MICDS Upper Schoolers traveled to France, Greece, Argentina, and other parts of Europe over spring break as part of our global learning program. Erin Hamill, Director of Global Learning and Upper School Community Service said, „It was wonderful to finally return to international travel this year after having to take a break since our 2019 trips due to COVID. We had tremendous interest among students to participate in our programs this year and sent 85 students abroad this spring break, the highest number of student travelers we’ve ever had out of the country on school trips at one time.“ Read the trip recaps below to learn more about their travels and experiences in other parts of the world!
French Students Participate in Biennial Exchange
Since 2011, MICDS has held a biennial exchange with our partner school in Caen, France, Institution Sainte Marie de Caen (ISMC). Last fall, we welcomed students from Caen for two weeks, hosting them in MICDS family homes and on campus for Upper School classes. This spring, it was our turn to visit France for a two-week homestay with our host families in Caen. MICDS students attended classes at ISMC and a field trip to experience the impactful history of Normandy. The MICDS group also spent four days in Paris to enjoy the sights of the City of Lights, including the Palace of Versailles, Le Marais, Musée d’Orsay, the Eiffel Tower, the Louvre museum, and even an evening with Le Bourgeois Gentilhomme at the Opéra Comique.
Upper School Dean and Trip Chaperone Daniel George said, „This was quite frankly an unforgettable experience to be immersed in the French language and culture for two weeks. The students stepped out of their comfort zones as they spent multiple days with their exchange partners and families. Due to the amazing behavior and efforts of the students and families, we, as teachers, fully enjoyed this experience and collected many artifacts, books, and memories, which we have brought back and started to share in our French classrooms.“
Sonia Oulamine ’24 went from nervousness about her French skills to confidence and excitement. „I really found this experience cementing because it forced me not only to combine everything I had learned but also pushed me to speak to others. Before the trip, I was really nervous about my speaking skills, but throughout our time in France, I realized I could communicate, and it felt very good to know that I had put my education to good use. Just knowing I could be independent in a second language was very affirming. Now, I’m excited to explore more of the francophone world and other uncomfortable situations. By the end, I remember being so sad to leave Europe, but that’s transformed into motivation to work harder to return stronger. French class is a lot more enjoyable now that those skills have been put into context,“ she said.
Communicating in another language can be challenging. Speaking and listening in another language can be separate tasks, but excelling at language requires the brain to start thinking in another language. Natalie Benoist ’25 said, „On this trip, communication was the most challenging thing for me. I’ve been learning French for four years, and I could understand much of what was being said on the trip. I just wasn’t great at responding. Luckily the family I was staying with was very kind, and they made sure to speak slowly and with grammar that I could understand. The most rewarding part of this trip was learning new phrases and being able to implement them into my speech. The greatest moment was when I made a joke in French, and people laughed. I had done it correctly, and they were laughing with me, not at me.“
Sophia Huddleston ’25 shared how she grew from the challenge. „One of the challenging things was definitely the language barrier. I had to circumlocute quite a bit to get my thoughts across, but these issues pushed me to understand French culture better. Honestly, making mistakes was the most rewarding thing; with each mistake I made, I learned something new that made me a better French learner and helped me grasp the language.“
Huddleston also appreciated the cultural immersion in Caen. „Staying with my host family, I gained a lot of connections, and I could see France through the eyes of locals rather than the clouded view of a tourist. As much as how happy I am with American brands and food culture, France definitely ruined that for me. Every day in France, my host family would get a baguette for around a euro, which would always be delicious. Coming back to America, that’s just not the case with the price and the quality of bread. It put into perspective how simply food culture is still very different nowadays, even with international brands,“ she added.
When the French students from ISMC visited MICDS last fall, they were paired with a buddy they would see in the spring. Revathi Warrier ’25 was thrilled to reunite with her buddy. „I loved visiting France with my friends and seeing my French buddy again. Visiting with Lise, meeting her family, and having Parisian hot chocolate were my favorite parts of the trip. It was really hard going to class and listening to teachers in French, but I do think that by the end of the trip, I had gotten a little bit better at listening and talking in authentic French. I definitely recommend that other students do the French exchange because you learn so much more about the culture, language, and different perspectives,“ she said.
Upper School World Language Teacher and Trip Chaperone Steven Crumb summed up the trip well. He said, „It was gratifying to watch our kids have a lot of fun while also leaning into the daily little challenges and discomforts of life in a foreign culture. Over and over, I saw students willing to put themselves out there and just go for it, doing their best to sing or learn chemistry in French, try new foods and explore new environments, and form friendships with their peers in France. As a result, several students made significant gains in their language ability over a very short period and, just as importantly, made memories that may spur a lifetime of openness and curiosity.“
The Instituto Albert Einstein Welcomes MICDS Students
Since 2012, MICDS has held a biennial exchange with our partner school in Mar del Plata, Argentina, Instituto Albert Einstein (IAE). MICDS Students and teacher chaperones traveled to the capital city of Buenos Aires, where they toured the city and small neighborhoods, enjoyed a tango lesson and tango show, saw the birthplace of soccer star Diego Maradona, spent a day on a cattle ranch, and ate the delicious, local cuisine. Then, they participated in a homestay experience with host families and attended classes, and went on field trips through IAE. Students also spent time visiting a local fish processing factory and capped off the visit with a nautical club farewell party which included festive boat rides with their friends from IAE. In the fall, MICDS will welcome the Argentinian students and their chaperones for a 10-day homestay and school visit.
Upper School World Language Teacher and Trip Chaperone Kelly Weidenmiller shared, „Having the opportunity to accompany students on a trip that includes an extended stay with a host family through an exchange program is unlike any other cultural experience. The students have a once-in-a-lifetime opportunity to be fully immersed in the language and truly be an insider and experience the most authentic version of a culture.“
Isabel Phillips ’24 seized the real-world challenge. She said, „I enjoyed connecting with people I would not have met if I hadn’t done the trip. I find this very rewarding because I always enjoy meeting new people and trying new things. However, there were times when the language barrier got in the way of communication. Still, gradually I began to pick up new vocabulary and practice using different skills I learned in class. I am grateful for the opportunity to be a part of this program, and I look forward to when our exchange students come to visit in September!“
The rewards were integral to the experience for Hannah Haidery ’23. „I enjoyed being completely immersed in Argentinian culture because everything was so new and exciting. There was so much left to learn that we don’t learn traditionally in a Spanish classroom. Being able to connect with the people I interacted with, like my host family and even the other students at school that are not in the exchange, was the most rewarding part of the experience.“
Upper School Learning Specialist and Trip Chaperone Sam Cummins said, „Traveling with our group to Argentina was an unforgettable experience. Since it was an exchange, we were allowed an ‚insider’s view‘ of so many things, such as Argentinian culture, food, families, and the education system. We had the opportunity to compare our own country and culture to Argentina’s and to reflect on the fact that our similarities far outweigh our differences. We made personal and professional connections to strengthen our practice as educators and help us develop as global citizens.“
Weidenmiller added, „The students were so incredibly motivated to use their language skills and intercultural competence to really connect with everyone they met, and without a doubt, life-long connections were made. Being a fly on the wall, so to speak, observing everything we do in the world language classroom become so tangible and real-world, is one of the most satisfying feelings a language teacher can ever have.“
Latin Students Immerse Themselves in Ancient Greece
To extend students‘ learning of ancient Roman and Greek civilization, MICDS World Language Teachers accompanied students studying Latin to Greece. The itinerary included stops in Athens, Crete, and Delphi, where students enjoyed iconic and historical sights such as the National Archaeology Museum, Temple of Poseidon, Minoan archaeological sites of Phaistos and Knossos, the Oracle of Delphi, and the Acropolis. The students and chaperones also immersed themselves in the culture and food of Greece by lodging in small villages, learning Cretan dancing, sampling oil tastings and exotic foods, and participating in a cooking lesson where they made spanakopita, greek salad, and sausages.
Upper School World Language Teacher and Trip Chaperone Gabe Grabarek shared, „Traveling to Greece was amazing. We wanted to tie together Greece’s ancient history with modern culture. So, while touring some of the classics (Parthenon, Delphi, Knossos), we also walked around modern towns to see how Greece deals with its treasured history. We rode a ferry across the Aegean, walked up and down mountains, and made our prayers to the gods.“
Phoebe Burgis ’23 enjoyed cooking authentic Cretan dishes during her stay in the mountain village. „My favorite foods we made were spinach and cheese pies, where we used the same cooking techniques that these people had been using for generations to make these delicious foods from scratch. We were bad at it at first, but we got the hang of it eventually,“ she said.
Upper School English Teacher and Trip Chaperone Courtney Check added, „Arriving at the village of Enagron was incredible. The site was relatively remote and rural, and it was lovely. Our casitas overlooked the hills and valleys of rural Crete, and throughout the day, we could hear the slight tinkling of sheep bells as shepherds moved their flocks through the hills. Students seemed really relaxed here. One of my favorite moments from the trip was watching the students work together to make lunch. Eli Thomas ’24 was the first to volunteer to jump into the kitchen, and the rest of our crew followed his enthusiastic lead.“
The days on the trip were filled with waking up early and doing lots of walking, especially around some of the mountainous terrain in Delphi. The narrow and winding roads made transportation around the cities in Crete challenging with their tiny bus. Burgis shared, „Even though waking up so early was pretty hard, it was all worth it because we could see so many more sights during the day, and it was also great because we visited during the off-season, and there were almost no tourists there. When we were at the archeological site at Knossos, the guide said that during the summer, there would be long lines of people, and you would be shoulder-to-shoulder, but we only saw a few other groups of people the entire time. The hike to the museums and archeological sites was so worth it because of that.“
Avery Summers ’24 thoroughly enjoyed learning Greek dancing. She said, „We did group and partner dances where my classmates and I could have fun and connect. This trip enhanced our Classics knowledge since it dove deep into Greek mythology and architecture. We visited the Acropolis, which was absolutely stunning, and we hiked at the Oracle of Delphi. Overall, seeing the statues, buildings, and artifacts in person gave us a different perspective we would never have had in the classroom.“
Patrick Huewe, JK-12 World Languages Department Chair, shared, „Our outstanding Greek tour guides, Rania and Alex, concluded our trip with a group debrief in a park within view of the Acropolis that was the heart of democracy known as Pnyx. This moment stands out to me because students and chaperones had a moment to reflect on the incredible experiences from the previous week. Listening to the kids talk about the discoveries, food, people, and ancient history they encountered on this adventure was a special moment for me. It brought into focus just how transformative a travel study opportunity can be for students and teachers alike.“
Traversing the Life and Locations of Wolfgang Amadeus Mozart
While not tied to a particular classroom subject, all Upper Schoolers had an opportunity to join the ACIS Amadeus trip, which included stays in Venice, Vienna, Salzburg, and Prague, all places where Mozart lived, composed, or performed his virtuosic music. This broadly educational trip was so much more than just sightseeing abroad. Instead, a carefully planned mixture of tours, site visits, and hands-on learning opportunities enriched our students‘ understanding of the world. They learned independence in navigating new destinations, tested their language skills in real-world situations, stepped outside their comfort zones, experienced new foods, and learned respect, communication, and collaboration in new settings and shared activities.
Students explored the Basilica of St. Mark and the bridges and canals of Venice, St. Jakob’s Church and Renaissance town hall in Villach, Mozart’s birthplace and museum in Salzburg, and many Sound of Music locations. In Vienna, they visited the Belvedere Museum’s Klimpt collection, Schönbrunn Palace, and even saw a performance of The Marriage of Figaro. After passing through the farmlands, streams, and thick evergreen forests from Austria to the Czech Republic, students explored one of Europe’s most beautiful cities, Prague.
Upper School Counselor and Trip Chaperone David Hotaling said, „The kids maintained a consistently positive attitude and were enthusiastic participants in the opportunities to experience different cultures. Leaving Venice by ferry in the morning, then driving through the Alps to arrive in Salzburg a few hours later by motor coach, was an amazing way to experience the diversity and proximity of the region. I am grateful to MICDS for providing these opportunities.“
Walking the streets and seeing sights allowed students to note the differences between European and American cities. Alizeh Jawaid ’23 shared, „The cities were all so beautiful, and seeing the differences between cities we have in the U.S. and in Europe was so interesting. The cities were very walkable, and public transport was great, which was super cool to see. In the U.S., you need a car to get to most places. I think if the U.S. adopted some of the policies they have throughout Europe regarding public transport, we would both increase accessibility and cut down on emissions, which we really need to do. I also really enjoyed the salt mine we visited in Salzburg, which included crossing the Germany-Austria border underground. That was pretty cool.“
Having the freedom to explore led to some challenging expeditions for the intrepid MICDS travelers. „A group of people, including me, decided to go up 343 steps in the St. Stephens Cathedral in Vienna. In retrospect, I don’t know why we chose to do that. My legs hurt for a bit afterward, but the view was worth it,“ Jawaid said. Sophomore Claire Giokas ’25 added, „What I most enjoyed about the Amadeus Trip was the freedom and independence we were given every day to explore each new city with our groups of friends and visit the places we were most interested in seeing. My favorite experiences included finding places to eat delicious food and climbing towers in every city to find a panoramic view.“
Jawaid added, „The most rewarding part of the trip was the new friendships I made. It was so fun to talk to people I had previously never interacted with, and I made some friends I know I’ll see again after I graduate. I was laughing so much that I ended up hurting my voice, so I had a great time.“
Upper School Arts Teacher and Trip Chaperone Carolyn Hood was happy to see this trip finally come to fruition. „This particular trip was planned for 2019 and ended up being canceled three days before departure. We were thrilled to pick up where we left off and make it an adventure for 2023. It was just as magical as I thought it would be, especially when our ‚taxi‘ from the airport to our hotel in Venice was a boat! For a very fast-paced trip, the students really went with the flow, and together we made wonderfully spur-of-the-moment decisions in between our scheduled sightseeing excursions. Students had to follow our ’no Starbucks and no fast food‘ rule and went beyond their comfort zones to enjoy cuisine from all the areas we visited. There was even a competition to rate the best gelato everywhere we stopped! The Alps were magnificent and brightened everyone’s soul. In Prague, students were truly moved by the memorial to the victims of communism. Our students not only noticed cultural differences, but they took the time to learn why those differences exist through historical, social, and political contexts. Kids would pull us aside and share how amazing it was, and we loved watching them forge new friendships and grow as individuals. I couldn’t have asked for a better group of students to travel with.“
„The photo below is my absolute favorite as it sums up the value of student travel,“ added Patrick Huber, Upper School Arts Teacher and Trip Chaperone.
Hamill, one of the faculty chaperones on the France exchange, remarked, „I saw tremendous growth in confidence and comfort in our students over the two weeks, whether it be in speaking French to communicate with non-English speaking host family members or complete a purchase, navigating public transportation in the crowds of Paris, managing culture shock, and immersing themselves into the lives and lifestyles of the host families. I, along with the 13 other chaperones of the four trips, was thrilled to spend this time with our students, witnessing their growth, and sharing in the joy of travel and exploring new cultures.“
We are delighted that our students participated in these trips to grow in their understanding, knowledge, and compassion on a global level. We look forward to the next set of international adventures!