SCHOOL YEAR ABROAD IT’S IN YOU. AND IT’S OUT THERE

SCHOOL YEAR ABROAD

IT’S IN YOU. AND IT’S OUT THERE.

SYA Ongoing Research: Student

Intercultural Intelligence Growth

Learning goals:

Intercultural Intelligence:The ability to see the world, specifically another culture, from a viewpoint completely different than your own and then act or communicate successfully, thoughtfully, and appropriately.

The assumptions:When students choose to study abroad or participate in a global program they…

• …learn to understand different cultures in a complex way.

• …immerse themselves in the local culture• …come away from the experience with an

enhanced understanding of their own culture.

The assumptions:

Participation

Intercultural

Intelligence

Linear

The assumptions:

Participation

Intercultural

Intelligence

“A Clear Picture”

Stage one:

A Clear Picture:An in-depth study of the SYA student experience.

“A Clear Picture”

EthnorelativeEthnocentric

Developmental Model of

Intercultural Sensitivity

(DMIS – Bennett)

“A Clear Picture”

EthnorelativeEthnocentric

Intercultural Development

Inventory (IDI – Hammer)

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“A Clear Picture”

EthnorelativeEthnocentric

Intercultural Development

Inventory (IDI – Hammer)

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Where you areWhere you think you are

“A Clear Picture”

EthnorelativeEthnocentric

Stage one results:

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ControlSYA

“A Clear Picture”

EthnorelativeEthnocentric

Stage one results:

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ControlSYA

1.2 3.3

“The Bubble”

The Bubble

مرحبا 

الى اللقاء

“The Bubble”

The Bubbl

e

2/3 of their free time with other Americans or alone9% of their time as the only American in a group of locals – the clear exception being time spent with the host family

“The Bubble”

The Bubbl

eStudents spent an average of 16 hours per week participating in “screen time” activities – the greater majority of this time on social networking websites and watching American movies and TV series.

“The Bubble”

The Bubbl

eWhile it would have been impossible only a few years ago, many students maintained regular communication with friends and family back home – in many cases multiple times per day.

“The Bubble”

Third Culture

Home Culture

Target Culture

Stage Two:

Stage two:SYA Study Abroad Mentoring Project

Stage Two:

SYA Study Abroad Mentoring Project(Stage two research)

Including a series of interventions aimed at providing an environment of challenge and support for students engaging in intercultural intelligence encounters.

Stage Two:

SYA Study Abroad Mentoring Project(Stage two research)

• Individual mentoring meetings• Group discussions • Immersion challenges• Perspective-taking exercises

Stage Two:

SYA Study Abroad Mentoring Project(Stage two research)

• Let students know that intercultural intelligence is a learning goal and not automatic.

Stage Two:

SYA Study Abroad Mentoring Project(Stage two research)

• Challenge students to immerse themselves in the culture in an increasingly complex way.

Stage Two:

SYA Study Abroad Mentoring Project(Stage two research)

• Provide opportunities for guided reflection and support through mentoring meetings and journaling prompts in English class.

Stage Two:

SYA Study Abroad Mentoring Project(Stage two research)

• All of these interventions took place in the first half of the year only.

Stage Two:

SYA Study Abroad Mentoring Project(Results)

Stage Two:

SYA Study Abroad Mentoring Project(Results)

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SYA

1.2 3.3

Control

11.6 (first semester)

13.6Mentoring

Stage Two:

SYA Study Abroad Mentoring Project(Results)

• More than 4x growth on the IDI versus stage 1 SYA students and more than 10x growth as compared to the control group.

Stage Two:

SYA Study Abroad Mentoring Project(Results)

• All participating students made positive gains on the IDI, and all but one made gains that outpaced the SYA stage one average.

Stage Three:

Stage Three:

Intercultural Intelligence Curriculum Development

Stage Three:

Stage Three: Intercultural Intelligence Curriculum Development

• Enhanced advisory system involving specifically timed discussion topics that are paired with common issues at particular times of the year.

Stage Three:

Stage Three: Intercultural Intelligence Curriculum Development

• Immersion challenges and perspective-taking exercises are weaved into the curriculum as clearly defined aspects of the courses.

Stage Three:

Stage Three: Intercultural Intelligence Curriculum Development

• Faculty-created intercultural intelligence activity bank: A school-wide resource for sharing curricular activities with teachers at all four schools.

Stage Three:

Stage Three: Intercultural Intelligence Curriculum Development

• Enhanced host-family involvement in intercultural learning through student participation in active engagement with host families.

Stage Three:

Stage Three: Intercultural Intelligence Curriculum Development

• Increased involvement with local peers through school-organized structured experiences, exchanges, and youth activity programming.

Stage Three:

Stage Three: Intercultural Intelligence Curriculum Development

(Results)

Stage Three:

Stage Three: Intercultural Intelligence Curriculum Development

(Results)

?

SCHOOL YEAR ABROAD

IT’S IN YOU. AND IT’S OUT THERE.

Education for Life — One Student at a Time

5-Year Case Study on Long-Term Study Abroad Benefits

NEASC Annual Meeting and Conference; Panel: K-12 Lasting Impact of Exchange Programs

Sean P. BrennanHead of School

Ricardo CarrenoDirector, Global Programs

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Agenda

• Introduction to Vermont Academy• Global Programs: How we got our start• Vermont Academy: Our campus abroad structure• Global Classroom: academic, personal, and cultural growth• Student-reported five-year long-term benefits

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Introduction to Vermont Academy

• Founded: 1876• Head of School: Sean P. Brennan• Student Body: Coed 9-12 and postgraduate year• Enrollment: 240• Student to teacher ratio: 5:1• Average students per class: 10• Course selections: 120, including 24 AP and Honors• Advisory sessions per week: 6

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Global Programs: How we got our start

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Spain: 2-week trip to trimester immersion

• With a vision of authentic global education, VA evolves its two-week Cadiz, Spain trip—launched in 2006—to a trimester by 2011

• A trimester provides opportunity for academic, personal, and cultural growth

• Based on huge success of Spain, Vermont Academy launches trimester programs in Chile and China in Sept and Jan 2015 respectively

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Testimonial: Sebbi Wu ’15, University of Vermont

“My experience gave me a more comprehensive perspective on diversity and the world. I will pursue higher ceilings and wider reaches because of it.”

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Vermont Academy: Our campus abroad structure

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Our global education vision• All Vermont Academy students will receive the

opportunity to benefit from a global education• Their trimester experience provides a global

understanding of history and economics, art and language, and culture and traditions 

• 100% of our student survey responders said their global experience better prepared them for college

• Our global students become leaders for change through firsthand social awareness

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• Up to 45 students accepted annually• 2 VA faculty + 2 local tutors = academic consistency; 3:1

student to teacher ratio• Students:

– Earn credit for both VA and abroad curriculums– Participate in several academic/cultural trips– Live with local host families

“Our son grew as a person in different ways, and the positive influence of his host family extends even to today.” Parent, 2014

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Global Classroom: academic, personal, and cultural growth

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Global Classroom: academic growthLearning in a global classroom:• Increases awareness and understanding of cultures• Promotes critical thinking• Develops an appreciation and respect for other

points of view• Improves creativity and problem-solving skills

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Testimonial: Miller Charman ’13, Hofstra University

“I learned so much more than I ever could have in a classroom. Seeing is believing, and Roman ruins, beautiful churches, and spectacular landscapes are truly breathtaking in person.”

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Global Classroom: personal growthStudying abroad enables students to:• Develop independence, time management,

organization, social skills, and self confidence• Learn to take responsibility for their actions without

parents to fall back on• Mature and develop at a higher rate from living and

making decisions in an unfamiliar environment• Discover they are capable of not only surviving but

thriving when challenged to be independent

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Testimonial: Thomas Savoca ’12, University of Cincinnati

“My eyes were opened to the true scale of the world, and I learned to interact with people on a whole new level. My experience made me a more well-rounded college student and has allowed me to set larger goals for myself.”

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Global Classroom: cultural growthImmersing in another culture ensures that students:• Gain a deeper appreciation for their position in the

world• Develop a greater sense of empathy—inspiring a

desire to give back• Deepen their perspective on society—leading to

richer and more informed opinions

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Testimonial: Rachel Therrien ’14, Trinity College

“The challenges that I faced—navigating the streets in a city where the language was not my own, trying new and sometimes scary things (one word: octopus!), and assimilating into a completely unfamiliar culture and family situation—improved my ability to think critically, be independent, and appreciate diversity.” 

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Our achieved five-year long-term benefits

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Student-reported 5-year, long-term benefits

• 100% of students rated all of the following as lasting benefits:– cultural awareness– independence– greater appreciation of things– improved foreign language skills

– 100% reported that studying abroad helped prepare them for college

•

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Additional student-reported benefits

• 50% reported their experience influenced their career path

• 25% reported studying abroad helped them land a job

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What parents say

• 65% of parents reported that their students gained all of the following:– leadership skills– independence– cultural awareness

• Students returned as more confident, well-rounded individuals with a richer perception of the global community

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Testimonial: Parent 2015

“Studying abroad gave our son the real-life experience of budgeting his time, while mixing academic and social expectations with cultural immersion. This increased his confidence, maturity, and understanding of a different culture.”

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Thank you!

Questions?