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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)
55 145
“A Clear Picture”
EthnorelativeEthnocentric
Intercultural Development
Inventory (IDI – Hammer)
55 145
Where you areWhere you think you are
“A Clear Picture”
EthnorelativeEthnocentric
Stage one results:
55 145
ControlSYA
“A Clear Picture”
EthnorelativeEthnocentric
Stage one results:
55 145
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)
55 145
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
VERMONT ACADEMY | Education for Life — One Student at a Time 39
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
VERMONT ACADEMY | Education for Life — One Student at a Time 40
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
VERMONT ACADEMY | Education for Life — One Student at a Time 41
Global Programs: How we got our start
VERMONT ACADEMY | Education for Life — One Student at a Time 42
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
VERMONT ACADEMY | Education for Life — One Student at a Time 43
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.”
VERMONT ACADEMY | Education for Life — One Student at a Time 44
Vermont Academy: Our campus abroad structure
VERMONT ACADEMY | Education for Life — One Student at a Time 45
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
VERMONT ACADEMY | Education for Life — One Student at a Time 46
• 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
VERMONT ACADEMY | Education for Life — One Student at a Time 47
Global Classroom: academic, personal, and cultural growth
VERMONT ACADEMY | Education for Life — One Student at a Time 48
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
VERMONT ACADEMY | Education for Life — One Student at a Time 49
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.”
VERMONT ACADEMY | Education for Life — One Student at a Time 50
VERMONT ACADEMY | Education for Life — One Student at a Time 51
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
VERMONT ACADEMY | Education for Life — One Student at a Time 52
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.”
VERMONT ACADEMY | Education for Life — One Student at a Time 53
VERMONT ACADEMY | Education for Life — One Student at a Time 54
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
VERMONT ACADEMY | Education for Life — One Student at a Time 55
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.”
VERMONT ACADEMY | Education for Life — One Student at a Time 56
VERMONT ACADEMY | Education for Life — One Student at a Time 57
Our achieved five-year long-term benefits
VERMONT ACADEMY | Education for Life — One Student at a Time 58
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
•
VERMONT ACADEMY | Education for Life — One Student at a Time 59
Additional student-reported benefits
• 50% reported their experience influenced their career path
• 25% reported studying abroad helped them land a job
VERMONT ACADEMY | Education for Life — One Student at a Time 60
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
VERMONT ACADEMY | Education for Life — One Student at a Time 61
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.”
VERMONT ACADEMY | Education for Life — One Student at a Time 62
Thank you!
Questions?