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GIRLS AS GLOBAL CITIZENSA Moral Responsibility for EducatorsIMPACT OF GLOBAL EDUCATION PROGRAMS OVER TIMECOVID’S IMPACTS ON TRAVEL RISK MANAGEMENT

Academy of Notre Dame de Namur, Villanova, PA, USAAcademy of the Sacred Heart, New Orleans, LA, USAAgnes Irwin School (The), Bryn Mawr, PA, USAAIM Academy, Conshohocken, PA, USAAll Saints Academy, Winter Haven, FL, USAAll Saints Episcopal School, Fort Worth, TX, USAAltamont School (The), Birmingham, AL, USAAmerican School in London (The), London, United KingdomAmerican School of The Hague, Wassenaar, NetherlandsAndover High School, Andover, MA, USAAppleby College, Oakville, ON, CanadaArcher School for Girls (The), Los Angeles, CA, USAAshbury College, Ottawa, ON, CanadaAshley Hall, Charleston, SC, USAAspen Country Day School, Aspen, CO, USAAthenian School, Danville, CA, USAAthens Academy, Athens, GA, USAAtlanta Girls’ School, Atlanta, GA, USAAugusta Preparatory Day School, Martinez, GA, USAAvenues: The World School, New York, NY, USAAwty International School, Houston, TX, USABattle Ground Academy, Franklin, TN, USABaylor School, Chattanooga, TN, USABelmont Hill School, Belmont, MA, USABergen County Academies, Hackensack, NJ, USABerkeley Carroll School (The), Brooklyn, NY, USABerkeley Preparatory School, Tampa, FL, USABerkshire School, Sheffield, MA, USABesant Hill School of Happy Valley, Ojai, CA, USABishop’s School (The), La Jolla, CA, USABlair Academy, Blairstown, NJ, USABlake School (The), Hopkins, MN, USABolles School (The), Jacksonville, FL, USABrewster Academy, Wolfeboro, NH, USABrunswick School, Greenwich, CT, USABryn Mawr School (The), Baltimore, MD, USABuckingham Browne & Nichols School, Cambridge, MA, USABuckingham Friends School, Lahaska, PA, USABuckley School (The), Sherman Oaks, CA, USABullis School, Potomac, MD, USABush School, Seattle, WA, USACalhoun School (The), New York, NY, USACannon School, Concord, NC, USACape Henry Collegiate School, Virginia Beach, VA, USACarolina Friends School, Durham, NC, USACastilleja School, Palo Alto, CA, USAChadwick International, Songdo-dong, South KoreaChadwick School, Palos Verdes Peninsula, CA, USAChaminade College Preparatory School, St. Louis, MO, USACharlotte Country Day School, Charlotte, NC, USACharlotte Latin School, Charlotte, NC, USAChatham Hall, Chatham, VA, USAChinese American International School (The), San Francisco, CA, USAChinese International School, Braemar Hill, Hong Kong SAR, ChinaChinese Language Institute (CLI), Colorado Springs, CO, USAChoate Rosemary Hall, Wallingford, CT, USAChristchurch School, Christchurch, VA, USACincinnati Country Day School, Cincinnati, OH, USACollegiate School, Richmond, VA, USAColorado Academy, Denver, CO, USAColorado Springs School (The), Colorado Springs, CO, USAColumbus Academy, Gahanna, OH, USACommunity School of Naples, Naples, FL, USAConvent & Stuart Hall, San Francisco, CA, USACrystal Springs Uplands School, Hillsborough, CA, USADalton School (The), New York, NY, USADana Hall School, Wellesley, MA, USADe Smet Jesuit High School, Saint Louis, MO, USADeerfield Academy, Deerfield, MA, USADelbarton School, Morristown, NJ, USADerryfield School (The), Manchester, NH, USADetroit Country Day School, Beverly Hills, MI, USADurham Academy, Durham, NC, USADwight School, New York, NY, USAEastside Preparatory School, Kirkland, WA, USAEllis School (The), Pittsburgh, PA, USAEmma Willard School, Troy, NY, USAEpiphany School of Global Studies (The), New Bern, NC, USAEpiscopal Collegiate School, Little Rock, AR, USAEpiscopal High School, Alexandria, VA, USAEpiscopal School of Baton Rouge, Baton Rouge, LA, USAEpiscopal School of Dallas, Dallas, TX, USAEpiscopal School of Jacksonville, Jacksonville, FL, USAErmitage International School of France, Maisons Laffitte, FranceEthical Culture Fieldston School, Bronx, NY, USAFelsted School, Essex, EnglandFenn School (The), Concord, MA, USAFlintridge Preparatory School, La Canada, CA, USAFort Worth Country Day, Fort Worth, TX, USAFountain Valley School of Colorado, Colorado Springs, CO, USAFrancis Parker School, San Diego, CA, USAFranklin Road Academy, Nashville, TN, USAFrench American International School, San Francisco, CA, USAFriends Seminary, New York, NY, USAGeorge School, Newtown, PA, USAGeorge Walton Academy, Monroe, GA, USAGermantown Friends School, Philadelphia, PA, USAGill St. Bernard’s School, Gladstone, NJ, USAGilman School, Baltimore, MD, USAGilmour Academy, Gates Mills, OH, USAGLOBE Academy (The), Atlanta, GA, USAGood Shepherd Episcopal School, Dallas, TX, USAGould Academy, Bethel, ME, USAGrace Church School, New York, NY, USAGredos San Diego (GSD) Schools, Madrid, SpainGreens Farms Academy, Greens Farms, CT, USAGreensboro Day School, Greensboro, NC, USAGreenwich Academy, Greenwich, CT, USAGroton School, Groton, MA, USAHackley School, Tarrytown, NY, USAHarker School (The), San Jose, CA, USAHarpeth Hall School, Nashville, TN, USAHarvard-Westlake School, Studio City, CA, USAHathaway Brown School, Shaker Heights, OH, USAHaverford School (The), Haverford, PA, USAHawken School, Gates Mills, OH, USAHead-Royce School, Oakland, CA, USAHerlufsholm Skole og Gods, Næstved, DenmarkHewitt School (The), New York, NY, USAHill School (The), Pottstown, PA, USAHockaday School (The), Dallas, TX, USAHolton-Arms School, Bethesda, MD, USAHoly Innocents’ Episcopal School, Atlanta, GA, USAHotchkiss School (The), Lakeville, CT, USAHun School of Princeton (The), Princeton, NJ, USAHutchison School, Memphis, TN, USAIsidore Newman School, New Orleans, LA, USAIvanhoe Grammar School, Ivanhoe, Melbourne, VIC, AustraliaJohn Burroughs School, St. Louis, MO, USAKent Denver School, Englewood, CO, USAKent Place School, Summit, NJ, USAKents Hill School, Kents Hill, ME, USAKentucky Country Day School, Louisville, KY, USAKeystone Academy, Beijing, ChinaKing School, Stamford, CT, USAKing’s Academy, Madaba, JordanLa Jolla Coutry Day School, La Jolla, CA, USALab School of Washington (The), Washington, DC, USALake Forest Academy, Lake Forest, IL, USALake Oconee Academy, Greensboro, GA, USALakeside School, Seattle, WA, USALancaster Country Day School, Lancaster, PA, USALaurel School, Shaker Heights, OH, USALausanne Collegiate School, Memphis, TN, USALawrence Woodmere Academy, Woodmere, NY, USALawrenceville School (The), Princeton , NJ, USALoomis Chaffee School, Windsor, CT, USALouisville Collegiate School, Louisville, KY, USALovett School, Atlanta, GA, USALower Canada College, Montréal, Québec, CanadaMadeira School (The), McLean, VA, USAMarist School, Atlanta, GA, USAMary Institute and Saint Louis Country Day School , St. Louis, MO, USAMarymount School of New York, New York, NY, USAMasters School (The), Dobbs Ferry, NY, USAMcDonogh School, Owings Mills, MD, USAMenlo School, Atherton, CA, USAMercersburg Academy, Mercersburg, PA, USAMiami Country Day School, Miami, FL, USAMiddlesex School, Concord, MA, USAMiss Porter’s School, Farmington, CT, USAMontclair Kimberley Academy, Montclair, NJ, USAMoravian Academy, Bethlehem, PA, USAMorgan Park Academy, Chicago, IL, USAMorristown Beard School, Morristown, NJ, USAMoses Brown School, Providence, RI, USAMount Vernon Presbyterian School, Atlanta, GA, USANational Cathedral School, Washington, DC, USANew Canaan Country School, New Canaan, CT, USANew England Innovation Academy, Mystic, CT, USANew Hampton School, New Hampton, NH, USANewton Country Day School of the Sacred Heart, Newton, MA, USANightingale-Bamford School, New York, NY, USANoble and Greenough School, Dedham, MA, USANorfolk Academy, Norfolk, VA, USANorth Cross School, Roanoke, VA, USANorth Shore Country Day School, Winnetka, IL, USANorthwest School (The), Seattle, WA, USANorthwood School, Lake Placid, NY, USAOaks Christian School, Westlake Village, CA, USAOakwood School, North Hollywood, CA, USAOld Trail School, Bath, OH, USAOverlake School (The), Redmond, WA, USAPace Academy, Atlanta, GA, USAPacific Ridge School, Carlsbad, CA, USAPacker Collegiate Institute, Brooklyn, NY, USAPalmer Trinity School, Miami, FL, USAPeddie School, Hightstown, NJ, USAPennington School (The), Pennington, NJ, USAPhillips Academy Andover, Andover, MA, USAPhillips Exeter Academy, Exeter, NH, USAPickering College, Newmarket, ON, CanadaPine Crest School, Boca Raton, FL, USAPingry School (The), Bernards, NJ, USAPolytechnic School, Pasadena, CA, USAPomfret School, Pomfret, CT, USAPorter-Gaud School, Charleston, SC, USAPrinceton Day School, Princeton, NJ, USAProvidence Day School, Charlotte, NC, USAPunahou School, Honolulu, HI, USARansom Everglades School, Miami, FL, USARavenscroft School, Raleigh, NC, USARiverdale Country School, Bronx, NY, USARivers School (The), Weston, MA, USARobert College, Kuruçeşme Cad No. 87, Beşiktaş, TurkeyRochambeau, the French International School, Bethesda, MD, USARutgers Preparatory School, Somerset, NJ, USARye Country Day School, Rye, NY, USASacred Heart Preparatory, Atherton, CA, USASage Hill School, Newport Beach, CA, USASaint Andrew’s School, Boca Raton, FL, USASaint Catherine’s School, Richmond, VA, USASaint David’s School, New York, NY, USASaint Edward’s School, Vero Beach, FL, USASaint Joseph Academy, Cleveland, OH, USASaint Thomas Academy, Mendota Heights, MN, USASaint-Denis International School, Loches, FranceSanta Catalina School, Monterey, CA, USAScarsdale High School, Scarsdale, NY, USASchool Year Abroad, North Andover, MA, USASequoyah School, Pasadena, CA, USASewickley Academy, Sewickley, PA, USAShady Side Academy, Pittsburgh, PA, USAShanghai Qingpu World Foreign Language School, Shanghai, ChinaShipley School (The), Bryn Mawr, PA, USASidwell Friends School, Washington, DC, USASilicon Valley International School, Palo Alto, CA, USASolebury School, New Hope, PA, USASonoma Academy, Santa Rosa, CA, USASpringside Chestnut Hill Academy, Philadelphia, PA, USASt. Albans School, Washington, DC, USASt. Andrew’s Episcopal School (Ridgeland, MS), Ridgeland, MS, USASt. Andrew’s Schools (The), Honolulu, HI, USASt. Christopher’s School, Richmond, VA, USASt. George’s School, Middletown, RI, USASt. Joseph’s Academy, St. Louis, MO, USASt. Louis University High School, St. Louis, MO, USASt. Luke’s School, New Canaan, CT, USASt. Mark’s School, Southborough, MA, USASt. Mary’s Episcopal Day School, Tampa, FL, USASt. Mary’s Episcopal School, Memphis, TN, USASt. Michael’s Catholic Academy, Austin, TX, USASt. Michaels University School, Victoria, BC, CanadaSt. Paul’s School (ES), Barcelona, SpainSt. Paul’s School (SPS), Concord, NH, USASt. Paul’s Schools (The), Brooklandville, MD, USASt. Stephen’s Episcopal School, West Bradenton, FL, USASt. Stephens and St. Agnes School, Alexandria, VA, USASt. Teresa’s Academy, Kansas City, MO, USASt. Thomas School, Medina, WA, USASteward School (The), Henrico, VA, USAStiftung Louisenlund, Gueby, Schleswig-Holstein, GermanyStone Ridge School of the Sacred Heart, Bethesda, MD, USATabor Academy, Marion, MA, USATampa Preparatory School, Tampa, FL, USATASIS The American School in Switzerland, 6926 Montagnola, SwitzerlandThacher School (The), Ojai, CA, USATower Hill School, Wilmington, DE, USATransylvania College, Cluj Napoca, RomaniaTrevor Day School, New York, NY, USATrinity Hall, Tinton Falls, NJ, USATrinity School NYC, New York, NY, USATrinity Valley School, Fort Worth, TX, USATurning Point School, Culver City, CA, USAUniversity High School of Indiana, Carmel, IN, USAUniversity Prep, Seattle, WA, USAUniversity School, Hunting Valley, OH, USAUrsuline Academy, Wilmington, DE, USAUrsuline Academy of Dallas, Dallas, TX, USAUrsuline School (The), New Rochelle, NY, USAVirginia Episcopal School, Lynchburg, VA, USAVisitation Academy, Saint Louis, MO, USAVisitation School, Mendota Heights, MN, USAVistamar School, El Segundo, CA, USAWardlaw Hartridge School, Edison, NJ, USAWaterford School, Sandy, UT, USAWebb School of Knoxville, Knoxville, TN, USAWellington College, Crowthorne, Berkshire, United KingdomWellington School (The), Columbus, OH, USAWestminster Schools (The), Atlanta, GA, USAWestridge School for Girls, Pasadena, CA, USAWesttown School, West Chester, PA, USAWheeler School (The), Providence, RI, USAWilbraham & Monson Academy, Wilbraham, MA, USAWilliam Penn Charter School, Philadelphia, PA, USAWilliams School (The), Norfolk, VA, USAWilmington Friends School, Wilmington, DE, USAWindward School, Los Angeles, CA, USAWoodberry Forest School, Woodberry Forest, VA, USAWoodlands Academy of the Sacred Heart, Lake Forest, IL, USAWoodward Academy, College Park, GA, USA2021 MEMBER SCHOOL LIST

321123230262359Senior StaffClare Sisisky Executive Director Elsie Stapf Director of Operations Chad Detloff Director of Professional Learning and Curriculum2021 - 2022Board of DirectorsOFFICERSChair Joe Vogel, Old Trail SchoolSecretary Laura Appell-Warren, St. Mark’s SchoolTreasurer Wally Swanson, Wilbraham & Monson AcademyBOARD MEMBERSTrish Anderson, Pace AcademyKarina Baum, Buckingham Browne & NicholsSchoolMelissa Brown, Holton-Arms SchoolDion Crushshon, Blake SchoolNishad Das, Groton SchoolAnn Diederich, Polytechnic SchoolDaniel Emmerson, Felsted SchoolTené Howard, Sadie Nash Leadership ProjectRob McGuiness, Appleby CollegeManjula Salomon, Palmer Trinity SchoolAric Visser, Baserria Institute of International and Intercultural EducationDebra Wilson, Southern Association of Independent SchoolsABOUT GEBGThe Global Education Benchmark Group supports schools as they prepare students for a culturally diverse and rapidly changing world. We are the leading K-12 global education organization that provides professional learning on model practices and shares data and resources for schools as they develop teachers and students with the intercultural competencies to embrace and thrive in our interconnected world.Student Perspectives on the PandemicVirtual Exchange Eectively Fosters Global Competence for High School StudentsLearning from Alumni: Impact of Global Education Programs Over TimeBenchmarks In Global EducationSupporting International Students Through an Equity LensCOVID’s Impacts on Travel Risk Management Expert Perspectives on Considerations as Students Return to the FieldOn the Same Page Assessing Faculty Definitions of Global Education LanguageRaising a Brave New WorldGirls as Global Citizens A Moral Responsibility for Educators3407 S. Jeerson Ave., Suite 71 St. Louis, MO 63118@gebgcommunicate2394043Perspective Letter from our Editor2021 Financial and Impact ReportGET Prize Award WinnersGlobal Educator Profiles Jessica YonzonGlen Turf(888) 291 GEBG (4324) www.gebg.orgTABLE OF CONTENTSSpring 2022GEBG Board April 2022ABOUT THE COVER Pace Academy students learn from a community educator in Navajo Nation in partnership with Deer Hill Expeditions. Magazine Designed by Brand Poets

THESE PAST TWO YEARS have given all of us in global education the chance to consider the challenges and opportunities of our field, whether we wanted that chance or not. This year’s magazine is full of reflections and evaluations that demonstrate how global educators strove to make the most of the shifting landscape of global education, and what they hope for our future. The GEBG community works to support and share with each other both our exemplary models as well as our challenges and questions. In this year’s Interconnected, we hear from two long-time community members about their thought-partnership as they wrestled with change, a dynamic exchange that I know was experienced by partners in our community. We hear from expert voices on the new risk management landscape. We share photos of our students engaging in local learning with a global focus. This year’s issue focuses, however, on emerging research and ways that our community has used the past two years to engage in evaluation or assessment. Understanding the impact of our global education initiatives is a challenging and complex endeavor, and we hope these research findings and models can support schools as they make the case of global education at their schools. But this research can also support our work to continually improve our programs, guiding the design of our learning experiences and curriculum towards the best possible outcomes for our students, colleagues, and partners while more adeptly mitigating any unintended consequences. These past two years, we have seen and felt the need for deep understanding of how our world is interconnected and how our actions can have consequences beyond our campuses. When I see so many working to tear each other down, when I witness the horrors of conflicts in multiple locations around the world, or when I hear the continued call for more significant action to fight climate change; I become even more committed to global education than before. We hope that this year’s Interconnected can support your eorts, renew your commitment, and oer a sense of community as we all work together to improve our field, year after year. CLARE SISISKY, EDITOR-IN-CHIEF csisisky@gebg.org | @gebgcommunicateLETTER FROM OUR EDITORPERSPECTIVE

KEREM BABAOĞLULevel 9, Robert College (Istanbul, Turkey)Grade 11, Wardlaw+Hartridge (New Jersey, USA)NAISCHA PURION THE PANDEMIC STUDENT PERSPECTIVES WHAT HAVE YOU FOUND MOST DIFFICULT ABOUT THE PANDEMIC?KEREM BABAOĞLU (KB): The most dicult thing about the pandemic is the feeling of isolation from the world I used to belong to. We were stuck in our houses without seeing each other. Of course there were communication apps, but I wasn’t a huge fan of those black boxes. And now, we are together, yet with masks. I can’t remember the last time I saw a classroom full of peers smiling together. Actually, what broke my heart most was the lack of “togetherness” the pandemic caused. I feel that we all got much lonelier than pre-pandemic times.NAISCHA PURI (NP): The pandemic has been dicult in realizing what we are missing and unable to do. It has been nearly impossible to travel to see elderly relatives, go to family member’s weddings, and loads of other family-related setbacks. While the pandemic has been hard, and these may seem like top priorities, I have been able to understand that certain “needs” hold precedence over others, and it is most important that everybody stays safe and healthy.AS EDUCATORS, we know that our students can provide us with a fresh perspective, often one with inspiring optimism and reassuring resilience. We asked two students from two dierent GEBG Schools to share some reflections on their experiences of the pandemic thus far. 3WWW.GEBG.ORG

WHAT HAS BEEN ONE POSITIVE CONSEQUENCE OF THE PANDEMIC?KB: However, there is positive stu about the pandemic like everything else. For example, I was able to be more ecient when I didn’t lose 2 hours of my day to trac. Studying from home was making it easier for me to complete my assignments. It was also quite comfortable to learn new things in a place where you feel more secure. NP: One positive consequence has been the time to self-reflect and spend time with family. Being forced to quarantine among busy and stressful work or school gave us a chance to reconnect and understand each other better. I have also been able to do some yoga, read tons of books from my “to be read” pile, try new things like instruments and food, and also develop my vinyl collection further!WHAT’S ONE WAY IN WHICH YOU FEEL YOU HAVE BEEN CHANGED AS A RESULT OF THE PANDEMIC?KB: During the pandemic days, I was prohibited from outdoor activities, so I spent most of my time with games, movies and sleep. Although the prohibitions and lockdown are somewhat over, I am a bit withdrawn from going outside. I don’t have the desire to go out, and I enjoy staying at home, watching TV, sipping coee and sleeping all day long. This is again related to losing the concept of “togetherness” and demonstrating more individualistic behaviors.NP: I feel like I am a more compassionate and thoughtful person. I try to talk less and listen more. I allow myself to actively reach into my conscience and make decisions that bring me peace and happiness in my life consistently. I am constantly growing and learning.WHAT’S ONE WAY IN WHICH YOUR PERSPECTIVE ABOUT THE WORLD HAS CHANGED AS A RESULT OF THE PANDEMIC?KB: I sense that the world changed similarly to how I was aected by the pandemic. While the negative repercussions of the pandemic are clear, all of us had dierent chances to discover ourselves and our secret interests. Being aware of ourselves is an essential part of life, and the pandemic helped us to recover some of this self-knowledge.NP: We are all human; I think it is easy to forget that. As I mentioned, I have tried to practice more compassion and understanding. I am trying to be more aware of what is going around me and learn the significance of being part of a community.WHAT’S ONE LESSON YOU HOPE FUTURE GENERATIONS WILL LEARN FROM THE PANDEMIC?KB: Create a connection with yourself and your surroundings. Observe, notice, appreciate. Value the moments you create and be mindful of everything going on around and inside you. NP: I hope future generations understand the value of getting through something together. The more we wore our masks together, quarantined together, helped each other, taught each other, and cared about each other, the more smoothly we were able to get through some of the roughest times. 4 INTERCONNECTED // VOLUME 04

Raising a Brave New Worldby Manjula Salomon and Daniel EmmersonWe began to consider a collaborative article when we met for coee during a conference in Cape Town at some point in 2017. We were in South Africa to support our students in an experience that would hopefully shape the rest of their lives at our respective schools and beyond that. Our idea at the time was to write a joint account of the state of play in global education from our unique perspectives. Our idea at the time was to write a joint account of the state of play in global education from our unique perspectives, though each time we put pen to paper, the state of play we were attempting to document began to unravel. By the time our article took shape in March 2020, the world was in such a state of flux that it seemed impossible to pin any of our ideas down. However, over online conversations and revised drafts we have conjured a reflection concerning what we had, what we wanted, what we got, and where we need to go next—a mere distillation of research, conversations, and ideas as they stand now, and as we continue to discuss as thought partners the possibilities of raising a brave newworld.RALPH WALDO EMERSONManjula Salomon and Daniel Emmerson reunite in person at the GEBG Annual Conference in April 2022Life is a succession of lessons which must be lived to be understood.” 5WWW.GEBG.ORG

1WHAT WE HAD“No one’s words, Proust’s included, could bring back to life their warm fragrance mixed with the scents of the winter rain of California and the wet eucalyptus leaves. You owe us an invention to immortalize scents, Mr. Edison. Without that our memory is incomplete.” YIYUN LEE, Where Reasons EndHaving worked in Global Education for years, it is intriguing to consider the way that our work is defined. The practical components are broken down to things like curriculum design, international partnerships, events management, leading overseas travel programs, facilitating student exchanges, etc. But the ‘why’ for each of these areas is where that conversation becomes more interesting: to develop cultural empathy and understanding in our students (Lewis, 2018), to assist in developing collaborative practice (Markowitz, et al., 2003), and to engage young minds curious for fresh and creative perspectives (Martin, et al., 2014). All of these things remain imperative if we wish to overcome cultural isolation, polarization or even fascism in the future (Vivarelli, 1991), but the practical ways in which each of these virtues were achieved in the past had both positive and negativerepercussions. In a world prior to COVID-19, the majority of the aforementioned benefits were achieved by being in physical proximity with another individual or group, which allowed for closer bonds to be created through eye contact (Argyle and Dean, 1965), touch (Rovers, et al., 2017) and social rituals such as sharing a meal (Davies, 2019), dancing (Bergmann, 1995) or even negotiating desk space in a library (Yerkey, 1980). There was a reason that in-person experiences generated such close bonds between people of dierent cultures on trips such as the one that we took to South Africa: they existed as real world experiences that were ingrained in memories through combining immediate senses (Baddeley, 2001) like the way our feet feel after a long hike, our taste buds tingle after a new culinary experience, the smell of an overpopulated dorm room or a particular perfume or cologne that sends butterflies around the stomach (Almagor, 1990). Indeed, the power of proximity can go both ways, and it’s when looking at the negative implications that its impact can be further understood, as Min Yin Lee put it in her novel, Pachinko, “living every day in the presence of those who refuse to acknowledge your humanity takes great courage” (Lee, 2017); proximity to others amplifies our emotions whether we like it or not.When these experiences emerge in the context of a global student conference, they have the potential to strengthen friendships and build empathetic instincts, both of which are essential for the next generation (Sutherland, 1986). The downside to such opportunities, however, were more than apparent. The environmental impact of 1,000 people traveling to India for a conference, for instance, is substantial, regardless of what the inter-cultural benefits might be (Drake and Purvis, 2001). One can surely not counterbalance the other even with the most well calculated emissions measures in place. In addition to that, should those 1,000 participants attempt a community engagement project or service learning enterprise, the ramifications of which could be far less than pleasing? Such itineraries could be seen as superficial on one hand, while instilling a saviour complex into the minds of the next generation along with a jilted understanding of what ‘service’ constitutes on the other (Lodhia, 2016). As beneficial as the global education practices that we had in place were, we certainly required an overhaul.Did we engage with the global world wisely in our experiential education programs for our students? What were the unintended consequences of our approach and execution for our students, for our colleagues, for our partners, for our planet? 6 INTERCONNECTED // VOLUME 04

23WHAT WE WANTED“You can be from the ‘hood or the suburbs. You can be poor with no education or a college graduate. No matter your background, you can win.” LIL BPre-Covid practices required a more sustainable approach. Either through limiting air travel, with a focus on travel by train or engaging with global learning locally, or finding better ways to carbon oset (Dhanda and Murphy, 2011). We all recall the immense value of in-person interaction between students of dierent cultural backgrounds, which has arguably become more important in recent years. Solutions, therefore, pointed towards extended periods of stay in a host country, if a student was taking part in an exchange, for example, or on building local partnerships around global issues. But while reducing flights to as few as possible should have been the intention, bringing flights to absolute zero in favour of exclusively online meetings is detrimental to a well-rounded education and student growth (Schultz, et al., 2009). And yet, the environment has never been better for it (Rochard, 2020). ‘What we wanted’ involved the benefits of in-person interaction, without the detrimental impacts of environmental harm. We wanted this to be an inclusive measure, not just for those at our (independent) schools, but for all students regardless of theirbackground. What are we going to do with our philosophies of the past? Are we willing to unpack and critically examine the way we used to operate in global education, so we can build new programs that manifest new philosophies? How can we create and sustain partnerships and relationships that support these newprograms?WHAT WE’VE GOT“I feel at home in the entire world, wherever there are clouds and birds and human tears.” ROSA LUXEMBURGInstead of appreciating the benefits of a more interconnected world and learning to avoid some of the pitfalls, many of us have spent much of the last two years in an exclusively virtual environment, where opportunities to connect are plentiful, but often superficial and fleeting. Virtual exchanges require more screen time than we would have thought about encouraging prior to the pandemic (Moore, 2020); virtual conferences don’t provide the same opportunities to forge strong ties (Uzzell, 2008); and after months of online interaction there is a risk that our students’ views and opinions are becoming even more polarised (Carothers and O’Donohue, 2019). Perhaps an example as to what this might look like in practical terms can be seen in the feedback from Felsted’s Online International Summer School from 2020. 95% of the 367 students who completed the feedback survey said that their knowledge base increased during the course. However, how many students felt that the bonds they created allowed for friendships on social media and perhaps on future courses, without the possibility of them developing anything further in real life, thus becoming emotionally beneficial (Burch, 2020)?What will we learn from the global paradigm shift of the COVID-19 pandemic? Will we build a new paradigm OR seek to return to the one we knew? Are we going to hold fast to individualism and achievement as our dominant frameworks OR will we embrace collective intelligence and global competencies for tackling global challenges? Will we frame our programs as learning amongst and from equals with no thought of the subconscious hierarchies of our former service programs? WHERE WE NEED TO GO“We have made some decisions. We want to fail more, act without authority. Plus there’s something phlegmatic about the world state don’t you think?” THE KNIFEAt this stage, when so many countries around the world are contending with the aftermath of the COVID-19 pandemic and are negotiating the learning environment of the present, 7WWW.GEBG.ORG

4predictions about the immediate future seem to change every other week. However, based on what we know about the benefits of global education in the past alongside the pitfalls of its practicalities, there is potential to create a fresh roadmap. If we are to raise a brave new world from the ashes of the past, we must learn from our mistakes and take advantage of the silver linings that have emerged throughout this process. It is possible to forge meaningful online communities with significant learning outcomes, but the emotional depth that they can create is questionable. As far as these last two years are concerned, it has been possible to create opportunities for students to connect, discuss and synergise. One of the keys to success in each of these areas, though, is the great value we have come to keenly appreciate of meeting in person. As we redesign our programs, a great deal of thought and care needs to go into evaluating and balancing the environmental impact, sustainability, and value of in-person meetings. That has to be one of our core roles as global educators in the brave new world: focusing on appreciation and measuring the value of interactions so that they can be prioritised, planned and prepared for, making this kind of learning central to our programs. We can’t go back to a world where such opportunities are not thoroughly considered and appreciated; or perhaps we can, but there is no telling where that might take us.What ethical framework will we use in making our judgments going forward? Will we think of our own safety personally and institutionally, and forget the safety of the communities we are entering? What percentage of our time is taken up by risk management concerns versus learning about the context and culture, from the community we are visiting and seeing them as our educators? Will we seek to travel to far and distant lands, neglecting the many global learning opportunities closer to home? Will global learning be for all students? Will we be on the same page as our colleagues? DR. MANJULA SALOMON is the Associate Head of School for Academics/Global Scholar in Residence, Palmer Trinity School in Florida, USA and DANIELEMMERSON is the Director of Global Education at the Felsted School in Essex, UK.

THE DEBATE HAS RAGED FOR DECADES: does one’s gender aect the way they experience education; do gender stereotypes impact educational outcomes? As an educator who has spent over four decades reviewing the literature on this debate, I admit to a bias. I have visited girls schools around the globe, witnessing first hand what happens when boys are removed from the equation in the education of girls. But this article is not an argument for educating girls separately–though I would happily make that argument any day of the week. Instead, I write on behalf of girls and what I know to be true about how they experience school. Girls as Global CitizensA MORAL RESPONSIBILITY FOR EDUCATORSwritten by Trudy HallTrudy Hall is the former Head of School at Emma Willard School and former Board President at the National Coalition for Girls SchoolsCastilleja School students removing Buelgrass, an invasive species, from Saguaro National Park after learning during Castilleja’s Global Week 2022 that this intentional cleansing helps prevent the spread of wildfires.9WWW.GEBG.ORG

TEENAGE GIRLS ARE THE NEW LEADERS OF OUR TIME…”Specifically, we know that while girls may not dier from boys on any intellectual dimension, they are influenced by societal factors in ways that impact their choices and behaviors. The goal for educators in working with girls is to empower them to move beyond insidious gender stereotypes, whether that be in assuming leadership roles or pursuing either academic or extracurricular interests. Exposing them to a world that needs their energy and their singular talent permits them to connect the dots between what they know to be their strengths and interests and thorny global challenges that need solutions. Once that intellectual and emotional connection is solid, it becomes the source of the confidence and courage needed to push through societal resistance and be themselves. For girls then, educating them toward a goal of global citizenship is an essential strategy for negotiating the tangled web of identity. Through authentic connection to and understanding of real world problems, girls can begin to see themselves as agents of good in the world, forces for positive change. They can imagine roles in which they have agency to make a dierence. Further, they can connect with others who are supportive of their emerging vision of themselves, creating a buer for those times when the naysayers of the universe push back. But that is just why connecting girls to the world is good for girls. There is more at stake for educators, as well as the rest of the world. To fully understand the imperative, let’s remind ourselves of the global reality: we need the full potential of the world’s girls to be at work if we are to make needed progress on the issues that challenge humanity. Sadly, we are currently a grand distance from gender equity on any number of statistical charts. According to UN Women, a United Nations organization that tracks global gender equity, as of September 2021, there were only 26 women Heads of State.At the pace at which that number is growing, gender equity will not be reached for another 130 years. Of 189 economies assessed in 2018, 104 economies still have laws preventing women from working in specific jobs, 59 economies have no laws on sexual harassment in the workplace, and in 18 economies, husbands can legally prevent their wives from working. And perhaps the most heartbreaking reality: according to UNESCO estimates, approximately 129 million girls are out of school, including 29 million of elementary age. Quite simply, for our world to turn better, educators around the globe are called to engage girls with this dismal state of aairs. Introducing girls to the skills needed to become agents of change in a global arena serves humanity. It isn’t just important that they understand how the world works; it is also critical to their well-being, as well as to the well-being of our planet. Whether that issue be climate change, education, health and nutrition or ensuring clean drinking water, girls can be steered to a pathway that speaks to their curiosity and sense of social justice, a pathway uniquely tailored to interests that can, over time and with support, become passions. Commitment to those passions that can, over time and with support, build the muscles needed to be brave when it matters in life. When we open the world up to girls, they become the changemakers the world needs. A pretty cool virtuous cycle. TEENAGE GIRLS ARE THE NEW LEADERS OF OUR TIME…”ANTONIO GUTERRES, SECRETARY GENERAL OF THE UN10 INTERCONNECTED // VOLUME 04

Where do we start? We start by connecting a girl to a cause. For a girl, the first step to becoming a global citizen might be as straightforward as linking to others who are leading a cause or have a need. Girls thrive when they are in relationships with people and big ideas. Research reminds us that girls spend more time supporting and nurturing others than boys do; generally speaking, they like “relating.” Girls are interested in people and their stories; they value connectedness, belonging and communication in which they feel “seen.” They want to feel as if who they are and what they do matters. Listen carefully to a girl and she will tell you what matters, what interests her, what energizes her. What makes her eyes flash with intensity? What problem is she intrigued by? Or angered by? To what degree is she intrigued by those problems? Has she thought about an action plan or is still searching to understand more about the issue? Help her find a role model. The world is oering up an important resource right now: teen girl role models. Finding a role model can provide the necessary seeds of inspiration that move her from interest to engagement. For starters, have her google “girl teen activist.” There is Greta Thunberg, of course, who became the teen voice of global change at 14. Samaira Mehta was only 11 when she launched initiatives to combat inequities in STEM education, and Sofia Scarlat, was 17 when she tackled domestic violence and human tracking. Fortunately, the list of such teen change “spark plugs” is impressively long. Girls are growing up at a time when young female activists are making a dierence in nearly every country on any issue. As the powerful quote on the UNICEF website notes: “Most girls don’t grow up in a world of opportunity; they build one.” Ensuring that girls are guided to these modern heroes helps them imagine the opportunity they want to help “build.” Teach her about the positive power of social media, the ultimate tool for impactful connection and changemaking. Yes, we all understand the devastatingly negative impact on self-esteem and body image caused by irresponsible uses of social media, so teach her about that, too. But consider that, according to Common Sense Media, 81 percent of teen females use social media, compared to 66 percent of teen males. (Boys do more gaming.) Using this resource for positive connection, impact, and outreach has become an essential global skill for girls. When interviewed on the topic, girls note the ability to build online communities eciently. They can learn about strategy, anity groups, networking, and resources in this space as they build their own action plan. Be her partner in creating a plan. Start small. Very small. Setting girls up for success includes partnering with them to create a vision for themselves and an action plan for how to get there–one step at a time. A simple first step is to send an email to a female activist she has identified. Maybe she can attend an organizational meeting of a local cause. Perhaps she does an informational interview with a local leader to hear them talk about how they got their start and what challenges they confronted. AND THEN, GET OUT OF HER WAY… As the Secretary General of the UN, Antonio Guterres noted in 2021: “Teenage girls are the new leaders of our time, creating global movements for change. They are ready for the challenge.” I would add only that they will be ready for that challenge if we, as educators, make their preparation our priority. Students at Academy of the Sacred Heart in New Orleans organizing an awareness campaign about responsibly disposing of plastic Mardi Gras beads to prevent them from clogging and polluting the waterways and Mississippi River11WWW.GEBG.ORG

Impact of Global Education Programs Over TimeLEARNING FROM ALUMNIwritten by Clare SisiskyMANY SCHOOLS HAVE BEEN DESIGNING and implementing immersive intercultural learning experiences over the last ten years, yet most of these schools have not assessed or even explored any long-term impact of these programs on their students. As we consider ways to assess the impact of global education programs, alumni are one group of stakeholders that is often overlooked—yet they perhaps can oer the most substantial insight into understanding any impact that these programs might have. There are several reasons for the lack of alumni voices in impact assessment and program evaluations, including the challenge of connecting with and gaining participation of alumni as well as designing ways to collect and analyze data from alumni. This article provides a summary of a three-year research study I conducted for my dissertation at the University of Pennsylvania in partnership with 6 GEBG member schools and 191 of their young alumni who participated in global education programs. One intention of global education programs at most GEBG member schools is to develop in students the knowledge, skills, and dispositions necessary to thrive in their futures and to tackle the global challenges they will face, such as climate change; The term “global competence” is used to define this body of knowledge, skills, and dispositions, defined using the Organisation for Economic Co-operation and Development (OECD) definition of global competence Students from St. Andrew’s Episcopal in Jackson, Mississippi on a Spring Break program in Engelberg, Switzerland12 INTERCONNECTED // VOLUME 04

which builds on the global competence framework of the Asia Society: “the capacity to examine local, global and intercultural issues, to understand and appreciate the perspectives and worldviews of others, to engage in open, appropriate and eective interactions with people from dierent cultures, and to act for collective well-being and sustainable development” (OECD, 2018; Boix-Mansilla & Jackson, 2011). Specifically, my study focused on the aspects of global competence that center intercultural relationship-building. The October 2020 release of results and analysis from OECD’s first Programme for International Student Assessment (PISA) of global competence in 15-year-olds identified some key areas that can lead to stronger student outcomes (Schleicher, 2020). Providing students with “opportunities to relate to people from other cultures, including through international exchanges and virtual programmes” (Erasmus, 2020) was specifically outlined as one of 5 key ways that schools can successfully prepare young people to thrive as a result of global competence development. As many educators are considering ways to increase student development of global competence through various learning experiences and initiatives, this study aimed to better understand the impact over time of school-organized programs that immerse students in international contexts and relationships outside of their own self-identified culture. This study asked young alumni that engaged in these experiences during high school to report if and how the experience has lived with them since that time using the research question: How, if at all, do recent alumni feel that an immersive international high school learning experience influenced them over time, including any development of the global competencies of intercultural communication skills, perspective taking, andadaptability?Summary of Research MethodsThis was a sequential explanatory mixed-methods study with an emphasis on qualitative methods (Creswell and Plano Clark, 2018), meaning that the study used both a survey and interviews to collect reflections from young alumni on any self-reported impacts of their high school global learning experience. The research design began with a quantitative survey that included an option for participants to volunteer to participate in a qualitative interview. 191 participants from 6 dierent independent schools in North America provided responses to the quantitative survey, and twenty of these participants participated in additional qualitative interviews. All participants were part of a short-term global learning program abroad that was organized by their high school, and all shared their reflections on their learning experience confidentiality. The quantitative data was analyzed to create composite scores for a participant’s current frequency of behaviors related to intercultural communication, perspective taking, and behavioral adaptability. Scores were also created for how participants see any influence of their high school global learning experience on their current frequencies of these global competence behaviors. While these scores helped to identify the extent to which students developed lasting global competencies during their travel experiences, the study emphasized qualitative data analysis (the twenty interviews) to more deeply understand how their global learning experience in high school has lived with them overtime. 13WWW.GEBG.ORG

Diagram of Conceptions of Global Citizenship Education from the Global South From Global Citizenship Education: Taking it local, UNESCO, 2018RESPECT FOR DIVERSITYPeaceful social relationshipsIntegrity of the motherlandFood securityHarmony with the natural environmentEquitable socio-economic developmentGenerosityHospitalitySOLIDARITYSHARED SENSE OF HUMANITYRelational Learning is Essential This study found that immersive, international, short-term programs designed by schools can help students develop skills and dispositional aspects of global competence, especially when the program prioritizes relational learning, learning facilitated by the opportunity to connect and communicate with community members from the host community/culture. The findings of this study show that short-term immersive learning experiences that provide students an opportunity for intercultural relational learning with partners whom the students perceive as peers (regardless of factors such as age, education level, family income, etc) can support students in developing the essential skills of intercultural communication, perspective taking, and behavioraladaptability.For this study, intercultural communication was defined as the ability to communicate with people who have a dierent cultural background than you (OECD, 2019), and 71.59% of participants (n = 176) reported that their global learning experience in high school helped them to better communicate with people who are dierent from them. The qualitative data analysis showed that one of the key areas of intercultural communication developed by participants through their high school experience was both the skill and the disposition for empathic listening. The prioritization of listening, especially significant for adolescents, also continued to impact participants beyond high school. Participant 32 shared how she continues to see the influence of her high school global learning experience in the way she prioritizes listening: “Even though there may be some communication barriers, such as language, I will go out of my way to really listen to try to understand theperson.” Of the 176 participants reporting, 87% reported that their global learning experience in high school taught them how to be more flexible and adapt to dierent situations. Many of the participants described the significance of being a guest or developing an understanding of the cultural importance of hospitality in the host community, a concept outlined by UNESCO as central to understandings of global citizenship in the Global South (UNESCO, 2018). Participant 18 describes how she learned how “to defer and follow others’ lead… by respecting the culture… by being a guest in other people’s spaces,” demonstrating how embracing being a guest and wanting to be respectful in a new cultural setting contributed to practicing behavioral adaptability.14 INTERCONNECTED // VOLUME 04

Summary of Implications and Recommendations For Program Design Related to Global Competence Development GENERAL FINDING SUB-FINDING(S)IMPLICATIONS/RECOMMENDATIONS FOR PROGRAM DESIGN RELATED TO GLOBAL COMPETENCE DEVELOPMENTParticipants report that RELATIONAL LEARNING WAS KEY FACTOR in their experience Intrinsic motivator for learning both during and since high school experienceProvided meaningful context for critical self reflectionEducators should prioritize relational learning as an intentional driver of program design, if the goal is global competence developmentParticipants report DEVELOPMENT OF THE INTERCULTURAL COMMUNICATION and continued influence of their high school experienceEmpathic listening as key aspectLanguage learning as contributing to developmentEducators that seek to develop intercultural communication skills in students should consider ways to emphasize listening with empathy as part of communicationParticipants report DEVELOPMENT OF PERSPECTIVE TAKING and some continued influence of their high school experienceInstigator for continued curiosity and open-mindedness, including perspective seeking and listeningSome report a shift from an exclusively North American- centric worldviewEducators that seek to develop perspective taking skills in students should consider ways to foster curiosity through first-person perspective sharing, including with peers, both prior to as well as during learning experienceParticipants report DEVELOPMENT OF BEHAVIORAL ADAPTABILITY and continued influence of their high school experience, especially in new or intercultural contexts Learning how to be comfortable being uncomfortableSignificance of learning how to be a guest in cultures that prioritize hospitalityEducators that seek to develop behavioral adaptability skills in students should consider ways to discuss with students then learning outcomes of being uncomfortable and intentionally include in their program curriculum the complex concept of being a guest in cultures that prioritize hospitalityStudents from Cape Henry Collegiate in Virginia learn about Buddhism at Wat Thai Temple in Washington, D.C.15WWW.GEBG.ORG

High School Experience Shapes Lasting BehaviorsThis study consistently found that participants shared the importance of this experience having taken place during their adolescence. Participant 41 explained that “time of my life that it happened… shift[ed] my perspective, not only on the world but also on myself… It was the literal genesis to start building my identity, in my mind… So it’s shaped literally everything.” For many participants the fact that the learning experience took place during adolescence was a key factor because they described their self-concept and identity as still in formation during that time in their lives, an idea supported by the literature related to adolescent neuroplasticity (Fuhrmann et al.,2015).A major finding of the study was that participants who practiced global competencies (such as intercultural communication and perspective taking) during high school possessed the disposition to put these skills into use in new and varied contexts well beyond high school. Participant 38 describes how listening to stories from community members during his global learning experience made himrealize: “My life is so dierent from what other people have experienced. My privileged life is such a blip on the radar compared to what’s happening in the world. And that sets you up going forward to listen… Before you tell a story or engage in a conversation where you’re the focal point, just maybe consider where other people are coming from… the understanding that what you say has an impact, and your experience is dierent from other people’s experiences is really valuable. And what that does is it flips the switch in yourbrain.” This quotation exemplifies the response of 77% of participants (n= 176) who reported that their high school global learning experience helped them to better recognize that people from dierent cultural backgrounds/identities may see things dierently from them. An ongoing desire to seek out perspectives from various and multiple perspectives is one of the lasting impacts self-reported by many participants. Participant 19 shared her ongoing desire to “learn more about other people, learn more about history and just trying to challenge myself to see from every worldview, even if it’s a view that I don’t align with, I still want to know your view, I want to understand it, I want to know why you think that way, and I want to be uncomfortable, I want to be comfortable with my uncomfortableness.” These findings reflect how educators understand global competence as well as how they might consequently design programs or curriculum to support intercultural communication and perspective taking development in high school students. One of the most significant findings of this study, supported by both quantitative and qualitative data analysis, is that a structured and supported global learning experience during adolescence that is organized by the participant’s high school leads to a strong disposition for continued intercultural learning. This was especially true for participants Participants in GEBG’s Chinatown Collaborative Scouting program in New York City16 INTERCONNECTED // VOLUME 04

of color. While students of color continue to be under-represented in higher education study abroad, the quantitative data indicates that participants of color in this study participated in higher education study abroad at higher rates than White participants and report a stronger influence of their high school global learning experience on that decision than White participants. This study found that participants described their learning experiences as a first step in a chain of decisions or thinking that led them to intentionally engage more across dierences and feel more prepared with the skills to be successful in doing so. Limitations of the Experience for Service ProgramsTwo important findings relate directly to the limitations of the experiences for some students or certain types of programs. Students who participated in service-based programs described a significant shift over time in their understanding of the value of these programs. The intensity of many interview participants’ feelings about the service aspects of their programs, for those that participated in programs with this focus, was surprising given the years that have passed between their participation and the interviews. Many expressed emotions of guilt and confusion, often instigated by new courses, readings, relationships, or intercultural engagement. As they described, this guilt and confusion resulted from realizations that these programs unintentionally perpetuate neo-colonial mindsets and problematic power structures (Gandhi, 2018). Participant 12 shared that her current work for an international NGO shifted her perspective on her high school program: “Now looking back after… having more experience…, they marketed it as a volunteer trip… but it wasn’t very meaningful for the people living there… [W]e didn’t have any impact on them… so I feel kind of icky about that, looking back on it, but it’s hard to reconcile it because it did have a big impact on my life and what I want to do, but for the people there,… it’s really just like they’re kind of tourist sites.” She described her ability now, after working, to look at service-focused programs from the perspective of the community visited, rather than just viewing it through her own lens, a direct result of also experiencing meaningful learning and growth through the relational learning aspects of theseprograms. Other participants, however, were much more directly critical of their service-focused programs: some had, over time, come to see them as problematic or as perpetuating what Participant 38 described as a “White Savior Complex.” Participant 17 describes how she came to this view during university: “I learned about these trips and how they’re pretty terrible for the community. Like me, these privileged White Westerners go into their communities, take away their construction work, expect everyone to be nice to us, and smile and go home feeling like we’re heroes and that we’re better people. It’s a really, really messed up type of trip in my opinion… In high school I wasn’t aware, I didn’t have this education, I didn’t know… but now… it’s so blatant and wrong to me that… I view that trip as a mistake.” This reflection captures very directly what several other participants described through their questioning of the service aspects of their experiences, sharing how they have shifted over time to now see the service as reinforcing problematic power dynamics, involving misguided explanations of who is helping whom, and perpetuating neo-colonial mindsets. Ironically, this critical thinking reflects the student’s development of global competencies, explaining why students with this perspective might continue to feel gratitude for the experiences, despite their problematic nature in hindsight. One implication of this finding is that service programs and/or the service aspects of these programs are neither an eective way to develop relational global competence over time (perhaps as a result of the inherent perceived inequity of the student-community relationship) nor to combat global systems of injustice, as much as that might be the intent. 17WWW.GEBG.ORG

The possibility of thoughtful and sustained community learning partnerships that are co-created and mutually-beneficial does exist. This type of partnership centers local agency and informal educating, positioning the student as a learner, and compensating the community partner as educators. However, in order to shift existing service relationships toward this other type of partnership requires significant critical self-reflection amongst stakeholders and dicult conversations between partners, particularly given the challenge that the perspectives of students/families/educators are deeply ingrained and influenced by the societies in which they live. Authentic community learning partnerships are also dicult to execute at the high school level given limited resources (including time) available to build and sustain partnerships as well as the challenge to provide ample time for student critical self-reflection prior, during, and after travel.Limitations of the Experience for Transnational StudentsThe final finding emerging from participants’ narratives is that most participants with transnational and/or immigrant identities reported limited global competence development from their high school global learning experience. Participants shared how their transnational or immigrant identity provided them with previous opportunity to engage in intercultural contexts and to develop global competencies, leading the short-term programs in their high school to have limited impact on them. Participant 13 reflected that she had already developed some of the skills addressed in the interview prior to her global learning experience. When asked about where she believes she developed some of these skills, she shared “I think it probably came from when I was younger, when I moved from Hong Kong to the US for high school - that was a very big change for me”. Similarly, when asked about adaptability, Participant 14 shared that “when I’m at home I only speak Spanish and I very much have a Mexican personality side of me that I can only be when I’m home, [when I’m at school] I have to adapt to be the American side of me,” demonstrating how attending a predominantly White school which greatly diered from her Mexican-American home culture provided her with ample opportunity to practice advanced levels of adaptability both culturally and linguistically. These participants demonstrate how they had already developed significant global competence prior to their global learning experience, even if it was unrecognized by their school and not accounted for in the design of theprogram. While assessing and dierentiating for student prior knowledge and skill development may be common model practice in core academic classroom instruction, this study found that it is not a common model practice for school designed global learning programs. Many programs are implicitly or explicitly designed with an assumed student profile in mind, and that profile does not include a student whose transnational or immigrant identity has led them to prior global competence or linguistic skill development. PISA global competence assessment results indicate that in some countries immigrant students reported higher levels of certain global competencies, even with other educational disadvantages or inequities in place within that country (Schliecher, 2020). When secondary schools discuss ways to make global education and global learning experiences more inclusive, they often neglect to include the need to dierentiate for prior skill development in students with transnational identities. Global educators can build on the developing frameworks to make global learning opportunities more inclusive and more equitable, a clear implication of the qualitative research findings of this study.18 INTERCONNECTED // VOLUME 04

Summary of Implications and Recommendations For Improvements in the Field related to a Dialectic Approach GENERAL FINDING SUB-FINDING(S)IMPLICATIONS/RECOMMENDATIONS FOR IMPROVEMENTS IN THE FIELD RELATED TO A DIALECTIC APPROACH AND AN EQUITY LENSParticipants with a TRANSNATIONAL AND/OR IMMIGRANT IDENTITY REPORT LIMITED IMPACT and competence development due to prior intercultural experience and skillsPrograms do not meet the learning needs of transnational/immigrant students with high existing skill levels Educators should work to know their students prior knowledge, skills, and dispositions and dierentiate learning experience to provide growth opportunity for all studentsParticipants report that their VIEWS HAVE SHIFTED OVER TIME IN REGARDS TO THE SERVICE ASPECTS of their high school programs and that they NOW SEE THESE ASPECTS AS PROBLEMATICParticipants who have engaged in critical self-reflection report feeling that these programs perpetuate neo-colonial mindsets and systemsEducators should critically evaluate or even reconsider programs with a service focus and look to prioritize relational learning with community partnersParticipants report a significant DISPOSITION FOR GLOBAL AND INTERCULTURAL ENGAGEMENT OVER TIME instigated by their high school experienceSignificant influence of high school experience on higher education study abroad decision making as well as intercultural engagement locally, especially for students of colorEducators should consider how to help students build on their previous learning in college decision-making and ensure they have access to the full range of college/university resources to support this disposition for global learningGEBG regional meeting in New York City hosted by Dalton School, November 202119

A New Approach to Program Design: Embracing Contradictions and ConnectionsOne way for educators to make improvements to program design is to embrace a dialectic approach to global learning pedagogy and program design. A dialectic approach is one that embraces the contradictory nature (rather than trying to minimize it) of wanting our students to engage with the world while being very aware of the multiple intersecting identities and global systems at play in this engagement. Educators can use a dialectic approach to create a more culturally responsive learning experience for transnational students, in which educators dierentiate to provide growth and development for all students just as they would in an academic classroom setting. This dierentiation would allow for the complex and fluid interplay of cultures and identities to engage both within and between participants in intercultural encounters (Martin and Nakayama, 2015). A dialectic approach to intercultural learning prioritizes intercultural connections and relationship building but also “foregrounds the inevitable inequities in power relations that are characteristic of intercultural interactions,” meaning that these inequities are identified, discussed, and examined in context with students (p.22, Martin & Nakayama,2015). To engage with this approach, educators can intentionally help students to recognize and unpack what is implicit and at work as part of their intercultural interaction—in terms of histories and power-dynamics related to the geo-political context of the learning and students entering into that space. Building this approach into the curriculum and pedagogy of a program will lead to more supportive identity formation for all participants as well as critical and contextualized global competence development, especially for those whose identities are marginalized in the location of their learning experience, requiring students to encounter their gender, racial, and/or sexual orientation being openly contested. The dialectic approach to intercultural learning “emphasizes its ongoing and processual nature,” while embracing “the relational and contradictory nature of intercultural interactions’’ (p. 18, Martin and Nakayama, 2015). I hope that this study, and its focus on how these learning experiences live with participants over time, can support educators in creating more thoughtful opportunities designed with a dialectic approach and focused on relational learning. Centering the complexity and the specifics of both the learning context and the learners themselves will allow educators to design learning experiences for students that are competency-based and provide equitable opportunity for growth and development across diverse studentidentities. CLARE SISISKY is the Executive Director of the Global Education Benchmark Group and will complete her doctorate from the graduate school of education at University of Pennsylvania in the summer of 2022. Middle-school students at Holton-Arms School in Bethesda, Maryland identify the qualities of successful communities as part of their Virtual Journeys.20 INTERCONNECTED // VOLUME 04

BACKGROUND ON THIS VIRTUAL EXCHANGE STUDYThe study was conducted thanks to a research grant AFS Intercultural Programs received to participate in The Stevens Initiative’s “Strengthening the Field: Catalyzing Research in Virtual Exchange.” The study was open from April to October 2021, and it included over 150 high school students from 35 countries, aged 14-17 years old, who participated in the AFS Global You Adventurer. This is a virtual exchange program that includes an online platform containing asynchronous activities and live facilitated dialogue sessions with qualified intercultural educators. The primary goal of this research is to identify and further develop the ecacy of virtual exchange, with the aim of strengthening programs that develop high school students’ global competence. The AFS Global You Adventurer exchange runs on an online platform that includes video modules, discussion prompts in peer forums, interactive activities, and live dialogue sessions, implemented by qualified facilitators. This data was gathered and analyzed using a mixed methods approach to determine if the AFS Global You Adventurer develops stronger perspective-taking skills, reduces stereotypes, improves intercultural Virtual exchanges have a meaningful immediate impact on the development of global competence among high-school aged youth around the world, according to a study by AFS Intercultural Programs, a global non-profit specialized in intercultural learning programs. The “AFS Global You Virtual Exchange Impact Study” implies that it is crucial for students to have meaningful intercultural exchanges, which can be virtual, to develop global competence. written by Corinna Howland, Ph.D., Bettina Hansel, Ph.D., and Linda StuartVirtual Exchange Effectively Fosters Global Competence for High School Students21WWW.GEBG.ORG

communication, leads to greater knowledge seeking, and builds empathy. A comparison group of peers with an interest in other cultures, but who did not participate in the GYA VE program, was used in this study. THE IMPACT OF VIRTUAL EXCHANGE The results of the study demonstrate that short virtual programs, such as the five-week AFS Global You Adventurer (GYA), provide immediate growth in aspects of youth global competence, especially in terms of having a more positive view of peers from other cultures, being able to actively withhold judgment of others by staying curious and open-minded, and increasing cross-cultural communication skills. Specifically, young people who participated in the virtual exchange program showed nearly three times greater odds of growth in “positive regard” (the degree to which one withholds judgements about situations or people that are new or unfamiliar, Kozai Group, 2011) compared to the control group. They also had two times greater odds of overall Intercultural Eectiveness Scale (IES) growth compared to the comparison group (defined as the extent to which one is likely to initiate and maintain positive relationships with people from other cultures, Kozai Group,2011). After completing the program, students reassessed their previous attitudes and communication behaviors and found many areas had been lacking before the AFS Global You Adventurer. The students were able to more objectively assess their intercultural skills which is an indication that they acquire cultural humility through participation in the virtual exchange. WHAT’S NEEDED FOR A SUCCESSFUL VIRTUAL EXCHANGE?According to the study, some of the key elements for a successful virtual exchange demonstrated by the AFS Global You Adventurer program include its highly diverse and multilateral cohorts, and the combination of activities that participants can do on their own time with live facilitated dialogue sessions. Such program structure is set up to grow students’ global competence, and was well-received by participants who reported an enriching and transformative experience. GYA program participants grew particularly on measures of positive regard, relationship development, and cross-cultural communication. Accordingly, short-term virtual exchange programs may choose to focus on a particular dimension of global competence that they wish to develop among their cohort groups. Students in the 14-17 year old age group may especially benefit from repeated reinforcement of key ideas and time to embed these through practice and learning.Many students reported forming friendships, noting that they found their interactions with others particularly enriching. This shows that even within a short timeframe, virtual exchange participants can enhance their relationship development. However, some participants also desired more opportunities to interact. AFS GYA and other virtual exchange programs which have a similar asynchronous course-based structure should ensure as many opportunities for contact as possible are incorporated into course activities, including informal time to chat and form connections. This may be particularly important among the 14-17 year old age group, for whom peer connection is especially significant. NEXT STEPS FOR VIRTUAL EXCHANGE RESEARCHFuture research on virtual exchange should compare the multilateral (students from multiple countries and communities), multilingual programs and against the results of bilateral programs (those with students from just two countries/communities participating). It should also consider longevity through a longitudinal study. With larger numbers of participants, it should also be possible to better assess whether having more synchronous sessions provides added learning value for the participants. AUTHORS AND RESEARCH TEAM // CORINNA HOWLAND, PH.D., Victoria University of Wellington, BETTINA HANSEL, PH.D., AFS Research Consultant, LINDA STUART, Director of Global Education Innovation (AFS Intercultural Programs), with assistance from ANAÏS CHAUVET, Educational Programs Specialist (AFS Intercultural Programs)22 INTERCONNECTED // VOLUME 04

Assessing Faculty Denitions of Global Education LanguageON THE SAME PAGEOVER THE PAST TWO YEARS of the pandemic, schools across the world have pressed pause on travel programs and many have used the time to reevaluate their global programming. While at many schools this unfortunately may have been because this is the first time circumstances have allowed for it, ultimately this type of work is crucial. It gives schools a chance to figure out where global programs live, allows globally minded educators to help push global competencies into the academic program and move away from the model of global education that is exclusively focused on internationaltravel.When our travel programs are on pause, and we aren’t talking about all the great places we go, and the director of global education finally has time to embrace the important strategic aspect of their work that goes beyond trip planning and health and safety protocols, most schools very quickly arrive at a confusing reality. Everybody knows that global ed is beneficial, but very few people can define it, explain its place in the school curriculum, or know how we are supposed to assess its impact on faculty and students. Even when faculty can provide definitions, there is a level of diversity that makes it clear that everyone is not quite on the samepage.This fall, about 20 faculty members were selected for GEBG’s Research Fellowship on developing global competence. For the past eight months this group has been working to assess the impact of global programming and search for ways to help foster stronger global initiatives at their schools. Half of this group was focused on developing faculty global competence. While some schools had already started defining terms and structuring assessment, many noticed that the research was dicult without everyone being on the same page. The biggest obstacle for many became, “how do you assess faculty global competence when there are so many dierent definitions of what itis?”Justine O’Connell, Research Fellow from Mercersburg Academy, found that even though her predecessor did much of the heavy lifting on building a common understanding of the role of global programming, that there still was work to do. “There was still the feeling that global programs are ‘just travel programs’ when in reality we know it is so much more than that,” she shared, but added that the pause in travel has oered an opportunity for collaboration: “Especially in COVID times, there has been more connecting between global program directors across the country and the world. The sharing of ideas, best practices and programming has allowed those in the field to shift from what is usually a department of one or two people in a school, to have a global community.”At Holy Innocents’ Episcopal School, Research Fellow Christopher Yarsawich has found that arriving at common language and understanding can extend even beyond the academic program. At HIES, they used their pandemic downtime to help provide structure and define terms, which helped Christopher find that “It is necessary to share common language for there to be a distinct identity of what global education means and a sense of coherence between programs as students move written by Dr. Aric Visser 23WWW.GEBG.ORG

up in grade levels and encounter new possibilities for engaging in them. It is also useful for both college counseling and admissions to be able to accurately convey the role of global programming within the larger education students receive at ourschool.”To be clear, not every school needs to arrive at the same definitions, or focus on the same skills and knowledge related to global education, but there is value in shared goals at the school level, and those shared goals are nearly impossible without a shared understanding of terms. An example of one of these problematic terms is “intercultural competence.”If we take a moment to move past the problematic nature of the fact that many educators use the terms “intercultural competence” and “global competence” interchangeably, and if we also set aside for a moment that people also use the terms intercultural competencies, cultural competence, cultural intelligence, and ICC to mean basically the same thing, we still arrive at a place where IC is misunderstood by so many people that it becomes impossible to assess the impact of global programming in this area.The most common misconceptions are that intercultural competence is being knowledgeable about other cultures or that intercultural competence is a moral virtue – that having intercultural competence means that you are kind and thoughtful in your relationships with others from dierent cultural backgrounds. There is of course nothing wrong with being kind and thoughtful, and nothing wrong with being knowledgeable, but the important part of the term is competence – a skill that can be practiced and observed.A large part of building skills in intercultural competence involves empathy, again, another misunderstood term. In most cases when working with adolescents we are going to working with students in the realm of cognitive empathy, or the ability to switch perspectives to see an issue from a culturally dierent point of view, as opposed to our default setting of practicing sympathy, or putting ourselves, and all of our cultural lenses that come with us, into someone else’s situations. You can’t arrive at the ability to practice compassionate empathy, the type of empathy that we are all familiar with, without practice. That practice keeps us from slipping into sympathetic approaches to cultural dierences.Why is this important? Well, because I for one don’t know how to assess a moral virtue, and I don’t know anyone who does. I do, however, know how to assess a competency. But none of that matters at an individual level. If my colleagues don’t share my understanding of the term, and work we do at any level in developing our global programs will be met with a completely understandable amount of confusion about how these global competencies fit within the academic program of the school. Many schools are slowly moving to competency-based assessment, and now is the time to be having these discussions and making these distinctions.In order to get started on this work, one fast and reliable way to assess if your faculty are all on the same page is to ask faculty to answer a simple three item survey with the following items related to your key language (such as global competence, global education, and/or global citizenship): Do you have confidence in your understanding of the term global competence? (or related term)Please define what you believe is meant when we refer to globalcompetence.Do you think that faculty members at our school would benefit from working to arrive at a common understanding of terms in order to take a more ecient approach to building global competencies?This works even better if you can pull some language from documents that your school currently publishes. For example, if your school’s mission statement refers to a goal of students 24 INTERCONNECTED // VOLUME 04

becoming “global citizens” your first question might look something likethis:Our school’s mission statement points out the importance of global citizenship at our school. Do you have confidence in your understanding of the term “global citizenship” and what it entails?It isn’t particularly important to get 100% participation. At this point you are just trying to take the temperature of the situation. If you find that you don’t have a common understanding and that there is an openness to doing that work, then you can arrive at a strategy to define terms and structure where global competencies live in the academic program and beyond. Just remember, this is a marathon, not asprint.Kassandra Brenot, Research Fellow from Santa Catalina School, found that finding common understanding was so important, that she focused her entire research project on getting faculty on the same page. She surveyed faculty from all divisions and conducted dozens of one on one interviews and found that faculty were yearning for a common understanding and very open to the idea of professional development to learn how to understand and implement global competencies into the curriculum.“It is absolutely essential for schools to share common language when referring to the goals of global programs. Having common language ensures that all involved in global programming understand the goals and expectations of the programming,” she shared. “It promotes cohesiveness and consistency, allows for greater buy-in, favors collaboration and creativity, and ultimately, serves to move programming forward.”So as you imagine relaunching your global programming, remember that it can be about more than trips. Global programming can live in every department of the school and can have observable and measurable impacts on the student and faculty populations, but to get there, start with the terms. Start by making sure everyone truly understands what we mean when we say “developing globalcompetencies.” DR. ARIC VISSER is founder of the Baserria Institute in Spain. He has over 20 years of experience as a teacher, administrator, and community organizer, most recently as the Head of Schools and Programs for School Year Abroad. GEBG Global Educator-in-Residence, Cecilia Nipp, reminds her community that even in a pandemic, #westayglobal!25WWW.GEBG.ORG

THE COVID-19 PANDEMIC HAS CERTAINLY BEEN CHALLENGING, but it has also provided us with an opportunity to step back and remind, reconsider, refresh, and revise our approaches to risk management. During this period of great change in our field—as well as some self-reflection—we have reinforced practices we had before, developed greater institutional capacity for risk management as a collaborative process, and provided new lenses into why and how we might and should travel as many GEBG Schools return to the field.Below are featured quotations from expert voices in our microcourse on adaptive risk management that explore some of the key questions that the COVID-19 Pandemic has asked of travel-based education and some of the ways in which solid risk-management practices can empower schools to eectively address the challenges of our current times.IS TRAVEL WORTH THE RISK? The loss of our ability to travel reminded us of the reasons why we travel and of the essential risk-management role of a travel program’s educational goals; simultaneously, it has encouraged us to consider when we shouldn’t travel.“THERE IS CLEARLY A VERY STRONG NEED FOR INTERNATIONALLY SAVVY PROBLEM SOLVERS, and that’s who we hope your students are going to become. I don’t think the solution is to retreat from international travel; it’s to figure out how to do it eectively and as safe as it should be… For me risk management starts with the mission. It’s not an ‘is it safe, or isn’t it safe;’ It’s really more of a risk benefit, and YOU REALLY NEED TO COVID’s Impacts on Travel Risk Managementedited by Chad Detloff, GEBG Director of Professional Learning and CurriculumEXPERT PERSPECTIVES ON CONSIDERATIONS AS STUDENTS RETURN TO THE FIELD26 INTERCONNECTED // VOLUME 04

UNDERSTAND WHAT THE BENEFIT IS. All travel has some risk… and you need to know what you stand to gain in order to make decisions about it.” BILL FREDERICK, DIRECTOR OF SAFETY AT THE GUARINI INSTITUTEAT DARTMOUTH COLLEGE AND FOUNDER OF LODESTONESAFETY INTERNATIONAL“One thing that’s really important is to make sure that the goals of the program are clear and that it’s also clear how the program fits into the goals and mission of the school—and that there’s board-level understanding and [understanding among] leadership at the upper administration of the school about THE PROGRAM, THE PROGRAM GOALS, AND THE PROGRAM RISKS… The way that we suggest people tackle [alignment among these three factors] is asking the questions ‘Does this program have a clear mission? How is that [program mission] connected to the school’s mission? Does everyone agree?’ And then ‘What are the goals of this program, and do those goals support the mission of the school?’ And then ‘What are the activities that we want to do in this program, and what do we think the risks of those activities are?’… We as program administrators experience ALL KINDS OF PRESSURES TO RUN DIFFERENT ACTIVITIES… because our student body or our parent body is invested in going to a particular place because it seems cool or because the kid’s last school did that or just because something sounds fun to people… Those aren’t bad reasons, but they’re not enough on theirown.”KATIE BAUM METTENBRINK, ASSOCIATE DIRECTOR OF OPERATIONS, NATIONAL OUTDOOR LEADERSHIP SCHOOL (NOLS)“There are ethical considerations that I think are heightened now—not only due to Covid but I think due to some of the social conversations we’re having across this country—and understanding what does it mean for our school to be going to this place to be doing this activity could even be a net positive—maybe there are really good reasons to do it—but you certainly want to be asking yourself the question: ARE THERE ETHICAL IMPLICATIONS THAT PLAY INTO THAT COST-BENEFIT DECISION OF WHETHER WE TRAVEL OR NOT?… And when you ask that question, you might realize that… THERE COULD BE OTHER WAYS TO FULFILL OR ACHIEVE THE GOAL THAT YOU THOUGHT YOUHAD.” JUSTIN KOLLINGER, SENIOR RISK MANAGEMENT CONSULTANT, UNITEDEDUCATORSWHAT ARE SOME RISK-MANAGEMENT PRACTICES THAT HAVE COME INTO GREATER FOCUS AS A RESULT OF THE PANDEMIC? As many leaders of global education programs took the pause in travel to reevaluate both the learning goals of their travel programs as well as the risk-management practices that supported these goals, certain key risk-management practices came into focus as even more essential for educational travel. “WHO IS RUNNING THIS TRIP, AND DO THEY HAVE THE SKILLS TO DO THE THING THAT WE’RE ASKING THEM TO DO? If I’m the teacher… and I am running a multi-day program, and I’m going to contract a rafting company to run something for me for one day… then I’m not so concerned about having whitewater-rafting—specific expertise, but I need to have an understanding of how I’m going to select that company and what kind of vetting I am going to do… So the skill that I’m bringing to the table might be more like vetting of third-party providers rather than [managing] the activity-specific risk.” KATIE BAUM METTENBRINK, ASSOCIATE DIRECTOR OF OPERATIONS, NATIONAL OUTDOOR LEADERSHIP SCHOOL (NOLS)“[Have] REALLY GOOD, COMPLETELY TRANSPARENT, PROACTIVE COMMUNICATION in a really early stage with families, even more than you did before… Talk to them about what you’re planning to do and… judg[e] their risk tolerance… I’m a massive advocate for GIVING STUDENTS LEADERSHIP RESPONSIBILITIES AND RESPONSIBILITIES FOR RISK AND SAFETY because by giving them responsibility 27WWW.GEBG.ORG

you’re keeping them a lot safer than if you’re using the follow-me method. So, have the students research COVID-19 and how it’s transmitted; do some myth-busting; educate them on where to find the right, independent, authoritative information, and have them present that back to parents and families—and the school, too. It needs to be an involving, enabling experience.” LIZ GRAY, CONSULTANT, REMOTE AREA RISK INTERNATIONAL (R2RI)“LOOK AT YOUR ACTUAL INCIDENT HISTORY OR NEAR MISSES from the past and consider how your current team would respond to that incident in the future. We can never predict or practice for all the possible future events, but the practice itself often has really great results if it’s done in a way that builds teamwork, familiarity with the plan, and confidence.” STEVE SMITH, FOUNDER, OUTDOOR RISK EXPERIENTIAL CONSULTINGHOW MIGHT WE IMPROVE OUR APPROACH TO RISK MANAGEMENT AS A RESULT OF THEPANDEMIC?Don’t just consider if you “can;” consider “should” and “how,” too.“I think of this question in a few dierent categories: CAN WE GO, SHOULD WE GO, AND HOW DO WE GO. ‘Can we run the program?’ is addressed by looking at things like regulations, international travel considerations like border crossings, insurance coverage that you may or may not be able to acquire for the trip, medical requirements such as vaccine status in the area you’re traveling to, or other health requirements… non—Covid-related types of medical considerations… The second question, which is a little more subjective… is the moral question of ‘Should we run the program?’ It’s easy to look at the benefits you and your participants might be getting from the program and to forget about the impact on the local communities in which you might be traveling… Finally, ‘How do we do it?’ Do your program leaders, or your third-party partners you’re working with, or the students themselves, have the skills and experience and the resources to align with the plan that you’ve put together? Do you have an adequate margin built-in for when things don’t go as perfectly planned? Do you have additional communication resources or other resources that can be brought to bear? Do you have capacity to adjust or respond should things take a turn for the worst? If you needed to abruptly evacuate an entire group… do you have that capacity… and how do you know that you have that capacity? Have you gone through a crisis-response scenario?” STEVE SMITH, FOUNDER, OUTDOOR RISK EXPERIENTIAL CONSULTINGRevisit goals; update systems.“If you’re going back to global education programs, are the design features still similar to what they were pre-COVID? Are you still trying to achieve the same outcomes? Did you have a scaolding sequence prior to COVID, and is that still the case now? WHAT ARE THE POTENTIAL OR FORESEEABLE IMPACTS OF THOSE ‘TWO YEARS MISSING’ AND DOES YOUR PROGRAM DESIGN STILL STAND ON STRONG SCAFFOLDING AS IT PERHAPS DID BEFORE?… In safety science we talk about how fixing or addressing or thinking in components doesn’t necessarily work—it doesn’t serve the complexity of what we’re trying to achieve—and so you know we have to look to the system as a unit of analysis… WE HAVE TO LOOK AT THE SYSTEM and the aspects of the system… your overall mission, your hiring, your planning and preparation, your recruitment, your informed consistent with yourfamilies.”DR. CLARE DALLAT, DIRECTOR OF RISK RESOLVE AND ADJUNCT MEMBER OF THE CENTRE FOR HUMAN FACTORS AND SOCIOTECHNICAL SYSTEMSBe aware of emerging and evolving risks.“Everybody in international education has been concerned with the eects of the pandemic on MENTAL HEALTH, the eects of the isolation that people had prior to the emergence of vaccines, and reports from the field are that people are seeing students who… need more support. At the other end people are happy to be out there, happy 28 INTERCONNECTED // VOLUME 04

to be interacting with people, and happy to be doing something interesting—but we do need to keep our fingers on the pulse of mental health, even more than we used to.” BILL FREDERICK, DIRECTOR OF SAFETY AT THE GUARINI INSTITUTE AT DARTMOUTH COLLEGE AND FOUNDER OF LODESTONE SAFETYINTERNATIONAL“WHAT ARE THE IMPACTS OF YOUNG PEOPLE WHO HAVEN’T DONE MUCH SOCIALIZING OVER THE LAST COUPLE OF YEARS? Maybe we have to reevaluate… expectations around what young people need to be able to plan to take them overseas. What do your sta need? How do we help prepare?… How do we create forums for people to share their hopes and their concerns?DR. CLARE DALLAT, DIRECTOR OF RISK RESOLVE AND ADJUNCT MEMBER OF THE CENTRE FOR HUMAN FACTORS AND SOCIOTECHNICAL SYSTEMSCelebrate new skills.“All the skills everyone’s been developing around INFORMATION AGGREGATION AND ANALYSIS AND DECISION-MAKING [are] only going to serve us very well in the future.”BILL FREDERICK, DIRECTOR OF SAFETY AT THE GUARINI INSTITUTE AT DARTMOUTH COLLEGE AND FOUNDER OF LODESTONE SAFETYINTERNATIONAL“We are much better at KEEPING OURSELVES WELL AND HEALTHY. Our understanding of viral spread and HOW TO MITIGATE THE SPREAD OF ALL VIRAL DISEASES or any bacterial diseases is so much better. And I think we are better… I would hope that we are better about GUARDING AGAINST MISINFORMATION and ensuring that we know what resources we can turn to for guidance and advice on this disease, but all diseases before we travel, before we do any activity.” LIZ GRAY, CONSULTANT, REMOTE AREA RISK INTERNATIONAL (R2RI)Panel at the GEBG Conference of Global Education in Primary Schools

Supporting International Students through an Equity Lenswritten by Charissa Slack, CSIET Director of CommunicationsTHESE PAST TWO YEARS of the COVID-19 global pandemic have been challenging for all students, and international students are no exception. Many have faced additional challenges related to travel restrictions and for many international students from Asia, they have faced increased levels of bias and even hate crimes both on campus and o. The Council on Standards for International Educational Travel (CSIET) has been working for years to support international students in the United States, and hosted an event in February focused on leveraging the strengths of schools’ growing eorts in Diversity, Equity, Inclusion and Belonging to provide greater support for international students. This event featured many voices from within the GEBG community of educators and schools, sharing global educators perspective and experience. Teaching Cultural Intelligence led by Dr. Pascal Losambe, Ph.D., Diversity Consultant from Synergy Consulting company, and former educator at a GEBG member school, talked about the “skills and tools that allow you to really communicate and build relationships with individuals from dierent cultures and those who have dierent cultural ways of being.” He presented “dierent dimensions of cultural intelligence which provide the frame of reference or the lens through which you can assess your educational environment.” His breakout group discussed how understanding these dimensions empowers the adults who are involved in the lives of these international students to Melinda Binh, Head of School, French American International School, Marta Fillip-Fouser, Advanced Studies Director, Brewster Academy, Pascale Losambe of Synergy Consultant, and Clare Sisisky, GEBG Executive Director all share their experience and their research related to supporting international students. 30 INTERCONNECTED // VOLUME 04

identify cultural disconnects and provide the language to intentionally bridge gaps through cultural understanding. In addition, Dr. Losambe weaved in his studies of brain development and the importance of these interactions: “The medial prefrontal cortex, which is still under construction, is really essential for the self-concept of these students. And as a result, the narrative that [the international students] leave with… when they leave your environment, I hope, will be one of armation and validation especially for the identity, and that is why this work is so important.”Dr. Melinda Bihn Ed. D., Head of School at the French American International School in San Francisco, California, led another discussion Acknowledging Identity: International Students in the DEI Framework: “We were talking about practices in our school settings or in our homestay settings or in our organizations that either impede or support identity development and inclusive experience. We looked at the lived experience of students in our settings and the things that we can strengthen. Key points that came up in discussions were the homestay experience or the dorm experience: the living arrangement. The preparation of the adults who are receiving these children. The onus is on us as adults to provide an equitable and inclusive and just experience for children. The idea that these are other people’s children and that they are coming to us to live with us and to learn with us. As school or organizational leaders, we can’t just drop our colleagues into that experience. We have to prepare the adults who are receiving these children and also prepare families and students realistically for this experience and work with them all the way through it.”Our third breakout discussion, Global Understanding: Fostering a Sense of Belonging, led by Dr. Marta-Filip-Fouser, Advanced Studies Director and History Chair, Brewster Academy in New Hampshire shared her view that “we need to build a dierent structure that provides for some safety and security which then they can use and get closer to the learning be it in the classroom, dorm, homestay or on playing fields. It is really structured collaborations that are critical for international students to develop some sort of sense of safety that allows them to explore the new experiences and how the dierent experiences that they engage in, be it climbing, playing soccer, participating in performing arts, shape their identities and help them discover who they are and how they relate to their dierent communities.”GEBG’s Executive Director, Clare Sisisky, highlights a few takeaways from the breakout discussion, Student & Schools: Building an Inclusive Community: “There are some real challenges and… opportunities: an opportunity to become involved and more connected with the DEI conversation and eorts that a lot of schools are undertaking right now. This can help people, especially the adults, leverage new insights or learning that has been taking place to strengthen their work with international students… Part of an equitable access to a mission driven education is that international students have a right to a dierentiated experience that meets their complex and diverse needs. [Dierentiation] in their education, their school systems and structures allow for them to optimize and maximize their learning, growth and development, both in their own identity development, and in their learning, engagement and belonging at school. There is a real opportunity, within this community, with CSIET having so many people who have dedicated their life’s work to supporting international students, to really support the schools, help colleagues understand the needs of these students, and how to dierentiate and support that work for international students in order to provide equitable access to education that we know all students deserve.”This event was a wonderful manifestation of a conversation that is very important and needs to be ongoing when considering international students’ role and contribution to DEI eorts at schools. As international student organizations work with schools, this is an area that is ripe for development. CSIET appreciates all the experts that joined for the event, our partnership with GEBG and its member schools who brought rich conversation and expertise to the International Student Program community. CSIET is a non-profit that sets standards for international student exchange programs at the secondary level, with over 100 certified programs that adhere to CSIET Standards and federal regulation as demonstrated through an annual certification process. Find vetted programs supporting thousands of international students through a free program finder for CSIET-certified organizations. 31WWW.GEBG.ORG

Collecting and sharing is a hallmark of GEBG school membership. The data reflects trends over time as well as school responses to shifting educational, geo-political, and risk- management landscapes. Our membership continues to grow each year, so our data continues to provide an increasingly diverse and global perspective on the field. As we move into a prolonged response to the global pandemic, schools continue to need timely and responsive data to address emerging issues around domestic and international travel as well as shifts in integrating global education throughout the academic program. The following pages include overview and analysis of data collected from GEBG member schools through our Spring Travel Planning Snapshot Survey and Live Data Tracking Project and the Global Diploma / Distinctions Survey, both collected and analyzed in January 2022. School response rates for each data point may vary but are noted by the sample size for each data point (n=). The data presented throughout this report is weighted heavily by independent schools in North America and does not reflect the full diversity of schools within our network. There can be a high standard of deviation. Benchmarking at the GEBG helps schools to make informed decisions and improve their educational programs based on shared practices in the field. GEBG benchmarking is generated by regularly gathering and sharing member school data in an accessible way to empower member schools in this decision making and to provide tools for self-assessment among peer institutions to support continuous improvement of global education in a changing world. GLOBALINEDUCATIONBENCHMARKS32 INTERCONNECTED // VOLUME 04

FALL 2020SPRING 2021SUMMER 2021FALL 2021SPRING 2022SUMMER 2022FALL 2022OR LATER4%1%11%5%5%2%20%2%38%21%14%11%55%12%DOMESTIC TRAVEL PROGRAMSINTERNATIONAL TRAVEL PROGRAMSFALL 20204%(5/123)SPRING 202115%(18/123)SUMMER 202120%(24/123)FALL 202139%(48/123)SPRING 202277%(95/123)SUMMER 202288%(108/123)FALL 2022OR LATER100%(123/123)FALL 20201%(1/123)SPRING 20216%(7/123)SUMMER 20217%(9/123)FALL 202110%(12/123)SPRING 202231%(38/123)SUMMER 202245%(55/123)FALL 2022OR LATER100%(123/123)n = 123TRAVEL PROGRAMMINGReturning to TravelSince the beginning of the global pandemic, the GEBG has tracked school decisions for the plans to travel. While there were some schools sending travel programs into the field starting in 2020, the majority of schools have largely held o until this year for domestic travel, and just over half of schools have not planned to resume international travel programs until Fall 2022 or later.Cumulative % of Schools Returning to Domestic TravelTimeline for Schools Returning to TravelCumulative % of Schools Returning to International Travel33WWW.GEBG.ORG

Omicron Impact on Spring2022 Travel ProgramsDespite the uncertainty caused by the Omicron surge in late 2021, spring 2022 (January – May) proved an optimistic time for schools planning domestic travel programs. Data collected in the new year indicated that THE MAJORITY OF SCHOOLS (88%) WERE PLANNING TO MOVE AHEAD WITH THEIR PLANS FOR DOMESTIC TRAVEL WITH ONLY 13% OF THE SCHOOLS CANCELLING OR POSTPONING PROGRAMS.Plans for spring international travel saw a more measured response with just OVER HALF OF REPORTING SCHOOLS PLANNINGPROGRAMS.n = 123 n = 68Top International Travel Program Destinations1. SPAIN (15)2. ITALY (10)3. FRANCE (10)4. GERMANY (9)5. COSTA RICA (6)6. CANADA (6)7. BAHAMAS (6)8. USA (5)9. MEXICO (5)10. ICELAND (5)11. GREECE (5)12. UK (4)13. PANAMA (4)14. JAPAN (4)15. IRELAND (4) 12%Canceled or Postponed Programs49%Canceled or Postponed Programs88% Planned Domestic Travel Programs, some with modifications51% Planned International Travel Programs, some with modifications#3FRANCE#2ITALY#11GREECE#1SPAIN#12UNITEDKINGDOM#10ICELAND#15IRELAND#6CANADA#5COSTARICA#8USA#4GERMANY#14JAPAN#13PANAMA#12MOROCCO#7BAHAMAS34 INTERCONNECTED // VOLUME 04

n = 35GLOBAL DISTINCTION / DIPLOMA PROGRAMSOne area of increasing interest amongst many GEBG Member Schools are specialized programs that feature various student requirements in global education and earn students a distinction of some kind upon their graduation from division or school. In January 2022, GEBG collected data and materials from schools that currently have global distinction programs and shared a lengthier report with membership. What follows is some of the summary data primarily based on submissions from 39 GEBG member schools with existing global diploma or distinction programs.Program TypeThese distinction programs vary in type, length, components, and learning objectives for students. GEBG asked schools to select which of the following four program type descriptions best resembles their current program. A significant majority (68%) responded that Program Type One most closely resembles their current program.–ONE– A program with specific academic requirements that students in the program follow (may involve some student choice, often includes for-credit courses for all participants ie “global studies” and may also include additional co-curricular components)–TWO–A program that lives primarily outside of the core academic program and is an enhancement to the core academic program (sometimes one of many options from which students can choose)–THREE–A program involving primarily independent student-driven research/independent study/independent internships/project–FOUR–International Baccalaureate Diploma programmeTYPE 1Specific Academic Requirements68% (24)20% (7)TYPE 2Enhancement to Core ProgramTYPE 4I.B. Diploma9% (3)3% (1)TYPE 3Independent Student Research/Prog.35WWW.GEBG.ORG

Program ComponentsWhen looking at program design, many educators think immediately about the various and dierent program components. A majority of schools require some kind of global experiential learning, opportunity for intercultural connection, community engagement, capstone project and some kind of for-credit coursework, although times, workloads, credit, and experience type vary greatly.Components Included in 50% or More of School Programsn = 34Components Included in less than 50% of School Programsn = 3447% (16)Action-focused capstone44% (15)18% (6)Student leadership rolesA set of courses created specifically for the programResearch-focused capstoneStudent internshipsOtherNone of the above38% (13)0% (0)18% (6)38% (13)76% (26)Community engagement and/or service74% (25)62% (21)56% (19)53% (18)Globally focused coursework/electives from the existing course catalog not required of the typical studentVirtual exchange or collaboration with global partners/students (domestic or international)School-created educational travel program(s)Engagement with globally focused speakers or community eventsWorld language requirement beyond what is required of the typical studentSchool-approved educational travel program(s) run by non-school providers62% (21)50% (17)36 INTERCONNECTED // VOLUME 04

80% (28/35) OF SCHOOLS include some kind of indication or DISTINCTION ON THE STUDENT TRANSCRIPT OR DIPLOMA 69% (24/35) OF SCHOOLS require students to attend MEETINGS AND/OR COURSES IN ADDITION TO THEIR REGULAR ACADEMIC SCHEDULE 80% (28/35) OF PROGRAMS are ADMINISTERED BY A DIRECTOR OF GLOBAL EDUCATION or other school administratorStructural HighlightsParticipating StudentsDierent models and program types align with dierent levels of student participation.Implementation ChallengesThe three most common implementation and/or design challenges faced while running these programs are all related to PERSONNEL AND SCHOOL STAFFING STRUCTURES, meaning that they are challenges that may not have an easy or obvious solution. The most common challenges (both 46% of schools) were limited personnel capacity and varying support amongfaculty. 85% (29/34) OF SCHOOLS OFFER PROGRAMS with 30% OR LESS PARTICIPATION OF A GRADUATING CLASS 44% (15/34) OF SCHOOLS OFFER PROGRAMS with 10% OF LESS PARTICIPATION OF A GRADUATING CLASS 46% (16)Limited personnel capacity34% (12)20% (7)17% (6)Varying support among facultyVarying support among academic/ curricular leadersLimited interest among students and parents/guardiansInadequate fundingVarying support among senior administration/BoardInconsistent messaging to students and parents/guardians29% (10)14% (5)Resistance to creating specialized pathways or distinctions for only a few studentsOther46% (16)34% (12)3% (1)n = 3537WWW.GEBG.ORG

60% (21)Strategic modification/development of program goals and objectives34% (12)31% (11)Inclusion of domestic experiential learning with a global issues focusDecline in enrollmentDevelopment of new partnershipsShifts in curriculum (e.g. inclusion of global public health topics)Reduction in funding/stangIncrease in enrollment26% (9)Increase in funding/stangNone of the above54% (19)11% (4)14% (5)0% (0)9% (3)11% (4)26% (9)Change in requirements (e.g. removing international experiential program requirement)Addition of or increase in virtual exchange or global virtual programmingImpact of the COVID-19 Global PandemicThe most significant adaptation that schools have embraced due to the impact of the pandemic is the intentional creation and/or inclusion of VIRTUAL EXCHANGE as part of their global distinction programs. 60% of schools report adding this program component as a result of the pandemic.n = 3538 INTERCONNECTED // VOLUME 04

FY 2021Revenue ExpendituresFY21 FINANCIAL OVERVIEW FY21 MEMBER SCHOOL STATSFY21 IMPACT REPORTREVENUE$404,390EXPENDITURES$378,580299 TOTAL MEMBER SCHOOLS 233,584 TOTAL STUDENTS Enrolled at Member Schools 16 COUNTRIES and 34 U.S. STATES14 STUDENT PROGRAMS1,542 STUDENT PARTICIPANTS65 PROFESSIONAL LEARNING PROGRAMS3,056 EDUCATOR PARTICIPANTS17 DATA & BENCHMARKREPORTS AND BLOGPOSTSASSETS$249,610LIABILITIES$35,90025%PROFESSIONAL LEARNING22.9%GRANTS AND DONATIONS9.8%CONFERENCE9.7%OTHER32.5%MEMBERSHIP13.3%PROFESSIONAL LEARNING57.5%PERSONNEL EXPENSES13.7%OFFICE/ GENERAL8.5%BUSINESS EXPENSES7%CONFERENCE EXPENSES2021FINANCIAL ANDIMPACT REPORT39WWW.GEBG.ORG

Global Expression and ThoughtGET PRIZE AWARD WINNERS The Global Expression and Thought (GET) Prize was created to emphasize the importance of student writing and faculty curriculum design that intentionally and meaningfully engage with global education goals and objectives. Focused on exploring global issues and cross-cultural understanding, this award recognizes and honors thoughtful student work at the middle- and high-school levels, and two teachers who have designed curriculum for primary- and middle-school or upper-school students. We are grateful to our volunteer judges for their care in reading all of our many entries, and to the schools for submitting their exemplary student and faculty work. Supported by a generous donor, GET Prize award winners receive a small cash prize. We are pleased to announce and congratulate our judges’ selections. Ursuline Academy in Delaware student Ava Linida creates original illustrations for El Amigo Eterno.40 INTERCONNECTED // VOLUME 04

Student PrizesMIDDLE-SCHOOL LEVELWINNER: “No Farmers, No Food” — Saachi Singh, The Westminster Schools, GA HONORABLE MENTION: “Lebanon Crisis” — Lilya Elchahal, The Westminster Schools, GAIn her piece “No Farmers, No Food,” 8th-Grade student Saachi Singh “describes the world’s largest peaceful protest that took place in New Delhi between 2020 and 2021, where hundreds of farmers fought relentlessly against the government for their livelihood and the future of India.” Singh recounts the key elements of the protest using a compelling narrative voice alongside purposeful historical and cultural details that ultimately demonstrate “how mass protests remain a powerful tool to challenge institutionssuccessfully.”HIGH-SCHOOL LEVELWINNER: “No-Tolerance” — Thea Dai, Castilleja School, CA HONORABLE MENTION: “Changing Perspectives” — Cailin Templeman, Santa Catalina School, CA“No-Tolerance” is an essay on responsible journalism and the importance of understanding multiple perspectives. 10th-Grade student Thea Dai explores the tensions among cultural values, political systems, and demographic factors in the US and China to examine and justify the contrasting Covid policies in both countries. Through well utilized and diverse sources, Dai argues that “[b]ecause of dierent national priorities and resources, the best Covid solution will look dierent for every country—each with their own advantages and weaknesses.” Faculty PrizesPRIMARY- AND MIDDLE-SCHOOL LEVELWINNER: “Inquiry, Integration and the UN Sustainable Development Goals” — 2nd Grade Teacher Elizabeth Reenstra, American School of the Hague, Netherlands HONORABLE MENTION: “Splish-Splash Hydroponics” — 7th Grade Earth Science Instructor TraciMetzler, Palmer Trinity School, FL, USA“Inquiry, Integration and the UN Sustainable Development Goals” is an artfully developed, seven-week Science & Social Studies unit for Grade 2 that is backward designed around “3 dimensions of learning: learners become Aware, Able, and Active. Using the local Dutch context of issues relating to clean water, second graders become knowledgeable about the facts, develop skills and dispositions, and take action to address the problem.” Clear objectives drive the primary learning activities, which seamlessly and purposefully integrate global competencies with subject-specific outcomes. Enduring understandings include “[E]arth’s ecosystems are interdependent, and humans have a responsibility to protect and promote biodiversity,” “Our choices and behaviors have the capacity to ripple out and either create harmony or conflict,” and “We all have wants and needs that can be dependent upon our family and neighborhood communities, our region of the world, and economic [forces].”HIGH-SCHOOL LEVELWINNER: “International Relations Course Curriculum”— Upper School History-Social Science Teacher Dr.ChristyStory, Castilleja School, CA HONORABLE MENTION: “The Fermentation Project: A Global Historical Learning Experience for 10th Grade Modern Global History” — Upper School Social Studies Teacher Dr.Hope Myers, Lovett School (The), GAInternational Relations (IR) is a one-semester honors elective for Juniors and Seniors that allows students to authentically live the school’s motto of “Women learning; Women Leading.” “This curriculum builds globally minded citizens with global competencies, and expects students to engage in [coursewide] Essential Questions that should concern all citizens of the world: ‘How should governments balance their pursuit of Security with the need for Global Peace?’ ‘How should governments balance the need for the Planet’s Sustainability with their need for Progress?’ and ‘What is the role of Women; is there a legitimate Feminist IR Theory?’” The curriculum utilizes thoughtfully scaolded activities and assessment opportunities to pursue these essential questions and develop knowledge and skills that transcend the content. As Story explains, “Developing students into globally minded citizens is a process, not a one-and-done experience. I want my students to start to build a practice of seeking out global information and engaging with the issues of the world.” Dr. Christy Story, Faculty Prize Winner, High-School Level41WWW.GEBG.ORG

GEBG has partnered with Creo en Ti Media, a publishing company created and run by educators as a “student-centered, bilingual literacy project designed to promote early childhood literacy.” With the goal of increasing the number of bilingual children’s books while supporting high school language students, Creo en Ti publishes bilingual children’s books written by high school students and makes them available to young language learners and educators. Through this partnership, students from GEBG member schools submitted manuscripts and illustrations to Creo en Ti, and those selected for publication have been working with mentors from the publishing company to turn their manuscripts into fully published bilingual illustrated children’s books. The first book to be published through this initiative was released in January 2022: El Amigo Eterno by twin sisters, Ava and Bella Lindia, both students in the Global Scholars Program at Ursuline Academy in Delaware, USA. The story’s main character is based upon Ava and Bella’s first art teacher in elementary school. She often shared childhood memories of the Peruvian Amazon. She was one of their biggest supporters, and they dedicated the book in her memory. Ava, the book’s illustrator, and Bella, the book’s author, have shared their book with elementary school students at their school, and Creo en Ti has shared their book through their local and global schoolpartnerships.The second book in this initiative is set for release in April 2022. Les Adventures de Pierre: autour du monde francophone written by Ryan Bulldog and Taylor Moorehead and illustrated by Callum Builders, all students at McDonogh School in Maryland, USA. The bilingual French and English book follows along with Pierre on his adventure around the Francophone world. With stops in nine dierent countries, there’s no shortage of experiences to learn from and new friends to meet along the way!The following books have been selected for publication with all materials submitted for final editing. Book releases will be in summer or fall of 2022. L’Echarpe de Girafe, written and illustrated by Lily Lin (Deerfield Academy, MA, USA)Tommy La Tuba Tímida, written by Andrew Cowan and illustrated by Hope Gottschling (Charlotte Latin School, NC, USA)Le Premier Chuseok de Mlle Lapin (Ms. Rabbit’s First Chuseok), written and illustrated by Kaitlyn Lee (Moravian Academy, PA, USA)¿Tienes miedo? Are You Scared?, written by Matthew Marcus and illustrated by Cheyenne Young (Charlotte Latin School, NC, USA)STUDENT BOOKS SELECTED FOR PUBLICATION THROUGH GEBG PARTNERSHIP(above from left) Students at Creo en Ti partner school in Guatemala receive shipment of published bilingual Spanish-English books, including El Amigo Eterno; American School of the Hague GET Prize winning unit in second grade; Ursuline Academy in Delaware students Ava and Bella Lindia are the first students to publish a book through GEBG and Creo en ti Media’s bi-lingual children’s book publishing partnership. Ava and Bella wrote and illustrated the book, El Amigo Eterno, and were supported through the process by Erin Prada, Director of Global Education at Ursuline Academy; Book cover for soon to be released French-English book by McDonogh students, Les Adventures de Pierre: autour du monde francophone42 INTERCONNECTED // VOLUME 04

GLOBAL EDUCATOR PROFILETELL US A LITTLE ABOUT YOUR BACKGROUND. I am from Kathmandu, Nepal. I moved to the U.S. for college and have lived in Rhode Island, Illinois, North Carolina, and now in California. After grad school, I stumbled into the education field and completely fell in love with teaching and planning global education programs! WHAT LED YOU TO THE FIELD OF GLOBAL EDUCATION?Coming to an American college opened my eyes to a broader world I had not known before: I was simultaneously adjusting to the “mainstream” American culture and meeting people from all around the world! This experience gave me a deep appreciation of the significance of opening oneself up to valuing/understanding multiple perspectives and ways of life. I also realized that this type of learning doesn’t necessarily happen inside classrooms. When I started teaching, I became a big proponent of immersive and experiential learning and found the mission of global education to perfectly align with my worldview.HOW HAVE YOU KEPT GLOBAL EDUCATION ALIVE DURING THE PANDEMIC?At Castilleja, we were lucky to be able to plan most of our student experiences on virtual platforms during COVID. Our signature programs, such as Global Week, took place on Zoom. Each year, Global Week provides Castilleja students with a unique opportunity to examine a globally relevant topic through workshops, projects, and in-depth engagement with speakers. During the pandemic, students had the opportunity to learn, collaborate, and engage with thought leaders and changemakers from their homes. We also participated more in virtual programs to keep cultural and intellectual exchanges alive in the absence of travel. One of my favorite virtual programs is the exchange with the Yokohama Eiri Girls High School (Eiri) in Japan, which welcomes Castilleja and Eiri juniors to engage in dialogue and learn from each other’s perspectives on topics ranging from discrimination against Asians to sustainable consumption. Additionally, we pivoted from international to domestic student travel this year. Although it was disappointing not to be able to travel abroad, the shift helped us realize how much more we could learn within our borders. What’s important is not the destination, but the learning!WHAT DO YOU MOST LOOK FORWARD TO POST-PANDEMIC, INTHIS WORK OR PERSONALLY?I look forward to days when we can travel the world without COVID tests and quarantines. But more importantly, I hope that we become even more appreciative of our global connectedness. The pandemic has taught us that we need to work together to solve critical global issues, making global education essential to further cross-cultural collaboration and global citizenship! Post-pandemic, I look forward to expanding student opportunities by continuing our new practices, such as virtual exchanges and domestic travel, while also returning to in-person and international travel. Jessica YonzonCASTILLEJA SCHOOL, DIRECTOR OF GLOBAL AND EXPERIENTIAL PROGRAMMING43WWW.GEBG.ORG

TELL US A LITTLE ABOUT YOUR BACKGROUND.I got my BA from Colgate University and M.Ed from the University of Virginia, and I am a National Board Certified Teacher of Spanish and participated in a Fulbright Teacher Exchange in Argentina. I began teaching Spanish for two years at Isidore Newman in Louisiana and then five years at Charlotte Country Day in North Carolina. For the past 21 years I have worked at Miami Country Day in Florida, teaching Spanish and acting as the World Languages Department Chair; Upper School Director; Director of Global Studies and International Programs; and now a new role focused on making curricular and programmatic connections aimed toward strategic goals.WHAT LED YOU TO THE FIELD OF GLOBAL EDUCATION?My very first day in 7th Grade Spanish I remember thinking, “After today, I’ll be able to speak Spanish!” While I certainly wasn’t fluent after my very first class, from that moment I was fascinated by anything that had to do with life outside of suburban Long Island. In high school I continued to study Spanish and also French and always befriended the exchange students. When choosing a career, the only possible way I knew to satisfy my love of exploring world cultures was to look for a way to impart it on others, and teaching provided a platform to continue growing and to be surrounded by other linguists and global enthusiasts.WHAT IS ONE OF YOUR FAVORITE ASPECTS OF YOUR WORK INGLOBAL EDUCATION?One of the most gratifying parts of this work is watching students take what they’ve learned in the classroom (or via their own study) and apply that to real life. Recently on a homestay experience with 12 students in Finland, I got to watch one of the participants apply his months of using Duolingo to learn Finnish by greeting his new friends with “Hyvää huomenta” (Good morning) or asking “Mitä kuuluu?” (How are you?). Seeing his peers respond with glee and compliments was one of those special moments when you know a student has made an authenticconnection. HOW HAVE YOU KEPT GLOBAL EDUCATION ALIVE DURING THE PANDEMIC?The pandemic provided my colleagues and me with the opportunity to think outside the box. At first we looked at what made our on-site programs so successful and tried to replicate those experiences as much as possible. Our GATEway (Global Access To Education) program, a one-month staple of our summer term, was converted into an 8-week virtual travel program to Buenos Aires. Our Global Speaker Series reinforced that we sometimes need look no further than our own backyards (or computers!) to delve into other cultures. For the younger grades, I created a “Globetrotting with GATEway” series that focused on universal themes like “Chocolate Unites Us,” “Where I Was When it Happened,” and “Live with Purpose.”Glen TurfMIAMI COUNTRY DAY SCHOOL, CHIEF OFFICER FOR GLOBAL INITIATIVES, EQUITY & BELONGING GLOBAL EDUCATOR PROFILE44 INTERCONNECTED // VOLUME 04

2022 GEBG RecognitionsCOMMITTEE MEMBERS, VOLUNTEERS, AND CONTRIBUTORSThanks and recognition go to our volunteer educators who contributed to our committee work, judged our GET Prize competition, served on endorsement/evaluation visiting teams, contributed to our summer programs and microcourses, supported our research and writing, guided our planning of our Annual Conference, and served as a panelist or facilitator for our summits. Stéphane Allagnon, Woodward Academy (GA) Trish Anderson, Pace Academy (GA)Laura Appell-Warren, St. Mark’s School (MA)Karina Baum, BB&N (MA)Steven Bileca, Hackley School (NY)Sara Boisvert, Collegiate School (VA)Kassandra Brenot, Santa Catalina School (CA)Melissa Brown, Holton-Arms School (MD)Nichole Budden, Holton-Arms School (MD)Jessica Campbell, Woodlands Academy of the Sacred Heart (IL)Dacel Casey, Trevor Day School (NY)Smita Chandela, Mayo College Girls’ School (India)Rob Chura, St. Louis University High School (MO)David Colón, Visitation Academy (MO)Dion Crushshon, Blake School (MN)Mark Cutler, Phillips Academy Andover (PA)Nishad Das, Groton (MA)Natalia Di Domenico, Sewickley Academy (PA)Ann Diederich, Polytechnic School (CA) Christina Dominique-Pierre, BB&N (MA)Daniel Emmerson, Felsted School (UK)Kelly Fast, Notre Dame de Sion High School (MO)Willy Fluharty, Cape Henry Collegiate School (VA)Melody Fox Ahmed, National Cathedral School (DC)Yom Fox, Dalton School (NY)Mark Friedman, Athenian (CA)Robert Getz, Miami Country Day School (FL)Camila Gomes, Palmer Trinity School (FL)Brian Gonzales, University Prep (WA)Allison Guerette, Phillips Academy Andover (MA)Erin Hamill, Mary Institute and Saint Louis Country Day School (MO)Ann Hansen, Herlufsholm Skole (Denmark)Betsy Hedbavny, Lancaster Country Day School (PA) John Hughes, The Lawrenceville School (NJ)Zeke Hoyos, Westminster Schools (GA)Meghan James, Westminster Schools (GA)Simikka Jensen, Herlufsholm Skole (Denmark)Jim Justice, Westminster Schools (GA)Sarah Keefe, St. Paul’s School (NH)Renee Larios, Polytechnic School (CA) Leo Llinás, Palmer Trinity School (FL)Yansheng Luo, Palmer Trinity School (FL)Dara Martin, Hun School (NJ)Marley Matlack, Loomis Chaee School (CT)Rob McGuinness, Appleby College (ON)Nancy Metzger-Carter, Sonoma Academy (CA)Puk Mikkelsen, Herlufsholm Skole (Denmark)Raj Mundra, Phillips Academy Andover (MA)Cindy Muñiz, Trinity School (NY)Kevin Murungi, Avenues: The World School (NY)Natasha Naujoks, Norfolk Academy (VA)Kelly Neely, The Brimmer and May School (MA)Jessica Newman, Charlotte Country Day (NC)John Nichols, St. Mary’s (TN)Cecilia Nipp, Ursuline Academy of Dallas (TX)Nicole Nolan, Wardlaw-Hartridge School (NJ)Sophie Paris, Miss Porter’s School (CT)Scott Parsons, Hathaway Brown School (OH)Ann Petit, The Colorado Springs School (CO)Dan Pieraccini, Delbarton School (NJ)Emily Philpott, St. Andrew’s Episcopal (MI)Elizabeth Pillsbury, Riverdale Country School (NY)Kelly Randall, Holton-Arms School (MD)Alexander Restrup, Herlufsholm Skole (Denmark)Ricardo Rodríguez, Flintridge Preparatory School (CA)Michael Roemer, Trinity Valley School (TX)Ana Romero, Wellington College, (UK)Sara Romeyn, Bullis School (MD)Daniela del Rosal, Palmer Trinity School (FL)Sonali Roy, Oakridge International School (India)Alison Saord, Cambridge School of Weston (MA)Manjula Salomon, Palmer Trinity School (FL)Sravani Sen-Das, Groton School (MA)Shields Sundburg, Madeira School (VA)Shannon Swann, University High School of Indiana (IN)Dave Thompson, Hotchkiss School (CT)Phu Tranchi, Oakwood School (CA)Glen Turf, Miami Country Day School (FL)Fran Turner, Lovett School (GA) Erik Vincent, Holy Innocents Episcopal (GA)Joe Vogel, Old Trail School (OH)Heather Waters, Scarsdale High School (NY)Jacquie Watlington, Harpeth Hall School (TN)Kelly Wheelan, Hotchkiss School (CT)Patrice Wright-Lewis, Pace Academy (GA)Beth Yavenditti, St Luke’s School (CT)Jessica Yonzon, Ravenscroft (NC)Melanie Spransy, Ravenscroft (NC)Juliette Zener, Belmont Hill School (MA)Peter Zdrojewski, The Branson School (CA)Pearl Zhu, Westminster Schools (GA)We rely on the generosity of our members in order to collect, compile, and share models within our community. Thank you to all who shared resources or examples via the listserv, in professional learning programs, in support of publications, and through personal requests.Our student dialogues would not be possible without the support of the 100+ adults from GEBG Schools who helped to facilitate breakout rooms during our 2021-2022 dialogues. Many thanks to you all!Special thanks go this year to Cecilia Nipp for serving as our Global Educator-in-Residence for the school year 2021-2022. Cecilia has led regional events in Texas, facilitated panels, supported our work in better understanding virtual global learning experiences, and served as an evaluator for our endorsement process. Thank you to our volunteer Board of Directors for their dedication and hard work to the governance and oversight of our organization. This year we would like to thank four special GEBG leaders who are ending their terms on the GEBG Board of Directors, Nishad Das, Manjula Salomon, Wally Swanson, and Joe Vogel. They were each instrumental in the creation and growth of GEBG as an organization, and each has left a significant impact on the organization. GEBG greatly appreciates the essential in-kind support, contributions, and counsel of the following individuals and organizations:Je Baierlein, ViristarKatie Baum Mettenbrink, National Outdoor Leadership School (NOLS)Sarah Braughler, United EducatorsG. Owen Cadwalader, CleanSparkDr. Gerald Campano, University of PennsylvaniaMaru Castañeda, Narrative4 Jessica Catoggio, World Leadership SchoolChristen Clougherty, NOBIS Project Felipe Correa Jaramillo, Envoys Wendy Cross, We Share SolarDr. Clare Dallat, Risk ResolveAnna Damewood, CSIETDr. Darla Deardor, Duke UniversityDr. Vishaka Desai, Columbia UniversityKeri Dooley, AFS-USAJen Evers, National Coalition of Girls’ SchoolsDr. Mark Fischer, International SOSMichael Folise, IP Venture Clinic at Case Western Reserve University Law SchoolBill Frederick, Lodestone Safety and Dartmouth CollegeDr. Ammena Ghaar-Kuchar, University of PennsylvaniaLiz Gray, Remote Area Risk International (R2Ri) Trudy HallMaya HigginsDr. Megan Hochstrasser, Innovative Genomics Institute at UC Berkeley Chris Hoare, Camps InternationalKabakoo Academy, MaliSarah Killion, WorldStridesKramer Law Clinic at Case Western Reserve University Law SchoolJustin Kollinger, United EducatorsLinda McLoughlin Figel, {Pages} Bookstore Dr. Nicole Mirra, Rutgers UniversityAlexandra Moore, Milton A. Kramer Law Clinic Center Mia MuonekeMegan Murphy, National Coalition of Girls’ SchoolsSara Nathan, Amigos de las AméricasJohn NorquistSal PaniaguaChris Page, CSIETPam Page, {Pages} BookstoreNarrative 4Dr. Fernando Reimers, Harvard UniversityRobin Reliford, WorldStridesLaura ResauBobby Riley, Fred C. Church InsuranceStuart SalomonSusan Schorr, McLane MiddletonMaya Shanbhag LangNoah Smith, Milton A. Kramer Law Clinic CenterSteve Smith, Outdoor Risk Experiential ConsultingHenning Snyman, International SOSLinda Stuart, AFS Intercultural ProgramsMelissa Torres, Forum on Education AbroadDr. Aric Visser, Baserria InstituteIoana Wheeler, NAISGail Whitney Karn, Center for Sustainable UrbanismDebra Wilson, SAISCassie Xu, Earth Institute at Columbia UniversityDr. Katherine N. Yngve, Purdue UniversityDONORS AND GRANTSGEBG is grateful for the generosity of our donors whose gifts allow us to serve more schools in more ways.Tricia AndersonLaura Appell-WarrenKarina BaumMelissa BrownDavid ColónNancy ColónAnn DiederichDaniel EmmersonWilly FluhartyErin HawkTene HowardJohn HughesRobert McGuinessJohn NordquistManjula SalomonStuart SalomonSusan SchorrClare SisiskyElsie StapfWalter SwansonFrances TurnerW. Joseph VogelDebra WilsonElizabeth YavendittiThe Stevens Initiative of the Aspen InstituteThe Firebird FoundationSpecial thanks go to everyone at Francis Parker School, especially Marsha Gygax, for hosting the GEBG Annual Conference in April 2022. 2022 GEBG Recognitions

3407 S. Jeerson Ave., Suite 71 St. Louis, MO 63118Join us April 13-15, 2023 in our nation’s capital for the 10thAnnual Global Educators Conference. This annual gathering is a chance to connect in person with the GEBG Community around current and practical topics, including o-campus program and risk management, global curriculum development and virtual exchange, and leadership in global education.For more details and to register, visit www.gebg.org10TH ANNUALGlobal Educators ConferenceApril 13-15, 2023Hosted atWASHINGTON D.C.