the Global department was officially established, this Global Studies Program has developed into a robust two-year academic elective course in global competence for junior and senior students with a strong experiential learning element. In 2024-25, the global department is rolling out a new mandatory seminar global course for 9th Graders. The Global Department Chair Yue Chen and co-teacher Rita MacAyeal will share how the curriculum has been built and used in the classroom in What, Why and How. They will also share assessments and evaluations on students’ performance in this course. Finally, they will talk about the challenges in developing global competence courses and how they overcame some of the challenges by showing their tangible approaches. The presentation will be followed by Q&A.

Panel Discussion: Climate Education—from Curriculum to Culture

Historically, the responsibility to educate young people about climate change has fallen on the shoulders of science educators and sustainability coordinators willing and able to do the work, and despite the best efforts of these forward-thinking educators, students today are still riddled with climate anxiety and a sense of hopelessness around their ability to take meaningful action around this imminent existential threat. However, there is real opportunity in acknowledging the inherently transdisciplinary obligation of this work and profound hope in the possibilities that partnerships—both within and beyond schools—provide. Join this session to hear from a variety of school leaders about how they are expanding their institutions’ and communities’ understandings of climate education and developing meaningful classroom curriculum, expanding student-leadership development, and engaging in collaborative professional learning in order to take on this unprecedented and imminent global crisis.

Panelists:

Dion Crushshon, Director of Global Programs, Blake School (MN, USA)
Marley Matlack, Director of the Alvord Center for Global and Environmental Studies, Loomis Chaffee School (CT, USA)
Ana Romero, Head of Sustainability, Wellington College International (United Kingdom)
Mark Salkeld, Deputy Head, Lower Canada College (QC, Canada)

Facilitated by

Rob McGuiness, Assistant Head of School, Appleby College (ON, Canada)

Veni, Vidi, Vuca? Navigating Health, Safety and Security in a VUCA World

Presented by Bill Frederick, Director, Lodestone Safety International; Director of Program Safety at the Guarini Institute at Dartmouth College (NH, USA)
Risk management in Global Education is always a step behind the evolution of its hazards. The field has demonstrated capability to respond to events but, in a world where “unprecedented” events are becoming the new normal, the need to be innovative remains paramount. This presentation will work with the principles developed by corporations and the U.S. military for operating in what they describe as a VUCA world (Volatile, Uncertain, Complex and Ambiguous) and lessons from the pandemic in order to prepare and not be surprised when the next shoe drops. We will present the principles, showcase data, review learnings from the pandemic, and explore problem-solving frameworks to discuss how to embed flexibility and resilience into our policies, practices and procedures. Checklists are important, understanding when your checklist is limiting your responsiveness is perhaps even more important.

Developing Intercultural Competencies Through Student Dialogue: Research, Models, and Resources

Presented by Ingrid Herskind, Global Studies Coordinator, Flintridge Preparatory School (CA, USA); Adrianna Truby, Associate Head for Academics, Palmer Trinity School (FL, USA); Erik Vincent, Director of Global Education, Holy Innocents’ Episcopal School (GA, USA); and Chad Detloff, Director of Professional Learning and Curriculum, GEBG
Join this session to explore model practices in intercultural dialogue and how they can help schools develop global competencies or navigate contested issues. Learn how to identify mission-aligned dialogue skills and embed them in your curriculum and programs across the school. Teaching intercultural dialogue skills and facilitation can empower teachers to lead, helping students listen with empathy and respectfully share perspectives. Three specific school examples–Flintridge Preparatory School (CA), Holy Innocents’ Episcopal (GA), and Palmer Trinity School (FL)–provide models and a variety of entry points, including for schools with limited budgets or resources.

Tough Calls: Decision-Making in Global Programs

Presented by Dan Pieraccini, Director of Global Programs and Mike Del Guercio, Italian Teacher, Delbarton School (NJ, USA)
Parents. Administration. Students. Colleagues. They’re all looking for answers, and they wanted them yesterday. And there’s not always ONE answer! “Tough Calls” is a workshop where educators delve into complex scenarios shaping global citizenship, curriculum development, and trip planning through interactive discussions. Participants will grapple with nuanced challenges such as balancing cultural sensitivity with academic freedom, navigating ethical dilemmas in case studies, and addressing the delicate balance between local and global perspectives. Global conflicts; climate change; political and ideological extremism: we’ll approach these topics and more with practical insights, encouraging collaborative problem-solving and strategic thinking in the dynamic landscape of global education.

Understanding and Using the Data from the 2023 NAIS-GEBG Global Engagement Survey

Presented by Danny Schiff, AP Statistics Teacher, ‘Iolani School (HI, USA) and Clare Sisisky, Executive Director, GEBG
This year, GEBG partnered with NAIS to gather data on the state of global education. This session will provide a brief introduction to the GEBG-designed survey and research process. With almost 500 schools submitting data, come be the first to hear the initial results and analysis. Benchmark your school’s current work with peers in the field and hear some practical takeaways for the growth and development of global education at your school.

How to Invoke Essential Change in Schools through Best Practices in Global and Digital Citizenship

Presented by Karina Baum, Director of Global Education, Buckingham Browne & Nichols School (MA, USA); Ben Hunter, Assistant Head, Emilio Sanchez School (Spain); Daniel Emmerson, Academic Affairs Lead, Goodnotes (UK)
In today’s fast-paced, digitally-driven world, understanding the intersection of global and digital citizenship has become crucial for global educators. This presentation, led by Karina Baum (BB&N, USA), Ben Hunter (ES School, Spain), and Daniel Emmerson (Goodnotes, UK), will discuss research that probes into how global citizenship–the ability to engage with the world’s major issues using a broad understanding across disciplines–intertwines with digital citizenship, which promotes proactive and positive participation in the digital realm.

Creating Mission-Driven Global Programming through Institution-Wide Collaboration

Presented by Cate Rigoulot, Science Teacher, Instructor: Global Intensive Advanced Interdisciplinary Seminar and Elizabeth Ellen Simison, Academic Dean, Instructor: Global Intensive Advanced Interdisciplinary Seminar, Miss Porter’s School (CT, USA)
To cultivate students as global changemakers, Miss Porter’s School has provided all students with an international travel experience for the past eight years. To be successful in this endeavor, collaboration between and within school offices and departments has been essential. Join an interactive conversation to learn about our journey to bringing this ambitious commitment to global citizenship to fruition through curricular offerings, school schedule, and assessment practices.

Empowering Students to Become Global Citizens in Classrooms and Across Continents

Presented by Nicole Nolan, Director of Global Scholars and Community Outreach, Wardlaw+Hartridge School (NJ, USA); Taylor DeMaio, Vice President, TEEEM (The Empathy Equality Entrepreneurship Mission) (NJ, USA)
Wardlaw+Hartridge School has been working with The Empathy Equality Entrepreneurship Mission (TEEEM), a nonprofit organization run by educators that connects K-12 schools with humanitarian nonprofits around the world. TEEEM’s mission is to engage students in empathetic, entrepreneurial, and service-driven efforts as they become civic-minded leaders of society who support global projects and initiatives. In partnership with TEEEM, students communicate directly with CEOs and site leaders to identify problems and brainstorm solutions to help combat issues within their respective communities. Through these unique, innovative programs, TEEEM students and their global partners support hundreds of thousands of people by treating patients, feeding children, educating students, empowering women, building infrastructure, and providing hope across five continents​.

Community Engagement as a Route to Student Growth through a Framework of the UN Sustainable Development Goals

Presented by Stacey Patsko, Upper School Dean of Students/Director of Global Studies, Francis Parker School (CA, USA) and Graciela “Chela” del Valle, Operations Manager – Latin America, Camps International (Ecuador)

One of the primary questions that students ask when beginning to immerse themselves within a community engagement project is, “Why?”. Why is this particular project important and why should I be doing it? Camps International has worked in conjunction with rural communities on 4 continents for over 30 years and it has become increasingly evident that we need to answer that “why” question, not just for students but for all active stakeholders. However, when we give students the ability to ask and answer this question, through active reflection, we create a meaningful space for student growth. This session will investigate the link between the objectives of community engagement and service projects, within the framework of the UN Sustainable Development Goals, and the power of the student-stakeholder in achieving success. Using work in Ecuador and Kenya (2 of the 4 locations Francis Parker traveled to with Camps International in 2024) as examples of a broader methodology, we will discuss how an increased understanding of context enables the student to become a fully enfranchised stakeholder in their own experience and allows them to grow into better informed global citizens as a result.

Panel Discussion: Building Capacity through Professional Learning for Global Education

In order for schools to prepare young people for their futures, educators need ongoing support in developing their own global competencies and growing their professional practice, yet there is never enough time and resources are often limited when it comes to building professional learning into the schedules and budgets. What does meaningful professional capacity-building look like—from small-scale, individualized support to whole-school efforts? How can school leaders partner to maximize impact when time and funds are limited? Join this session to hear from school leaders in various roles about how they have taken on this important task with focus, collaboration, and creativity and their ambitions for the future of their institutions.

Panelists:

Nichole Foster-Hinds, Head of Upper School, The Nightingale-Bamford School (NY, USA)
Alexis S. Giachetti, Curriculum and Training Specialist, The Council on International Education Exchange (CIEE)
Kara Kutner—Director of the Center for Peace, Equity and Justice—Friends Seminary (NY, USA)
Ian Rutherford, Dean of Experiential Learning and Enrichment, The Bishop Strachan School (ON, Canada)

Facilitated by

Scott Parsons, Upper School Director, Columbus School for Girls (OH, USA)

A Case Study for Raising Changemakers

Presented by Elif Sönmez, Community Involvement Program Coordinator and Ayse Sirin, Community Involvement Program Advisor, Robert College (Turkey); Facilitated by Daniel Emmerson, Academic Affairs Lead, Goodnotes (UK)
In recent years, community service programming has received increasing attention within K-12 educational settings. The Community Involvement Program (CIP) at Robert College in Istanbul has developed a student-centered and holistic approach that stands in a unique place within Turkey. With the primary belief that community service in general and the leadership of social projects foster social and emotional learning in youth, the CIP Office established an encounter-oriented, informal training-based approach to its community service program. Audience-specific trainings, careful student follow-up, case-specific empathy trainings, overall planning sessions, and team building activities form the backdrop of this approach. This presentation will explore the whys and hows of these methods, in addition to showcasing the Leadership Training Program developed by the CIP Office in relation to civic leadership, social-emotional learning, and experiential learning pedagogies.

Participatory Risk Management: Building Social-Emotional Competencies in California’s Sierra Nevada

Presented by João Santa-Rita, Middle School History Teacher, Crystal Springs Uplands School (CA, USA) and Dr. Neal P. Fox, Founder & Executive Director, Sierra STEM (CA, USA)
It is both impossible and undesirable to avoid all risks in place-based experiential learning programs. But how can schools and partner providers embrace “beneficial risks” and “healthy discomfort” while also mitigating risks during dynamic off-campus programs? One answer is to actively engage student participants in the risk management process. Participatory Risk Management (PRM) is a framework for approaching known and unknown risks in experiential learning programs that embraces healthy risk-taking behaviors; empowers student participants to collaboratively assess and manage risks; and elevates students’ leadership skills, self-awareness, and team communication competencies, all while mitigating real risks in educational programs. In this interactive presentation, João Santa-Rita of Crystal Springs Uplands School and Dr. Neal Fox of Sierra STEM will (1) introduce PRM as a framework for risk management in experiential learning programs and (2) showcase practical tools for implementing PRM in a variety of settings (including in Yosemite National Park’s backcountry wilderness).

The Intersection of Art, Activism, and Global Issues: Lessons from Start to Finish

Presented by Kirsten Boehner, Director, STEAM and Design and Katy Cowles, MS Art Teacher, Pace Academy (GA, USA)
The intersection of art and activism is an engaging space for students to explore global issues, examine strategies for change, and develop their own point of view and expressive potential. This presentation will share the curriculum for a thirty-hour course designed for middle school students including suggestions for how to modify activities for older and younger grade levels. In the presented curriculum, students learn how to assess ‘artivism’ by working with curators and artists to identify how culture and identity influence what issues we choose to address, how we respond visually and materially, and the impact we expect. Students use these same criteria to assess their own developing artivism portfolio of ideas and work. In addition to sharing the curriculum for and our feedback from running the first implementation of this course with nineteen students, we will share lessons learned from the design process, start to finish.

Mission Accomplished: Achieving Moonshot Goals through Experiential Learning

Presented by Phú Trầnchí, Director of Community Engagement and Experiential Learning, Oakwood School (CA, USA) and Kelly Fast, Director of Academic and Experiential Programs, Cascades Academy (OR, USA)
Your school’s expansion into experiential learning, through global experiential travel or interterm immersives, represents more than just added programming. It’s a journey towards deeply embedding these initiatives into your mission, vision, values, and Portrait of a Graduate. Learn how our moonshot ideas, like the Global Impacts Microschool—an immersive, interdisciplinary course with a transformative Kenya field experience—and the Academy Award-winning Pad Project, became impactful realities. We’ll share how aligning these initiatives with our institutional ethos and leveraging AI tools not only enhanced program rigor but also addressed teacher workload and sustainability. This session will guide you in envisioning and actualizing your own moonshot projects. Embrace the frameworks that underpinned our transformative programs, and apply them to create your signature experiential learning initiatives. Join us for a session that promises to be a touchstone for global educators seeking to harmonize innovative educational practices with their core institutional objectives.

The Intersectionality of Global Competencies and DEI Initiatives

Presented by Edgar McIntosh, Assistant Superintendent of Curriculum and Instruction and Heather Waters, Global Opportunities Coordinator, Scarsdale Schools (NY, USA)
In this session we will use our work at the Scarsdale Schools as a case study on how to intertwine the district initiatives of DEI (Dignity, Equity, Inclusion, and Belonging) with the development of global competencies in our faculty and students. At Scarsdale we seek to find balance between these strands, allowing for autonomy and responsibility and providing a classical education in the progressive tradition.

Understanding and Using the Data from the 2023 NAIS-GEBG Global Engagement Survey

Presented by Danny Schiff, AP Statistics Teacher, ‘Iolani School (HI, USA) and Clare Sisisky, Executive Director, GEBG
This year, GEBG partnered with NAIS to gather data on the state of global education. This session will provide a brief introduction to the GEBG-designed survey and research process. With almost 500 schools submitting data, come be the first to hear the initial results and analysis. Benchmark your school’s current work with peers in the field and hear some practical takeaways for the growth and development of global education at your school.

Panel Discussion: Current and Emerging Issues in Risk Management of Off-Campus Programs in Domestic and International Contexts

Although managing risk around off-campus programs involves a fairly straightforward array of systems, policies, and practices; the types of risks that schools are managing and the risk landscape of our world is constantly changing, making the task of anticipating, mitigating, and responding to these risks invariably challenging. How are schools managing risks associated with particular locations around the world as well as risk areas like mental health that are expanding in likelihood and severity? How are school leaders leveraging partnerships to proactively address risks related not only to activities but also to identities? What new systems and structures might support us all in doing this crucial work? Join this session to be reminded of the value of ongoing model practices alongside new approaches that help us to work within a new and evolving risk landscape, both near and far from home.

Panelists:

Patricia Burke Hickey, Director of Global Initiatives, Phillips Exeter Academy (NH, USA)
Sandy Haddock, Assistant Head of School, Epiphany School of Global Studies (NC, USA)
John Hughes, Director of Experiential Education, The Lawrenceville School (NJ, USA)
Christina Thomas, Divisional Vice President for Youth Exchanges, The Experiment in International Living/World Learning

Facilitated by

Nishad Das, Dean of Globalism and Experiential Learning, Groton School (MA, USA)

Navigating the Possibilities and Challenges of Group Exchanges

Presented by Chantalle Bourque, Director of Global Education & Experiential Learning, Calgary French and International School (AB, Canada)
Three years ago, CFIS sought to offer more choices in its travel programming in an effort to create more unique and impactful experiences and to be able to offer options that were more cost-effective. By partnering with a like-minded school in a different province, we were able to create a travel experience that was a fraction of the cost of our typical options: both schools sent 8-15 students on a one-week experience in their partner school, with a teacher in tow. The experience was a great success, and continues to improve and grow; however, this hasn’t come without its own series of obstacles. Learn from our experiences to build a similar opportunity in your own school: a cost-effective, culturally rich experience that now serves as a stepping stone to longer individual study abroad experiences.

Educator Innovation in Climate Action Curriculum: Results of a New Research Study

Presented by Clare Sisisky, Executive Director, GEBG
A new Klingenstein Center research study led by GEBG’s executive director, with over 70 participants from over 30 independent schools, details how educators are equipping and empowering their students for climate action in their curriculum. This session will share the findings and implications of this study and highlight examples from across departments and grade levels. Take back to your school a new competency-based framework for engaging students as global citizens in the era of climate change and a deeper understanding of how climate action is an essential element of global education.

STEP Up: A Multidisciplinary Approach to Helping Students Become More Engaged Global Citizens

Presented by Emily Odeh, Form I History Teacher, Kori Brown, Form II History Teacher and Mario Masso, STEAM Educator, Haverford School (PA, USA)
How can educators use concentrated experiential learning opportunities to help students become more responsible global citizens? Learn how The Haverford School developed a program of nontraditional teaching days to help students learn about the UN’s Sustainable Development Goals from a multidisciplinary perspective. During these STEPs (Solving the Earth’s Problems) Days, students explore one of the Sustainable Development Goals from the perspective of each of their core subjects. Through interactive workshops, field trips, and project-based learning opportunities, the students recognize the roles they can play in those goals. In doing so, they are able to see real-world applications of the disciplines they are studying, as well as the connections between those disciplines. This workshop will cover the motives, planning strategies, logistics, and successes of our STEPs days, as well as the lessons we have learned from past iterations of these programs.

Student Self-Evaluation in Global Competency Education

Presented by Adrienne Borders, Upper School Social Studies Teacher, University School of Milwaukee (WI, USA)
As global competencies become increasingly important for students’ personal futures and a hopeful world vision, the Global Scholars program at University School of Milwaukee layered in, for the first time this year, explicit global competency instruction and self-evaluation for our 72 student members. This presentation will share the process, materials, and activities of our inaugural year of global competency education, as well as successes and challenges. The hope is for audience members to walk away with tangible ideas, resources, and empowerment to formulate their own approaches to this somewhat nebulous, but necessary, education that fosters student ability to survive and thrive as individuals and global citizens in the 21st Century.

From Ideation to Implementation: Designing a Global Program for High School Students in Poland and the Czech Republic

Presented by Nathan Vigil, Upper School History Teacher and Kasia Darlak, Upper School Science Teacher, Grade Chair, The Westminster Schools (GA, USA)
In 2021 the Westminster Schools in Atlanta, GA began sending groups of students to Washington, DC, Poland, and the Czech Republic to learn about Jewish culture, the history of antisemitism, and the psychology of hate. Over the course of three weeks, students meet with Holocaust survivors, explore the Holocaust Museum in Washington, DC, and visit concentration camps and Jewish synagogues in Warsaw, Krakow, and Prague. Numerous students have described the experience as “life-changing.” This session offers a detailed look at the design and implementation of this global program. Dr. Darlak and Dr. Vigil, two seasoned global program leaders, will share insights into how they secured support from community sponsors, designed curriculum to maximize cultural competency and global citizenship, identified and hired local guides, led three successful trips to Eastern Europe, and shared student learning with the broader school community.

SYTA Standards for Tour Operators and Student Travel Safety

Presented by Carylann Assante, CEO and Katy Summers, Sr. Manager of Education & Professional Development, Student & Youth Travel Association (SYTA) (VA, USA)
In a recent study of global student tour companies conducted by the Student & Youth Travel Association interest in student out-of-country travel is growing and so is the global demand for travel standards, certifications, and professional companies to partner with educators and schools. While traveling safely has always been the foundation of student travel programs, the Pandemic and current events have led to an expansion of standards to include consumer protection, crisis communications, accessibility, and the well-being of students both physically and mentally. This session will provide an overview of the SYTA standards in student travel safety and a guideline for how you may review and select your student travel partners. This session will also benefit educators and administrators who lead their own travel programs.

Accessible Reflection: Tools and Strategies for Travel Programs

Presented by Sarah Walker, Director for Global and Experiential Travel Programs, The St. Paul’s Schools (MD, USA)
Learning is layered and divergent, but there is one thing that is a constant: we all learn by doing, and that reality underscores the importance of students breaking away from their classrooms to experience curriculum and concepts firsthand. Furthermore, we can maximize their takeaways by integrating accessible reflection tools into their travel experiences. Teaching our students to reflect can feel herculean in effort, and it can also end up feeling like “another bullet point on the daily itinerary.” However, if we make reflection accessible and fun, we can maximize learning and build it meaningfully into our programming. Join this session to see, discuss, and develop takeaways for your global and experiential programs. We will also review various tools, modalities, and software programs to create accessible and portable reflection journals for your students to use while traveling.

Panel Discussion: Partnering for Intercultural Competence: How Dialogue Unites Global and DEIB Efforts to Improve Our World

From current political polarization to complex ideological conflicts, it’s easy to understand the need to develop communities in which both students and adults alike possess the competencies to engage in intercultural dialogue and civil discourse around these topics of profound nuance and charge. How do we build these skills over time such that students, teachers, administrators, and families are prepared to engage meaningfully in dialogue that centers identities and fosters empathy? What types of low-stakes experiences—from the classroom to advisory or student clubs—can help students become fluent in the knowledge, skills, and dispositions necessary to do this work, and how might we ultimately engage them as leaders? What opportunities do virtual programs provide, in conjunction with in-person experiences? How can leaders in global education and DEIB work partner to maximize breadth and depth of impact? Join this session to hear from classroom educators, school administrators, and partner providers around their work in helping to shape a more open-minded and empathetic world.

Panelists:

Karina Baum, Director of Global Education, Buckingham Browne & Nichols School (MA, USA)
Melissa Brown—Director of Diversity, Wellbeing, and Global Education—Holton-Arms School (MD, USA)
Ann Diederich, Director of Global Partnerships & Programs, Polytechnic School (CA, USA)
John Nichols, Global Education Director, St. Mary’s Episcopal School (TN, USA)

Facilitated by

Kevin Murungi, Director of Global Civic Engagement and Social Impact, Brooklyn Friends School (NY, USA)