Rocky Mountain Seminar by Where There Be Dragons (International Experiential Education)

presents

The Rocky Mountain Seminar best practices in global citizenship education

SIMON HART November 7–10, 2013 | Boulder, Colorado

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

Welcome to the second annual Rocky Mountain Seminar for Best Practices in Global Citizenship Education! We’re delighted to host an innovative, experienced, and courageous group of teachers and administrators from around the country in a lively exchange on how to run the safest, deepest, and most responsible global studies programming possible.

OUR GOALS FOR THIS SEMINAR ARE TO • • • • • •

Create a dynamic and intentional space for each voice to safely engage in meaningful dialog. Offer an architectural framework for planning and running excellent and safe programming. Reflect on why we engage in global education and tie this to our program design. Explore what we do with students in the field to create a space for deep engagement. Exchange tools and strategies for how we draw connections and help students create meaning. Empower participants to return to their home institutions with renewed passion for their work, in-‐depth understanding of what makes a great program, and concrete tools for working with students in the field. Foster and support a community network of global educators.

• In the two and a half days to come, we intend to cover in broad strokes the most important aspects of what goes into a truly excellent global studies program. As we flesh out our understanding of the big picture, we'll also delve more deeply into particular skills and tools for working with students in the field.

THE FLOW The schedule follows an intentional progression introducing fundamental concepts and key questions, progressing towards exchange and practice of tools and concepts, and ultimately application by connecting with a programming of your choice. Our time together culminates with small-‐group presentations on Sunday morning emphasizing an overview of best practices and ideas for taking the content of this seminar back to your home institutions.

METHODOLOGY Throughout our time together, we will strive to make this seminar as experiential and dynamic as possible, asking participants to take risks, wake up early, travel to high altitude, put themselves out there, and actively engage. We strive to hold a balance between presenting important concepts and tools, and soliciting input and exchange from participants. Throughout, our goal is serve your needs as an educator. Give us feedback, ask for what you need, and take advantage of this unique gathering.

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

A SEMINAR IN FIVE MODULES Module 1 -‐ The Layers of Risk Management: Identifying the big picture and cultivating a risk management consciousness • What are the multiple containers and institutional structures in place to support best practices in risk management? • With my institution’s level of risk acceptance, what should I consider in designing a program, enrolling students, staffing, communicating with parents and auxiliary support to best manage risk proactively and reactively? • How do I weave risk management into the day-‐to-‐day workings of my program? Module 2 -‐ Why Educate Globally? Program design towards defined outcomes • What is the difference between a trip and a program? • With all the risk and cost involved, why do we create opportunities for students to engage in intercultural programming? • How do we create an intentional progression to challenge and reward students toward greater levels of empowerment and self-‐ directed learning? Module 3 – How do we educate globally? Facilitating deeper engagement with place and experience • How do we actively cultivate transformative experience? • How do we create threads between seemingly disparate themes and activities on a program? • How do we set students up for success through careful framing of course activities? Module 4 -‐ What makes up the content of our global programming? • How do we set up a responsible home-‐stay to assure a positive intercultural exchange? • How do we offer students access to the deepest learning from place? • How do we engage in service learning programming in an ethical and mutually productive way? Module 5 -‐ What tools can we employ to deepen experience and integrate learning into the rest of our lives? • Putting it to work: Applying best practices to your program

STRUCTURED NETWORKING – A FORUM FOR EVERYTHING “OUTSIDE” THE SEMINAR We recognize that one of the most valuable opportunities for professional growth will result from direct engagement with colleagues from other schools. On Friday and Saturday evening we have created opportunities for social and informal exchange.

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

THURSDAY THE 7TH 6-‐9:30 pm Welcoming Dinner and constructing a group identity FRIDAY THE 8TH 7:00-‐8:00 Light yoga session at Climber’s Club – please let us know if you need a mat 7:30-‐8:30 Self-‐serve breakfast in your own kitchens -‐ eat as much as you want, we’ll restock 8:30-‐9:15 Orientation to the seminar – an overview of goals, schedule, methods and logistics 9:15-‐10:30 Putting your Student at Center – How to get out of the way and let students engage 10:30-‐10:45 Break and energizer Risk Management 1 – Stepping out of your Comfort Zone 10:45-‐11:10 Institutional Risk Acceptance 11:10-‐12:00 Risk Management Case Study 12:00-‐12:30 Risk Management Containers and Systems 12:30-‐1:30 Lunch at Missions House Risk Management 2 – The Layers of the Container 1:30-‐2:30 Containers Continued and Individual Program Risk Management Survey Student Engagement I – Why Global Education? Program Design Towards Learning Outcomes 2:30-‐3:00 Distinguishing a trip from a program – defining learning outcomes 3:00-‐4:00 Transformational experience – comfort-‐learning-‐panic zones 300:4:30 Dragons’ Program Components and course progression – moving towards student ownership and empowerment. 4:30-‐5:30 Small group debrief SATURDAY THE 9TH 6:00-‐8:00 Self-‐serve breakfast in your own kitchens -‐ eat as much as you want, we’ll restock 7:00-‐8:00 Light Yoga session Climber’s Club 8:00–9:00 Travel to Gold Hill Student Engagement II – Pedagogy in Practice – How do we create a safe space for students to engage deeply? 9:00-‐9:30 The role of the facilitator – moving from chaperon to mentor 9:30-‐10:30 Tools for Student Engagement – strategies for creating depth, meaning, and integrity 10:30-‐10:45 Break and Energizer 10:45-‐12:00 Deep engagement with community and landscape – Learning from culture, learning from place 12:00-‐1:30 Lunch with short hike on the grounds Student Engagement III– Learning Service 1:30-‐2:30 “Learning Service” – examining the why what and how of service learning 2:30-‐4:00 Best practices exchange in service learning – case studies and exchange 4:00-‐4:15 Break and Energizer 4:15-‐5:45 Spiritual Crisis – how to support students through transformational experience SUNDAY THE 10TH 7:00-‐9:00 Morning Expedition 9:00-‐10:00 Breakfast Where We Go From Here – Project Presentations 10:30-‐12:00 Heading to the Dragons office for best practices transference and integration 12:00-‐2:00 Seminar wrap-‐up, concluding thoughts, celebration and lunch 1:30 -‐2:00 Shuttles heading to the airport

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

EXPANDED SCHEDULE THURSDAY THE 7TH 6-‐8:00 pm

Buffet style Dinner will be available at Mission Lodge. Welcome table with nametags and folders

8-‐9:30

Opening Activity Welcoming Address – Stepping into the Unknown

FRIDAY THE 8TH 7:00-‐8:00

Light yoga session at the Climber’s Club – please let us know if you need a mat

7:30-‐8:30

Self-‐serve breakfast in your own kitchens -‐ eat as much as you want, we’ll restock

8:30-‐9:15

Orientation to the seminar – an overview of goals, schedule, methods and logistics

9:15-‐10:30

Student at Center – This introductory session presents a shared mental model illustrating how we as institutions and educators actively frame the boundaries that define both the limits and the potential for student engagement with the unknown. How do we create space for our students to find the best versions of self and other?

Risk Management – Stepping out of your Comfort Zone Taking calculated risks in programming and safely managing them is the best way to bring students to profound experiences of learning and personal growth. The question proposed here is not how do we eliminate risk? But rather how do we safely engage risk to allow for profound learning opportunities? Furthermore, how do we assess actual risks and make safe decisions as administrators and trip leaders? Risk management should be approached both in terms of developing institutional standards as well as developing personal risk management skills. 10:45-‐11:10

Institutional Risk Acceptance – We will begin by reflecting on our own personal risk acceptance as well as that of our home institution. This is the foundational question to answer before developing any risk management system. What is your level of personal and institutional risk acceptance?

11:10-‐12:00

Risk Management Case Study -‐ This session will introduce a case study allowing small groups to identify risks, trace their source, analyze what was done, what could have been done, and what institutional systems can be employed to properly manage the situation.

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

12:00-‐12:30

Risk Management Containers and Systems – This session will begin with a presentation on engaging risk for growth and learning, and lead into an examination of the “Swiss Cheese Model” of Risk Management, including brief overview of: -‐ Institutional Container -‐ Risk Management System Container -‐ Program Container -‐ Course Container -‐ Staff Container -‐ Student/group container

12:30-‐1:30

Lunch at Missions House

1:30-‐2:30

Risk Management Containers and Systems (continued from morning) We will then finish with a look at our individual program risks, containers and systems.

Student Engagement I – Why Global Education? Exposure to a foreign culture has the potential to reaffirm prejudices, reinforce historical power dynamics, alter cultural practices, and negatively impact the environment. With the potential for more destruction than good, and considering the amount of resources and risk involved, why do we do it? This session will guide us from the question, why global studies, to begin defining our learning outcomes, and then towards a curriculum design that directly fosters these often lofty objectives. 2:30-‐3:00

Start with learning outcomes. Global citizenship education moves beyond cognitive skills. This session explores values-‐based education and outcomes that are “caught not taught.” It will be organized around three key questions: 1. What do you want your student to look like upon return from the program or five years down the road? 2. What is the difference between a trip and a program? 3. How do we ensure positive exchange in our intercultural engagements?

3:00-‐4:30

Strategies for Defining Global Programming -‐ This session builds upon our previous three key questions to address themes and considerations in designing a curriculum around learning objectives. -‐ Ethnocentrism, privilege and power – cultivating greater awareness of our American selves -‐ Learning through challenge – the distinction between a traveler and a tourist Creating a Map for Students and Instructors – program design towards transformational experience?

4:30-‐4:45

Break and energizer

4:45-‐5:30

Daily Debrief in Council Groups

7:00

Optional Dinner and student voice panel – Sherpa’s Nepali Restaurant, downtown Boulder

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

SATURDAY THE 9TH 6:00-‐8:00

Breakfast

7:00-‐8:00

Light Yoga Session

8:00-‐9:00

Travel to Gold Hill (45 min drive)

Student Engagement II – How We Educate Globally – the role of the educator in constructing a program container. An excellent global studies program is built on clearly defined learning outcomes offered through intentional and engaging experiences. But often the difference between a good and a great program hinges on leadership and facilitation. By introducing intellectual and physical challenges, we often strip students of the familiar reference points they use to construct cultural and individual identity. In this place of void and potential, it is the instructor’s responsibility to actively create the “container” that defines the potential for the experience, for learning, stretching and growth; a space in which students can encounter themselves more broadly. We don’t want to define our students; rather, we want to define the parameters that open spaces for our students to develop a personally realized definition of self. 9:00-‐9:30

From Chaperon to Mentor -‐ How do we move from being teacher-‐chaperons to guides and mentors that scaffold a student’s learning and help define the container of the experience. We will ask ourselves, what can an instructor do, specifically, to either encourage or inhibit growth in the student?

9:30-‐10:30

Tools for Student Engagement-‐ This session hones in more specifically on the pieces that makes up the container of the student experience and will culminate in an exchange of best practices around creating integrity and depth for student engagement. Themes we will explore include: -‐ Transparent role-‐modeling -‐ Tone Setting -‐ Student empowerment -‐ Book-‐ending -‐ Transitions -‐ Ritual -‐ Using group dynamics -‐ Teachable moments

10:30-‐10:45

Break and Energizer

Student Engagement III – What makes up our programming? Engaging Community and Place We know what we want our students to embody through global education programming. But what are the experiences themselves that make up an excellent program? And how do we offer these experiences with integrity, deep engagement, and responsible impact in mind? This module focuses on program design by isolating specific “components” of the experience and sharing best practices on how to set them in motion in a safe and responsible manner.

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

10:45-‐11:00

Introduction to Program Components

11:00-‐12:00

Homestay – Learning from local culture, establishing sustainable Rugged Travel – Learning through a place, offering students a relationships with community partners. chance to commune with local reality, traveling low to the ground, getting off the beaten path.

12:00-‐1:30

Lunch

1:30-‐3:50

Learning Service – This extended space will focus on service learning by looking at contrasting scenarios that elucidate major obstacles and successes. Working in small group breakouts we will move towards best practices by focusing on questions such as: -‐ What are some common misconceptions of service? -‐ What are some common pitfalls of service projects? -‐ What is our intention behind doing service? -‐ Who does service serve? -‐ How do we sustain local relationships?

4:00-‐4:15

Break and Energizer

4:15-‐5:45

The Spiritual Crisis – This workshop hones in on the role of an educator in supporting a student through emotional challenges brought on by the inherent loss of commonly referenced points of cultural and personal identity. While we intentionally choose to challenge our students through physically and emotionally taxing experiences, we also must be prepared to respond to students in crisis and nurture them back to health.

5:45-‐6:30

Daily Debrief

6:30

Optional Dinner Reservation at the Gold Hill Inn/The Med (TBA) with structured networking time

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

SUNDAY THE 10TH 7:00-‐9:00

Early Morning Expedition – Transference activity

9:00-‐10:00

Breakfast

Where Do We Go From Here – A focus on transference and integration With all that has and has not been addressed in the previous four sessions, we’ll use our final morning to hear from all participants. What stuck? What remains uncertain? How will you employ the conversations here towards improving the Global Education programming at your school or institution? What can you present from your own experience or institution that was not presented? 10:30 – 12:00

Making it Stick – A focus on Integration. This session will stimulate an exchange for helping each other hold on to our learning by processing; defining and reflecting on our experience with the goal of integrating it into life back home.

12:00-‐2:00

Seminar wrap-‐up, concluding thoughts, celebration and lunch

1:30-‐2:00

Airport shuttles departing

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

FACILITATORS Tim Hare: B.A. Natural Resources Management, minor in Religious Studies, Colorado State University. A mountaineer, teacher, and traveler, Tim is a passionate educator who believes in experiential education as a powerful tool for understanding our place in the world and learning to live compassionate and authentic lives. With a background and specialty in human ecology and Risk Management, he has worked with Outward Bound and Dragons for over ten years to design and facilitate trainings for instructors and course directors. Tim has spent the past five years living and teaching in Peru and Bolivia and now works in Boulder as Dragons’ Director of Risk Management.

Shannon Harriman: MS Education, University of Southern Maine. B.A. Environment Science and Biology Middlebury College. Shannon has spent the past fourteen years living and working with students in Nepal and India. Over this time she has developed systems and curriculum that maximize student engagement and consistently produce profound and safe experiences. A yoga and meditation instructor and specialist in effective communication, she has worked with Dragons for the past ten years designing professional trainings and directing and instructing courses that maximize her students’ potential.

Claire Bennet: MA History, University of Cambridge. Claire spent five years in the UK working with teachers, educational institutions and universities, providing training in development education pedagogy. She facilitated a global youth work project, Global Youth Action, working with disadvantaged youth, and coordinated a regional strategy for the UK government about how to embed a global dimension in the classroom. Currently residing in Nepal, she has spent the past several years working with international educators and development workers in Cambodia and Nepal to strengthen educational opportunities in those countries.

Daniela Papi: MBA from Oxford’s Said Business School. Daniela is the founder of PEPY Tours, an educational travel company and PEPY, a youth leadership and education organization in Cambodia. She has worked with travel companies around the world to help them improve their philanthropic travel offerings and has been quoted in everything from academic papers on the topic to CNN, The Guardian, and other mainstream media as well as Elizabeth Becker’s new book, Overbooked. She is a regular speaker at tourism events, social enterprise conferences, and educational institutions around the world, with some of these talks gaining online popularity as well, including two TEDx talks and a BBC Four Thought piece on “Learning Service.” Daniela’s work with PEPY Tours, has won a Geotourism award from Ashoka and National Geographic’s Changemakers competition, and recognition in a range of awards including Conde Nast World Saver Awards, Wild Asia Responsible Tourism Awards, and Cartier’s Women’s Initiative Awards.

Simon Hart: B.A. Honors in Sociology/Anthropology, distinction in major, concentrations in Latin American Studies and Environmental Studies, Carleton College,

Northfield, MN. Simon’s experience as an educator has focused on field-‐based education practices grew up a small town boy with an itch for discovery and exploration. At age fifteen he spent a year abroad in Puebla, Mexico, an experience that provided a gateway to a life of cultural exploration and study. After graduating from Taipei American School, Simon studied anthropology and education in Africa and Latin America. For the past ten years Simon has worked in a diversity of venues to develop experiential international programming, professional trainings, and innovative curriculum that engages participants in intimate relationships with the unknown. At Dragons he has worked in many capacities, from instructor to Executive Program Director.

Michal (Miki) Fire: B.A. Psychology, McGill University. Psy.D., CIISFor over a decade, Miki has worked as a professional wilderness guide, instructor for therapeutic

wilderness programs, and educator in the Himalayas and US. Miki has worked with Dragons as former director of admissions and instructor for Tibet Cultural and Sikkim summer courses and Himalayan Studies Semesters. As a clinical psychologist Miki currently works with Dragons as a mental health consultant, offering support to instructors, students, and families when needed. With an extensive background in wilderness expeditions, wilderness medicine, and doctorate in psychology, Miki brings a profound sensitivity to the dynamics of how psyche and nature are intimately connected, and how health is found in the nature which lies within. As a fellow traveler, Miki leads with creativity, humor, and an invitation to travel into and reconnect with both inner and outer landscape. Miki currently works as a clinical psychologist, maintaining a private practice and teaching and supervising psychology trainees.

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION

Where There Be Dragons Rocky Mountain Seminar

CHAUTAUQUA A LONG HISTORY OF EDUCATION AND ARTS The word Chautauqua is “Iroquois and means either “two moccasins tied together” Or “jumping fish.” The first Chautauqua took place in 1874 and reflected a nation-‐wide interest in the professionalization of teaching. Though started by Methodist, the Chautauqua Institute was never unilaterally denominational. Within a few years the scope of the Chautauqua Institution had broadened to include adult education of all kinds. By the last decade of the nineteenth century, the Chautauqua Institution was nationally known as a center for rather earnest, but high-‐minded, activities that aimed at intellectual and moral self-‐ improvement and civic involvement. With time, “Chautauqua” had a degree of cachet and became short hand for an organized gathering intended to introduce people the great ideas, new ideas, and issues of public concern. At the height of the Chautauqua Movement, about 1915, some 12,000 communities had hosted a Chautauqua. (For more information consult your Guest Directory in your room).

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

IMPORTANT PHONE NUMBERS Dragons Administration Simon Hart 720-‐254-‐2479 Susie Rinehart 720-‐413-‐3305 Tim Hare 970-‐217-‐8539 Shannon Harriman 207-‐653-‐2225 Dragons Office 303-‐413-‐0822 Yellow Cab 303-‐777-‐7777 Chautauqua Lodging 303-‐952-‐1611 (Mon-‐Fri 8:30 am to noon and 1:00 pm to 5:00 pm, Sat 9:00 am to 5:00 pm) After Hours assistance 303-‐618-‐5115 *For other important services consult your Guest Services handbook in your room Take-‐out Food Jimmy & Drew's 28th Street Deli Snarf's -‐sandwiches 2855 28th Street 2128 Pearl Street (303) 447-‐3354 (303) 444-‐7766 Lee Yuan Chinese Cuisine Efrain's II Mexican Restaurant 4800 Baseline Road 1630 63rd Street #10 (303) 494-‐4210 Boulder (303) 440-‐4045

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION

Where There Be Dragons Rocky Mountain Seminar

MEAL MENU Thursday Dinner: Meat and vegetable lasagna, mixed green salad, artichoke heart salad, garlic bread, and apple pie with whipped cream. Fri, Sat, Sun Breakfasts: Yogurt, granola, fruit, bagels and cream cheese, eggs, toast, English muffins, juice tea and coffee. Mission Lodge and the cottages are equipped with their own kitchens and breakfast will be stocked in your kitchens to be consumed at your own convenience. Friday Lunch: Squash soup with fixins', kale salad, wild rice salad, bread, oatmeal raisin and chocolate chip cookies. Friday Dinner: Optional group reservation at Sherpa’s restaurant. Saturday Lunch: A home cooked meal with vegetarian and meat options cooked by the good folks of the Colorado Mountain Ranch. TBA Saturday Dinner: Optional group dinner at Gold Hill Inn Sunday Lunch: Smashed sandwiches, hummus with vegetables, chips and dips, salad, and chocolove chocolates Snacks: Coffee, tea, fruit, nuts, cheese, crackers, party mix, sweets, veggies, hummus, and pita.

BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

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BEST PRACTICES IN GLOBAL CITIZENSHIP EDUCATION Where There Be Dragons Rocky Mountain Seminar

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