Santa Fe Program Curriculum and Continuing Education Credits/Units
Working with State Licensure
We (at GEA) deeply believe in the transformative power of human interaction, conversation and global experiences to impact children and enhance classrooms and schools across our nation. Therefore we are willing and look forward to working with Teacher Preparation Programs, State Licensure Departments, District Leadership, Educational Organizations, Local Committees and educators on gaining continuing education credits for our programs which address 21st century thinking and cultivate adaptive, innovative, compassionate and culturally competent practices.
Aino Rama, Director, firstname.lastname@example.org
Ruba Monem, Ed.d., Director of Research, email@example.com
Kristal Funk, Director of Outreach, firstname.lastname@example.org
Paul Rama, PhD, Director of Program Evaluation, email@example.com
The following resources are provided as suggestions for you to explore prior to the program. Watching and/or reading through as many of these as possible will make our discussions, both formal and informal, more extensive and meaningful. We ask that all participants dedicate a minimum of 5 hours to studying these resources. The GEA certificate of completion will recognize these hours towards your continuing education credits. The amount of continuing education credits you receive differs from program to program, with an average 20-25 education credits with an additional 15-20 history and culture credits.
This list is not exhaustive. This is meant as a first stop for some background knowledge of the countries, cultures and classrooms we will be visiting. These resources will provide background knowledge towards our guided inquiry-based discussions (see above for questions for dialogue). Upon the program's conclusion, we will be sharing a folder with some practical tools, resources and lesson plans for your use. If you have something to add, GEA welcomes your ideas.
For more information about our reflective journal during our experiential travel, please visit the curriculum page.
How can educational institutions actively involve local communities in the development and implementation of a curriculum that reflects their history and culture?
How can educators be better trained to approach local topics with sensitivity, depth, and a nuanced understanding?
How can our schools or classrooms become places that model sustainable practices and look towards the future?
What can we do to instill a love of the outdoors in our students (especially around areas that lack green space)?
How can you design activities or discussions that not only introduce students to different cultures, but also foster a deep sense of empathy and understanding towards those cultural perspectives?
How can we empower indigenous communities through the integration and acknowledgement of indigenous forms of art?
How can we leverage linguistically responsive spaces to create a sense of belonging for all community members?