Global Summits

Upcoming Programs

Summit: Reimagining Travel Programs

November 2-4, 2022 // Buitrago, Spain // Registration Deadline: October 14

Summit: Reimagining Travel Programs

November 2-4, 2022 // Buitrago, Spain

As schools consider the many complexities of traveling today, join other educational leaders to share and learn from one another around what educational travel programming could and should look like at our schools. Building on our 2021 summit on this topic, this second iteration will be hosted again at Gredos San Diego (GSD) Buitrago Campus, and participants will have the opportunity to engage in expert and practitioner-led sessions, to vet Spanish-language and travel-program providers, to connect with existing and potential partner schools, and to participate in discussions and activities.

Topics likely to include research and model practices in program design and curriculum, student travel learning competencies and outcomes, emerging risks, collaborative travel models, partnership development, ethical considerations of travel, and vetting partners and scouting locations.

Primary Audience

Global Directors; school leaders involved in partnerships and global program development; faculty travel program leaders

Overall Schedule


>>Click here to view a detailed schedule.

Program Costs
  • Summit Registration: 375 USD for member schools, 425 USD for non member schools
  • On-Campus Housing November 2-4: 100 USD per night
  • Basque Experiential Program (optional): 950 USD includes housing and transportation
  • Barcelona School Visit (optional): 150 USD includes transportation to and from Madrid

Deadline to register: October 14

Travel Arrangements


Participants should plan to arrive at the Madrid Barajas Airport by 12 noon on Wednesday, 11.2. Participants arriving before November 2 will be able to board a GSD vehicle in central Madrid (pick up at Hotel Regina) to travel to Buitrago on November 2.




Included in the summit registration are accommodations in Buitrago on November 2 and 3. Participants who arrive early are recommended to stay at the Hotel Regina, where the bus to Buitrago will pick up participants on November 2.

For those attending the Basque program (and/or planning to attend the Barcelona visit on November 7), accommodations in Madrid on Sunday, November 6 are not included (recommended hotel is Hotel Regina). For those attending the Barcelona school visit, accommodations the evening of November 7 are not included, but transportation by train to and from Barcelona, departing and returning to Madrid, are.

Spain Travel Summit Detailed Schedule

Wednesday, 11.2 // Buitrago, Spain


  • 9AM-3PM: Ongoing shuttles to Buitrago from airport and central Madrid (specific location TBD)
  • 12-3PM: European Regional Meeting (Buitrago Campus)
  • 1-3PM: American Regional Meeting (Buitrago Campus)
  • 3-4.30PM: Spanish-Language Vendor Showcase and GSD Buitrago School Tour
  • 5PM: Summit Opening Reception and Welcome from GSD Board
  • 6PM: Dinner


Thursday, 11.3 // Buitrago, Spain



Friday, 11.4 // Buitrago, Spain


  • 7-9AM: Breakfast
  • 9-11AM: Facilitated Discussions on Program Management and Risk Management
  • 11AM: Lunch (Optional)
  • Departures:
Saturday, 11.5 // Basque Country, Spain (Optional)



Sunday, 11.6 // Basque Country and Madrid, Spain (Optional)


  • Basque Country group returns to Madrid; Flight to Madrid, departing 9.20AM or 1.40PM


  • Those participating in the Barcelona program need to make their own hotel arrangements for this evening. Recommended hotel is Hotel Regina.


Monday, 11.7 // Madrid and Barcelona, Spain (Optional)


  • 7AM Train departing Puerta de Atocha Station (Madrid); arrival 9.30AM Barcelona Sants Station
    9.30-10.15AM: Transportation to St. Paul’s School
    10.15-10.45AM: Coffee and light breakfast
    10.45-11.30AM: Opening Session
    11.30AM-12.00PM: Tour of St. Paul’s
    12.00-1.30PM: Lunch and Facilitated Networking
    1.30-2.30PM: Meeting time for partnership development
    2.30PM: Departure for Sants Station
    3.23PM: Train departure for Madrid; 5.55PM arrival Madrid Atocha

Summit 2022 Breakout Presentations

Current schedule below, subject to change. All breakout session descriptions can be found here.

Thursday, November 3

9-10AM // Full Group Panel: “Student Travel in a Post-Pandemic World”

To help begin the summit’s primary day of professional learning, we will explore the curricular, risk-management, and ethical implications that the COVID-19 Pandemic has had on the field of overnight student travel.

>>Daniel Emmerson, Director of Global Education, Felsted School, United Kingdom

>>Aric Visser, Head of Secondary, The British School of Navarra/Nafarroa, Spain

>>Marley Matlack, Director of Alvord Center for Global & Environmental Studies, Loomis Chaffee School, USA (sabbatical); Special Assistant to the Head, Atlas American School of Malaga, Spain

10:05-10:50AM // Two Breakout Sessions

>>Room 1: “Putting Biodiversity into Travel”
>>Room 2: “Footprints: One Model and Further Questions of Carbon Offset for School Travel Programs”

10:50-11:10AM // Coffee Break
11:15AM-12PM // Two Breakout Sessions

>>Room 1: “Global Fellows Program: Training Ethical Global Researchers at the High School Level”
>>Room 2: “Building Intercultural Learning Skills at Home and Abroad”

12-2PM // Lunch
2-2:45PM // Full Group Panel: “Global Program Development Journeys”

Hear from three school leaders about their journeys in developing a curricular global program that utilizes purposeful travel and meaningful partnerships to help students develop global competencies–including GSD’s experience developing their longstanding community partnership in Cameroon.

>>GSD International Schools, Cameroon

>>Jonathan Fouser, Founding Deputy Head of School, Brewster Academy in Madrid, Spain

>>Ruxandra Mercea, Executive Director, Transylvania College, Romania

2:55-3:40PM // Two Breakout Sessions

>>Room 1: “Responding to the Pandemic: Positive New Pathways, Partnerships and Possibilities”
>>Room 2: “The World is Our Classroom–Developing Global Citizens Through an Active Equity, Inclusion, Belonging, and Justice Framework”

3:45-4:30PM // Two Breakout Sessions

>>Room 1: “Preparing Students, Parents and Chaperones for a Successful Cultural Exchange”
>>Room 2:

4:30-5:00PM // Coffee Break
5:00-5:45PM // Two Breakout Sessions

>>Room 1: “BB&N’s Evolving Travel Programs: Fostering Cultural Change Through Competency-Based Curriculum and Cultural Humility”
>>Room 2: “The importance of collaboration and partnership in creating ethical travel programmes for the future”

Breakout Session Descriptions

BB&N’s Evolving Travel Programs: Fostering Cultural Change Through Competency-Based Curriculum and Cultural Humility


This presentation will detail BB&N’s shift toward a competency-based curriculum for more meaningful travel programs. Anchored in BB&N’s Global Competency Framework and adaptable to other Global Frameworks, this approach aims to change the culture of travel program design and implementation among trip leaders (and teachers in general) by prioritizing the exploration, appreciation, and understanding of the histories, environment, and peoples in the places trip leaders plan to visit with their students. I will share the specific approaches used to change our trip leader culture, and the planning templates that helped us move towards a more meaningful learning experience for students.

Presented by Karina J Baum, Director of Global Education, Buckingham Browne & Nichols (MA, USA)


*  *  *


Building Intercultural Learning Skills at Home and Abroad


How do we at independent schools craft a program in which all of our students have access to experiences that develop intercultural learning skills? The Covid-19 pandemic shone a light on the fact that international travel is sometimes not an option. And there are students who will not or can not travel due to factors outside of pandemic-related restrictions. Furthermore, we know that cross-cultural contact can happen close to home, and we know that contact doesn’t lead automatically to intercultural learning skills development regardless of location. Preparation for cross-cultural contact and linguistic and cultural immersion is therefore paramount, whether students are engaged in a program close to home or abroad. Pulling the threads of intercultural learning through semester-long, year-long, or J-Term courses and programs deepens student ownership and agency.

Presented by Joyce Noelle Lang, Language Department Chair and J-Term Coordinator, Blair Academy (NJ, USA)


*  *  *


Footprints: One Model and Further Questions of Carbon Offset for School Travel Programs


Students and faculty in the Environmental Club at Eastside Preparatory School led the effort over the last three years to develop and offer a Carbon Offset Program allowing families to opt-in with a donation to offset carbon footprints during our annual all-school experiential week. Attend this session to hear how students researched this project, calculated offsets for trips ranging from local destinations to extended overseas sites, selected a partner organization in Madagascar and promoted the opportunity to families and parents for our experiential week. Our partner organization in Madagascar also hosted a student trip to learn and help with reforestation efforts. We want to explore with colleagues how to further refine and expand this kind of effort for ethical student travel.

Presented by David A Kelly-Hedrick, Experiential Education Coordinator and English Faculty, and Paul Hagen, Director of Student Well-Being, Eastside Preparatory School (WA, USA)


*  *  *


Global Fellows Program: Training Ethical Global Researchers at the High School Level


Our student communities have the power to seek truth to understand and solve local and global challenges. Both inside and outside of the classroom, on their own and collaboratively, our students have passionate ideas to improve our communities and shape the future. At National Cathedral School, the “Global Fellows” program supports students in grades 9-12 to conduct independent summer research + action around the world on a diverse array of topics, including international affairs, environmental sustainability, social justice, world languages, community service, visual arts, and more. Their projects develop core global competencies including understand the world, engage with empathy, collaborate across difference, and self-reflect through independence. A key component of the program is working as a cohort and participating in a short course on Fieldwork Research and Interview Methods. This session will share the NCS program model (materials, timeline, readings, administration) and student project examples, and create a forum for discussing how we support student research for impact through global programming.

Presented by Melody Fox Ahmed, Director of Global Programs, National Cathedral School (D.C., USA)


*  *  *


Preparing Students, Parents and Chaperones for a Successful Cultural Exchange


The success of a cultural exchange often depends on the preparation of the participants, including students, parents and chaperones. In this short presentation, we will share specific ways that trip leaders can manage the expectations and behaviors of the participants and stakeholders. We will also discuss how to get ahead of common issues and pitfalls before they arise on exchanges. Finally, we will share our best practices which have helped us at Ursuline Academy of Dallas to maintain successful sister-school partnerships for decades.

Presented by Cecilia Nipp, Director of Global Relationships and Cultural Exchange, and Susan Bauer, Director of Research and Educational Innovation, Ursuline Academy of Dallas (TX, USA)


*  *  *


Responding to the Pandemic: Positive New Pathways, Partnerships and Possibilities


The shutdown caused by the pandemic forced global educators to envision our craft through new lenses. Having to turn on a dime, we reinvented our programs while maintaining our core goals and values in the development of global citizens and scholars. In the end, we created new connections and possibilities that reached even more students. This session is a discussion of how one school did it using the existing networks, partnerships and the school community. Following the intro and discussion there will be time for Q&A and time to brainstorm in small groups. Now we need to decide what we keep and change. Travel is back but virtual is here to stay and its potential is still untapped. The question before us now is: How do we keep and develop these separate streams as well as combine them to enhance our returning travel experiences.

Presented by Heather Waters, Global Opportunities Coordinator, Scarsdale High School (NY, USA)


*  *  *


“The World is Our Classroom”–Developing Global Citizens Through an Active Equity, Inclusion, Belonging, and Justice Framework


“The World is Our Classroom” is Gill St. Bernard’s School’s (GSB) motto. In alignment with this philosophy, each upper school student is required to participate in the GSB Spring Unit Global & Experiential Program that centers student learning around topics such as identity, social justice, inclusion, access, and leadership. For two weeks each spring, students choose a mini-course from a catalog of diverse curriculum that are mission-aligned, connected to core academic subjects, and developed by our faculty. These opportunities empower students to build understanding together through a framework of responsible global citizenship and intercultural understanding. While some courses require travel domestically, internationally, or virtually, the overarching program goal is to energize students to harness these experiences to make real change within our school community and in the world. This workshop will explore the design and impact of cultural engagement programs on a local, national, and international scale that effectively fosters global competencies for our students while, at the same time, expands the dimensions of where learning occurs and who is telling the story. It will also explore the challenges to supporting global travel programs through an equity lens.

Presented by Tracey Goodson Barrett—Director of Diversity, Equity & Inclusion and GSB Spring Unit Coordinator—Gill St. Bernard’s School (NJ, USA)

Post-Summit Experiential Program

The Basque Country: linguistic and cultural diversity as a platform for teaching Intercultural Competence


In partnership with the Baserria Institute

School global administrators,  leaders of travel programs to Spain, and teachers of Spanish should join this post-summit opportunity to travel to the Basque Country to learn about the region’s commitments to cultural and linguistic sustainability, and the complexities therein.

Spain and France are the two most popular destinations for students at GEBG schools participating in travel programs, yet these programs often focus on an oversimplified view of Spanish and French culture that misses the rich and complex diversity of these two nations. 

Educators will have the opportunity to scout this region to develop more intentional learning opportunities in the future. They will bring back to their schools and students a more nuanced understanding of Spain’s linguistic and cultural diversity and resources for using the region as a platform for teaching intercultural competence in the classroom or in the field.

More details about the program:


Starting in the ancient Roman City of Pamplona/Iruña and making our way through the Basque countryside to San Sebastian/Donostia, participants will look at how culture can be deliberately constructed and preserved through day to day life, including the language we speak, the food we eat, and how that food is produced and shared. In our travels we will meet other educators and key players in this cultural preservation and challenge assumptions that we might have about our understanding of Spain and France. Participants will leave with greater opportunities for classroom curriculum connections, travel program ideas, and connections to other educators who want to give greater nuance to their teaching of language, civilization, and identity across departments and divisions.

Basque language and culture can be traced back to pre-Roman times, and over the course of thousands of years, this region in the north of Spain and south of France has retained a unique linguistic and cultural identity. Today, various dialects of Basque and various cultural traditions can be observed in the seven traditional provinces of the Basque Country, which includes the modern autonomous communities of Pais Vasco/Euskadi and Navarra/Nafarroa and three historical provinces north of the Pyrenees in France referred to by southern Basques as “Iparralde” or “the North.”  Known around the world as a place in which identity has both sustained and evolved over time, all the while grappling with complex political, economic, and social considerations at local, national, and global levels, the Basque Country provides a unique opportunity to engage with issues of cultural sustainability and intercultural competence.

Tentative Schedule for Basque Country Experiential Program

Friday, 11.4

12PM: Departure for Basque Country (from GSD Buitrago)

2PM: Town visit to explore traditions

3.30PM: Leave for Pamplona

6PM: Arrive Pamplona 

7PM: Panel Discussion: Basque Language and Identity in Navarra

8-10PM: Pintxos and regional Navarran specialties 

Saturday, 11.5

8AM: Breakfast 

9AM: Depart for rural Basque interior

10.30AM: Visit to a working cheese farm for cheese making and tasting

12PM: Cooking workshop with locally produced Basque products

2PM: Guest speaker

5PM: Depart for Donostia

Community Meal and Discussion on Circular Economy and Basque Cultural preservation

12AM: Travel to hotel

Sunday, 11.6

Breakfast and program closure

Flight to Madrid, departing 9.20AM or 1.40PM*


*Accommodations the evening of Sunday 11.6 are not included. Hotel Regina is the recommended hotel.

Program Components Include:


Friday Panel Discussion on Intercultural Navarra: Basque, Spanish and English languages and culture in media and education 

Join Navarran educators and journalists for a discussion of the roles of Basque, Spanish, English (and other) languages in Navarra and how the mix of cultures can create an opportunity for understanding and cooperation. Hosted at The British School of Navarra

Saturday Community Meal and Discussion on Circular Economy and Basque Cultural preservation

In this round table discussion and shared community meal, participants will be joined by public officials, farmers and hospitality representatives to talk about the goal of creating and sustaining a cultural identity based on environmentally and economically sustainable models. 


950 USD, includes housing, transportation and meals


GEBG’s 2022 Virtual Summit on Teaching Global Writers will engage teachers, curriculum leaders, and librarians in sessions centered around bringing more global voices and perspectives into the curriculum and empowering the voices of our students through writing.

At GEBG’s Summit on Teaching Global Writers, educators and writers will share specific models and examples of how they

  • bring diverse voices into the classroom through readings,
  • utilize creative and analytical writing to explore multiple perspectives and identities, and
  • effectively partner with authors and colleagues to educate for global competencies.

Dates and Times:

The Summit is being offered as a primarily on-demand opportunity, providing individuals or entire school communities with the opportunity to engage with the event’s varied sessions according to their own schedules.

We will kick-off the event on February 10th with a live (synchronous) opening session featuring acclaimed author Maya Shanbhag Lang. That same day the summit’s other sessions (4+ hours of content) will be available for immediate and/or future viewing.

Live Virtual Opening Session

February 10, 2022; 9.00 AM Pacific // 12.00 PM Eastern // 6.00 PM Central European

On-Demand Virtual Content Available

February 10 – April 30, 2022


$175 for individuals from GEBG Member Schools; $195 for non-members. Schools can also purchase a school-wide ticket ($475) for unlimited access to live presentations and on-demand content for use in professional learning across departments and divisions.


Keynote Speaker

Maya Shanbhag Lang is the author of What We Carry, named a New York Times Editors’ Choice, an Amazon Best Memoir of 2020, and on several international “Best Of 2020” lists. She is also the author of The Sixteenth of June, named a Must-Read Novel by CBS and InStyle and long listed for the Center for Fiction First Novel Prize.

Lang’s essays have been widely published and anthologized, most recently in ​​a collection entitled The Lonely Stories about the joys and struggles of being alone, including 22 literary writers including Lev Grossman, Jhumpa Lahiri, Lena Dunham, Jesmyn Ward, Yiyun Li, and Anthony Doerr. In 2021, the American Civil Rights Museum named her a “Woman You Should Know.” Winner of the Neil Shepard Prize in Fiction, she has received support from the Rona Jaffe Foundation, the Bread Loaf Writers’ Conference, and others.

After graduating magna cum laude from Swarthmore College, Lang earned her M.A. from NYU and her Ph.D. in Comparative Literature from SUNY Stony Brook. Her dissertation, “The Hypochondriac: Bodies in Protest from Herman Melville to Toni Morrison,” won the Mildred and Herbert Weisinger Award. A passionate teacher and editor, she loves working with established and aspiring writers alike.

Lang is the daughter of South Asian immigrants and lives outside of New York City with her daughter. She is also a competitive-class weightlifter.

Featured Author

Laura Resau is the award-winning author of  nine highly acclaimed young adult and children’s books, including The Lightning Queen, Tree of Dreams, What the Moon Saw, Red Glass, Star in the Forest, The Queen of Water (with María Virginia Farinango), and the forthcoming Stand as Tall as the Trees: How an Amazonian Community Protected the Rain Forest (with Patricia Gualinga, Summer 2023) and Virch (Spring 2023). Some of her books are available in both English and Spanish language versions. Laura draws inspiration from her time living and working outside of the United States as a cultural anthropologist and ESL teacher. She frequently collaborates with co-authors from Ecuador and Mexico. Loved by kids and adults alike, her novels have garnered many starred reviews and honors, including the IRA YA Fiction Award, the Américas Award, five Colorado Book Awards, spots on “best-of” booklists from Oprah, School Library Journal, the American Library Association, Bank Street, and more. Resau lives with her family in Colorado, USA and a portion of her royalties support Indigenous rights organizations in Latin America.

Featured Scholar

Nicole Mirra, Ph.D., is an Assistant Professor of Teacher Education at Rutgers University and strives to bring the two fields of literacy and youth civic engagement together in ways that bring about more social change and justice in classrooms and society. After beginning her career teaching high school English, Mirra believes that curriculum content should be used as a vehicle to teach students to lift their voices in public life. She now partners with youth as co-researchers in her work and incorporates digital media into her teaching and research to bring together students and open up conversations about differences and commonalities. In addition to engaging in research and teaching courses in English Education, Mirra participates in the National Writing Project (NWP), which works with teachers across the country to encourage civically engaged writing with young people. In partnership with NWP and Teachers College Press, she published an award-winning book titled Educating for Empathy, which explores the innovative concept of critical civic empathy and how to bring it into the curriculum.

Session Descriptions


Keynote Speaker: Maya Shanbhag Lang

Maya Lang’s work explores the nuances and complexities of identity: her memoir What We Carry addresses “mothers and daughters, lies and truths, and the power of stories,” and her 2015 work, The Sixteenth of June, “delves into the tensions and allegiances of friendships, the murky uncertainty of early adulthood, and the yearning to belong.” Join our live keynote session to learn about Maya’s powerful work and about how her own identity shaped her writing and its goals.
A conversation with critically acclaimed author Maya Shanbhag Lang and Laura Appel-Warren, Director of Global Citizenship at St. Mark’s School (MA)

Featured Author: Connecting with Communities in South America through Literature

Laura Resau will share how she collaborated with Indigenous Ecuadorian co-author, María Virginia Farinango, on The Queen of Water—her inspiring true story of overcoming forced servitude during her childhood in the Andes. American students have made their own meaningful connections with the book, engaging in virtual exchanges with students in rural Ecuador—the kind of project you could do with your own students. Laura will also discuss connections stemming from her other books set in Ecuador—Tree of Dreams and the upcoming picture book Stand as Tall as the Trees, co-written with the Indigenous Amazonian leader, Patricia Gualinga.
A conversation with Laura Resau, award-winning author of nine highly acclaimed young adult and children’s books, and Scott Parsons, Director of Osborne Writing Center at Hathaway Brown School (OH)

Featured Scholar: Teaching Civic Empathy and Civil Discourse

Professor Nicole Mirra strives to bring the two fields of literacy and youth civic engagement together in ways that bring about more social change and justice in classrooms and society. View this session to learn about Dr. Mirra’s innovative concept of critical civic empathy and how to bring it into your curriculum.
Nicole Mirra, Ph.D., Assistant Professor of Teacher Education at Rutgers University (NJ)

Panel Discussion: Civil Discourse and Dialogue in our Schools

Dialogue across difference is an essential global competency that can be difficult to effectively teach, particularly when involving conflicting ideologies and viewpoints. View this panel to learn from current classroom teachers, global directors, and school administrators committed to supporting students in thoughtfully and competently engaging in difficult conversations in the classroom and beyond.
Panelists: Fran Turner, Director of Civic and Global Engagement at Lovett School (GA); Joe Vogel, Associate Head of School at Old Trail School (OH); and Smita Chandela, Director Internationalism and PGT at Mayo College Girls’ School (India). Facilitated by Clare Sisisky, Executive Director at GEBG.

Panel Discussion: Selecting Literature that Reflects Diverse Global Perspectives, People, and Issues across the K-12 Curriculum

School librarians committed to integrating diverse perspectives, people, and issues are essential partners in educating global citizens. View this panel to hear from three current school librarians who lead their communities through thoughtfully curating literature that celebrates multiple perspectives and develops empathy throughout the K-12 curriculum.
Panelists: Christina Dominique-Pierre, Middle School Library Director at Buckingham Browne & Nichols (MA); Dacel Casey, Director of Community and Global Partnerships and Library Media Specialist at Trevor Day School (NY); and Soline Holmes, Lower School Librarian at Academy of the Sacred Heart, New Orleans (LA). Facilitated by Erik Vincent, Director of Humanities and Global Studies at Holy Innocents’​ Episcopal School (GA).

Globalizing AP English Language through Travel Writing and Memoir

The AP English Language course and exam can provide great opportunities to explore people and places around the globe through strategic text selection, evaluative discussion and writing, and personal memoir writing. View this session to explore a sample unit that utilizes multiple short pieces of travel writing to address the evaluative essay exam prompt (Question #2) while fostering an appreciation for multiple perspectives and self-exploration.
A conversation with Stuart Salomon, retired AP Exam Reader and English Teacher, and Chad Detloff, GEBG Director of Professional Learning and Curriculum

Partnering with Local Booksellers to Bring Authors and New Literature to Your Campus

One often overlooked opportunity for schools is the ability to bring authors and new literature to your campus and curriculum through partnerships with local booksellers and engaged parent leaders. View this session to learn about how {Pages} Bookstore in Southern California supports schools in their efforts to infuse their curricula with diverse voices from local and global authors alike.
Pam Page, {Pages} children’s specialist and literacy professional, and Linda McLoughlin Figel, Founder of {Pages} Bookstore (CA)

Mentoring Young Writers of Bilingual Children’s Books

Creo en Ti Media was founded by two educators who saw an opportunity to mentor young writers in the process of professionally publishing their own written and illustrated bilingual children’s stories and distributing this work with communities around the world. View this session with the organization’s founders discussing their work with young writers, including the recent publication of El Amigo Eterna, a book by two students from Ursuline Academy in Delaware, as part of the first-annual GEBG Bilingual Student Publishing initiative. Presenters will also share how to engage your school and students in submitting bilingual (Spanish-English or French-English) children’s books for potential publication through this initiative.
Lara Paparo, Associate Director of the Penn Literacy Network, University of Pennsylvania; Lisa Pietropola, Creative Director of Creo En Ti Media and World Language Teacher at Milton Hershey School (PA); Erin Prada, Director of Global Education, Ursuline Academy (DE); Isabella Lindia, Student Author and Ava Lindia, Student Illustrator, Ursuline Academy (DE)

This summit is part of the GEBG’s Global Writer’s Initiative made possible by a generous donor.


Reimagining Travel Programs

October 2021, Online

Travel can be one of the most effective and powerful ways to teach global competencies, yet even as travel restrictions are lifted and interest surges, many difficult questions remained:

  • Should we travel with students? If we do, what will be different?
  • How might we reimagine programs while still developing their clear student learning outcomes?
  • What partnerships within your school could support new virtual, local, domestic, and international programming?
  • How can we effectively manage diverse and potentially conflicting needs from various stakeholders, including parents?
  • How might we reasonably manage risks associated with off-campus programming?
  • Which planning strategies can help us to navigate uncertainty and evolving risks, in addition to our own stress?

Global STEM and Sustainability

June 2021, Online

This Summit provided participants with the opportunity to learn about innovative work being done in the field at their own pace and in accordance with their own schedules.

Teaching Global Writers

February, 2021, Online

This Summit featured dialogue, interactive sessions, and workshops on bringing more global voices and perspectives into the curriculum and empowering the voices of our students through writing. Highlights included:

  • Keynote address from author Naomi Shihab Nye
  • An educator panel on decolonizing the curriculum

Designing and Assessing Intercultural Learning

February, 2020, Chicago, USA

This Summit was an in-depth look at evolving research, engaging questions, and exemplary school models around developing and implementing global curricula in our schools.

Effective Partnerships for Global Education

November, 2019, Madrid, Spain

This Summit explored how best to build, grow and sustain effective cross-cultural partnerships through a series of discussions, speakers, and panels of educators as well as opportunities to network and build new partnerships.