158 Future Forwards: Exploring Frontiers in Education
Elementary to High School has proven effective in developing these skills
and empathy among them. Also, given the international, transient
composition of our school, the overall model accommodates well for
transitions into and out of the program.
Our analysis indicates that the model is being implemented most
effectively in the MS and in the IB program, through CAS. The smaller
steps within the MS CSR program, where students graduate from a
service project with a single partner NGO to working in collaborative
groups with a faculty advisor to meeting NGO partners’ needs have
proven successful. The HS CSR program in 9th and 10th grades has greatly
evolved in the past two years and now needs effective systems and
processes in place to take it to the next level.
Mahatma Gandhi said that that “the best way to find yourself is to lose
yourself in the service of others.” The CSR program not only provides
students with authentic and meaningful ways to find themselves in the
short time that they are at ASB, but is also a living manifestation of our
school’s mission and core values. We expect that the 21st century skills
and an empathetic mindset developed through the CSR program will
benefit students’ throughout their lives.
Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative
Phenomenological Analysis: Theory, Method and Research. Sage
Wiggins, G., & Mc Tighe, J. (2005). Understanding by Design, 2nd Edition.
Association for Supervision & Curriculum Development.