Global Studies and Service Diploma

Diploma candidates must complete at least FOUR semesters of work in courses that have been identified as part of the GSS Diploma curricular pathway. They will be asked to incorporate some knowledge acquired from these classes into the written work they do as part of the GSS diploma program.

The language proficiency requirement may be met through the successful completion of four years of high school language study, with the student optimally enrolling in a Level 4 course in French, Spanish, Chinese, or Latin by their senior year. Diploma candidates are strongly encouraged to travel to and in a culture represented by their chosen language of study.

• A student entering as a Mid or Upper Mid and starting at Level 1 may receive a special exemption.
• A student from abroad who is exempt from foreign language study at Taft will be exempt from the language requirement.

Once a student has begun working toward the Global Studies and Service Diploma, they will be required to participate in a minimum of 10 meetings with cohort peers. In these meetings, they will prepare for their Sociocultural Learning Experiences prior to beginning them, and reflect together on their experiences upon returning from them. Preparation meetings will include topics like culture shock, cultural differences, and students will write a “Sociocultural Location Reflection” designed to bring awareness of what preconceived notions they may have about the people with whom they will interact or the places they will visit. The point of these exercises is to allow them to be more self-aware, open or prepared for experiences that are different than their expectations or in situations that are different from their life experiences thus far. They will also form small groups within their cohort to check in with each other along the way, especially during their summer learning experiences. 

After completing Sociocultural Learning Experiences, the cohort meetings will offer a space for students to share, process, and reflect with peers who have experienced or are experiencing similar things. The CCE director will facilitate the meetings with the goal of creating a safe space for students’ questions, intellectual observations, and self-reflections, with the goal of students receiving holistic support and accompaniment as they explore the global topics about which they have chosen to learn. The cohort meetings will also provide opportunities for older students to mentor younger ones as each cohort moves through the requirements for the diploma program.

Diploma candidates should demonstrate experience in their native country. It may be with people who are from the same culture, or with people from a different culture who also live in their country. The experience must span a significant number of hours, for example, one athletic season, “ex,” a weeklong trip, etc.

If completing this requirement through a travel program, it is essential that the program include educational and/or service components. Possibilities include but are not limited to: Page, Poole, or Hatfield Grant travel; service/educational trips arranged through outside private or public funding; exchange programs in coordination with Taft alumni and current families.

Proposals require GSS Director approval and must be submitted:

• Two weeks after returning from spring break for summer opportunities
• By the third week of the fall or spring semester for semester-long opportunities

The student must also submit a reflective essay about the Sociocultural Learning Experience they completed in their home country. Essays are due by the second week of the Fall semester for summer experiences, or three weeks before the end of the semester for experiences completed during a school semester.

Diploma candidates should demonstrate experience within a culture beyond their home culture and outside of the Taft community. This experience may take place during the school year (e.g., volunteering as an “ex”) or during the summer (e.g., volunteering in a local community organization in the student’s home country). The experience must span a significant number of hours, for example, one athletic season, “ex,” a weeklong trip, etc.

If completing this requirement through a travel program, it is essential that the program include educational and/or service components. Possibilities include but are not limited to: Page, Poole, and Hatfield Grant travel; service/educational trips arranged through outside private or public funding; exchange programs in coordination with Taft alumni and current families.

Proposals require GSS Director approval and must be submitted:

• Two weeks after returning from spring break for summer opportunities
• By the third week of the fall or spring semester for semester-long opportunities

The student must also submit a reflective essay about the Sociocultural Learning Experience they completed in a country that is not their home country. Essays are due by the second week of the Fall semester for summer experiences, or three weeks before the end of the semester for experiences completed during a school semester.

Diploma candidates should demonstrate experience with a sociocultural or globally-oriented club, event, or activity at Taft by completing at least one of the options below. A written proposal must be approved by the GSS Director in advance.

1. Take a leadership role in staging a table at WorldFest
2. Serve on the Community Service Board
3. Serve as Editor of the Global Journal
4. Write two articles on global, cross-cultural, or environmental topics for the Global Journal (500-word minimum for each)
5. Participate in the Global Leadership Institute
6. Serve as a Taft Eco-Mon
7. Do an Independent Study Project (ISP) with a cross-cultural focus
8. Participating in a Model UN Conference or holding a leadership role in the Taft Model UN Club

After completing the experience, the student must submit a reflective essay demonstrating how the experience fulfills the Global Ambassador requirement within the Taft community. Reflections are due two weeks prior to the last day of the semester.

After completing all of the sociocultural learning experiences, coursework, and activities as a Taft cultural ambassador, each GSS student will complete a final project in which they analyze and communicate through the Capstone Project one central aspect of what they learned over the whole GSS process. This project is designed to guide students to a deeper understanding of the connections between different peoples and places and of how global issues are visible at both local and global levels. They do this by bringing into conversion their lived experiences with academic coursework and the group learning taking place in the GSS cohort meetings. This may be an essay, a project, or a creative work (creative nonfiction, a collection of poetry, a piece of music or song, dance, a play, a photo essay, etc.).

The Capstone Demonstration of Learning will be the culminating event for our Global Studies and Service diploma candidates. Each student will, at their Demonstration of Learning event, present their capstone project and overall GSS experience with a group of Taft faculty, fellow GSS diploma candidates, and their invitees. At this event, attendees will ask questions and converse with the presenting GSS candidates, with the goal of deepening the integration and understanding achieved while creating the capstone project. This Demonstration of Learning event will also be celebratory in nature, recognizing the hard work and many hours invested in this diploma program. Cohorts will also share briefly at an Assembly about their experiences as GSS diploma candidates.