The document discusses the benefits of experiential student travel in enhancing academic performance, cultural understanding, and personal development. It outlines planning tips for educational trips, emphasizes student reflections, and includes case studies on specific travel experiences such as a Chicago architectural study and a trip to Greece. Noteworthy statistics and best practices for organizing and funding trips are also presented, highlighting the importance of travel in a student's career and college preparedness.

1. Experiential Career and College Exploration
(How to Take the Headache out of, and get the most
benefit from, Student Travel)
“Travel brings the classroom curriculum alive, inspiring students to learn
through first-hand, interactive experiences. Travel motivates students to
achieve and improves academic performance. Travel teaches understanding
of other people, communities and cultures. Travel offers educational
opportunities for a shrinking globe. Travel helps young people gain self-
confidence, a sense of independence, and a feeling that they can make a
difference in the world. A group travel experience is one your participants
will remember for the rest of their lives.”
www.syta.org

2. Why this subject? Why us?
Jennifer Blanchard Belk, IIDA, IDEC, LEED AP
• Assistant Professor of Interior Design and Academic Advisor at Winthrop University
• NCIDQ Certified Designer & LEED Accredited Professional (Sustainable Design)
• Masters of Art Education from VCU
• Has served on admissions, scholarship, and specialization committees. Has served as
faculty advisor for student organizations including Council of Student Leaders
• Orientation Faculty Mentor and student leadership selection committees
• ACAD (freshman success seminar) instructor
• 6 years experience working closely with incoming students and parents assisting them
with academic advising, college community assimilation, and exploration of career
and personal development options
• Chair of the University College Faculty Conference (representing segments of the
university such as Honors Programs, Academic Success Center, Gen Ed Program,
Career Development, International Center & Study Abroad, etc.)
• Department of Design contact for study abroad students
• Has planned many highly successful student trips in support of student personal, career,
and curriculum development; Traveled extensively for business and pleasure!

3. Jen’s Travels:
= Lived
= Visited

4. Why this subject? Why us?
Skylar Spies, Student Member, IIDA
•Senior at Winthrop University.
•Serves as a research assistant within the program
•Narrative Writing and Empathy; 3D modeling on college campuses
• President of the INDS student organization
• Dean’s List
• Life Scholarship and Dean's Meritorious Scholarship Recipient.
• Internships include:
• Carolina Business Interiors & ai Design Group
• Has studied abroad through the university and has traveled extensively
• Art & Architecture of Greece & Chicago Architectural/Market study

5. Skylar’s Travels:
= Lived
= Visited

6. … and what was the effect of travel?
In class
Life Long
experiences Class Travel
Hobbies
and field Experiences
and Careers
trips

7. … and what was the effect of travel?
Educational Educational Life Long
Travel Travel Love of
Experiences Experiences Teaching and
as a Student as a Teacher Mentoring

8. Goals and Content:
• Understand the advantages of student travel and professional/collegiate
networking opportunities in student career and college preparedness
• Items to consider when planning a trip
• Creating student excitement and preparation
• Advantages of making travel part of the curriculum
• Outline suggestions for planning timeline
• Understand the importance of student reflection and follow-up
• Personal case studies
• Q&A

9. Understand the advantages of student travel and professional/collegiate
networking opportunities in student career and college preparedness
Student & Youth group travel is on the rise
• In a 2005 survey, of students indicated
they had taken an overnight group trip
independent of their family.
• In a repeat survey in 2007, this number
increases to 76.1%.
Travel Improves Achievement
• 86.8% of parents surveyed say that student
group travel is an essential part of their child's
education experience.
• 58.4% have seen a positive change in their
child's academic performance.
Source: Student and Youth Travel Research Institute,
Michigan State University, 2005 and 2007

10. Travel is a
form of
learning
Travel is a
Travel is a
source of
career The World Youth way of
Student & socializing
development
Educational Travel
states that for young
individuals:
Travel is a
Travel is a
form of
means of
discovering
self-
other
development
cultures

11. May of 2011, a survey
sampled people between
the ages of 21 and 69
years old.
• 300 people who had
traveled to a country
outside the U.S. or
Canada on a school
sponsored educational
tour when they were
between 12-18
• 300 people who did not
travel abroad on a
school sponsored
educational tour.
Students who went on a
educational tour:
www.educational
travelweek.com

12. Be more successful, even in tough economic times
Be more marketable to colleges and employers
61% agreed that the tour enhanced their resume when applying for college
54% agreed that the tour enhanced their resume when applying for jobs
Additional findings uncovered that those who participated in an educational tour embraced
more international travel in their jobs, felt part of a global community and considered
themselves good global citizens.

13. Understand the advantages of student travel and professional/collegiate
networking opportunities in student career and college preparedness
What you may be able to see
and do on an educational trip
Hands-on trip experiences may Unique museums and
may be something completely
be the only way to reach attractions can drive home
different than what was
certain students; learning objectives
accomplished on a sightseeing
trip with the family.
If the mission and the purpose
For some types of trips, you of the trip is identified and it is Shared memory-making
just don’t have the same the driving factor in selecting experience is hard to top in
opportunities locally that you what to see and do, it almost creating a great bond between
do in another destination. always provides new students and teachers.
experiences for all students

14. Advantages for Students….
Learning
Styles
Socialization & Exposure &
Bonding Curiosity
Engagement
Reinforcement Retention
Informal
Learning Perspective

15. Advantages for Teachers….
Enhanced
Sense of
Community
Teaches
Professionalism
Creates an
Break from Interest in New
the Routine Professions
Learn
Something
New
Educational
and
Relaxing

16. Items to Consider - Reasons for Tour and Types of Experiences
….. and how does that effect timeline?
Specific Cultural Subject/Area of Interest Travel – Exploring a subject or topic:
- Does the climate of the area dictate visit dates?
- Is there a particular special event being attended?
College Exploration – Visits to one or more potential colleges or universities:
- Are you working around college calendars and athletics?
- Are there particular recruiting events to attend?
- Is there a particular group of students who might be interested?
Volunteer Travel – Gaining cultural knowledge while giving of time:
- Is this in reaction to a need?
- Would this be combined with another non-profit group?

17. Items to Consider - Developing your itinerary:
Dates of Trip – December, Spring, Summer, Federal Holiday Weekend?
• What dates/bookends are out of your control?
• What special destination events dictate travel days?
• Are there particular dates you DO NOT want to travel?
• Balance of free vs structured activities

18. Items to Consider - Location and events:
• Investigate the use of extracurricular groups and special interest classes to assist in
the research/identification of colleges and professional sites of interest
• Where does the art club want to go?
• Would the yearbook staff benefit from a professional workshop with other
schools attending?
• Is there a special conference, tournament or trade show being hosted in a
nearby larger city?
• Can “piggy-backing” happen to allow for attendance of an annual event with
natural or built resources nearby? What about college tours?
• Look into local resources in the geographic areas of the colleges the students have
interest in … is there any way to ties those visits into one fabulous student trip?
Let’s see!

19. A few of the colleges in the Charleston area:
Citadel College of Charleston
Johnson & Wales Medical College of SC
Trident Tech The Art Inst of Charleston

20. Winthrop University:
College of Arts and Sciences
College of Business Administration
Richard W. Riley College of Education
College of Visual and Performing Arts

21. Visual and Performing Arts in Charlotte: Education in Charlotte:
Business in Charlotte in Charlotte: Arts & Sciences in Charlotte:

22. Items to Consider - Co-sponsors and Chaperones:
All chaperones should have some experience with students either as teachers, school
administrators or some other educational, professional venue.
Initial recruiting should include the following:
- Experience in working with adolescents
- Willingness to help plan and facilitate
- Ability to attend all pre-tour meetings
- Assist with documentation such as obtaining
passports and visas
- Prepared to spend money on items not covered
in the free spot such as food
- Ability to chaperone small groups of students
on flights if the flights are split
- Following all tour guidelines in respect to
expectations such as an alcohol policy
www.studenttraveldirectory.com

23. Items to Consider - Tour Director vs DIY: Advantages of DIY
• Customize to your understanding of
Advantages of a Tour Company goals and student needs
• Connection with travel association • No additional costs for traveling with
• Experience with this specific tour tour director
• Ability to combine with similar groups • Individual negotiating power with
• Holistic insurance coverage separate vendors & take advantage of
• Earlier arrangement of special events multiple returning customer advantages
• Total autonomy on itinerary &
scheduling

24. Items to Consider – Funding:
Explore partnership opportunities with
colleges and professional/service
organizations to assist in planning and
funding
Annual events allow for multiple preplanned
activities associated with event:
Conferences and workshops
Markets
Career fairs
Funding options:
Rotary International and other
service organizations
Student Youth Travel Association
Foundation and “Road Scholarship”
Conference or event volunteerism

25. Items to Consider – Budget:
Strategies & Tips:
• Book flight at lowest cost possible using
government/group discounts!
• Negotiate with hotels for rates and don’t just rely on
online availability!
• Explore alternate airports even if it means going the
night before!
• The least expensive ground transportation just might
be a limo!
• Take advantage of public transportation!
• Group tours means cheaper rates, no lines and no
random people!
• “Renting” of extra hotel space to appropriate adults!
• Keep slight overage year to year!
• Utilizing historic data & maintain records of estimated
vs actual costs
• Be as all inclusive as possible and clearly indicate
what is not included

26. Items to Consider – Dining:
•Group reservations?
•Handling payment?
•Being authentic!
•Making students aware of options!

27. Items to Consider – Hotel:
•Location, Location, Location!
•Convenience to public transportation
•Safety in area and hotel
•Cancelation and reduction of needed rooms fees
•Included meals and services
(transport?)
•Perks for
Leaders?
SHOPPING!
•Be authentic!
•Change it up! NIGHTLIFE!
MARKET!
ARCHITECTURE!
CULTURE!

28. Items to Consider – Recruitment:
Student enthusiasm for travel – Cater to Humor and Pop Culture!

29. Student enthusiasm for travel - Accumulate interest info:
• Get previous student travelers in on the recruiting
• Hold interest meetings at times of maximum availability for students and parents
• Make all recruitment and trip info available online via social media (Facebook event
or LinkedIn Group) or by creating an online web page of tour pictures/comments
• A school-wide assembly focused on this and other tours
Once enrolled, if not part of actual class, plan
monthly meetings to allow for students and parent
to acquire comfort levels, teacher to present
preparatory information, and students to bond
with travel-mates

30. Student preparation for travel:
Geographic orientation and public transportation:
• Give students information and training in the
daily logistics of inner-city travel, traveling
abroad, way-finding, etc.
Packing:
• Provide general packing tips for students as well
as those specific to the mode of transportation,
location and climate of trip, types and level of
professionalism of events attending, etc.
Safety:
• Cover general and specific safety tips in writing
and as in-class discussions assisted by students
who have traveled before!

31. Simple ways to help your students and youth get the most out of their trip:
• Think about what you want your students to get out of the trip, and discuss these things
with your tour operator or travel mentor so they have the same understanding as they
offer guidance on your itinerary.
• Rely on your tour operator to advise interactive activities during the trip that tie directly to
your curriculum.
• Prep your students ahead of time. Visiting an art museum in Madrid or Chicago will have
much more meaning and impact if your students know what they are seeing. Many
attractions are happy to send you curriculum materials that you can use prior to your visit.
• Bring in experts on subjects that are particularly important. An excellent speaker is easier
to find than you might think- local colleges, museums, historic sites and societies all have
experts on a wide range of topics.
www.syta.org
….if any way possible … MAKE IT A CLASS!!!

32. A successful course in preparation
for group travel: Ethnic Areas of
Course should facilitate teamwork/camaraderie
Chicago
among travelers:
• The more time students can spend together “We all should know that diversity makes for a
rich tapestry, and we must understand that all
beforehand, the better. the threads of the tapestry are equal in value
no matter what their color.”
• Create opportunities for various forms of bonding ~ Maya Angelou
and teambuilding
Course/Lesson Methodology:
• Multiple/varied group activities (shuffle groups to
promote mingling within group!)
• Student selected research
• Student led discussions
Utilization of technology
• Multimedia (Video tours, Google Earth, YouTube)
• Student sourced apps for travel locations

33. Case Study – Chicago Architectural and Market Study:
Students take on an in-depth study of the historic and contemporary architecture of Chicago, the role of the
NeoCON World’s Trade Fair in contemporary interior design, and the design and architectural leaders that
have influenced them both. The class culminates in a 6 day group trip to Chicago and to NeoCON
International Commercial Furnishings Market.
Course Topics:
•Understanding the location and geography of Chicago
•Introduction to Chicago History and its effects on future Architecture
•Chicago Historic and Contemporary Architecture (and the architects and schools of thought behind it)
•Market History, the NeoCON Merchandise Mart and its influence over design
•Logistics:
•Navigating Chicago and the Market
•Professionalism and Networking
•Packing for professional travel
•Safety and travel logistics
Teaching Methods:
•Class lecture/discussion via PowerPoint, video and visuals (both instructor and student led)
•Text reading assignments
•Video and online references

34. Case Study – Chicago Architectural and Market Study - The Class:
Group/Partner Class Projects
•Movements of Architecture Represented in Chicago & Chicago Public Art
•Significant National Firms (represented in Chicago) and their importance in industry
•Industry and vendor leaders; Best of NeoCON design award winners
•Additional Area Tourism Opportunities
•Components: Written reports; Multi-Media / Powerpoint presentations; Handouts for classmates;
Presentation to and discussion with classmates
Assessment/Test
•Identification of significant buildings and city zones
•Essay regarding given building and the school of design
•Essay regarding significant event in city history and its effect on architecture and development
Market Assignment (Scavenger Hunt)
•Identification and discussion of stand-out products identified at market as well as influential contacts
made
Post Market Reflection Paper
•Reflection on what students learned and how they grew through travel, market, tourism, social
experiences and how what they did affected their future course and professional work.

35. Case Study – Chicago Architectural and Market Study - Trip Experiences:
Art/Architecture
•Tour of Gensler office (LEED Platinum space)
•Art Institute Museum
•Architectural Riverboat Tour
•Frank Lloyd Wright Home and Studio Tour
•Oak Park Neighborhood Tour
Private Showroom Tours
Additional Market/Conference Experiences
•Independent Market Time
•Industry Hospitality Functions
•IIDA Panel - Career Boot Camp
•ASID Career Exchange
•Meet the President’s Day
Independent and/or Travel Related Experiences
•Free time for independent activities / Tourism/ Museums
•Group social activities

36. Case Study – Chicago Architectural and Market Study - Itinerary:
Fri June 8th Morning: Travel
Afternoon: Check In; Architectural Boat tour
Evening: Free Time (Blues Fest!)
Sat June 9th Morning: Free time (Walking tours, Robie House, etc.)
Afternoon: Free time (Walking tours, Robie House, etc.)
Evening: Navy Pier; Group Dinner
Sun June 10th Morning: Frank Lloyd Wright/Oak Park Tours
Afternoon: Free Time / IIDA International Meeting
Evening: Market Tours & Hospitality / Free Time
Mon June 11th Morning: Art Institute Museum
Afternoon: NeoCON Market (tours and elective seminars)
Evening: Market Tours & Hospitality / Free Time
Tues June 12th Morning: Tour of Design Firm
Afternoon: NeoCON Market (tours and elective seminars)
Evening: Market Tours & Hospitality / Free Time
Wed June 13th Morning: Student NeoCON Conference
Afternoon: Check out
Evening: Travel (Market Assignment due)

37. Case Study – Chicago Architectural and Market Study - Budget:
Student Cost = Approx $825; Included:
• Hotel cost (4 to a room)
• Airfare & baggage fees
• All tours & museum fees
• Rail costs (week pass)
• Airport transportation
• Market/conference
• Some hospitality (related to conference)

38. Case Study – Chicago Architectural and Market Study:
STUDENT SATISFACTION/SUCCESS OF COURSE
Overall, student evaluations were very positive. They enjoyed the preparation for as well as
the actual travel experience. The majority felt the exposure to market increased their ability
to be successful on future projects and exposed them to a broad range of commercial
products and manufacturers. They took advantage of more independent networking
opportunities and continued contact with these professionals after the conference. Students
grew from not only the design based activities but also matured from the autonomy of
subway travel and free time they took advantage of.
Students especially enjoyed the group projects, the open discussions, and learning about the
architecture/neighborhoods in order to be able to better navigate and understand the city.
Additionally, meeting more extensively prior to the trip allowed the students to bond more
(students represented different academic years) and the instructor to have time to tailor
certain portions of the experience to individual students.

39. Case Study – Art and Architecture of Greece:
• Designed for all students who are excited to travel, want to experience another culture and
the objects they create
The Class:
• Investigate the visual art, design and architecture of ancient Greece placing emphasis on
the relationship of these forms to Greek society, culture and religion
The Trip:
• Explore ancient sites and museums at the Acropolis in Athens, Delphi, Olympia, Sounion,
Eleusis and Mycenae as well as the ancient theatre at Epidaurus and the ancient
graveyard of Kerameikos.
• Explore contemporary culture through food, Greek dancing, a visit to the remarkable St.
Paul’s Nunnery and a stop the Peza Olive Oil Cooperation.
• Go by ferry to the island of Crete, with its ancient royal palace architecture, Roman
catacombs and wonderful beaches to explore.

40. Case Study – Art and Architecture of Greece:
The Art of Greece is a rigorously academic course that combines traditional classroom lectures with
a two-week travel component. This format is a way of intellectually and culturally enriching students’
learning experiences. Exposure to different cultures globally brings an appreciation of difference
within our own society, and, ultimately, makes us better citizens, both nationally and globally.
_______________________________________________________________________________

41. Case Study – Art and Architecture of Greece – The Class:
7 Session Course:
Season 1 Introduction, The Minoans
Session 2 Travel report, The Mycenaeans/Dark Ages
Session 3 Travel report, Archaic/ 5th Century
Session 4 Travel report, 5th Century/4th Century
Session 5 Travel report, Hellenistic
Session 6 Travel report, Mythology Presentations
Session 7 Travel report, Review for Final Exam, Group Dinner
Assignments:
Travel Report- Travel Topics
Mythology Presentations – Greek God Topics
Research Paper- Greece Site Topics
Final Exam
On Site Presentation based off Research Paper

42. Case Study – Art and Architecture of Greece – Trip Itinerary:
Day 1. ATHENS ARRIVAL - Welcome Group Dinner in local Greek food restaurant
Day 2. ATHENS - Acropolis and the New Acropolis Museum (the Roman and Greek Agora ) National
Archaeological Museum
Day 3. ATHENS – SOUNION - Temple of Olympian Zeus, Syntagma Square, Aegaleo: Kerameikos
Sounion : Temple of Poseidon, Lavrion: St. Paul’s Nunnery
Day 4. ATHENS – DELPHI - Delphi the site of the Oracle & museum, Group Dinner; Arachova, a
picturesque mountain village
Day 5. DELPHI – OLYMPIA - Nafpaktos, cross over to Rion/Antirion Bridge, town of Olympia:
Archaeological Museum of Olympia, Group Dinner
Day 6. OLYMPIA – NAUPLION - The site of Olympia that the first Olympic Games took place;
Nauplion visit the Site of Tiryns
Day 7. NAUPLION – EPIDAURUS – MYCENAE - Epidaurus, to visit of the famous ancient open-air
theatre. Mycenae, the Citadel, Lions Gate, Tomb of Atreus & museum.
Day 8. NAUPLION – PIRAEUS – HERAKLION - Morning visits & Free time in Nauplion.
Suggestions: Archaeological Museum of Nauplion the Palamidi Castle or Bourtzi island. local winery
(Skouras winery) for wine tasting and tour of the facilities. Return to Athens to visit Eleusis. the port
of Piraeus for overnight ferry to Heraklion, the capital of Crete
Day 9. KNOSSOS – ARCHANES – HERAKLION - Heraklion Archaeological Museum the Knossos
Minoan Palace) Peza Cooperation, a winery and olive oil factory, buy Cretan Olive oil. Picturesque
village of Archanes Group Dinner at “Ladadika” tavern in Heraklion for traditional specialties.
Day 10. GORTYNA – PHAESTOS – MATALA – CHANIA – ATHENS (visit Gortys and Phaestos)
- The Royal Minoan Summer palace. Matala for lunch and swim opportunity. Flight back to Athens
then USA

43. Case Study – Art and Architecture of Greece – Reflection:
Here’s what student travelers had to say….
“A great way to prepare for foreign travel”
“First of all, I wanted to thank you for this experience. I can't
say how affected I was by seeing the world from such a
new and different angle. I really have trouble finding the
words. I guess I can only say that I'll be going back one day,
even if I have to go on a super low budget.
Europe got a hold on me, for sure!”
“I appreciated having learned so much about Greece before
going there. There's something else that will be hard to
repeat….singing at Epidaurus was really overwhelming, in a
good way,
so thank you for that!”
“An experience I won't forget! And I mean, ever. EVER.”
“Thanks for showing me the world!! I had an awesome time
-- it was an eye-opening experience.”
“I AM READY TO GO BACK TO GREECE!!!”

44. Outline suggestions for - Your planning timeline:
12 months prior
• You should have chosen your location by now.
• Start setting departure and return dates for the trip, so people can clear their calendars for
the date of the trip well before departure.
• Determine who will be your additional chaperones.
• You will begin to contact airlines and hotels and motor coaches now, as they work 11-12
months in advance.
• Start promoting the tour through email, brochures, posters, social media and other
outlets.

45. Outline suggestions for - Your planning timeline:
6-9 months prior
• You should start to see the early participants signing up with deposits paid.
• Create a list of reading materials and study exercises to prepare students during the trip.
• If a passport or visa is required, now is the time to apply for them.
4 months prior
• Continue to promote the trip in newsletters, social media, etc. to keep interest alive for
those who have already signed up.
• Contact people who have shown interest but not yet committed.
3 months prior
• This is deadline for the final payments for those that have paid their deposits.
• Arrange transportation to and from the airport.
• Students should start picking roommates for the hotels.

46. Outline suggestions for - Your planning timeline:
1 month prior
• To ensure everyone is ready for departure, schedule a last minute meeting to:
• Confirm trip details.
• Go over packing lists.
• Review all expectations regarding timeliness and student behavior as have students
sign agreements.
• Have the students fill our emergency contact cards to keep on file, along with any
allergy or medical information you should know.
• Make sure the parents have your information as well of they need to contact you for
any reason.

47. Understand the importance of student reflection and follow-up…
Reflection is an integral part of
John Dewey (1933) found education learning from an abroad experience.
to be deeply rooted in experience, Reflection is defined as “the
and that these experiences often intentional consideration of an
create controversy that, if not experience in light of particular
reflected upon, can be misleading. learning objectives” (Hatcher &
Bringle 1997).
Through adviser-encouraged
reflection, the adviser will be aware
of whether or not the learning
outcomes were met. Reflection allows
for verbalization of stereotypes,
problems, misconceptions,
challenges, and highlights.
http://educationaltourism.org/why-us.html

48. The Chicago class was a I felt like learning about the buildings gave me After traveling to Chicago, I realize
beneficial and exciting excellent foundation to use in my navigation of the my personal comfort level for larger
experience for me. As a result of cities and my willingness to roam
city. When I first arrived in Chicago, I felt extremely
this class, I walked away from them by myself at any time of the day
Chicago with new ideas, new shocked by the size of the city. No picture could really has increased significantly. I have
contacts and no regrets. I feel as do this city justice. However, once I was able to learned I am attuned to my
though I was able to fully ground myself and began to remember what I had surroundings and have a strong sense
experience this city as well as learned in class, using major buildings and public of direction in any setting.
conquer Neocon on my first try. artworks made it easy for me to find my way
This trip has become a throughout Chicago. It was also really fun to know the
landmark in my design career building names and their history
that I plan to use for a long during the Architectural Boat Tour. To
time. me, it was a lot more exciting
knowing the buildings, and being able
With this school-study to point them out before the tour
experience, I had the guide could even introduce them!
opportunity to travel with my
Chicago
design peers. I enjoy traveling The most important thing I gained
with my peers; this trip allowed from the trip, was confidence. I’m
everyone to see each other in a
different context, outside the
2012 usually a shy person when it comes to
networking. The preparation I had
classroom. When traveling I and knowing what was in store,
believe it is important to allowed me to overcome my shyness.
interact with various types of
people; such as, discussing local With every new travel opportunity,
dining places with locals, my personal growth increases. During
making similar and unlikely Chicago, my tolerance, human-
connections with locals, acting relations and interaction, and sense
like a local to locals. of self grew to new levels.

49. Recognize the benefits of student travel to Counselors,
Teachers, Administration, Students and Parents
From Lisa Woodard, my own teacher and travel mentor:
Benefits of travel:
• Exposure to different cultures, i.e. dress, food, language, behaviors
• Exposure to different environments...many of the students who traveled
with me had never been outside of the state!
• Appreciation of history
Student interaction:
• Students tend to become a family and watch out for each other
• Students in the same school who have never spoken to each other
become friends on trips
• Students learn to trust each other
Connections:
There were connections, both personal and curricular, that weren't
"planned“

50. Q&A!
Handouts to include: Sample budget and itinerary Publicity examples
Liability /Travel Suggestions Sample syllabus