What began as a small pilot last year, primarily within Kindergarten, expanded into a Lower School-wide experience. Nearly every Upper School Interim trip was paired with a Lower School grade level, aligning destinations with existing units of study.

The result was a more connected learning experience, one that strengthened relationships across campuses while grounding global travel in meaningful, real-world context.
Rather than layering on something new, Hudgens embedded collaboration into existing curriculum.

鈥淚 started by connecting with Lower School teachers to understand what units they were in during that time, then matched those to Interim trips that would naturally align,鈥� she explained. She started with the driving question: How might we create meaningful connections between Lower School and Upper School students through shared learning experiences based on national and international Interim trips?

The result was intentional, relevant, and often immersive learning:

• Kindergarten + Vietnam, Malta, Costa Rica, Peru (Communities): As students explored how countries are shaped by culture, geography, and values, Interim partnerships brought those differences to life. These experiences informed a culminating project in which each student designed their own country, drawing inspiration from global perspectives.
• Grade 1 + Zanzibar (Space, Light, and Sound): Students examined how light and sound function as tools for communication, comparing how people in Zanzibar and the United States use these elements to share information and connect. While in the country, the Upper School students zoomed with Grade 1 and sang them a traditional Zanzibarian song.
• Grade 2 + New Zealand (Early American History and Exploration): Learners investigated how people connected across distances in the 1700s to 1800s, exploring trade, shipping routes, and the realities of long-distance travel, enriched by insights from students preparing for global exploration.
• Grade 4 + Gal谩pagos Islands (Structures and Functions of Living Things): Students explored how organisms adapt for survival, growth, and reproduction, then generated questions for Upper School travelers studying the Gal谩pagos鈥� unique ecosystems. Those questions are now being answered through student-created presentations following the trip.
• Grade 5 + Italy (Renaissance Studies): Learning came to life as students experienced the Renaissance firsthand, painting 鈥淪istine Chapel-style鈥� while lying beneath their desks, mirroring Michelangelo鈥檚 process and deepening their understanding of art, innovation, and human achievement.

Beginning about six weeks before Interim, Upper School students visited Lower School classrooms multiple times to engage in student-led discovery experiences.

鈥淯pper School students joined Lower School classrooms for discovery lessons that were largely student-led,鈥� Hudgens said. 鈥淏ecause Upper School had already been studying their destinations, Lower School students could ask thoughtful questions, add context, and deepen the learning when curiosity sparked.鈥�

In many cases, the learning extended beyond the trip itself. Fourth graders, for example, not only posed questions to Gal谩pagos travelers, but will also receive answers through presentations delivered in a variety of formats during the Interim showcase.

This kind of learning invites students to ask better questions, make meaningful connections, and engage with authentic audiences beyond their own classroom.

Beyond academics, the impact is personal. For many Lower School students, these interactions made future opportunities feel real and attainable.

鈥淟ower School students were asking, 鈥楢re they really going to these places?鈥� and 鈥榃ill we get to do that one day?鈥欌�� Hudgens shared. 鈥淚t was exciting to tell them that those opportunities are ahead of them in Upper School.鈥�

Drawing from her own experience as a student, Hudgens helped younger learners see what lies ahead.

鈥淚 shared my own experiences, from traveling to Peru to participating in internships and service learning,鈥� she said. 鈥淭here are so many different pathways available to students as they grow at 糖心原创.鈥�

In those moments, students begin to see what their own journey might look like as they grow, explore, and take on new challenges.

What began as an idea has quickly become a model for what is possible when a school operates as a connected ecosystem. Cross-campus collaboration expanded the reach and meaning of Interim, creating shared experiences that are both relevant and lasting.

From Kindergarteners designing their own countries to Upper School students presenting research from the Gal谩pagos, learning became more visible, more relational, and more real. Most importantly, students experienced what it means to be part of a connected community, one that grows with them every step of the way.

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The concept of the 鈥淭raveling Classroom鈥� is redefining what Interim can be, transforming it from a single week into a sustained, for-credit learning experience that blends academic depth, empathy, and authentic problem-solving. This year, that evolution came to life through a new Upper School Core experience led by Lynn Luster, Learning Architect for the Upper School, and Catherine Altamirano, Upper School Maker teacher.

From Interim Week to a Traveling Classroom

鈥淭his is our second attempt at offering a credit option connected to Interim,鈥� Luster explained. Last year, 糖心原创 piloted a for-credit curriculum tied to the Gal谩pagos trip, allowing students to opt into elective coursework aligned with their travel experience.

鈥淭hat elective credit gives students flexibility,鈥� Luster said. 鈥淲hether they need more freedom later for internships, global learning, or just want additional choice in senior year, it opens doors.鈥�

This year, while Gal谩pagos returned as a Traveling Classroom option, Luster wanted to bring the same depth and intentional design to students remaining on campus. The result was Housing Atlanta: Industrial Design, a Core experience spanning three academic modules that culminates during Interim.

鈥淚t spans three mods,鈥� she said. 鈥淭hat runway allows students to really dig into the work instead of rushing toward a product.鈥�

Designing With Purpose

Housing Atlanta blends industrial design, architecture, and social impact, asking students to engage with Atlanta鈥檚 housing crisis through both head and heart.

鈥淚 always imagine a course as one giant project-based learning experience,鈥� Luster said. 鈥淭he whole thing is the project.鈥�

The experience begins with an intentional entry event, an essential component of 糖心原创鈥檚 project-based learning approach. Early in Mod 2, students visited a tiny house in Kirkwood that Luster co-designed with an architect.

鈥淓ntry events should spark curiosity,鈥� she explained. 鈥淪tudents could immediately imagine themselves in that space.鈥�

But the visit also provided critical context. Standing among newly built homes, students heard stories of gentrification, displacement, and long-time residents priced out of their neighborhoods.
鈥淚 wanted them to understand that this cool architectural trend exists in the middle of real human stories,鈥� Luster said.

Students deepened that understanding through the Traveling Classroom鈥檚 shared reading, , founder of . 鈥淚t challenges assumptions about homelessness,鈥� Luster said. 鈥淥ur students responded with a lot of empathy, and a growing sense of responsibility.鈥�

Cross-Campus Collaboration: Grade 9 Meets Grade 2

One of the most powerful elements of the course occurred across campuses.

Partnering with Constanza Pizano, Lower School Maker teacher, ninth-grade students collaborated with second graders, who served as their design 鈥渃lients.鈥� Second graders shared their interests and favorite book characters, and Upper School students designed personalized reading hideouts just for them.

鈥淥ur students asked the second graders to be the clients,鈥� Altamirano said. 鈥淭hey had to listen carefully, ask good questions, and design based on real needs.鈥�

To prepare, ninth graders developed open-ended interview questions and practiced how to engage younger learners meaningfully. The resulting interactions were striking: life-sized floor plans, immediate feedback, and visible excitement on both sides.

鈥淔or second graders in Ms. King鈥檚 class, this project made abstract ideas like size, proportion, and scale completely tangible,鈥� Pizano said. 鈥淏eing able to physically step into the designs and talk directly with Upper School students helped those concepts really stick.鈥�

Altamirano saw the impact on her students as well. 鈥淲atching their young users sit inside their designs made everything real,鈥� she said. 鈥淭hey could immediately see how experience and scale matter.鈥�

鈥淲orking with second graders has been a memorable experience for me. Recently, we conducted an interview with them and printed out blueprints to full scale. I got to see their faces light up, and that was a moment I’ll never forget.鈥� Emma-Neal Medlin, Class of 2029, shared.

Declan Gallagher, Class of 2029, said, 鈥淲orking with second graders was such a different experience because the professionalism I was so used to wasn’t there. When interviewing 2nd graders, all of their answers were creative and were solely for the purpose of entertainment or fun. That sense of creativity is something I miss a little, and I am very glad that I found that feeling again through this project/class.鈥�

From Design to Impact

The learning culminates during Core week, when students will build a full-scale shelter in partnership with , an Atlanta-based nonprofit that has spent more than 25 years creating temporary housing as a form of harm reduction.

鈥淲e鈥檙e working with a professional organization doing real work in the real world,鈥� Luster said. 鈥淎t the end of this, someone will have a place to go at night. That matters.鈥�

Altamirano emphasized the rarity of full-scale building experiences. 鈥淢any architecture students graduate without ever building anything full-size,鈥� she said. 鈥淭his gives our students a real connection between design and reality.鈥�

Students make authentic design decisions鈥攂alancing budget, materials, and insulation鈥攗sing Mad Housers鈥� blueprints as a guide. 鈥淭hose choices become very real when you think about someone sleeping outside,鈥� Altamirano added.

Ace Estenson, Class of 2029, shared, 鈥淭his experience has impacted me by showing me that work can be fun and exciting while still hard. I have learned that hard work pays off and can be fun throughout the process. Homelessness does not only happen to people who don’t work or don鈥檛 care about life. They are just like us. They have emotions and a beating heart. They should be respected just like how we respect one another. They struggle to get off the streets, as many don鈥檛 want to hire a person without a car or a home. Just don鈥檛 think that they aren鈥檛 human, as they don鈥檛 have what we have.鈥�

A Glimpse Into the Future of Interim

For both educators, Housing Atlanta represents the direction 糖心原创 is headed.

鈥淲e鈥檙e moving toward greater depth of inquiry across all pathways,鈥� Altamirano said. 鈥淪ustained time with the course project changes what鈥檚 possible.鈥�

As the Traveling Classroom continues to grow, experiences like this show how Interim can become more than a moment; it can become a meaningful journey.

Students aren鈥檛 just earning elective credit. They鈥檙e learning to listen, design, and build. And they鈥檙e discovering that their learning can make a real difference.

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One of the most dynamic programs at 糖心原创 is our Internship Program, which offers students multiple avenues to explore their interests, develop skills, and build professional connections. Upper School students have the opportunity to participate in Internships and Externships (which mostly occur during Interim). Both internships and externships provide valuable career exposure, but they differ in purpose, responsibilities, duration, and structure.

• Internships focus on gaining hands-on experience and developing skills within a field. Interns actively contribute to projects, often over a semester or summer, and may be paid or unpaid. For example, a marketing intern might create social media content or conduct market research.
• Externships emphasize observation and learning, allowing students to shadow professionals and gain insight into a career without direct work responsibilities. These short-term experiences, typically unpaid, help students explore industries. A medical extern, for instance, might observe a doctor during patient consultations but won鈥檛 perform procedures.

These opportunities bridge the gap between classroom learning and career readiness, allowing students to apply their knowledge in real-world settings while gaining invaluable mentorship and insights.

A Record-Breaking Year of Opportunities

In 2025, 糖心原创 saw an unprecedented 83 Upper School students participate in week-long externships during Interim鈥攖he largest cohort in school history. From corporate headquarters and nonprofit organizations to creative studios and government offices, students immersed themselves in real-world experiences that provided them with essential skills, valuable connections, and a competitive edge in their future careers.

These externships reinforce 糖心原创鈥檚 belief that education should be experiential, relevant, and purpose-driven. Through these partnerships, our students develop confidence, adaptability, and problem-solving skills鈥攓ualities that top universities and employers seek in the next generation of leaders.

Externship Highlights: Real-World Learning in Action

Exploring Politics and Policy

Nuna Adovor, Grade 11 – GA General Assembly
Nuna externed with Melanie Jacobson, Chief of Staff for Representatives Karen Lupton and Shea Roberts. She researched legislative bills on topics such as mental health, reproductive rights, and education while also creating infographics and newsletters. “My biggest takeaway is the value of connection and advocacy in politics because these foster meaningful change and empower communities to shape their futures with equity and justice.”

Ben Perry, Grade 12 – Representative Gottheimer
In his second year interning for Rep. Gottheimer, Ben engaged in constituent communication, attended congressional briefings, and prepared legislative memos. “One of the most incredible moments was standing on the House floor during a live vote. This internship has deepened my understanding of government and policymaking.”

Understanding Meteorology and Weather Forecasting

Daisy Whittington, Grade 11 – National Weather Service
Daisy spent four days shadowing lead meteorologists and forecasters, gaining hands-on experience with radar watch, aviation forecasting, and long-term weather predictions. She also had an exclusive one-day shadowing experience at The Weather Channel. “Seeing the depth of their work firsthand reinforced my passion for forecasting and reminded me that, with dedication and hard work, I can achieve my dreams!”

Behind the Scenes in Film, Television, and Theatre

Jessie Fentress, Grade 10 – Catapult Acting Studios
Jessie played a key role in film production, assisting with filming, sound operation, and studio management. “Seeing how everything is done business-wise is really insightful,” she shared.

Cooper Walker (Grade 11), Dareen Cheong (Grade 12), Kate Kaufman (Grade 9) | Maro Ogufere (Grade 10) – City Springs Theatre Company
This group of students has been shadowing professionals at City Springs Theatre Company, gaining hands-on experience with set construction, costume design, and the technical aspects of theatrical production. They observed key rehearsals, including Sitzprobe (orchestra integration) and a designer run-through. “It was heartwarming to see people from different backgrounds work together to produce something incredible. The dedication and passion they bring to the craft is inspiring.”

Helen Chapman, Grade 12 – Elite Studios
Helen has been assisting with costume organization and hip-hop class preparation at Elite Studios. She has also supported elementary dance students, helping to refine their performances.

Supporting School Fundraising

Caroline Putnam, Grade 12 – Community Giving and Impact
Caroline worked on event planning and donor engagement for the Mustang Rally, helping with thank-you letters, auction items, and alumni outreach. “Building my network on LinkedIn will be extremely helpful for when I go to college and enter the working world.”

Sports Performance and Training

Alexis Smith, Grade 12 – Takeoff Track
Alexis assisted coaches by setting up equipment, timing workouts, and coordinating warm-ups. “One of my biggest takeaways is how determined the athletes are. The relationship between the team and the coaches is awesome鈥攖hey really push each other to be their best.”

Eli Diaz, Grade 10 – Form Physical Therapy
Eli has been engaging with patients and learning about physical therapy protocols, including targeted stretches for muscle injuries. “I didn鈥檛 realize how much postoperative guidance from surgeons influences a patient鈥檚 PT plan. It鈥檚 been a great experience getting to see the connection between recovery and treatment firsthand!”

Isabella Durkee, Grade 9 – Roswell Youth Sports
Isabella organized games and developed marketing materials for youth sports programs. “This externship has taught me the importance of teamwork and communication across different sports programs.”

Learning the Real Estate Market

Sydney Morton, Grade 11 – HOME Real Estate
Sydney gained first-hand knowledge of real estate transactions, preparing homes for sale, meeting with clients, and designing marketing brochures. “Before my externship, I thought real estate was just about showing houses, but I鈥檝e learned it takes years of planning and trust between the agent and client.”

Vedika Soni, Grade 9 – Keller Williams
Vedika explored the creative side of real estate, focusing on design and renovation. She worked on material selection, layout planning, and property staging. “A trip to Blue Ridge showed me how staging a rental differs from a personal home. Before this, I hadn鈥檛 realized how every small detail impacts a space鈥攊t鈥檚 such a dynamic and exciting field!”

Caleigh Clark, Grade 12 – Cushman & Wakefield
Caleigh worked on loan file organization for secondary market securitization, gaining firsthand experience in commercial real estate operations. She also toured buildings to study mechanical, plumbing, and electrical systems. “I鈥檝e realized how much manual work goes into organizing files鈥擟RE is ripe for innovation! My biggest takeaway is that Corporate America isn鈥檛 just meetings and expense reports鈥攖here鈥檚 so much more to it.”

Anna Hollis, G11 & Avery Clockadale, G10 鈥� Atlanta Fine Homes
Anna and Avery externed with Atlanta Fine Homes, gaining experience in property listings, market research, and client services. Their time with the company has provided valuable insight into the fast-paced real estate industry and the importance of communication and attention to detail.

Nonprofit Work and Community Impact

Emelia Anderson, Grade 11 – Center for Healthy Families
Emelia supported a nonprofit that assists pregnant and parenting teens. She attended meetings, reviewed cases, and visited schools. “My biggest takeaway has been learning about government assistance gaps and how nonprofits function to fill those needs.”

Public Health Research and Policy

Maya Chopra, Grade 11 – CDC
Maya is shadowing Dr. Srinivasan at the CDC, attending meetings, connecting with public health professionals, and conducting her own research project. With mentorship from experts, she is learning about survey design, data collection, and the publishing process. “This experience has opened my eyes to the many career paths in public health and given me hands-on experience in research. It鈥檚 been incredible to see how impactful this work is!”

Hands-On Experience in Construction

Henry Maxwell, Grade 11 – Integra
Henry shadowed business developers and project managers, visiting job sites and learning about large-scale construction projects. “Today, I visited a medical office build and learned about the superintendent鈥檚 role in overseeing a site.”

Ella Escher, Grade 9 – E. Escher Inc.
Ella has been gaining hands-on experience in commercial engineering, exploring prototype designs and learning about plumbing and HVAC systems. She has also reviewed contracting proposals, estimations, and the process of creating and sending contracts to subcontractors. “It鈥檚 been fascinating to see how projects move from concept to execution and to learn about the behind-the-scenes work that keeps everything running smoothly!”

Andrew Moran (Grade 10), Bobby Bastek (Grade 10), Gabe Alterman (Grade 11), Luke Schaumburg (Grade 10) 鈥� Home Depot
Andrew, Bobby, Gabe, and Luke have been interning at Home Depot, where they’ve gained hands-on experience in sales and retail operations. They鈥檝e demonstrated tools for sales interactions, created store displays, organized inventory, and worked on their resumes. The team also had the opportunity to visit Home Depot headquarters, further expanding their knowledge of the company鈥檚 operations.

Brand Marketing and Communications

Sonoma Peterson, Grade 11 – Brand Office
Sonoma developed skills in branding, marketing, and media strategy, contributing to business storytelling and student engagement initiatives.

Aviation and Engineering with Delta

Tripp Jackson (Grade 11), Sandy Johnson (Grade 10), Dustin Kytle (Grade 11), and Evan Pritchett (Grade 11) – Delta
These students shadowed various departments at Delta, with the highlight being a behind-the-scenes tour of the Technical Operations facility. “Seeing a live jet engine test was incredible!” Tripp shared.

Archival Work at the Connecticut State Library

Mariella Satelmajer, Grade 10 – Connecticut State Library
Mariella interned as an archivist, working closely with records management experts, historians, and librarians. She processed a collection of WWII veteran correspondence, piecing together his life and heroic achievements. “On my final day, I attended an event at the Capitol honoring female veterans, where I met inspiring figures, including a WWII Marine. It was a truly unforgettable experience.”

Hands-On Experience in Healthcare

Raya Leibowitz, Grade 12 – Laureate Medical Group (Sleep Medicine)
Raya interned in sleep medicine, assisting with insurance approvals, patient inquiries, and medical record management. “I鈥檝e learned how critical organization and communication are in helping patients get the care they need. It鈥檚 been eye-opening to see the behind-the-scenes work of healthcare.”

Cora Champney, Grade 10 – Resurgens Orthopedic and Sports Medicine
Cora observed multiple orthopedic surgeries, including knee and hip procedures, and shadowed anesthesiologists, physician assistants, and physical therapists. “My biggest takeaway has been learning how to communicate with patients to keep them calm and cooperative鈥攊t鈥檚 just as important as the medical procedures themselves.”

Siena Tiffin, Grade 10 – Northside Hospital
Siena shadowed a cardiologist and a general surgeon, observing both clinical rounds and hospital procedures. She listened to heart murmurs, witnessed emergency cardiac care, and observed multiple surgeries, including a double mastectomy and spinal procedures. “This experience confirmed my passion for medicine. Seeing so many aspects of patient care has shown me just how many opportunities there are in the medical field.”

Lucy Solh, Grade 9 – The Blood and Marrow Transplant Group of Georgia
Lucy interned at a private clinic within Northside Hospital, working with cancer patients and shadowing doctors in inpatient care and the ICU. “This experience taught me the power of empathy in patient care. I saw how teamwork plays a huge role in healthcare and how hope and positivity can truly impact a patient鈥檚 journey.”

Supporting Young Parents and Community Health

Emelia Anderson, Grade 11 – Center for Healthy Families
Emelia interned at a nonprofit organization dedicated to supporting pregnant and parenting teens by connecting them with essential resources. She attended case meetings, observed presentations on child safety, and gained insight into nonprofit operations. “One of my biggest takeaways has been learning about the grant process and how nonprofits fill the gaps in government assistance. This experience has given me a deeper understanding of the challenges young parents face and the vital role of community support.”

Exploring AI and Robotics at Georgia Tech

Grayson Richmond, Grade 10 – Georgia Tech Robotics
Grayson interned with the CORE robotics lab at Georgia Tech, gaining hands-on experience in machine learning and artificial intelligence. He attended lab meetings, sat in on college-level classes, and studied Large Language Models under expert mentorship. “This experience has given me an invaluable glimpse into both the future of AI and what college life is like. It has been an incredibly educational and inspiring opportunity.”

Why It Matters: A Competitive Edge for the Future

糖心原创鈥檚 Internship Program is more than just an opportunity鈥攊t鈥檚 a launchpad. These hands-on experiences provide students with:

• Industry exposure to help them refine their career aspirations.
• Professional mentorship to develop skills and build valuable networks.
• Real-world problem-solving experiences that translate into leadership and innovation.

Through immersive internships and externships, our students are gaining the confidence, adaptability, and expertise necessary to thrive in college, careers, and beyond. By fostering partnerships with leading organizations and industry experts, 糖心原创 is preparing students to be future-ready leaders and engaged global citizens.

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Middle School: Laying the Foundation for Confident Exploration

Middle School Interim experiences are intentionally designed to meet students where they are developmentally, providing age-appropriate challenges that encourage independence, collaboration, and self-discovery. Each grade-level trip builds upon the previous, fostering increasing levels of responsibility and leadership.

David Ayers, Dean of Middle School Student Life, emphasizes the program鈥檚 impact: “We are building students鈥� capacity for inquiry and exploration while deepening peer-to-peer and student-to-teacher relationships. The progression of trips allows students to gain confidence in travel, teamwork, and real-world learning.”

Grade 6: Developing Independence and Self-Leadership
The journey begins with a short, structured experience鈥攖wo nights and three days traveling by bus to Shelby County, Alabama. Through nature-based team-building activities, students practice self-leadership and collaboration while acclimating to travel away from home in a supportive environment.

Grade 7: Strengthening Adaptability and Problem-Solving
Taking their first domestic air travel trip, students journey to Boston. Navigating airports, hotels, and public spaces fosters adaptability and problem-solving as students engage in STEM-focused real-world learning. This experience prepares them for the increasing complexity of future travel.

Grade 8: Cultivating Empathy and Integrity
A pivotal experience awaits in Washington, D.C., where students immerse themselves in history through visits to the Holocaust Museum, the African American History Museum, and Arlington National Cemetery. This trip shifts the focus to empathy, integrity, and reflection, deepening their understanding of historical narratives and societal impact.

By the end of Middle School, students have developed foundational travel skills, social awareness, and self-reliance鈥攑reparing them to embark on more independent, globally immersive experiences in Upper School.

Upper School: Expanding Horizons Through Global and Career Exploration

Upper School Interim offers students increasing autonomy in crafting their learning experiences, whether through global exploration, career-based externships, or in-depth local engagement. Each pathway is designed to cultivate leadership, career readiness, and cross-cultural competence.

• Global Exploration Track 鈥� These transformative travel experiences take students beyond the classroom, fostering cultural fluency, independence, and global awareness. Whether trekking through Iceland鈥檚 landscapes, engaging in conservation efforts in the Gal谩pagos, or exploring the rich history of Japan, each trip is crafted for deep learning and adventure. Students can choose from 11 international trips, exploring diverse cultures and environments:
  • Europe: Switzerland & Italy, Poland & Prague, Iceland
  • South America: Colombia, Galapagos Islands
  • Central America: Belize
  • Africa: Morocco
  • Asia: Japan
  • North America: Canada (French), U.S. National Parks
• Externship Track 鈥� Designed for students who want to intentionally pursue their passions and career goals, these tailored experiences provide hands-on learning, mentorship, and professional networking. Students apply academic skills in real-world settings, preparing for future success in higher education and beyond.
• CORE (Collection of Relational Experiences) Program 鈥� A locally focused initiative allowing students to explore Atlanta through curated experiences in Arts & Entertainment, Outdoor Adventure, STEM, Service, and more, further developing leadership skills in real-world settings.

Bridging Early Curiosity with Global Exploration

While Interim was originally designed as a learning opportunity for students in Grades 6-12, the faculty on the Lower Campus recognized a unique opportunity to extend experiential learning to younger students through their proximity to Upper Campus experiences. This intentional design allows even the youngest learners, starting in Preschool, to engage with the broader world through connections to Upper School Interim trips.

Examples of Lower School Connections:

• Preschool /International Trip Partnership: Students in PK3 will follow the adventures of Upper School students on the Canada, Poland, and Prague trips. Learning locations on the map and having discussions about climates and cultures.
• Kindergarten / Morocco Partnership: Kindergarten students develop curiosity-driven questions about Morocco. Upper School travelers seek answers during their journey and return to share insights.
• Grade 3 / Iceland Partnership: Students studying Viking history compare their research with real-world observations from Upper School travelers exploring Iceland.
• Grade 4 / Gal谩pagos Islands Partnership: Students create poetry about Gal谩pagos wildlife, which travelers carry with them, bridging classroom learning with real-world exploration.
• Grade 5 / National Parks Partnership: Students follow the National Parks trip virtually, using Google Earth and daily photo updates from a stuffed Mustang mascot sent along with travelers.

A Model for Purposeful, Experiential Learning
Interim stands as a testament to the power of intentional design. By thoughtfully creating learning experiences from Preschool to Grade 12, 糖心原创 ensures students develop the confidence, adaptability, and leadership necessary for success in an ever-changing world. Whether engaging in cultural exchanges, professional internships, or interdisciplinary studies, learners emerge as globally competent, innovative, and empathetic leaders鈥攔eady to make an impact.

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Interim is a unique experience that propels our students into a world of learning beyond the traditional classroom walls. The Impact Ready Plan calls us to nurture globally proficient citizen leaders, and Interim is one of many tools that help us accomplish this feat. Interim includes travel, both domestic and international, Internships, and CORE. No matter which path you choose, all aspects of Interim are rooted in a deep understanding of cultural competence, guided by what we refer to as the “4 E’s”: Exposure, Education, Experience, and Empathy

Exposure

At the heart of the 糖心原创 Interim program lies the commitment to expose our students to the vast and diverse world beyond the confines of classrooms and textbooks. Through domestic & international travel, exploration of our very own Atlanta, and involvement in internships, our students embark on a journey of discovery. This exposure is not just about seeing new places; by stepping into communities beyond the classroom, whether it be through a trip to another continent, an internship at the CDC, or a visit to a local cultural festival, our students begin to see the world with new eyes. Exposure challenges preconceptions, sparks curiosity, and opens the mind to endless possibilities.

Education

Education, in the context of our Interim program, goes beyond the conventional. It involves teaching our students the skills and knowledge they need to navigate, appreciate, and contribute to the world’s diverse cultures. This educational journey ensures that our students are not just visitors but informed and respectful participants in the global community. You can read Anne Frank鈥檚 Diary, but have you walked through the streets of Amsterdam, into her house, seeing the wallpaper on her walls? In South Africa, students stood in a cell and listened to a former political prisoner tell his story. In Australia, students learned about the threats to the coral reef, then snorkeled the Great Barrier Reef and held bleached reef to fully understand the impact of climate differences. Students stood underneath The Creation of Adam in the Sistine Chapel, sledded down the Coral Sand Dunes, rode vespas through downtown Hanoi, Vietnam, and ventured through the deserts of Morocco on camelback. Learning happens everywhere.

Experience

Experience is where knowledge and exposure are transformed into wisdom. Our students are given the invaluable opportunity to live and breathe what they have learned about. This might mean partnering with a local school to play soccer/futbol, participating in a community service project like cleaning shrines, or working alongside local artisans to create pottery. This might look like an internship, bridging the gap between academic learning and real-world application. By tailoring internships to the interests and aspirations of each student, Interim provides invaluable hands-on experience in a variety of professional fields. Partnerships with leading organizations and MVXperts ensure that students not only apply the knowledge and skills acquired in the classroom in a practical setting but also foster meaningful connections with mentors in their chosen fields. Students are building their network now, not later.

Empathy

Empathy鈥攖he ability to understand and share the feelings of another鈥攊s the natural culmination of exposure, education, and experience. As students interact with individuals from many backgrounds, they learn to see the world from multiple perspectives. Students who participate in CORE experience learning through deep, meaningful connections in our surrounding communities. The CORE program fosters an environment where students are encouraged to engage in collaborative projects, community service, and leadership roles, thereby learning from diverse perspectives and real-world challenges. This deep sense of empathy allows them to connect with others on a human level, transcending cultural, linguistic, and geographical barriers. It is this empathetic understanding that will empower them to make meaningful contributions to our global society.

Watch the students trip recap videos here:












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Interim 2024 offered 4 unique opportunities for Middle Schoolers to learn, connect, and grow.

Building Character and Community: Sixth Grade Adventure in NC

For sixth graders, the journey begins with a focus on character-building and community development. The interim experience revolved around challenge-by-choice, where students had the opportunity to cultivate resilience through adventure-based activities. From scaling rock walls to navigating through wooded landscapes using compasses, every moment was a chance for students to stretch their imaginations and see their capabilities in action.

The emphasis on decision-making skills, collaboration, and relationship-building created an immersive environment for growth. As students faced challenges head-on and overcame obstacles together, they not only developed confidence in their abilities but also forged bonds that laid the foundation for a supportive community.

When asked about their experience in North Carolina, here is what several sixth graders had to say:

• “It was a fun experience and we got to do family meals and new activities. The counselors were so nice, and I loved sharing a room with friends.” – Payton Durant
• “I really enjoyed the ropes course because it was challenging so it wasn’t too easy but it was doable.” – Lily
• “The trip helped grow community by letting us share experiences outside of school.” – Fletcher Cheek

Boston Bound: Seventh Grade Exploration

In the seventh grade, students embark on a captivating journey to Boston, Massachusetts. This trip wove together history, culture, and education, offering students a rich tapestry of experiences that left a lasting impact. From tracing the footsteps of revolutionaries along the Freedom Trail to immersing themselves in the academic legacies of Harvard University and MIT, every moment was an opportunity for discovery and inspiration.

Through student reflections like those of Noah Grafton, who said he 鈥渓oved seeing all the history inside the city of Boston鈥� and Megan Hubbard, who shared that she 鈥渉ad lots of fun and enjoyed all the places we were exposed to or visited,鈥� we catch glimpses of the profound impact these experiences have on young minds. From broadening their worldview to sparking a love for history and exploration, the Boston interim trip became a catalyst for personal and intellectual growth.

Washington, D.C.: Eighth Grade Leadership

For eighth graders, the journey culminates in the nation’s capital, where they explore the corridors of power and the echoes of history. The trip to Washington, D.C., is a testament to the school’s commitment to nurturing globally competitive and engaged citizen leaders.

The trip included visits to iconic monuments such as the Martin Luther King Jr. Memorial, the Lincoln Memorial, and the Washington Monument. Students also explored the nation’s history at several Smithsonian museums and engaged in serious reflection at the National Holocaust Memorial and the Smithsonian Museum of African American History.

In addition to educational visits, the students enjoyed team-building and recreational activities, including an evening at Dave and Buster’s in Silver Spring, Maryland, bowling and bocce at Pinstripes in Georgetown, as well as an evening river cruise on the Potomac complete with dinner and dancing. Students also had the opportunity to visit and explore the grounds of George Washington’s 糖心原创 estate. While there, students connected with a real “糖心原创 moment,” bringing history to life.

Mamie Bowen spoke fondly of a highlight from her trip: “When we visited the Lincoln Memorial, the trip, for me, went from being a class trip to a trip with friends. We were taking pictures together and were in the moment. I realized we would have those pictures to look back on and remember this trip for the rest of our lives.”

This trip was an invaluable opportunity for our students to connect their classroom learning with real-world experiences which is essential for developing well-rounded, college-ready individuals who are prepared to lead with compassion and empathy.

The Washington, D.C. trip is just one example of how MV is dedicated to fostering a learning environment that encourages curiosity, critical thinking, and a commitment to learning by doing. By exposing students to the broader world, the school continues to uphold its mission of shaping engaged citizen leaders who are ready to make a positive impact globally.

Phoenix Fest: A Celebration of Learning

For students who did not participate in the grade-level overnight trips, Phoenix Fest offered an action-packed alternative. Led by Saira Panjwani and Jeanine Englert, this week-long celebration was all about exploration and creativity. This action-packed week was all about exploring the city and leaning into the MV Mantra 鈥淗ave Fun.鈥� Students had an exclusive behind-the-scenes tour of the Braves Stadium, the heart of Atlanta’s baseball scene. They toured the Coca-Cola Factory, dove into the history of this iconic drink and got a taste of Atlanta’s cultural scene. They unlocked their creativity at the High Museum of Art with a guided tour and had a fun STEAM Workshop. Lastly, they had a hands-on experience at the Splatter Studio in Sandy Springs where they created a one-of-a-kind art piece.

Through the eyes of students like Leighten Duckett, who said the experience was 鈥渟uper fun and very active鈥� and Jocelyn Towns, who shared 鈥淭he Splatter Studio was fun as I could get messy with paint but come out clean,鈥� we glimpse the joy and excitement that permeated these experiences.

Middle School Interim experiences transcend traditional notions of education, offering students a journey of discovery, growth, and transformation. Rooted in the school’s mission to prepare future leaders, these experiences not only foster academic excellence but also cultivate essential skills and attributes such as resilience, empathy, and curiosity. As students navigate through challenges, forge connections, and explore the world around them, they emerge not just as scholars but as empowered individuals ready to make a meaningful impact on the world.

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1. ENGINEERING INTERNSHIP – Burton Energy Group

糖心原创 alumni are the perfect professionals to host 糖心原创 interns, they know just how powerful it is to start with questions and follow individual passions. This year McKayla Davis, Class of 2026 is interning with Margaret White, Energy Engineer at and MV Class of 2016. Since McKayla is in Grade 9, her Upper School experience has just started but Maker, Design, and Engineering (MDE) has been her favorite class, 鈥淢y favorite part of MDE was using the . Mr. Tiffin told me it is similar to what mechanical engineers use so I decided I wanted to intern with an Engineer.鈥� McKayla plans to shadow Margaret and other engineers at the company, 鈥淚鈥檒l get to experience a lot of different types of engineering and see if any of them spark an interest. I鈥檒l also ask questions about what schools they went to and what degrees they earned to get their jobs. It will give me some insight into whether I want to go down that path or not.鈥�

2. MEDICAL INTERNSHIP – NORTHSIDE HOSPITAL SYSTEM

Blythe Graham, Class of 2024, has always had a passion for helping people, especially babies and young children. 鈥淟ast year I interned with a PK5 class at the Preschool. It was a great experience and just solidified my love for babies. I know I definitely want to make a career out of helping children and recently I have decided I wanted to go into Neonatal or Pediatric Nursing鈥� Blythe explained. This week she is interning with a nurse practitioner at Northside/Northpoint OB/GYN for the first half of the week and for the second, she is interning with an OB/GYN at Northside Hospital. She plans to shadow each of them as they do small procedures, perform C-Sections, and facilitate births. Blythe added, “I know I want to go into the medical field, so the more I can experience the better! But this experience might also show me that I might not want to go into the medical field, and that鈥檚 okay too.”

3. FINE ARTS INTERNSHIP – VININGS ART GALLERY

Jesie Bodine, Class of 2026 is interested in the social and psychological aspects of his internship. Jesie has a passion for psychology, especially around how people respond to art. Jesie shared some of the specific opportunities he will have during his internship with Mary Bayus, Gallery Director at the , 鈥淚 will get to know three artists featured in two separate exhibits. I want to know about their art, how they felt when they made it, what it means to them, and how their art makes others feel. I want to become a psychiatrist and this is a great opportunity for me to get to know these people on an emotional level. This process will also help me make a recommendation on what pieces belong where in the exhibit.鈥�

THE INTERNSHIP PROCESS

Many internship opportunities develop through connections made through friends, family members, or professionals. Throughout Upper School students are developing their networks and building relationships while pursuing their passions. Some students are stepping into these internship experiences for the first time and have not developed the connections. In that case, the internship team: Deshawn Jenkins, Ricky Hyde, Eduardo Milrud, Marie Graham, Melvin Feng, and Sheri Johnson provided names of 糖心原创 parents and MVXperts that work in those fields. It is the student鈥檚 responsibility to contact them, inquire about their careers, and see if they would be interested in hosting them. The 糖心原创 community is committed to giving our students an impactful experience to grow their connections throughout Atlanta.

THE MUTUAL IMPACT OF AN MV INTERNSHIP

Last year, at her company . Wells was ecstatic to have an MV student helping out, 鈥淚t was great to have her fresh perspectives. It helped re-spark my passion and motivation.鈥�

From last year to this year, there was a 65% jump in internship participants (28 students to 43 students). Next year, the program is expected to grow as more students learn about the real-world experiences their peers participated in.

This Friday morning, students will present and showcase their 2023 Interim internships. Each student will stand in front of their peers, explaining what they expected, liked, wished, and wondered, including artifacts (pictures, clothing, tools, instruments, and more) that embody their experience.

Check out more interim stories on .

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We sat down with Maggie to learn more about how her specific Interim experiences shaped her views on education, international travel, and cultural immersion. She fondly recounts moments and experiences that sparked her passion for traveling and learning, from her time in New Mexico to her experiences in London, Paris, and New York. Moreover, she offers advice to current students participating in Interim abroad or participating in other Interim experiences.. Maggie also shared specific 糖心原创’s mindsets that have helped her succeed in her professional life abroad, including helping her to shape PlayPlay’s American operations playbook.

MV: What was your experience traveling with 糖心原创鈥檚 Interim program and how did it begin to shape your global perspective?

MM: Every interim experience that I had was incredibly transformative – even the ones that weren鈥檛 my first choice. I remember my Freshman year being starry-eyed over the international trips that the upperclassmen had priority for and when I found out that out of my choices I was going to be placed on one of my last pick trips – the art department鈥檚 tour of New Mexico – I was a little disappointed at the lack of croissants and city lights. However, once I got on the trip with the hodge podge group of students and Mr. Kunath, MS. Carol and Mr. Campbell, I felt like I was going to thoroughly enjoy my time and the company of the older kids that I didn鈥檛 really know. I was right. I got back from New Mexico with a newfound passion for Georgia O鈥橩eefe and multiple buffalo sightings under my belt.

New York, London, and Paris I had expected to adore, which was exactly the case. What surprised me most about every trip, domestic or international, was how connected I felt to the teachers/administrators chaperoning as well as our local guides. I distinctly remember being in New York my sophomore year with Mrs. Tumbleson and Dr. McCubbin when they told me they could see me in New York for university. I think that was the first time anyone outside of my parents had said that they thought I was bound for a bigger city and maybe a different life than the one I was on my way to.

London my junior year further confirmed this hope as I realized that it was possible for me to dream even bigger than New York for myself. Even if I wouldn鈥檛 have said it out loud at the time, just being there soaking up every museum and historical plaque gave me the necessary boost in self-confidence to seriously dream beyond the US.

MV: How has your experience with the Interim program impacted your views on education? Can you share any specific examples or insights you gained from your time there?

MM: I think that Interim has really shaped my views on education because the program proved to me firsthand the benefits of experiential learning. You can lecture young people all day long and even that can be fascinating and gripping from time to time, but once you bring a student face to face with a subject, a period of history, or a craft, it鈥檚 like you implicate them in the lesson and therefore make them reconsider their own life. I feel as though Interim took a desire that was probably always in me and made acting on that desire not seem so insane or impossible – the novels that I鈥檇 been reading didn鈥檛 have to be a world away, the cultures I鈥檇 been learning about didn鈥檛 have to be totally foreign to me and the history that I鈥檇 studied didn鈥檛 have to be totally in the past.

MV: Was there a particular moment or experience during your Interim experiences that sparked a curiosity or interest in continuing your education internationally?

MM: I had always thought that I had a 鈥済et out鈥� itch within me and this all reached a boiling point my senior year when I first touched down in Paris surrounded by my best friends, some of my favorite teachers (Mr. Baroody and Mr. Piligian) and our local guide – Angel – truly an angel. The 2017 Interim trip to Paris and Normandy wasn鈥檛 necessarily focused on immersion in the 鈥渞eal culture of France鈥� but rather the crown jewels of the city and its historical foundations. I drank all of this up, often hanging back with Angel to further discuss his time in France. I began to look around at the regular people living their regular lives every day but doing so in the shadow of the world鈥檚 great wonders. Starting then, an infectious desire to live in Paris started festering within me鈥poiler alert, less than two years later I transferred from George Washington University in DC to The American University in Paris, saying 鈥渃鈥檈st la vie鈥� and arrived at my new Parisian apartment with two suitcases and zero knowledge of the language.

MV: In what ways do you feel that 糖心原创 specifically prepared you for working abroad, both in terms of skills and mindset? How did those preparations help you navigate and succeed in international professional environments?

MM: I would say that 糖心原创 prepared me for my professional life abroad by instilling in me a mindset of 鈥渨hy not?鈥� and 鈥渙kay, let鈥檚 try again.鈥� Working abroad as an American often means that your role will include helping an organization grow its presence in the US or among other Anglophone countries. In my case, I have been working for a French startup that has a massive presence in France, but virtually no name recognition in the United States. So, my colleagues and I on the US team have had to create the playbook for the largest potential market in the world. This has involved a lot of daring trial and error and experimentation that I鈥檝e always felt pretty comfortable with because 糖心原创 made sure when I was 14 years old that I got comfortable with 鈥渇ailing up鈥� and then asking 鈥渉ow might we do this鈥� over and over. Long story short, 糖心原创 made me feel empowered enough to try, fail, re-evaluate, and then try again鈥hich is basically all that living and working abroad amounts to.

MV: Do you have any advice for students who are going abroad, participating in core, or volunteering this interim term?

MM: As clich茅 as this may sound, take advantage of every opportunity and offer. I understand that it鈥檚 enticing to try and get a 鈥渟econd spring break鈥� where you can just chill at the beach or get Chick fil A every morning before hitting the mall, but you have all your future days in the metro Atlanta area to do just that. The fact that we have even been offered such a program and especially with as many options as there are now (I鈥檓 seriously jealous) is so rarely heard of and the kind of thing that a lot of students would dream of. Traveling and trying new jobs will never be as easy for you as it will be now and in the next few years. While you have the wide open offer of these experiences domestic or abroad, do your future self a favor and say 鈥測es.鈥� What鈥檚 the worst that could happen? You don鈥檛 like the food that much? The weather isn鈥檛 ideal? The internship proves not to be your dream job? That is awesome! Really, it is, because just by trying, you鈥檒l have figured out something you don鈥檛 love which will only get you closer to finding what you do.

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Grade 6: Community Building & Orienteering in North Carolina

Grade 6 students are heading to Hendersonville, NC to attend the for an exciting community-building adventure. MTOS is uniquely positioned in the Southern Appalachian region, allowing students to explore one of the world’s most diverse ecosystems. The experience at MTOS not only teaches students about environmental science but also builds their self-esteem and community skills through various adventure education activities. The trip to MTOS will be the perfect opportunity for students to learn, grow, and make meaningful connections with their peers and the natural world.

Middle School Science Teacher and two-time trip leader, Carolyn Edwards explains some of the mission-allied student benefits, 鈥淭his trip is all about team building and inclusion. The minute we arrive, we assign each student to a group and change those groups after each get-to-know-you activity. We do ropes courses, puzzles, and design challenges. They learn how to use a compass and study orienteering, canoeing, climbing, and campfire starting. Community-building is a theme in Middle School. We set the tone in Grade 6 with this trip so they can continue to build on it through their time here. Our goal is not to change friend groups but to have the kids get to know and respect everyone.鈥�

Grade 7: STEM Activities in Boston, Massachusetts

Grade 7 will engage with engineers, tour landmarks and participate in hands-on learning throughout this historical New England city. They will take in all Boston has to offer including:

• Participating in a science scavenger hunt at the
• Learn hands-on engineering techniques while assembling a robotic helicopter
• Engage with a group of engineers during a
• Test their problem-solving skills at the
• Study the life of researchers and engineers during an
• Journey through time and discovery at the

David Song, Middle School Math Teacher and five-time trip leader for the Grade 7 Boston trip, shared his thoughts on the students’ experience, 鈥淭he students don’t just enjoy spending time with teachers outside of school but also find the sites and experiences enjoyable and educational. The trip connects to their curriculum, be it through historic walks along the Freedom Trail or using logical reasoning at the Boda Borg escape room. Over the years, students have received a great deal of knowledge and have had a memorable experience in the city.”

Grade 8: Global Citizenship in Washington, D.C.

Grade 8 students are visiting Washington D.C. where they will gain insights and perspectives on US history, and what it means to be an engaged global citizen leader while visiting monuments and museums like:

The students will also have some fun with a dinner, music, and dancing cruise on the Potomac to George Washington’s 糖心原创.

Middle School Learning Coach and Washington D.C trip leader, Allyson Campbell agrees that the best way to cement knowledge learned in the classroom is by supplementing it with real-world application, 鈥淓ducation beyond the walls of our classroom is where the real learning happens. It鈥檚 no longer something we just read about, it鈥檚 our chance to live it in the present. It鈥檚 always such a blessing to take our Grade 8 students to Washington, D.C., and watch them learn and explore.鈥�

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MV: Many readers might not realize 糖心原创 develops an Interim mission statement for each year. What is this year鈥檚 mission statement?

DJ: 鈥淏uilding awareness, develop and broaden understanding, amplifying intercultural understanding and respect.鈥�

In order to develop global competence, each year, 糖心原创 designs a variety of course offerings, programs, and trips that promote 21st-century skills, connect learners with tangible needs in the developing world, and propel Upper School learners into genuine engagement with real-world challenges and opportunities.

This year we purposefully endeavored to build our interim mission statement upon the 糖心原创 principle of preparing our students to be globally competitive. We used the 糖心原创 Cultural Proficiency Framework which serves as the foundation for IDEA competencies as a basis for developing a curriculum that challenges our students to ask essential questions.

Cultural Proficiency Framework

MV: You have had such an impressive international career prior to coming to 糖心原创 two years ago. How have your experiences working in Senegal, leading the Global Women鈥檚 Entrepreneurship Initiative at GA Tech, and working internationally with the American Cancer Society helped influence the way you鈥檙e leading 糖心原创鈥檚 Interim and Foreign Exchange programs?

DJ: I think my diverse career has allowed me to see all of the job and personal possibilities someone could have through travel and language. I can see that students can succeed in different domains, everything from global advocacy to global health to international affairs and education. What has prepared me the most is, my ability to speak French, coupled with the ability to see the connections between what each organization was trying to do and how that could impact a more general population.

The 糖心原创 Interim and Foreign Exchange Director role spoke to my passion for preparing kids to have as many career opportunities as possible. This role has shown me that I have so much more to share with students than I originally thought. Just last week my french class Facetimed with Grade 11 Zoe Embleton who is in France on Foreign Exchange right now. Everything she expressed was exactly what I wanted her to get out of this experience. I feel confident that Zoe is going to do amazing things after this experience based on how she was able to compare and contrast how Americans and French people lived and how she was able to synthesize her thoughts so quickly after arriving. I am so proud to be able to look up and point at the various career choices my students can have if they choose to participate thoughtfully in programs like any of the Interim options or Foreign Exchange programs.

MV: In relation to this year鈥檚 Interim mission statement to develop and broaden cultural awareness, understanding, and respect, how have students been preparing for their upcoming Interim experiences?

DJ: Students meet weekly in preparation for all aspects of the Interim Term: international travel, internships, and CORE. Those students who are traveling internationally are working with faculty leads on a variety of activities including those where we are partnering with our MV Global Affinity Group which is connecting with different trip teams to share and celebrate the rich cultural diversity of our families. Other faculty are supporting students doing internships to ensure they are work ready from letter writing to interviewing, and how to dress. Students who are staying for CORE are also meeting weekly and doing activities based on the cultural competency curriculum. Teachers are engaging them in conversations related to identity and difference as well as taking deeper looks into their planned experiences.

MV: Based on your extensive international travel experience, what advice do you have for students that are participating in Interim abroad?

DJ: My advice is to travel with curiosity, humility, and gratitude. The curiosity will lead the students to learn with excitement about themselves, the people they are meeting, and the places they are visiting. Humility will permit them to respect the differences they encounter amongst themselves as 糖心原创 students and the cultures they are experiencing. They will learn that we have as much to learn and gain as we do to teach and share. And with gratitude, our students will appreciate the uniqueness of this opportunity and do with impactful with the opportunity they have been afforded.

MV: Two-part question:

1. How has the global pandemic impacted our approach to global travel as it relates to logistics and health protocols?

2. Has there been any social/emotional and/or learning impacts on international learning as a result of the global pandemic?

DJ:

1. I believed the global pandemic caused us to fortify our risk management protocols and to consider more specifically what to do in what-if situations that did not previously exist.

2. As interim is baked into the 糖心原创 experience, I have no doubt that the two-year absence of it was a great disappointment to students who did not get the opportunity to participate in any aspect of it. That being said, 糖心原创 decided to restart our program last year when many other schools did not. We remained cautiously optimistic and followed all prescribed guidelines. And were able to have a successful experience. This spoke to the courage and professionalism of 糖心原创’s leadership and the trust and confidence entrusted in our leadership from our parents. We learned that we could be brave while also being uncertain and working together.

MV: How will students reflect, summarize, and share their Interim 2023 experiences?

DJ: The interim curriculum was developed in response to our collective desire to deepen the interim experience beyond checking a box of countries visited. We are currently working on an interim showcase that will allow students to amplify their interim experience to the 糖心原创 community through various mediums. The tentative plan is to have each trip/experience (CORE, travel, internship, and Student Exchange) create a visual display of highlights of the trip including a video, an artifact that the group agreed upon, and a display of the major core competency takeaway/learning from the trip that will derive from the essential question that particular trip team asks. The Interim Showcase will provide an opportunity for students to reflect on and celebrate the various adventures experienced locally and globally throughout the interim week. It is designed to allow students the opportunity to display their knowledge and to recognize students who have demonstrated 糖心原创 mindsets throughout the experiences. Keep an eye out for the event announcement.

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