The Education Book

The education book

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“THE BELIEF THAT ALL GENUINE

EDUCATION COMES ABOUT THROUGH EXPERIENCE DOES NOT MEAN THAT

ALL EXPERIENCES ARE GENUINELY

OR EQUALLY EDUCATIVE”

~John Dewey

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Our Objectives Our Process

Global Competency

Empathy Development

Transferable Skills

Background

Preparatory Activities

In-country Activities

Post-trip Outputs

page 6 page 13

Our Principles Our Story

Pedagogical Underpinnings

Service Learning

Mentorship

Alignment and Assessments

Health and Safety

Curricular Sources

Our Story

Board of Advisors

page 23 page 48

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OUR OBJECTIVES

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Envoys is a proud member of the Partnership for Global Learning, an innovative membership network providing leadership and structure to move international educa-tion from the margins to the mainstream. The PGL con-nects policy and practice in order to prepare American students to excel in an interconnected world.

We take our definition of global competency from the work of the PGL’s task force:

GLOBAL COMPETENCE IS THE CAPACITY AND DISPOSITION TO UNDERSTAND AND ACT ON ISSUES OF GLOBAL SIGNIFICANCE.

Globally competent students possess the following competencies:

Envoys has dedicated itself to complementing the work of schools and families in building these competencies. Each program facilitates the investigation of specific global issues, while also building a set of transferable skills. We integrate online courses, experiential learning activities, individualized research plans, and quality project outputs to ensure that Envoys students are prepared for the world.

Investigate the world beyond their immediate environment, framing significant problems and conducting well-crafted research.

Recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.

Communicate ideas effectively with diverse audiences, bridging geographic, linguistic, ideological, and cultural barriers.

Take action to improve conditions, viewing themselves as players in the world and participating reflectively.

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EMPATHYDEVELOPMENT

PREPAREOur online courses prime students to

consider the emotions and experiences of others through a series of situational

perspective-taking exercises. Furthermore, we are transparent about our objectives. This focuses energy, on the part of both

instructors and students, on developing skills.

EXPLOREEnvoys provides a safe arena for students to engage in exploration and relationship formation. Envoys staff model empathic skills throughout their communications

while on the trip. We focus our observations first on the similarities between the foreign and the known,

gradually leading to an appreciation of the life of “the other.”

REFLECTEnvoys staff are trained to manage the

empathic distress and questions of identity and “worth” that can arise from exposure to foreign environments. We channel this energy into the listing of daily learning

points and the gradual creation of systems maps, making connections between student experiences and their home

context.

Finally, we push students to gain a sense of mastery over their

experiences by building action plans to take their learning home with them.

ASSESSEnvoys believes that as an education

organization, we have the responsibility to demonstrate concretely, to ourselves and our stakeholders, that our work has made a difference. Our staff utilize our

self-designed reporting sheets to evaluate students’ situational empathy, meaning

their specific responses to stimuli during the program.

We utilize a version of the Interpersonal Reactivity Index designed by Mark Davis to evaluate the constructs that comprise

dispositional empathy, considered as the more stable (though mutable)

character trait of empathy.

Envoys defines empathy as the capacity to understand and share the feelings of another person. As empathy entails comprehension on both emotional and cognitive levels, it is a capacity that can be developed, particularly within youth.

The importance of empathy cannot be understated. Significant correlations have been identified between students’ scores on measures of empathic understanding and their grade point averages, higher-order reading comprehension, critical thinking skills, and creative abilities. Furthermore, neuro-scientists have found evidence that we are “hard-wired” for empathic responses to those around us.

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TRANSFERABLE SKILLS

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Along with targeted investigations of global issues, Envoys programs are designed to foster a set of transferable skills across four domains. We see the development of these skills as not only essential for the future success of our students, but also key to shaping better citizens of the world.

ENVIRONMENT DEVELOPMENT

CULTURE LEARNING

The activities grouped within the Environmental Awareness domain reveal a new natural world for students. Multiple benefits are generated by increased interaction with nature. Research shows that this contact provides unique benefits for children and young people, promotes respect for the environment, reduces stress levels and prevents unexpected mood changes, reduces the symptoms of Attention Deficit Hyperactivity Disorder (ADHD), and promotes the development of cognitive skills.

The measurable skills developed by Envoys for this domain include:

• Respecting the environment and our place in it• Understanding the impact produced by humans on the environment• Feeling comfortable being outdoors• Understanding the duty of global citizens to act as responsible consumers

The activities comprising the Youth Development domain build the strong social and emotional core required for success and psychological well-being. Envoys staff assist students to develop social skills, increase physical abilities, improve cognitive skills, and build positive values. Our work is targeted to develop feelings of personal competence, which has been related to enhanced health, better coping with stress, and more effective self-regulation.


• Willingness to explore and take risks• Willingness to meet new people and do new things• Confidence in one’s own identity and culture• Confidence in one’s ability to learn and navigate through unfamiliar situations• Confidence in one’s ability to foster meaningful change in the world

Awareness of and respect for other cultures lies at the heart of Envoys’ work. Our programs provide students with both structured and unstructured opportunities to be in direct contact with local communities in the regions we visit. We take a collaborative approach to service learning, in which students and members of the community make a joint decision to donate their time and expertise for a project that benefits the community.


• Respect for the dignity and human rights of others• Respect for cultural diversity and the perspectives of others• Comfort working with people of other social, ethnic, and cultural backgrounds• Understanding the value of volunteer work• Understanding of systems perspectives and global economic, environmental, and social linkages

The activities in this domain complement and enrich the learning that occurs in traditional formal education programs. Envoys programs ensure that students see increases in willingness to explore, self-direction, and enjoyment of learning, thus building the transferable skills that reinforce the school’s academic goals.


• Learning things without adult guidance• Relating concepts learned in classes to the outside world• Identifying different approaches to learning• Ability to share learning with others

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OUR PROCESS

BACKGROUNDAs an organization run by and for educators, Envoys recognizes that travel experiences have remarkable potential for ‘REM’.

RETENTION

ENGAGEMENT

MENTORSHIP

Youth traveling in unfamiliar contexts have heightened recall of the experiences

While in-country, youth are engaged with and responsive to the environment around them

Students are open and receptive to guidance and mentoring from adults during their travel experiences

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THE AUTOMATICITY OF THESE ELEMENTS MAKES TRAVEL EXPERIENCES A FRUITFUL GROUND FOR TEACHING AND LEARNING. HOWEVER, REM ALONE IS NOT ENOUGH TO MAKE THESE EXPERIENCES EDUCATIONAL. FOR THAT, WE NEED MUCH MORE.

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QUALITY EDUCATIONAL

Evaluationsof outcomes

Teaching for understand-ing requires a demon-

stration of that learning. Evaluations are neces-

sary to prove a program’s worth to all stakeholders.

A coherent vision of skill development

Programs must be de-signed to facilitate the

investigation of globally significant issues and de-

velop transferable skills.

Envoys is an organization created by and for educators. We have seen the demands placed on teachers for a global approach to education, and the need for accountable and dedicated support to meet those demands.

Envoys recognizes the necessity of experiences outside of the classroom to develop globally competent youth. We believe that educational travel must meet the same high expectations that have been placed on the rest of the education sector.

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PROGRAMS

Ethos of innovation for success Program improvement is a continual process. Today’s ceiling must be tomorrow’s floor.

Focused, research- based curriculumEvery lesson and every activity must be intentional. A program must be flexible in response to the educational needs of its students.

Envoys partners with innovative teachers and schools from around the world to expand education beyond the classroom doors.

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PRE-TRIPACTIVITIES“The best thing was being able to apply what we learned into our actual trip. We learned aboutbeing empathetic towards new communities, and then we were able to experience it first hand“~Ted, Envoys Student

WHAT WE DO

Envoys runs preparatory courses on

• Destination-specific topics

- History and culture

- Socio-political, economic, and environmental context

• Introductions to conceptual models

- System dynamics, macroeconomics, international

relations, sustainable tourism

• Media design and production

- Communication methods, website design, camerawork,

documentary filmmaking

• Personal development

- Cultural competency, empathy, and personal

responsibility

Envoys begins teaching months before a trip commences. A series of online courses blend video, reading, asynchronous discussions, real-time lectures, and assessments to ensure that students are fully prepared for their experience.

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WHAT OUTCOMES WE EXPECT

WHY WE DO THIS

This preparatory process is designed to fulfill the following outcomes: • Students have the knowledge necessary to confidently explore the destination • Students have identified a research topic of global significance related to both the destination and their own personal interest • Students have formulated a research plan for their trip that culminates in a meaningful output • Students are primed to engage in empathic behaviors, systems thinking perspectives, and learning attitudes while in-country • Students understand the process of ‘preparing to embrace the unfamiliar,’ giving them a toolkit of approaches that they can utilize for any future destination

Research has proven that building contextual knowledge results in a more meaningful experience in the country. Rather than viewing the world as their playground, Envoys students reportsignificant gains in cross-cultural understanding and sensitivity.

Additionally, the development of a research framework for ‘traveling with a purpose’ providesmotivation to engage in the continual process of exploration and reflection necessary forexperiential learning to take place.

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IN-COUNTRY ACTIVITIES“The instructors were there 24/7 to guide us and help us, encouraging our learning opportunities from early morning hikes to group sessions before bed. I learned how to be a responsible global citizen and I am truly thankful for this experience”~Katie, Envoys Student.’

WHAT WE DOEnvoys in-country activities build upon the preparatory courses to create a cohesive learning experience.

Immediately after arrival, Envoys staff work with individual students to reify their individual learning goals for the trip, including understanding the culture, interacting with local citizens, exploring the country, understanding the larger picture, and sharing the adventure with those back home. Positioning this process at the start of the trip that students separate themselves from ‘educated tourists,’ and take personal responsibility for their learning.

Throughout the trip, Envoys staff work with students to ensure that they are able to gather and process the information necessary to fulfill their research plans.

Drawing on our interdisciplinary expertise, Envoys instructors support students in realizing their individual learning goals through a variety of lessons and activities, including: • Regular structured lessons on the environmental, historical, and social context through which we travel • Interviews with local business owners, academics, tour guides, park rangers, teachers, and students • Negotiation simulations that highlight tensions between local interests and the international community • Guidance on media production and editing, including reviewing scripts and planning the collection of video footage • Creation of systems maps connecting variables seen throughout the trip into a coherent and self-perpetuating cycle • Pushing students to consider their experience from a variety of artistic and emotional perspectives • Scaffolding students in creating a daily schedule, including travel routes, restaurant selection, destination objectives, and contingency planning

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WHY WE DO THISEnvoys recognizes the tremendous opportunities for learning made possible during travel experiences and the responsibility we have to ensure that the experience is educationally valid. We believe that every activity that takes place during our trips must have a high degree of intentionality in order to develop the wide skill set associated with global competency. This can only be accomplished through the combination of purposeful planning and flexible instruction.

Envoys in-country programs are designed to foster a set of transferable skills across four domains, resulting in the overall development of global competency

Students have the capacity and

disposition to understand and act on issues of global

significance

ENVIR

ONM

ENTA

L

AWAREN

ESS

ENRICHED

LEARN

ING

SOCIA

L AND C

ULTURA

L

AWAREN

ESS

POSITIVE YO

UTH

DEVELOPM

ENT

Stud

ents

und

erst

and th

e

duty

to a

ct re

spons

ibly

towar

ds na

ture

Students feel able

to foster meaningful

change in the world

Stud

ents

hav

e em

pathy

and re

spec

t for o

ther

s

Stud

ents

dev

elop c

omfo

rt in

work

ing

with

peo

ple fr

om d

iffer

ent s

ocial,

cultu

ral, an

d eth

nic

backg

roun

ds

Stud

ents

exp

lore

fore

ign

com

mun

ities

and c

ollabora

te w

ith p

eople

from

differ

ent w

alks

of l

ife

Students develop

willingness to explore

Students perform challenging

tasks in foreign environments

Students understand

the process of building

knowledge for effective

action

Students have increased willingness

to explore, self-direction, and

enjoyment of learning

Students conduct meaningful research

in challenging foreign environments and

comm

unicate their results

Stud

ents

inte

ract

with

nat

ure

and

lear

n ab

out th

e en

viro

nmen

t

Stud

ents

gain

resp

ect

for t

he e

nviro

nmen

t and

our p

lace

in it

POST-TRIPACTIVITIES“The Envoys trip made me reflect on my own life and gave me a whole new outlook on my future. I can’twait to go on another trip!”~ Joseph, Envoys Student

WHAT WE DO

WHY WE DO THIS


Envoys students are required to produce high-quality and meaningful outputs as a result of their experiences. Students produce these outputs in an initial form during the last few days of the trip and present them to trip leaders and peers at the conclusion of the trip.

Upon returning home, Envoys staff continue to work with students to review and improve their final products. Essays are re-written, videos are improved, advocacy plans are carried out, websites are uploaded, and every possible effort is made to ensure that the impact of the trip continues throughout the student’s life.

Envoys trips are designed to help students to discover their own passions in life and to build the sense of self-efficacy needed to take an active role in the world.

We understand that travel is a necessary but not sufficient condition for the realization of this goal. Therefore, the production of tangible outputs as a result of our trips is essential.

The outputs vary depending on the research topic identified and the skill set students wish to develop. Potential projects include:• Documentary-style videos• Public service announcements• Advocacy campaigns for local communities• Lesson plans for teaching peers about their experience• Business plans for new social enterprises

• Website design and marketing plan for local NGOs• Systems map displaying global and local variables• Self-designed website with photos, video, and text explaining research findings• Entry into essay competitions on international relations, environmental sciences, and travel writing

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OUR PRINCIPLES

PEDAGOGICALPRINCIPLES

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TEACHING FOR UNDERSTANDING

People learn much of what they have a reasonable opportunity and motivation to learn

Consistent provision of clear information, including explanations of phenomena, goals for learning, and expected performances

Regular opportunities for active engagement and reflection

Activities with a high degree of intrinsic and/or extrinsic motivation

Clear, thorough, and informative feedback to learners on their performance

Envoys instructional design begins with a simple, yet powerful, principle drawn from the Teaching for Understanding framework:

Following this principle requires:

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ONLINELEARNING Envoys online courses blend video, reading, asynchronous discussions, interesting projects, real-time lectures, and assessments to ensure that students are fully prepared for their experience.

Design appropriate outcomes for their online offerings

Use effective strategies to create an online community that is comfortable taking risks and sharing questions and ideas

Facilitate discussions that demonstrate higher order thinking and lead students to increase their competencies

Understand how various features of an online platform can contribute to participant engagement and learning

Have options for evaluating the effectiveness of the online offerings and for assessing the students level of understanding

Our online instructors:

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COLLABORATIVE LEARNING AS A COMMUNITY OF ONLINE LEARNERSStudents report that greater understanding comes from interactions with content, participants and the instructor. Within this model, the components can be viewed independently, while their interconnectivity leads to collaborative learning.

Participation Presence Interaction with peers

Strategic Presence Interaction with pedagogy

Teacher Presence Interaction with facilitator

Concept Presence Interaction with content

Participation Presence:Interaction with fellow participants is often the key to developing understanding

Tone for participation is one of communal learning and increasing each other’s compe-tencies

‘Thinking out loud’ about ideas is key to the learning process

Strategic Presence:Interaction with pedagogy, methods and tech-niques used in online learning

Questions and comments by participants are encouraged

Assignments and activities are posted for all participants to review

Multiple perspectives on topic ideas are generated

Concept Presence:Core concepts are introduced in content packets

Multiple representations of ideas are provided via text, phenomena and representations

Focus on specific content areas vary according to the needs of participants

Supplements are added depending upon participant’s needs

Instructor Presence:Less ‘Sage on the Stage’ and more ‘Coach and Facilitator’

Monitors discussions and feedback, and redi-rects and/or adds information

Creates a ‘virtual round table environment’ for interactions to happen

CollaborativeLearning

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Envoys management and staff have academic training and professional experience in a wide array of disciplines, including corporate law, environmental sciences, development economics, photography, international affairs, social entrepreneurship, media production, and journalism. We draw upon our respective backgrounds and talents to foster quality interdisciplinary understanding.

INTERDISCIPLINARY LEARNING

IntentionalityEnvoys takes an interdisci-plinary approach because doing so allows for deeper

understanding of particular global issues

IntegrationEnvoys staff combine

their respective expertise in specific disciplines to deepen student under-standing of the world

GroundingEnvoys lessons impart accurate information and develop critical

skills grounded within specific disciplines

ReflectionEnvoys staff guide students through daily reflections on their understanding of the interdisciplinary content

This requires:

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CONCRETEEXPERIENCE

ABSTRACTCONCEPTUALIZATION

REFLECTIVEOBSERVATION

ACTIVEEXPERIMENTATION

EXPERIENTIALLEARNINGEnvoys recognizes the rich opportunities for learning and development inherent in our programmatic experiences. Therefore, Envoys staff are trained in experiential learning principles, focusing on the four-element cycle contained within David Kolb’s Experiential Learning Theory:

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Kolb defines experiential learning as “the process whereby knowledge is created through the transformation of experience.”

Envoys provides a variety of means of reflection, including “stories for home,” individual and group journals, peer writing assignments, and group discussions. We encourage students to be conscious of their intellectual, emotional, physical, and spiritual reactions to each new environment. Envoys staff actively model the process of conceptualization and experimentation, building students’ confidence as they explore.

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HEALTH AND SAFETY

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Envoys accepts that a degree of risk is inherent in all international travel and outdoor activities. Therefore, we take the following measures to ensure the health and safety of our students and staff:

PHYSICAL

COMMUNICATIONS

EMOTIONAL

Envoys trip leaders and support staff are certified in Emergency First Response and as Wilderness First Responders. Our in-house medical team of icensed physicians conducts trainings, checks equipment, and accompanies select trips. In addition, we develop and implement emergency plans

and risk-prevention protocols designed specifically for each of the destinations to which we travel. Every Envoys trip is equipped with emergency beacons with the capability of ordering an evacuation by helicopter through the GEOS private Search and Rescue service.

Envoys trips place students in challenging situations, exposing them to unfamiliar environments and new activities. Envoys takes the point of view that these stresses are necessary for the development of resilient and competent youth.

However, we also believe that these stresses must be balanced by consistent and reliable support from our entire staff. Therefore, Envoys’ staff of certified child psychologists has designed reflective activities that assist youth in managing the empathic distress and culture shock that

they experience during and after the trips. All staff are trained to be aware of warning signs of emotional distress and to take proactive steps to ensure that students feel safe while they are exploring new worlds.

Envoys also takes steps to ensure that students are free from emotional, verbal, and physical abuse from others. We have partnered with the internationally renowned child safety advocates Red Papaz to design training for staff to prevent bullying behaviors during our trips.

Envoys expeditions maintain multiple lines of communication with schools, families, and our main offices. Each trip carries satellite phones, local mobile phones, GPS transponders, and two-way radios.

We have custom-built an online platform, housed on redundant servers

for 24/7 access, that facilitates mobile communication. Envoys staff upload photos, videos, postings, and Twitter feeds via satellite to this platform multiple times each day. Furthermore, our staff provide consistent GPS updates, allowing schools and families to track our movements on a real-time basis.

MENTORSHIP

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EVERY ENVOYS PROGRAM IS LED BY A TEAM OF EXPERIENCED FIELD DIRECTORS, WITH DEDICATED OPERATIONAL ASSISTANCE FROM OUR HOME OFFICE.

ENVOYS ALSO ENGAGES ADVENTUROUS AND TALENTED COLLEGE STUDENTS AS SUPPORT STAFF FOR OUR TRIPS.

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During the trip, the field directors are

responsible for ensuring the quality of the

programs, including all safety and logistics,

and meeting our educational goals. Our

support staff work to provide an extra layer

of guidance and security, assisting with

program activities to ensure a smooth and

safe experience for all participants.

Envoys selects college students for the

support staff role with the express purpose

of ensuring that “bridge mentors” are

available for our program participants.

Research has consistently shown that youth

prefer mentors outside of the school context

(compared to peers or teachers), and

that youth are more receptive to mentors

with whom they feel a level of social

comfort. Envoys recognizes that the trip

environment provides a strong context for

effective mentorship, and therefore has an

organizational responsibility to provide staff

who can fulfill that role.

Provide insight based on past

experience

Provide guidance and

training for specific

life skills

Balance and interpret conflicting

messages from peers and adults

Provide motivation, perspective, and insight

Provide friendly advice,

competition, and learning benchmarks

YOUTH

BRIDGEMENTORS

ADULTSPEERS

Envoys trains all staff in effective methods for engaging and guid-ing youth, particularly those at risk of falling into bad behaviors. All staff undergo a rigorous screening and application process. Only 1 in 5 initial applicants makes it through to Envoys training sessions.

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SERVICE LEARNING

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ENVOYS PERSPECTIVE ON SERVICE LEARNING

ENVOYS PLANNING TOOLS FOR SERVICE LEARNING

Envoys categorically refuses to engage in activities that contribute to a culture of dependency or a perspective of cultural superiority. We consider both the immediate impact of our work as well as the long-term disturbances in power relations and dependency when selecting projects. All activities must be proposed by our local partners, be essential to improving their operations, and facilitate collaboration between volunteers and community members.

Drawing on the extensive academic training, professional experience, and analytical capabilities of Envoys staff, we engage in a rigorous planning process for all service learning projects. The steps of this process are shared with our students in order to provide them with the analytical tools necessary to plan their own service work in the future. In particular, we demonstrate the necessity of adopting different “lenses” when considering development projects.

DO NO HARM

ENTRY POINTS

The Do No Harm approach was formulated in the early 1990s by aid practitioners working in post-conflict

settings. They saw a clear need for a method of planning that could

determine how aid could be provided in conflict settings in ways that

would not feed into and exacerbate the conflict.

While Envoys does not travel in conflict or post-conflict settings, we do utilize an adaption of the Do No

Harm framework as one planning tool for our service work. Our staff work in partnership with local NGOs and

community members to examine the power dynamics existing within the region. We focus on the impacts of

resource transfers and implicit ethical messages contained within our

interventions, taking a critical look at what type of relationship is implied

by each detail of our potential project.

This approach allows Envoys to carefully assess the potential impact of our work on both the communities

and our students.

The “Theory of Change,” also known as a “logic model,” is an outcomes-based approach that

maps the assumptions that inform development programs and projects.

This approach is used by a wide range of development agencies,

NGOs, and civil society organizations to appreciate the complex network

of factors that influence project outcomes.

Envoys has adapted its theory of change framework from OxFam

America’s programming. We begin by carefully delineating the final

overall outcome of the program, then

backwards-map the intermediate steps and range of actors involved to

achieve this end goal. We then identify entry points for

potential interventions and develop indicators to evaluate success at

each stage of the process.

Approaching service programming through this holistic perspective helps Envoys and our partners

to decide the optimum roles for students to take in the process.

Envoys also makes use of the Theory of Change approach to integrate our programs with our partner schools.

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BENEFIT ANALYSISDevelopment takes place within

complicated systems. Envoys uses tools of economic analysis to consider the potential

benefits of projects undertaken by our students. Our evaluation process comprises

the following steps:

This process provides one lens through which Envoys compares the strengths and

weaknesses of potential programs and projects.

Clarifying the objectives of the overall program and specific project

Examining the design details that define the project on paper and shape

the project in practice

Considering the direct effects of the programs and projects in terms of well-being and behavioral change, both for community members and

Envoys students

Analyzing the indirect spillover and feedback effects of the programs and projects, both for community

members and Envoys students

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2

3

4

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ALIGNMENT AND ASSESSMENTS

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We believe in standards-based education and the complementary nature of experiential education programs with classroom teaching goals.

Therefore, Envoys has aligned its programs and activities to fulfill specific outcomes contained within:

The Global Competency Matrices created by the Council of Chief State School

Officers’ EdSteps initiative and the Asia Society Partnership for Global Learning

The Framework for 21st Century Learning

created by the Partnership for 21st

Century Skills

The Common Core Career and College Readiness Anchor

Standards in English Language Arts and Literacy in History,

Social Studies, Science, and Technical Subjects

The International Baccalaureate Middle

Years and Diploma Programmes

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INTERNALASSESSMENTSEnvoys utilizes rigorous evaluations to drive performance and communicate our results to schools and families. Every lesson is field-tested and regularly assessed for its effectiveness at meeting learning goals.

Envoys internal assessments are conducted through three means:

1. Detailed reports produced by Envoys staff at the conclusion of each trip

2. Open-ended evaluations from students and teachers taking Envoys trips

3. Skill development assessments taken by Envoys students following each tripAll Envoys survey instruments have been evaluated by independent researchers to ensure validity and reliability. Our parent organization Off Bound Adventures is an active developer of the Classrooms Without Walls teaching methodologies, and has published research with the American Camp Association on its statistically robust evaluation methods.

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EXTERNALASSESSMENTS

The PQA is a validated instrument designed to evaluate the quality of youth programs and identify staff training needs. It has been used in community organizations, schools, camps, and other places where youth have fun, work, and learn with adults. Envoys programs are assessed using this tool through our partnership with Off Bound Adventures.

The GCAA is the product of ten years of extensive original research on the knowledge, skills, and attitudes necessary to become Globally Competent. The research population included Fortune 500 company human resource managers, senior international education administrators from numerous countries, national and international government officials, and intercultural consultants on several continents.

Envoys utilizes the GCAA as part of its staffing and recruitment process. Additionally, select Envoys students take the GCAA on a yearly basis to assess skill development.

YOUTH PROGRAM QUALITY ASSESSMENT (PQA)

GLOBAL COMPETENCE APTITUDE ASSESSMENT (GCAA)®

CURRICULAR SOURCES

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Envoys adapts our curriculum from high-quality, research-based sources, including:

Envoys is an organization of educators, and we believe in recognizing the work of the talented professionals from whom we have drawn our frameworks, content, principles, methods, and inspiration.

Below is an incomplete listing of those to whom we are grateful:

Harvard Law SchoolProgram on Negotiation

UNESCOEducation for Sustainable Development

Leave No TraceCenter for Outdoor Ethics

OxFamCurriculum for Global Citizenship

Bob BordoneKathy BoudetteFlorrie DarwinEleanor DuckworthHoward GardnerMonica HigginsIan Johnstone

Richard MurnaneJerome MurphyDavid PerkinsJohn Curtis PerryFernando ReimersJulie SchaffnerPeter Uvin

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Envoys founders Marina Lee, Seth Leighton, and

Luis Enrique Garcia first met as classmates at

the Harvard Graduate School of Education.

During their studies, the three found themselves in

lengthy discussions about the purpose and meaning

of education, the means of supporting students

through the critical formative years, and the need

for innovation and high expectations in educational

entrepreneurship. These conversations continued after

each had set off on their respective professional paths.

Marina put her plans for educational entrepreneurship

into action in Seoul, Seth moved to Ethiopia to train

instructors at the University of Gondar, and Luis

continued to expand South America’s leading outdoor

education company, Off Bound Adventures.

As Off Bound Adventures grew to serve more

than 6,000 students per year, the three colleagues

witnessed the demands placed on teachers for a global

approach to education and the need for accountable

and dedicated support to meet those demands. They

recognized the necessity of experiences outside of the

classroom to develop globally competent youth. The

three were united in their belief that educational travel

must meet the same high expectations that have been

placed on the rest of the education sector.

Extending Off Bound Adventures’ extensive

infrastructure and experience in outdoor education,

the Envoys model combines rigorous online

courses, focused international travel, and high-quality

learning outputs.

Envoys programs have expanded rapidly, covering

eighteen countries around the world. Envoys continues

to draw its staff and counselors from the extensive

HGSE alumni network, thus ensuring a high degree

of pedagogical expertise, content knowledge, and

passion for education throughout the organization.

OUR STORY

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Envoys Advisory Board brings a wide range of

experiences and expertise to our programs.

Through regular meetings, they provide

consistent and valuable guidance on our direction,

strategy, pedagogy, and assessments. Most

importantly, they challenge Envoys to continually

improve and reach new levels of excellence in all that

we do.

FERNANDO M. REINERSHARVARD UNIVERSITYFernando M. Reimers is the Ford Foundation

Professor of International Education and Director

of Global Education and of International Education

Policy at Harvard University. He is an internationally

renowned expert on education policy, democratic

citizenship, educational innovation and social

entrepreneurship.

STEVEN KOLTAIBROOKINGS INSTITUTIONSteven Koltai has over 30 years of business

experience with several successful startups under his

belt, including SES, the world’s largest commercial

TV satellite system. Steven created and ran the

Global Entrepreneurship Program for Secretary of

State Hillary Clinton. He left the State Department

to continue the work of global entrepreneurship

ecosystem building via Koltai & Company. Steven is

currently a Guest Scholar at the Brookings Institution.

LINDA THOMSON-CLEMMICROLOAN FOUNDATION USALinda Thomson-Clem currently serves as the

Executive Director of Microloan Foundation USA, an

international development organization providing

microfinance services to over 30,000 poor women

annually in sub-Saharan Africa. She has worked in

the nonprofit field for more than 25 years, primarily

in education and health related organizations. In

1986, she founded the Rowley Public Education

Fund, and, a year later, founded Kids Kaleidoscope.

BOARD OF ADVISORS

JOHN CURTIS PERRY THE FLETCHER SCHOOL, TUFTS UNIVERSITYThe Henry Willard Denison Professor of History at the

Fletcher School, John Curtis Perry is an international

expert on diplomatic and maritime history, and

the president of the Institute for Global Maritime

Studies. The Japanese government has awarded

him an imperial decoration, the Order of the Sacred

Treasure, for his contributions to American-Japanese

relations.

MONICA HIGGINSHARVARD UNIVERSITYMonica Higgins joined the Harvard faculty in 1995

as a member of the faculty at the Harvard Business

School. She is currently a professor of education at

the Harvard Graduate School of Education, where

her research and teaching focus on the areas of

leadership development and organizational change.

JAMIL SIMONSPECTRUM MEDIAJamil is an award-winning producer/director of

documentaries and educational videos with more

than 40 years of experience, including nearly

25 years working in the field of development

communications. As President of Spectrum Media,

Jamil has overseen the creation of documentary

films, public awareness campaigns, and multi-media

communication programs promoting innovation

and change in radically different environments:

From post-earthquake Haiti and rural Malawi, to top

universities and the US State Department.

JOSH FORMANINKLINGJosh is the co-founder of Inkling, the pre-eminent

developer of iPad textbook software. A dilettante of

serious pursuits, Josh received a computer science

degree from Harvard before passing through

Microsoft, a Harvard laboratory, a startup, and a Ph.D.

program in computational biology at Princeton.

Among other matters, Josh advises Envoys on

implementing technology-in-education solutions.

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Documents

The Education Book