The Young Leader

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How to Choose the Right Volunteer Abroad Program

Choosing the Right High School Volunteer Abroad Program

If you’re interested in adding international volunteer service to your high school experience, finding a program that meets your needs starts with knowing what you want to learn or contribute and what kind of excursion you hope to have. High school students can visit different parts of the world and join a wide range of causes. To find the right opportunity for you, think about what kind of difference you want to make on the world. Here are some things to consider when selecting a service trip:

Location: Where in the world do you want to go?

Programs are available in memorable locations throughout the world that can benefit from the time and skills of high school volunteers. When choosing a location, think about language barriers. If you have any training in speaking a second language, consider volunteering in a country that speaks that language. This allows you to use the language in real-world situations and enables you to better connect with the people you meet through your service program. Other considerations related to location include weather, culture, the political climate in the region and other local aspects that will definitely impact your experience.

Service focus: What do you want to do?

After you choose a place or narrow down the options to a particular region, think about what kind of work you want to do. What made you want to explore the possibility of a volunteer abroad program in the first place? If your interest stems from something other than the actual work, then start by deciding if you want to work mainly with people, animals, nature or infrastructure? What skills do you want to contribute and strengthen through the service program?

Programs center on all sorts of work — from community gardening and reforestation to coaching sports or building homes and irrigation systems. For students interested in zoology or veterinary science, for example, a program that puts student volunteers face to face with elephants or marine wildlife is ideal. Similarly, instead of focusing on what a volunteer can contribute to a community, some programs center on helping volunteers better understand a traditional culture through immersion and learning, which may be well suited for students interested in international relations and diplomacy.

Program management: Who’s running this show?

When you find an organization that offers the kinds of opportunities you’re looking for, look closer. Find out how the organization operates and how it perceives its purpose. Why does the group organize volunteer service opportunities for high school students? Do you agree with this philosophy and world view? What do other people say about this organization and the programs it offers?

Also find out how much support the organization provides student volunteers. This will probably impact the program costs. In other words, organizations that arrange for transportation, lodging and meals, as well as recreational and learning activities, often leverage partnerships and volume pricing to minimize the out-of-pocket costs. Inclusive-style programs tend to be more cost-effective and structured than a DIY, freestyle approach to volunteer abroad opportunities that leave most of the trip planning to volunteers themselves.

Housing: Where’s home away from home?

Before making any final decisions about your high school volunteer abroad program, make sure you’re comfortable with the housing situation. Will you live with a local family as part of the community, or does the organization have dedicated housing where volunteers stay together? As the service period gets longer, housing becomes increasingly important to the overall volunteer experience.

Ultimately, the most important step in choosing the right high school volunteer abroad program is figuring out what you want to achieve from the experience. International travel can be enriching and even life-changing, and pairing it with volunteer service takes the experience to an entirely new level. To ensure you embark on a rewarding trip that’s positive for yourself as well as the people you hope to meet and support, spend some time thinking about your intentions and goals. Knowing what you’re looking for usually makes finding it much easier.

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Get Ahead by Getting Away

How Volunteering Abroad in High School Can Kick Start a Future Career

For many teenagers, high school is mostly about getting great at video games, attending dances and football games, hanging out with friends and managing acne — oh, and making sure that darned GPA doesn’t jeopardize all the fun plans for college. Yet for high school students who expect more of themselves and look for more substantial rewards from these pivotal years, volunteering for an international community service trip during a break offers a remarkable opportunity to gain unforgettable firsthand experience living and working in a non-Western culture.

In fact, high school may be the very best time to volunteer abroad and experience world travel. It’s a singular time of life, when people aren’t hampered by the need to take leave from a job, stay current on monthly bills or ensure they don’t fall behind in other areas of life.

High school summer programs that allow students to travel and volunteer internationally can provide insights and experience that may not be available through any other type of experience, and this exposure may be especially beneficial for ambitious high-school teens interested in exploring careers that center on public service and global relations for work in politics or business. Employers will no doubt take note of a candidate whose resume includes living in an authentic, non-tourist community in the developing world. Such an accomplishment can distinguish someone as having the following marketable traits:

  • Demonstrated commitment: People who are truly passionate about global issues, human rights and service find a way to get involved. In other words, tackling major world issues requires far more than lip service. If you’ve been there and have the stories to prove it, you’re a stronger candidate than your peers who haven’t, particularly for employers who seek self-motivated and enthusiastic people with strong leadership potential.
  • Firsthand experience: Knowledge collected from personal involvement is credible and convincing. Instead of relying on someone else’s perspective and bias, direct experience gives you the facts and familiarity to draw upon when you interpret world events and global issues. Firsthand experience also fosters conviction, which improves your ability to persuade and motivate others.
  • Desirable character traits: Living far away from family, friends and your comfort zone to seek an understanding of another culture requires a certain level of confidence and open-mindedness. It also sharpens your self-awareness. Employers look for these elusive traits in new employees; they’re the attributes that no one can train for. That’s why, in many cases, proof of a person’s motivation to make a difference and an inclination to embrace learning opportunities are even more important than basic job skills for employers.
  • Valuable perspective: Gaining exposure to the day-to-day lives of people living in a community and culture significantly different from your own is remarkable and rare. For students seeking a career that centers on language skills, global relations, international policy and diversity, volunteer service work abroad may be the resume item that provides the no-contest edge over other candidates. It may help a person land the job to get a foot in the door and then stay on an upward path of professional growth.
  • Other perks of cultural immersion: Aside from helping students learn the colloquial language of another culture, high school volunteer abroad programs can facilitate a strong network of global contacts and like-minded peers. The experience also provides great training in leadership and resourcefulness, arguably among the most powerful tools in the modern business world. Encourage your teen to embrace everything about volunteering abroad in high school — from the chore of packing and airplane security to the foods he eats and the people she meets.

All in all, exposure to the challenges and advantages of life in other cultures can prepare people for successful careers — in every industry and line of work, including business, education, public service and environmentalism. But, of course, success means different things to different people; it’s defined by a person’s values and interests. Some people seek big money and prestige; others care more about professional freedom and flexibility. No matter what life goal teens have begun constructing, travelling internationally as part of a high school volunteer abroad program can help move them closer to achieving those goals by expanding their perspective and making them more aware of their own passions and priorities.

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Talk to Your Teen About Volunteering Abroad

When your teenager comes to you with a desire to embark on an overseas volunteering program, your reaction may be a mixture of enthusiasm, pride and concern. Although local volunteering can be an eye-opening experience, a volunteer trip abroad can be even more exciting and rewarding for a young person interested in pursuing positive social change and making a difference in the lives of others.

Yet an extended international-travel opportunity for your teenager may also raise a host of questions and concerns As a parent, you may consider safety and security to be crucial issues, whereas your teenager may be chiefly concerned about sleeping arrangements and food. So finding a volunteer organization that will provide both a stable and secure environment and a positive learning experience for your high schooler is a major decision.

Global Leadership Adventures (GLA) has led volunteer and educational excursions throughout the world, providing high school students from more than 50 countries with opportunities to serve communities, interact with local leaders, and sightsee within the countries they partner with.

Asking the right questions

You’ll need to get answers to many questions before you and your teen make a final decision on if and how to volunteer abroad. The process of seeking those answers and finding out what’s involved with an international service trip can go a long way toward easing fears and ensuring that your son or daughter has an enriching experience.

If your teen doesn’t have much volunteering experience, then committing to an overseas trip may be an overly ambitious leap. Encouraging him or her to do some local volunteering is a good place to begin. Consider getting a first taste of volunteer work at a hospital, nonprofit, animal shelter or community outreach program.

If your teen already has some volunteering experience and wants to take high school community service to the next level, then it’s time to find out what he or she has in mind. Ask specific questions, such as the following:

  • How long a trip are you interested in?

  • How far are you willing to travel?

  • Do you have any specific language interests?

  • What kinds of work are you interested in doing?

The possibilities are broad and your teen’s interests and skills will narrow down which options to take.

Assessing programs

A range of different high school volunteer abroad programs are available. As with any major life decision, you just want to be sure that you do your research and find a program that meets the needs of your student and your family.

The GLA program has earned a solid reputation for its high-quality experiences, and testimonials submitted by past participants in the teen volunteer summer program attest to GLA’s standing as a responsible, trustworthy organization. We strive to instill respect and responsibility in volunteers to ensure sensitivity for the cultures and societies they interact with.

Considering the benefits of volunteer service

A high school volunteer service trip abroad offers numerous benefits and long-lasting effects, including new perspectives on non-Western communities and cultures, valuable leadership skills, experience contributing to a worthwhile cause and an enormous sense of accomplishment. The experience of volunteering abroad is an impressive addition to a college application and may well inspire a future career choice as well.

Preparing for the trip

Being involved in choosing and planning for your teenager’s overseas high school volunteer service program can help him or her make good decisions about the experience and no doubt lead to a fulfilling, inspiring and challenging trip. By asking all the necessary questions and carefully preparing for the adventure, you can ensure that your teen experiences a rewarding and educational experience. When it’s all over, your high schooler will not only have great stories to tell, but also the pride of taking on new challenges, gaining cultural awareness and making a positive difference in the life of a community in need.

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3 Myths: College Applications

Having interviewed candidates for Yale, my alma mater, I’m often asked by parents and students how Global Leadership Adventures can enhance a college application.  My standard response is to quote the Yale website: “Yalies set out to make our world better…We are looking for students…to become the leaders of their generation in whatever they wish to pursue.”

Great, but what in the world does that mean?!  How do high school students become leaders and make the world better?  Every year, parents and students misinterpret what colleges are looking for and invest time and energy into misguided pursuits.

While I don’t claim to know everything that happens in the admissions office, I’d like to dispel what I believe are three myths about college applications and summer programs.

Myth 1: Volunteering abroad helps you get into a good college

Simply volunteering abroad will not help you get into a good college.  Rather, it’s what you learn that can make a difference.  On a GLA program, you will volunteer in a developing country and experience a culture and lifestyle very different from your own in an authentic, non-touristy community.   In that environment, GLA teaches you to reflect on your experience:  How is this country different from yours?  How can you connect your knowledge and talents to those in need?  Where can your passion lead you?  This level of experience and reflection helps you unlock your passions and generate plenty of talking points for college essays.  That’s what colleges look for in a successful applicant.

Myth 2: Colleges define “leadership” as Student Council President, School Paper Editor, etc.

True, leadership is a key characteristic of the strongest applicants to top universities.  But it’s not just about accumulating a laundry list of titles.  It’s also about your level of maturity, the types of challenges you’ve faced, and a sustained commitment to helping others.  GLA believes leaders are made, not born.  Through group discussion, meaningful service, workshops, exposure to experts, and excursions, GLA students cultivate their leadership potential.  They  tackle tough questions, learn to welcome differing opinions, and  begin affecting change within themselves their communities, and the world.  That’s how colleges define leadership.

Myth 3: A so-so GPA or less-than-stellar SAT score will prevent you from getting into a good university.

Got some bad grades freshman year? Your GPA not quite where you want it to be?  Don’t worry, all hope is not lost!  There’s still time to turn things around.  Colleges absolutely do look at academic achievement.  However, they also want to see passion and a common thread that weaves throughout your application.  My college roommate at Yale had a so-so GPA, but was admitted for his non-academic achievements.

Do you like biology and animals?  Pursue that passion during the summer, whether it’s volunteering abroad to protect endangered species, starting an animal rights organization at school, or taking an advanced biology class at a local college.  That’s a concrete step towards turning it around.

I hope you found these insights useful and I welcome your feedback, anytime!

Sincerely, Mike Shangkuan

Managing Director – Global Leadership Adventures

About the author:  Mike Shangkuan graduated from Yale with a BA in Economics and received his MBA from the Harvard Business School.  He is currently Managing Director of Global Leadership Adventures.

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Parent Perspective – Sending My Student to Thailand

Kate Woodruff interviews her mom, Lynne, about her experience sending a child on a high school abroad program. Read what Lynne has to say from a parents perspective:

Were you nervous about your student flying alone? How did this experience turn out?

Lynne: Yes, I was a little nervous because it was the first time she traveled alone, and so far away. I had every confidence that she would be okay and she was, but I was still nervous about her traveling alone, especially outside of the country. Before the trip I had contacted two other students’ parents from our area to let them know what flights my daughter was taking. It was a good idea because another student was able to book the same flights and make the trip with my daughter. They ended up sharing flights both there and on the way back, so they were able to stick together and find their way through both the airports in Japan and in Bangkok, despite the language barrier. We had also arranged for airport staff to help them find the trip director once they had gotten to Bangkok International Airport. As far as these things go, I don’t think we could have hoped for a better experience traveling.

What concerns did you have about sending your student on a GLA program? What happened with those concerns?

Lynne: Some of my concerns were infectious diseases, though we were told that no vaccinations were required. As a parent, it’s sort of my job to worry, especially concerning a trip so far away and with limited communications. She did not get a disposable cell phone, so we communicated mostly through e-mail. While we were expecting her to find a phone or get a phone card there, e-mail turned out to be sufficient communication for us. I was also worried that my child might get separated from the group or get lost. I had heard stories about kidnapping in foreign countries, which were disconcerting, but I didn’t want to let it affect my daughter’s excitement about the trip. I had faith in GLA’s 5-Point Safety System and the program staff and I knew my daughter had common sense and know-how enough to take care of herself if needed. Most of all, I was worried that my child wouldn’t have fun, but my fears were unnecessary because she ended up having an excellent time.

What were you hoping your student would gain from this experience? Were your expectations met, and if so, how?

Lynne: I was hoping that my daughter would be able to see and understand a new culture, and recognize some of the difficulties people face in other parts of the world. I was hoping that she might get an idea about what she might like to do in life, because she had been struggling to decide on possible majors for college. After the trip, and a few other related influences, she is seriously considering becoming a doctor or a chemical engineer to help those suffering both in America and abroad. She was so affected by the people she met in Thailand and decided that she may want to dedicate her time to helping those suffering who cannot assist themselves. Because of this trip, she hopes to return to Thailand and other countries to help those afflicted with disease, poverty, and other difficulties. My expectations were exceeded because my daughter loved the experience so much, she came back suggesting that the rest of the family visit Thailand and incredibly enthusiastic about the culture and all of her experiences.

Did you notice any differences in your student immediately after they returned home from their program? Two months after their program?

Lynne: My daughter seemed so much more confident upon returning, and much more mature. She was so enthusiastic about the food, especially the different spices she was able to sample and cook with—she started adding pepper to everything. I think this trip opened her mind to a whole new way of living, not only in the food, but the dress, the mannerisms, the attitude, the culture. She came back with a whole new perception of her own life. Imagine coming back to New Jersey from a place dubbed “the land of smiles”— it was a pretty stark contrast. A few days after she came back, I noticed she was very sad to have left such a place, among other emotions. Even a few months after the program ended, she seemed to miss the Thai culture and every part of it. One thing she does not deal well with is monotony, and this trip was an ideal break from a routine she had embraced for 16 years. Though she was happy to be back, I could see that she did miss Thailand and that she had developed a new desire to travel and experience other cultures first-hand.

Do you feel like this experience changed your student’s college choice or career path? How?

Lynne: Visiting Thailand definitely changed her plans for the future. I think it says a lot for someone her age to have the desire to visit a place so far out of her comfort zone, and that alone shows divergent thinking, but to have actually gone on a trip like this and gained the perspective she did definitely altered her aspiration to actually follow through with plans of philanthropy. She now has concrete ambitions and feels as though Thailand is a place she would love to return to. She definitely plans to take advantage of a study abroad program once she enters college; she has a new respect for travel and encountering cultures different from her own. She may decide to do work-study in a foreign country, if available through her school, and it would be even better if there were a job available in Thailand. I was so pleased with her experience on this trip and I am so grateful to GLA for giving her the experience of a lifetime and the perspective most people only get much later in their lives.

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