Tuesday, April 17 • 8:00 - 9:00AM

Join us for the first ever poster walk at TABS/NAIS Global Symposium! On Tuesday morning Symposium attendees will have the opportunity to view the following posters. Poster presenters will be on site with their posters to answer questions during the walk.

If you are presenting at the poster session, please review the Global Symposium Poster Guidelines.

Building a Comprehensive Program for Exploring Chinese Societies
Learn how Cambridge School of Weston built its five-week module abroad program, sending students to both China and Taiwan to learn Chinese culture and explore the similarities and differences of the two Chinese societies. From location and partner school selection, preparatory sessions for parents and students, to visa, curriculum and dormitory/host family arrangement, the poster will share how to create an integral and comprehensive program for students to learn how Chinese/Taiwanese people think, study, and live their lives, and to gain a deeper understanding of Chinese societies and cultures in a globalized context.

Po-wei Weng, International Student Advisor/Mandarin Teacher, the Cambridge School of Weston, MA

Creating Curricula for Authentic Global Service Learning
This poster will describe the collaboration between Global Public Service Academies (GPSA) and Sewickley Academy as a model for creating skill-based curricula with an authentic global service learning experience for students. Dr. Malkin will describe the creation and purpose of GPSA and how it helps students learn basic health assessments while helping others in resource poor settings. Dr. Kinser will describe his class, which focuses on global health issues around the world and prepares students for a trip to Belize while developing critical 21st century skills.

Ron Kinser, Senior School Biology Teacher, Sewickley Academy, PA
Robert Malkin, Professor of Biomedical Engineering, Duke University , NC

Preparing International students to start in an American School
This poster will outline the steps Woodward Academy takes to prepare for the arrival of new students on campus. The whole process from recruitment, admission, student preparation, host families, natural parents relations, and orientation program will be covered, as well as the success stories and past issues and how the program has improved throughout the years.

Stephane Allagnon, Director of International and Global Connection, Woodward Academy, GA

Strategic Recruitment Strategies in a Shifting Landscape
As recruitment and demographic patterns in international education shift, boarding and day schools will benefit from developing new and effective strategies. By examining current student and family concerns and perceptions regarding studying in the U.S., this poster will explores recruitment strategies that provide a counter narrative, focusing on personal stories, testimonials, and success stories. In addition, this poster will touch upon the benefits of working with an exchange organization to expand a school's ability to reach a more diverse population of students in growing markets.

Amy Roberts, Vice President, Academic Exchange Programs, CIEE, MA

Sweeping Look at Globalized Curriculum in K-12 International Schools in China
As the leading research firm and data hub for the K-12 international school sector in China, NewSchool Insight has accumulated 10 years worth of data on the development of the industry, while also regularly conducting site visits (total of 995 international schools). Via reports and journals, NSI covers a wide range of industry intelligence, such as student enrollment, curriculum distribution, geographic spread, school owner demographics, tuition comparison, investment analysis, and changes in market trends. This poster will focus on specific data and analysis of schools' international curriculum (AP, IB, A-Level, Canadian, Australian).

May Wu, CEO and Co-Founder, NewSchool Insight, Beijing, China

Working with Global Students: A Training Module
Concrete strategies to support international and Nonnative English speaking students are key for their success and inclusion in U.S. education. Through hands-on activities, scenario-based discussions, and a train-the-trainer approach, participants are introduced to active-learning instructional strategies to teach in globally and linguistically diverse classrooms. They also build cultural competence to effectively support global students outside the classroom. Participants leave with a framework, implemented by the Johns Hopkins Center for Talented Youth (CTY), for training residential and instructional school staff.

Pedro Lozada, International Program Manager, Johns Hopkins University Center for Talented Youth, MD