2020 Winter Institute Sessions

Thank you so much for joining us for the 2020 ISEEN Winter Institute in Portland, Oregon. Every year, we offer exciting opportunities to engage deeply in experiential education and with your colleagues. Attendees will have the opportunity to choose and/or select preferences for experiences in the following sessions:

  • Experiential Ed (Ex Ed) in Action -- Wednesday, January 22nd
  • Professional Affinity Group Breakout Sessions -- Thursday, January 23rd
  • Model Programs and Practices Session - Thursday, January 23rd

All attendees must complete the Winter Institute Enrollment form by November 15

Submit Enrollment Form
 Experiential Ed (EE) in Action Breakout SessionsModel Programs & Practices

Experiential Education in Portland: Ex Ed in Action - Wed, Jan 22

On day two of the Institute, we will spend the day doing what we do best, participating in experiential education. These experiences will put us in the environment that our students are experiencing and take lessons home to our own schools.

The Catlin Gabel School conveners are developing meaningful, fun, educational, and engaging experiences all around the Portland metro region. Below you'll find the details of each of the available Ex Ed in Action opportunities. Please read the options carefully and be ready to select your top 3 preferences when you complete the enrollment form. 

Please note that many of the Ex Ed in Action experiences require walking outside in Portland in the winter (average temp 38F and rainy). Please still select your top 3 options on the enrollment form, however, but if you have concerns about your ability to participate in the experiences with a great deal of walking, please include your comment in the enrollment form so that we can ensure to place you within an experience that can accommodate your needs.  




Prep for Attendees

1 Collaborative Storytelling through Cutting Edge Technology Often schools see coding, tinkering and making through the lens of science or math. In this hands-on experience using Sam Labs interactive Bluetooth devices and Vernier sensors, participants will tell a collective story from history and personal experience through visual metaphor.  We will explore aspects of North Portland that provoke and inspire us and collectively create a story to share with others.  A big chunk of the time will be committed to playing with simple block coding, an assortment of materials (cardboard, paper, wire) and interactive sensors and Bluetooth devices (motors, servos, LED lights).  You will need two things for this session. #1. A laptop with the Chrome Browser installed. #2. An account made at https://www.workbencheducation.com/. This is a free online tool that we will be using during the time together. Any experience using block coding (Through Workbench or other tools like Scratch or Hour of Code will be helpful but not required). We will be inside for most of the time together.
2 Expanding the Pie: What we have to gain from examining White Dominant Culture in the workplace White Dominant Culture negatively impacts us all, regardless of race. Let’s expand the pie by learning to identify how this culture shows up in our schools and programs, then create an action plan to shift it. Together, we’ll venture into Portland to notice and reflect on white culture, a culture that can be unnoticed when it’s the norm. People of all races will benefit from a more inclusive school culture. We have nothing to lose from “expanding the pie.”

Dress for walking around outside in the city

Bring a notebook and a writing utensil

Optional: voice recorder for recording observations if you’d like (phone works great)

We will be traveling in vehicles and by foot around the city of Portland for part of the time. It could be cold, wet, slippery, windy, etc.

3 Exploring Collaborative Project Work in the Wood Shop Explore how collaborative project work in the Woodshop fosters independence, confidence, and creativity. We will also explore ways to cultivate intellectual, physical, and social-emotional development with the goal of empowering people of all ages to solve problems and master new skills.

Welcome to bring notebook if you would like to take notes, sketch, or reflect (not required)

Warm and rain appropriate clothes for trip to Rebuilding Center (not heated)

4 Japanese Culture Experience: Nihon Matsuri

Join in the practice of some Japanese cultural and community norms in order to evaluate those experiences through a cultural studies lens. What is important when we plan experiences for our students if we intend to deepen empathy and expand awareness and respect for cultures different from their own? Whose story we are telling and how does that inform the way we tell it? How do we define cultural appreciation and insight versus cultural appropriation? Hear the story of a “third culture kid” who grew up in Japan, and examine the content of a Catlin Gabel Lower School “Experiential Days” course called Nihon Matsuri (Japan Festival), as well as discuss Upper School Global Ed trips to Japan and what we hope to learn from these and other experiential learning around culture and identity. (Note: We will cook and eat lunch together, so please communicate dietary needs.)


Lunch is provided

Note taking materials provided.

We will be cooking a stew that may include seafood, gluten, sesame, vegetables, mushrooms, tofu and soy. Rice and other gluten free and vegetarian options available. No nuts or dairy.

Japanese incense (fragrance) will be part of the experience.

Light physical demands (beating on a drum--optional)

5 Leading and Managing Experiential Education: School Tour and Site Conversations across Portland This workshop will include at least three local school tours and conversations at each school with school leaders about the role experiential education plays at their schools and through their lenses. Questions we will explore include: How can school leaders inspire and support teacher leadership around experiential education? What aspects of experiential education are essential? What strategic role does experiential education serve in our schools? Participants should bring a notebook. We will be on and off of the bus and the weather may be cold. We will be walking around, so comfortable shoes will be best.
6 Learning from Local History: The Story of the Japanese American Community in Portland How can local history help us to teach about past injustices and the structures that created them while also recognizing resistance and celebrating cultural identity? And how can we do so even if our own identities diverge from those of the cultural traditions we explore? This expedition will consider these questions as we visit sites of Japanese American history in Portland, such as the Oregon Nikkei Legacy Center, the Japanese American Historical Plaza, and the site of the Portland Detention Center, at which the U.S. government held Japanese Americans from Oregon and southwest Washington in 1942, prior to forcibly removing them to inland incarceration camps. We will reflect on how local sites and organizations can meaningfully engage students in thinking about history, and discuss ideas for building partnerships that foster a collaborative approach to learning about community.

Clothing: Dress in layers for warmth, weather, and walking: fleece, hat, gloves, waterproof jacket, comfortable walking shoes

Bring a notebook plus pen or pencil (if these are not provided by ISEEN or if you prefer we don’t purchase them.

Accessibility: Participants need to be prepared to stand for periods of time and to walk, likely around 2 miles total.

Specific Hazards or Risks: Be prepared to walk/ride a light rail train in an urban environment, with mindfulness of surroundings.

7 Navigating Collaboration and Community Are you interested in team-building? Do you want to connect to the community around your institution? Are wondering how you can support your colleagues and students as they work in groups? Through an interactive geocaching activity in Portland and at The CENTER, participants will leave with an empathetic understanding of the student experience of collaborating as well as strategies to support teaching and co-learning in teams of all sizes.

We’d like to know in advance if any participants have any disabilities or injuries that would impact their ability to walk (perhaps as much as four miles)

Participants will need comfortable shoes for walking (perhaps as much as four miles)

Participants will need rain gear (see ponchos request above)

A small daypack could be helpful

Participants will need extra warm layers, as they will be outside for at least two hours

Participants should bring their phones, a notebook, and a pen/pencil

Specific Hazards or Risks:

Hazards associated with walking along busy streets and in high traffic areas

Potential inclement weather (i.e. rain, snow, ice, etc.)

8 Photojournalism: History and Place-Based Knowledge In Nature Education This workshop uses photography, dialogue and storytelling to engage in a guided walk with, camera in hand, integrating environmental justice and social justice into nature education in one of Portland's historic neighborhood parks. At the end of the day, participants will reflect on the importance of place-based knowledge in providing context and connection to local green spaces. The workshop will end in a classroom setting where participants will select, share and discuss their photos.

Dress warm; in layers - including waterproof layer; close toed shoes.

In the event of inclement weather at a hilly park (minor inclines) - potential risk can be slipping.

9 Resistory: American Identity Cards Resistory is a board game about identity development and social change. Build your in-game character from 24 identity facet decks that map out the demographics of the US population, and get to know your fellow players by engaging in rapid, performative rounds in a struggle for greater equity. Players choose whether to join the Story or Privilege teams, both at the mercy of each round's randomly chosen judge. Resistory is designed to teach students the extent and power of unearned privilege in America, and what's possible when a story can overcome such barriers to sway the hearts and minds of the people. Participants might want to bring a notebook and pen to take notes. They’re encouraged to dress comfortably for a day of gameplay, discussion, reflection, listening, and sharing.
10 Running in Sand Experience a learning sequence surrounding the phenomenon of why it is harder to run in dry sand than in wet sand. In this session you will engage as a learner to design an investigation, share your data, and model an explanation for this phenomenon. Gain a deeper understanding of the importance of grounding science in everyday phenomenon. Participants should arrive prepared to be outside for about an hour of the day. We will be walking for about 30 minutes depending on the weather. Please bring a notebook for journaling and a pen/pencil.
11 Structural Design and Engineering This workshop will highlight features of Catlin Gabel’s combined Art and Science class. Why do buildings, sculptures, and objects stand up? What geometries lead to stability? How does material choice inform the structure and design process? How can we connect form with function? What factors do you need to consider in creating an effective and aesthetic design? This experiential explores the basic principles of designing and building functional and beautiful structures that convey meaning. Participants will be presented with challenges to design and build. The class will start on the waterfront in Portland to observe and study bridge design. It will also involve drawing, sculpting, prototyping, calculating, and hands-on building in the 3D art studio at Catlin Gabel.

We will be outside and walking the first part of the day. Dress appropriately.

Bring a water bottle.

Pens, pencils, mini-sketchbooks will be provided - but you can bring your own if preferred.

Specific Hazards or Risks:

Hazards include driving and walking in the city. Possible adverse weather while outside at the beginning of the day. Possible injuries from tools used in the building projects at the end of the day.

12 Students and Stress: Making a Tool to Help Using the MIDUS (Midlife in the United States) and CGSDE2 (Catlin Gabel Study of Daily Experiences) daily diary design studies and survey instruments as starting points, participants will customize their own survey instrument to measure important aspects of daily student life and stressors at their schools. In addition to an introduction to best practices in daily diary research and survey design by Catlin Gabel

Participants should dress appropriately for a 30-45 minute tour of downtown Portland in January. Participants should bring a laptop in order to participate in the survey design work. If they cannot bring a laptop, please let the facilitator know in advance so that one can be provided for you by Catlin Gabel IT. A paper-pencil notebook may be helpful for those who wish to record their thoughts in long-hand.

Specific Hazards or Risks:

While we wish to accommodate the physical and emotional needs of all our participants, please be aware that the initial 30-45 minute fire-tour in downtown Portland is designed to help us experience in a managed way the daily stressors that many of our students experience on a daily basis. We will be moving at a quick pace to get to our tour destinations and so the ability to walk quickly through a downtown metropolitan area is required. During the tour, we will also be discussing the racist history of Portland and Oregon along with the current homelessness and food scarcity issues. We will see sites that were important landmarks in this racist history and see examples of how indigency has affected Portlanders. Hence, we wish to give this trigger warning in advance as this may be uncomfortable for some participants.

13 The Personal is Political: Exploring Autoethnography as Form Inspired by a Writing as Resistance English elective, this workshop invites participants to expand their definition of academic writing by considering their own life experiences as fodder for analysis. We will use autoethnography as a framework to personalize abstract concepts such as identity, positionality, and intersectionality, reading and studying several examples (including ones written by former Catlin Gabel students) before trying our hand at writing our own. As part of the workshop, we will meet with and learn from local Portland artists who host events to center and amplify the work of traditionally underrepresented writers. Notebook, writing utensil, laptop

Professional Affinity Group Breakout Sessions - Thurs, Jan 23

On the third day of the Institute, we will spend the day at Catlin Gabel School learning about experiential education at their school. During a portion of the day, we will break out into topic-specific sessions. These professional affinity breakout groups offer the opportunity for problem-solving and connecting with colleagues who have a similar work focus.

Below, you’ll find the list of professional affinity breakout groups. In the enrollment form, you will select your preferred group. Choose the one you feel most closely aligned to or have burning questions your colleagues may be able to answer.

  • School Administrator Leadership Panel
  • Outdoor & Adventure Education
  • Sustainability & Environmental Justice
  • Global Education: Global Competencies and Travel
  • Community Engagement/Service-Learning
  • Student Leadership
  • Teachers: Ex Ed in the Classroom
  • Diversity, Equity, and Inclusion Practitioners
  • Directors of Experiential Learning

Model Programs & Practice “Show & Tell” Session - Wed, Jan 23rd

Also on day three at Catlin Gabel School, we hold the popular and very energetic Model Programs & Practices “Show & Tell” Session. We will have a slate of around 20 great programs that are showcasing their amazing work this year. Attendees will have the opportunity to visit with up to four of these great schools and organizations over the course of the four 20-minute rounds.

# Presenter Name(s) School/Organization Table Topic Title Topic Description Topic is Relevant to Rotations
1 Annie Peuquet Envoys (ESP) An Inconvenient Truth for Educational Travel Educational travel is bad for our planet. Every flight, bus, hotel, and meal contributes to the increased emission of greenhouse gases that are warming our planet. This as an inconvenient truth for a sector that prioritizes teaching students about environmental sustainability, responsible travel, and wise stewardship of our shared global commons. Participants in this session will gain an understanding of the concepts and criticisms of 'carbon neutrality' as they apply to educational travel, and how to engage in these conversations with students. Secondly, participants will leave with four lesson plans for engaging with this topic within classrooms and on programs. Global Ed, Sustainability, Student Leadership, Admin 2, 3, 4
2 Christen Clougherty Nobis Project (ESP) Preserving African-American & Gullah History in the Lowcountry: Teaching Global Citizenship Through Service-learning In our increasingly globalized society, young people need an education that prepares them to become informed, active, and responsible global citizens, both at home and abroad. In order to prepare students for domestic or international work educators must facilitate critical conversations about equity, inclusion, diversity and social justice in the classroom. In this way, educators need to tangibly rekindle the connection between education and citizenry, and ethics. The Nobis global service-learning model adds a global dimension to the classroom through service-learning projects, and enables deep classroom discourse about poverty, race, class, power, and privilege through a global lens. In this brief session learn how well the Nobis World Savannah, Ga. & The Lowcountry: Preserving African-American & Gullah History in the Lowcountry” program (1) teaches global citizenship, and (2) develops cultural responsiveness in participants.

In this domestic program, participants explore how different museums and heritage organizations preserve the history of African-Americans in the Lowcountry. We do this through a service-learning project and cultural immersion in the city. Focusing on the themes of race, slavery, and the education of African-Americans, this program considers two different experiences: the urban environment of Savannah, and the rural Gullah culture on the barrier island Sapelo.

This presentation showcases the overall design strategies for achieving our two goals: teaching global citizenship and developing cultural responsiveness. Presentation highlights include, but are not limited to, pre-departure preparation, critical reflection before, during and after program, role of student voice, ongoing relationship building with community partners, and evaluation methods.
Global Ed, Service Learning, Student Leadership, Classroom Teachers 1, 3, 4
3 Hannah Nelson The Watershed School The Power of Bicycles For three years, Watershed has been teaching an 8th grade expedition course called The Power of Bicycles, exploring the essential question: how can bicycles change the world?

In this session, I will share different ways bicycles can connect communities and individuals. I will introduce the basics of the course and how to approach it from different disciplines and share how our students connected not only with other people in our community, but in communities around the world (Malawi). In the course, our final project with students is a design thinking challenge where they need to choose a user (bike user or person in a wheelchair), and then use the design thinking process (including interviews with community members) to propose a prototype to solve an identified problem or need. I will share two exemplary pieces of student work. I will end the session with a Q&A about the course and how bicycles can be brought into the classroom. Each attendee will walk away with a packet of information and activities to do with students.
Service Learning, Classroom Teachers 1, 2, 4
4 Kevin Cook St Michaels University School A Toolkit for Assessing 'Soft Skills' in Experiential Learning Through action research undertaken over the last two years along with working with the Institute for Experiential Learning I have gathered a series of tools in a 'toolkit' to support educators in assessing various 'soft skills' that are intentionally taught through our various programs. These assessments are for others to select and apply as they see fit although I have a suggestion for how I have used them. Also, underlying all of this work is the Learning Styles work which offers 'How You Learn Is How You Live" as a grounding for development of styles and learning flexibility, especially as they link to group dynamics and effectiveness. Admin, Classroom Teachers 1, 3, 4
5 Melissa Barker Dawson School Adding Assessment and Reflection for Intentional Skill Building At the Dawson School we implemented a short goal setting and reflection form on our four day fall senior backpacking program. The goal of this assessment is to help students focus on desired skills and identify areas of strength and areas for continued growth. Areas of focus on the assessment include expedition behavior, integrity and communication, and it includes sections for student and faculty feedback. The form was implemented in Fall 2019 and was met with positive feedback from both faculty leaders and students. I will share the assessment form, which can easily be edited to meet the needs and goals of any program, and explain our implementation process for such a short trip. Outdoor Ed, Student Leadership, Admin 2, 3
6 Erin Hawk World Leadership School (ESP) NGO Partnership in Action - El Paso, Texas - Border Awareness Few topics in the American political landscape receive more media attention than the US-Mexico border. Even with all the news, students inevitably return from the Border Awareness Program in El Paso, TX, with fresh perspectives on new lens on human migration. During this weeklong immersive program, students and faculty see the border from multiple perspectives, including the migrants themselves, family members at the border wall, US Border Patrol, NGOs working to serve the migrants, judges in the immigration court, etc. “People on this program should be prepared to see both sides because it’s different here than on TV,” said one student from Wilmington Friends in Wilmington, Delaware. "It’s much more human.” Students learn how to serve by working alongside NGOs, and they learn about leadership through the actions of inspiring community leaders. During this model program session, participants will understand how partner schools are using the El Paso program in order to unpack a polarizing political issue and, in the process, reinvent service learning through equitable partnerships. Global Ed, Service Learning, Student Leadership, Admin, Classroom Teachers 1, 4
7 Matt May 4Points Expeditions (ESP) Worst case scenario: Preparing staff and students for emergencies Creating a viable risk management plan and providing adequate, appropriate first aid training for your staff (and students) is essential. Join us for a discussion on how to create your own risk management plan, reviewing key points to consider and how to focus your plan; sample plans will be provided as a tool to take back to school. Schools that provide Experiential Education and Global Travel opportunities need risk management and medical training. This need is often overlooked and underestimated. 4Points provides these services and is a leader in emergency medical training and risk management for outdoor activities. Our staff train school faculty and students in CPR, Wilderness First Aid and Wilderness First Responder courses; we also work closely with our partner schools on logistics and program development. Outdoor Ed, Global Ed, Service Learning, Student Ldshp, Admin, Classroom Teachers 1, 2, 3, 4
8 Don Gibbs (and Pomfret School attendees) Pomfret School Assessing Experiential Learning: Single-Point Rubrics, by and for Students Students benefit from assessment practices that promote growth and learning, reflection and revision. Single-point rubrics unambiguously define expectations and provide space to offer specific, constructive criticism. Importantly, this assessment tool does not place a ceiling on excellence, and the rubric promotes a focus on skill development and the Vision of the Graduate over grades. Learn how Pomfret School employed the single-point rubric during our experiential learning lab, Project: Pomfret, and offered students the opportunity to play an active role in creating (and leveraging) this valuable assessment tool. Admin, Classroom Teachers 1, 2, 3
9 Tyler Fonarow Find Your Path (ESP) Curriculum-aligned and budget-friendly overnight experiential education for elementary and middle schools Everywhere we turn, we are hearing more and more about the critical need for our students to develop SEL skills like awareness, resilience, and problem solving to help navigate our complex world. Many schools, including a majority of us at ISEEN, are investing tremendous time and energy and money into impactful experiential education opportunities for our older students to develop these skills. But what about our younger students? Are they ready for overnight programs that help them develop character and push themselves? And as importantly, are their teachers and parents ready for these programs? The answer is a definitive YES! Many of our teachers and schools are well equipped to integrate SEL-focused overnight experiences into their program; they just need some logistical and curricular expertise to get them from start to finish.
Find Your Path supports partner schools before, during, and after overnight programming with goal-setting and planning sessions, teacher trainings, curriculum development, and student and parent/caregiver meetings. During this model program session, participants will understand how to identify the assets and obstacles they have at their own schools, and brainstorm the type of support they might need to initiate their own overnight programs.
Outdoor Ed, Admin, Classroom Teachers 2, 3, 4
10 Aaron Parcher Upper Canada College Norval Outdoor School Year 8 Outdoor Experience Sampler Program In Year 8 all UCC students attend a mandatory week-long experience at the Norval Outdoor School. Many of these students have been attending Norval since senior kindergarten and this one-week trip is viewed as the grand finale to their outdoor education experience at Norval. Students camp, travel and eat all within their home form. The Year 8 experience includes white-water canoeing, rock climbing, land-based art, service project, fish sampling, rappelling, high ropes and primitive skills. This program is designed to push students out of their comfort zones and increase their environmental literacy. It also attempts to create a sense of place where the students are connected to the Norval Outdoor School which is only 45 minutes away from their main campus. This program is the biggest undertaking that the Norval Outdoor School delivers and is one of the highlights of the UCC boy's education. Outdoor Ed, Sustainability, Service Learning 1, 3, 4
11 Lora Allison, Tupper Spring, Victor Cota St. Margaret's Episcopal School Building Meaningful Community Partnerships and Understanding Authentic Needs, a Cross-Divisional Approach The narrative of one school's experience seeking to move from community service to service-learning, while developing meaningful community partnerships, meeting authentic needs, and embracing the value of cross-divisional opportunities in a preschool through grade 12 program. We will explore methods, rationale, and schedule redesign used at St. Margaret's Episcopal School in San Juan Capistrano, California. The program Administrators, along with the Director of Equity and Inclusion will share the process and pedagogy of building the new service-learning program. The focus of this conversation will highlight strategies to assess community needs, understand the systemic issues that their partner organizations address, reframe service learning with an asset mindset, and give stakeholders a cultural competency framework from which to work. At the heart of this program is engaging students in an experiential process that will have a lifetime impact, and equip them to embody the Mission of St. Margaret's; to lead lives of learning, leadership and service. Service Learning, Global Ed, Admin 1, 2, 4
12 John Harnetiaux NOLS and Catlin Gabel School Work Hard, Be Nice: What NOLS Has Learned from teaching the leadership skill of “Expedition Behavior” NOLS is a nonprofit global wilderness school that seeks to help people of all ages step forward boldly as leaders. In this session, join us in exploring what NOLS has learned in its many years working with both students and staff from independent schools around the U.S. In this session, we will specifically look at how NOLS instructors approach teaching leadership on wilderness expeditions, particularly the concept of “expedition behavior.” Looking holistically at the evolution of the NOLS Leadership Model, we will discuss the student evaluations NOLS uses to assess adolescents’ growth as leaders on expeditions with the intent to edge us closer in addressing the complex but attainable goal of defining and assessing mercurial but important non-cognitive skills in our students. Outdoor Ed, Student Leadership, Admin 1, 2, 3
13 Joel Sohn Episcopal High School City as Classroom: DC History and Social Justice Learning The Director of the Office of Community & Equity developed an experiential education unit that brought to life the story of the civil rights movement, jazz, African American culture and history in Washington, D.C. by taking students on a tour of the U Street corridor and surrounding neighborhoods. The student-centered tour uses technology and real-world learning experiences to help facilitate discussions and reflection on issues of justice that continue to affect the neighborhood today. The tour has also been used to showcase to new faculty how to use experiential education in their own classrooms. The debrief with faculty and students includes a working session and design sprint at the WeWork Wonder Bread Factory, while discussing issues like gentrification with the cohort. It also includes a tour of Ben's Chili Bowl and a conversation with the original owner, Virginia Ali, who still serves food to customers on a daily basis. Service Learning, Student Ldshp, Classroom Teachers 2, 3
14 David Canfield Meadowbrook School Multicultural Teaching Institute The Multicultural Teaching Institute (MTI) was founded by a group of teachers passionate about teaching for all students, and continuing dialogue and inquiry into their own practices and that of schools. The mission of the Multicultural Teaching Institute is to inspire and equip teachers to continue personal exploration of their own cultural identity and where it intersects with teaching and learning. The Institute also provides a collaborative, workshop experience to share and develop multicultural teaching tools with other teachers. The MTI is an eye-opening and thought-provoking experience. Over the three days of the institute, participants will learn hands-on teaching tools to enrich their classrooms while expanding their ability to critically evaluate their own classroom practices. Learn how a group of teachers actualized their dream by creating a vibrant, inclusive teaching institute that attracts teachers from across the country. Admin, Classroom Teachers 1, 3
15 Marcus O'Neill World Challenge Expeditions (ESP) Leading the conversation around Ethical and Responsible Student Travel World Challenge is on a journey to elevate the outcomes of student travel around the world. Working with key organizations throughout the world, we have established a new framework for meaningful engagement with the communities we engage on our trips.

As a result of this work and our commitment to intentional and collaborative projects, the students who travel with us are introduced to the tools and understanding necessary to travel responsibly. Through immersive pre-departure training, curriculum modules, and in-country workshops, our global team of staff and partner organizations put the emphasis on personal responsibility to foster positive and lasting community partnerships.

Jump in and see how our Responsible Student Travel workshops are helping to change the narrative on "Service Learning", and how they prepare students to make the most of their time working and learning alongside local communities.
Outdoor Ed, Global Ed, Sustainability, Service Learning, Student Leadership 1, 2, 4
16 Jean-Paul Houlette WorldStrides Educational Student Travel (ESP) Using a “Foundational Requirements Overview” to Defining the Profile of Your Global Education Program Taking your global education program from a group of "trips" to an intentional and meaningful travel program takes steps. We will discuss the four stakeholders: school administration, teachers/traveling faculty, travel providers, and students/parents and how to address the needs of each group. We will focus on comprehensive and consistent communication between stakeholders with topics ranging from business process guidelines to financial criteria and proposal process requirements. As a practical takeaway, we will discuss operational requirements of travel and discuss logistics such as flights & transport, accommodations & meals as well as educational content & cultural activities. We will end by showing schools the best way to leverage providers to meet requirements in a real and consistent manner. Global Ed, Service Learning, Admin, Classroom Teachers 2, 3
17 Lauren Kelley Verde Valley School The Havasupai Nation + Experiential Learning - Partnering with Native Nations in order to look to the future while honoring the wrongs of the past This presentation will showcase the challenges and triumphs of building bridges between an independent school and one of the smallest Native Nations in the US, the Havasupai Nation. Supai, a small village at the bottom of the Grand Canyon, is often considered the most remote town in the continental US, accessed only by a 10 mile trail or by helicopter. Verde Valley School is working to re-build bridges with this community both to bring Havasupai students to Verde Valley School as students, and in organizing a two week program in which VVS students come to live in the village, work in the Elementary School, and support elders. We will share the process by which this program came to be secured, the challenges of organizing such programs with the Tribal Council, and the incredible outcomes for both Havasupai youth and Verde Valley students. Nevertheless, the program most importantly leaves us with pressing questions about how to build ethical bridges and move forward with dignity and fresh spirits while simultaneously paying homage to the wrongs of the past. Sustainability, Service Learning, Admin 1, 3, 4
18 Jeff Baierlein Viristar (ESP) A Systems Approach to Risk Management What are best practices for risk management in experiential programs? Current research on human factors in accident causation shows that outdoor, adventure, and travel programs are complex sociotechnical systems. Managing the risks of these programs can only be successful when safety practices reflect the complexity of those systems. But how? In this session we’ll review recent research findings and look at how systems thinking is applied to risk management for experiential and outdoor programs. We’ll briefly cover three systems models (risk domains & management instruments, HFACS, AcciMap). We’ll use a case study of an independent school incident in New Zealand to dive into issues and best practices regarding systems-informed risk management for experiential programs. Outdoor Ed, Global Ed, Sustainability, Service Learning, Student Leadership, Admin 1, 2, 3, 4
19 Nicollee Inguagiato AllOha (ESP) Intensive Reflection: Empathy Education Inspired by Nature AllOha empowers educators to develop curricula in all disciplines incorporating play, empathy, sustainability, experiential education, kindness, nature, mindfulness, and imagination cultivating a cooperative dialog. This model program will introduce Intensive Reflection which is a key component used in kind school cultures and nature education. Learn to properly plan and design courses which embed intensive play based reflection in the student experience from start to finish. Achieve measurable and applicable reflective techniques to bring back to your communities. Including experiential education in all domains of practice inspires learning and creates deep and enduring social responsibility towards change, thus creating a more sustainable, relatable, empathetic, and inclusive future. Outdoor Ed, Global Ed, Sustainability, Service Learning, Student Leadership, Admin, Classroom Teachers 1, 2
20 Michelle Edwards Live It Learn It Experiential Learning Teachers Fellowship Learn about a pilot program to support a cohort of elementary and middle school teachers during a two-year fellowship dedicated to integrating expriential learning curricula in their classrom. Live It Learn It has instituted an experiential learning fellowship opportunity for teachers in the DC Public School System who teach at Title I schools. Our goal is for public school educators to consider the Kolb Experiential Learning Cycle throughout their lesson planning which allows Live It Learn It to reach more students indirectly. After year one, we evaluated the fellowship and are using data from the evaluation to enhance our current work with the inaugural group of fellows. Classroom Teachers 2, 3, 4

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