Summer is approaching....

Students will live on campus in an intercultural setting. They will learn about global issues, differing

perspectives, and have fun.

What abilities do you hope the staff will

have?

Yellow Card = You are a Parent Blue Card = You are a Program Director

Red Card = You are a Student

Ready, Willing & Able

Competencies and Training for SIT

Youth Peacebuilding and Leadership Program Staff

Melanie BrubakerPIM 66, RPP – TOT

In honor of the students…I bow my head in appreciation for all the gifts you bring to the world, to these programs and to each other. You are the scattered pieces of my heart. I wish you safety, growth and boundless hope.

For the staff…I am deeply grateful to work with the dedicated, passionate, vibrant people of the YPLP. Every day you bring joyful commitment, unyielding energy, oceans of kindness, and lifetimes of wisdom to work that is challenging, draining, fulfilling, gratifying and simply magical in so many ways. I struggle to express the humility, inspiration, creativity, laughter, love, support, appreciation and infinite growth that is my experience as part of the staff team. I wish you all deep laughter, to-do list free nights, communicative colleagues, restorative sleep, motivating friendships and forever-filled Cambros. With all my love and respect, truly, this paper is for you.

So....How did I end up here? At 14 I joined the North American

Federation of Temple Youth.

At 16 I designed a workshop for 150 High school students

I connected with other motivated, passionate young people, who cared about what was happening in the world.

I could feel the ways this was changing my life, vowed that someday, I would give this back.

CLC Requirements

“Cluster or ‘cohort’ participants will focus on applying their knowledge, skills, awareness, attitudes and language learnings appropriate to intercultural communication and social justice based training design work. This will be in the context of bridging training experience & on-campus learning, with current practicum learning.”

Theoretical Concepts

Experiential Learning Cycle

Reflective Practitioner

Developmental Model of Intercultural Sensitivity

Competency Based Training

KSAAwL

Theoretical Concepts

David Kolb’s

Experiential Learning Cycle

Example:

The Practicum Experience

Theoretical Concepts

Experiential Learning Cycle

Reflective Practitioner (Quote 1)

Developmental Model of Intercultural Sensitivity

(Hand Out)

Competency Based Training

KSAAwL

Theoretical Concepts

Knowledge...

Skills...

Attitude...

Awareness...

Language...

Competencies: areas of ability or understanding that a person is able to demonstrate proficiency in.

“....work involves them as educators and trainers in the cultural-lives of persons, groups, and organizations either in a domestic setting (diversity training) or in the international arena (international training)[…] Fundamentally, intercultural trainers are concerned with human relations. Their goal is to promote more effective intercultural interactions between persons and groups by making learners aware of the impact of culture on their lives.”

(Paige & Martin. 1996)

Intercultural Trainers

are people whose....

Culture is something that exists within all of us; it affects our

every interaction, our comprehension of meaning, interpretation of conversation and experience as we move through communities with

differing values and norms.

Multiculturalism is the awareness of these cultural

variations and social identities, and the conscious effort towards inclusion of and appreciation for cultural diversity

Competencies

...a literature review

The Importance of Professional Development

...a literature review

Sigfluence – the ability to have a positive, significant, longer-term interpersonal influence

Strong staff = Strong Program = Positive Student Experience

SIT Youth Peacebuilding & Leadership ProgramsCreated by John Ungerleider

Started with Cypriot high school students

Rapid growth in last 3 years in partnership with WL VEP

2007 first year of consistent year-round operations

Combination of leadership training, issue-based training, communication skill-building, intercultural exchange, and....

classic Vermont summer experiences...

CNN Clip

Structured DialogueSome goals:

- increase students’ understanding of and empathy for each other- provide opportunities for students to work on skills of effective communication- “empower young people to speak their mind and have their voices heard”

Structures: 5 or 6 sessions, an hour to an hour-and-a-half each.

Wide variety of topics, depending on the programs.

YPLP

Staff Training

Basics:

.

Scenario One:

• The Youth Programs have full days with logistically complicated schedules – often with multiple programs running simultaneously. When the Iraqi participants arrive on campus and see the schedule, a group of girls approach you. They are requesting a separate location for swimming times and dance-party times. They are observant Muslims and cannot partake in these activities with men around. *Keep in mind, group bonding and community building are key elements of the program.

Scenario Two:

• It’s early in the program when a student approaches a staff person; while on program (through other students or a workshop) he heard the word “transgender”. He thinks that “transgender” might be the terms he has been looking for to explain his experience of gender. But he is not sure. He has come looking for help.

Scenario Three:

• Early on in the summer, its apparent that staff are stressed about their role as dialogue facilitators. They say they are unsure of the goals of dialogue, and if they are “doing it right”. Additionally, in some groups students have become emotional and/or cried. Staff are split as to whether or not this is appropriate. The general feeling among the staff is confusion, frustration, insecurity and a need for clarification.

My Experience over two summers....

Summer 2007:

•No dialogue training

•Disconnect between SIT & YPLP

•Competent on Logistics, Health & Safety, Discipline, etc.

Summer 2008: RAPID EXPANSION.

•Co-designed, co-ran staff training.

•Read the dialogue curriculum, still not dialogue training.

•All 3 scenarios are from this summer

Future Recommendations1. Add Dialogue Training

3. Conduct self-reflective trainings on Bennett’s Model and Social Identity

• Create a competency list – specific section on Intercultural Competence

That’s the end of the paper....

But we are not done yet!

Action Shot!

More Action!

Thank You!

Questions?

Feedback....