The GEBG Wiki is an interactive forum that contains almost 200 global education practices, forms, policies, videos and more from our member schools. It is the center for global education information that helps guide program development for members interested in improving their programs and sharing their practices.
The GEBG Wiki is only accessible by member schools.
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Willy Fluharty, Cape Henry Collegiate School
The GEBG strives to be provide both a wealth of resources for member schools and substantial professional growth opportunities for faculty and administrators at member schools.The hallmark professional development experience each year is our annual Global Educators Conference, which brings together some of the best ideas, practices, and people in global education from around the world.
The GEBG believes that experiential education is also one of the best ways for faculty to learn and grown, and has offered an educators course in an international setting for several years. Previous experiences have been in Turkey and Cambodia, and have included online pre-trip learning and post trip curriculum projects. Beginning in 2016, the annual summer course will be administered by Where There Be Dragons.
Clare Sisisky, Collegiate School
The GEBG places great value on offering collaborative programs for students and faculty. These experiences are both enriching and allow peers to collaborate and reflect. Consequently, the GEBG has partnered with Envoys to offer a collaborative program for students and Where There Be Dragons to offer a faculty professional development program. These programs will offer students and faculty a rare opportunity to travel throughout countries of critical importance in the global conversation in a meaningful and structured way with extensive preparation before departure, in-country reflection, and post-program sharing.
We are excited to announce our Student Collaborative Program to Colombia in the summer of 2016. This program epitomizes the quality of program members desire to offer their students—from extensive pre-departure preparation, to student collaboration, an itinerary that will enable students to begin to understand the complexity of development in Latin America.
Joe Vogel, Hathaway Brown School
Global Education: A Roadmap to Program Development:
This reader on global education features specialists ranging from risk management to curriculum. The book is meant to serve as a guide for schools who wish to create or improve their global education programs. In includes forms, data and surveys to help the decision making process in creating global programs that are educational, experiential and sustainable.
Available on iTunes for those with Apple products.
Willy Fluharty, Cape Henry Collegiate
In 2013, the GEBG began a pilot program administering the Global Competency Aptitude Assessment (GCAA) developed by Global Leadership Excellence to students at 24 of our member schools. The GCAA assessed both internal readiness (personal traits and attitudes) and external readiness (global knowledge and people skills) based on extensive research in the field of global competence. We are partnering with Global Leadership Excellence to conduct this longitudinal study looking at the effectiveness of global education on global competency. We are hoping this will be an effective way to benchmark student development and provide a means of communicating the value of global education to our constituents.
The preliminary results from the pilot group were exciting and indicated there was significant growth from freshman to senior year in external readiness. The biggest impact was in historical perspective and global awareness. Each student assessed received immediate feedback along with recommendations to building global competence. Schools and the GEBG received aggregate data. We are currently in the second year of this study.
Elsie Stapf, GEBG Director of Operations
Three years ago the GEBG board established a subcommittee to create a set of standards to evaluate a school’s global education program as a way to endorse a school’s global program. This was both relevant and necessary since the initial goal of forming the GEBG was to establish best practices with global education as well as inspire member schools to improve their own programs based on a set of standards. Borrowing categories from the Southern Association of Independent Schools (SAIS), the subcommittee highlighted key categories for a well-functioning global program such as vision, administrative support, global curriculum, program resources, and risk-management.
In the summer of 2014, SAIS officially adopted the GEBG Global Education Standards as part of their accreditation process. Providence Day School was chosen to be the first school to apply the GEBG standards since it was going through an SAIS accreditation in the fall of 2014. That experience raised several questions:
(1) the content of the standards,
(2) the endorsement process including
- how schools can apply to be evaluated;
- the process of selecting GEBG evaluators;
- the timing and cost of an evaluation, and
(3) the possible use of the GEBG standards by other regional Association of Independent School organizations.
A subcommittee consisting of Loren Fauchier (Providence Day School), Willy Fluharty (Cape Henry Collegiate), Chris Harth (St. Andrews Episcopal School) David Lynn (Charlotte Country Day School), and John Nordquist (Chadwick School), are addressing these issues. John Nordquist has produced a revision of the standards for the subcommittee to consider. The subcommittee will produce a final recommendation for the GEBG Board.
Loren Fauchier, Providence Day School