=KNOWLEDGEMENTS
to Israel has preoccupied me throughout the :m this subject have been affected by many _ong the way. In recent years, I have particularly :agues associated with the CRB Foundation of • especially the co-chairmen of the Foundation, ~man, who are champions of the vision, as well as llltants, and advisors: Tom Axworthy, Marc en, Ross Culliner, Ann Dadson, Peter Geffen, skay, Stan Urman, and Jon Woocher. Mike ~arch and bibliography. Claudia Becker and I in technical aspects of this project. teen traveling this route and discussing this topic :las been a special fellow-sojourner.
Excellence in Youth Trips to Israel .BOUT THE AUTHOR hes philosophy of education and Jewish . University of Jerusalem. He also serves as Steven M. Cohen and Susan Wall IItant of the JCC Association and of the CRB &.ssociation. He has held visiting faculty liversity, Ohio State University, and the Harvard cation. His academic training includes BA, MA, :olumbia University, as well as a degree from the linary. Dr. Chazan has published numerous lographs in the fields of Jewish education, moral education. His writings include: Contemporary iucation; The Language ofJewish Education; cation; Psychology and Jewish Identity .ondon).
26 CONTENTS
INTRODUCTION 1
Organized Youth Trips to Israel and Their Importance 1 The Purpose of This Study 2 Intended Audience 4 Methodology 5
SUMMARY OF KEY ELEMENTS OF EXCELLENCE IN YOUTH TRIPS TO ISRAEL 8
Overall 8 The Participants 8 The Staff. 8 The Philosophy 9 The Curriculum 9 The Trip Experience: Fundamentals 10 The Trip Experience: Elements of Distinction 10 The Follow-Up 11
FINDINGS 12
The Participants 13 The Right Trip for the Right Participants 13 Learning About the Participants 14 Truth in Advertising 14 The "Good Kids": Knowledgeable, Motivated, and Sociable 16 Preparing the Participants 18 Group Composition: the Advantages of Homogeneity 20
The Staff 23 The Director: Energetic and Visionary 24 The Importance of Counselors 26 Ability to Interact Well with Teenagers 27 Counselors as Models of the Program's Active Learning and Invol' Judaic and Zionist Philosophy 28 Making Choices, Taking Ir The Staff as Positive Role Models 29 Assuming Responsibili The Staff as Accessible Role Models 30 Levels of Challenge . The Staff as Educators .30 Ongoing Evaluation and Fl Staff Training 31 Retaining Staff 32 The Follow-Up . Staff-Participant Ratio: How Much is Ideal? .33 The Ongoing Presence of a Trained Educator .34 CONCLUSIONS AND POLICY IMPL The Guide as Educator and as a Constant Presence 35 APPENDIX , List of Sponsors of Trips Observec The Philosophy 36 List of Formal Interviews with Pro Judaic Philosophy .37 and Professional Staff" Educational Philosophy .40 ACKNOWLEDGMENTS " The Curriculum 41 The Program's Philosophy Informs the ABOUT THE AUTHORS . Curriculum 41 Thematic Integrity .42 Days as Thematic Units .43 Program Units as Independent Islands of Excellence 44 Rhythm and Balance .45
The Trip Experience: Fundamental~ .46 Recreation: Necessary, But Not Sufficient .46 Good Logistics and Some Flexibility .47 Safety 48 Adolescent Behavior and Adult Supervision: The Issue of Discipline .49
The Trip Experience: Elements of Distinction 51 Formal Learning in the Informal Program: Classes, Lectures and Reading Material 51 Promoting Group Cohesiveness .52 Pride, Spirit, and Ethos 53
ii iii elors as Models of the Program's Active Learning and Involvement 54 jaic and Zionist Philosophy 28 Making Choices, Taking Initiative, -aff as Positive Role Models 29 Assuming Responsibility 56 .aff as Accessible Role Models .30 Levels of Challenge 57 .aff as Educators 30 Ongoing Evaluation and Feedback 60 raining 31 ing Staff 32 The Follow-Up 61 :>articipant Ratio: How Much is Ideal? .33 ngoing Presence of a Trained Educator 34 CONCLUSIONS AND POLICY IMPLICATIONS 62 uide as Educator and as a Constant ~sence 35 APPENDIX 65 List of Sponsors of Trips Observed, Summer 1991 65 ly 36 List of Formal Interviews with Program Directors Philosophy 37 and Professional Staff 65 lional Philosophy .40 ACKNOWLEDGMENTS 66 m 41 'ogram's Philosophy Informs the ABOUT THE AUTHORS 66 .rriculum 41 ltic Integrity 42 lS Thematic Units .43 lm Units as Independent Islands of celJence 44 m and Balance 45
~rience: Fundamental~ .46 ition: Necessary, But Not Sufficient .46 Logistics and Some Flexibility .47 ...... 48 scent Behavior and Adult Supervision: e Issue of Discipline .49
~rience: Elements of Distinction 51 .1 Learning in the Informal Program: asses, Lectures and Reading Material .51 Iting Group Cohesiveness 52 Spirit, and Ethos 53
II 111 INTRODUCTION
ORGANIZED YOUTH TRIPS TO ISRAEL AND THEIR IMPORTANCE
Every year, in one framework or another, thousands of North American Jewish young people travel to Israel. Some accompany their families; others go to study at a university or a yeshiva for several months to a year; and still others travel in the context of organized educational programs. For many, especially those in the later high school years, these organized programs constitute their first serious encounter with Israel. These experiences often become the gateway to more lengthy visits in the years ahead. The vast majority of college-age students who are now studying in the year-long academic and yeshiva programs first came to Israel as adolescents in some organized summer experience.
Both formal research and personal testimony demonstrate convincingly that the short-term summer-time Israel experience very often profoundly influences how youngsters relate to Israel and to their Jewishness. Of course, not all teenagers experience the same effects; but, in general, participants in Israel summer programs do come back changed in one or more ways. They certainly return to North America with a more vivid picture of Israel; they frequently acquire or strengthen friendships with other participants, and sometimes with Israelis as well; most are more willing and able to advocate Israel's cause i" organized and informal settings; some become more involved in their local youth group or synagogue; some become more religiously observant; and many become interested in returning to Israel. For many, these changes are both enduring and dramatic.
The reasons underlying the power of the Israel experience are not hard to fathom. Israel, to say the least, is a compelling, absorbing, and complex country that inevitably speaks to the Jewish identity of Diaspora Jews. The landscape is rich and varied, as are the people who inhabit it. The society is alive with passions, conflicts and tensions that often command the world's attention. Moreover, the organized summer trips take place at a crucial point in identity development and, as informal educational experiences, they can touch individuals in many different ways.
1 In recognition of the potentially powerful positive impact the Israel excellence generally characterize most sorts of l experience can have upon North American Jewish young people, The Israel for Jewish youngsters. Indeed, with slighl CRB Foundation of Montreal has embarked upon a mulli-pronged effort that the lessons we draw below can be extended whose chief objectives can be summarized as follows: (Most readers who are familiar with trips for 01< able to readily identify those elements that are r 1) To sharply increase the quantity of young American and those which pertain to Israel travelers of all Jews who visit Israel; and, 2) To dramatically improve the quality of the educational One standard we have used to define elements ( experience of those young people who travel to Israel in on those features that further educational goals. organized programs. oriented approach is consistent with the profess. youth programs. As contrasted with, say, tour 01 This study of excellence in trips to Israel advances the latter objective. Europeans to Eilat's very attractive beaches, Isr By better understanding what makes for excellence in trips to Israel, The directors say they see themselves primarily as e, CRB Foundation hopes to help practitioners, policy makers, and their their success in educational terms. Typically, the supporters enhance the quality of the Israel experience for the young objectives of their programs in at least one of lh traveler. 1 all three):
1) Enhancing Jewish commitment THE PURPOSE OF THIS STUDY 2) Enhancing Zionist commitmem The chief objective of this study is to identify and elucidate the key past or present; components of excellence in a short-term trip to Israel for North American Jewish adolescents. Our purpose here is neither to evaluate 3) Strengthening formal and infon specific trips, nor to delineate which trips are better than others. Rather, community, in part by building we understand that there are elements of excellence in all trips and, Israelis and committed Jewish ~ frankly, shortcomings in all. We seek those elements that in the minds of trip purveyors, young participants, parents, and outside observers Aside from promoting Jewish and/or Zionist ed generally tend to enrich and magnify the educational impact of the elements of excellence are those which are well adolescents' experience in Israel. As a matter of definition, we are implemented, that is, in accord with the highest concerned only with organized group trips to Israel, and not the and with appropriate attention to detail. experience of individual travelers or independent groups such as families and friends. We work off of the axiomatic premise that educ somehow "better" than those which violate vel) We readily concede that "excellence" is an elusive and ambiguous in the educational literature. By analogy, an exc concept. Trips differ widely in their objectives and their clientele. What defined as one where the audience wants more, is good for one trip may not be good for another. Nevertheless, we do or has had its musical senses aroused and satiate contend that these differences notwithstanding, certain features of concert is one that meets the highest aesthetic 51 performers, composers, and critics. Presumably. 1 As a stylistic point, in the text below we alternate be/ween referring /0 excellence and achieve the desired impact on their audiences a~ goodness in trips to Israel. of music judge excellence by internal aesthetic ~
2 3 :entially powerful positive impact the Israel excellence generally characterize most sorts of organized experiences in :m North American Jewish young people, The Israel for Jewish youngsters. Indeed, with slight modification, we believe ntreal has embarked upon a multi-pronged effort that the lessons we draw below can be extended to older groups as well. :an be summarized as follows: (Most readers who are familiar with trips for older participants should be able to readily identify those elements that are peculiar to adolescents ;>ly increase the quantity of young American and those which pertain to Israel travelers of all ages.) 10 visit Israel; and, latically improve the quality of the educational One standard we have used to define elements of excellence is to focus :lce of those young people who travel to Israel in on those features that further educational goals. This educationally ~d programs. oriented approach is consistent with the professed goals of the Israel youth programs. As contrasted with, say, tour operators who bring : in trips to Israel advances the Ialter objective. Europeans to Eilat's very attractive beaches, Israel youth program what makes for excellence in trips to Israel, The directors say they see themselves primarily as educators and measure to help practitioners, policy makers, and their their success in educational terms. Typically, they define the ultimate ~uality of the Israel experience for the young objectives of their programs in at least one of the following ways (if not all three):
1) Enhancing Jewish commitment, knowledge, skills; THIS STUDY 2) Enhancing Zionist commitment, or knowledge of Israel, lis study is to identify and elucidate the key past or present; ::e in a short-term trip to Israel for North .cents. Our purpose here is neither to evaluate 3) Strengthening formal and informal ties to the .neate which trips are belter than others. Rather, community, in part by building relationships with ~ are elements of excellence in all trips and, Israelis and committed Jewish youth.
I all. We seek those elements that in the minds of lrticipants, parents, and outside observers Aside from promoting Jewish and/or Zionist educational objectives, and magnify the educational impact of the elements of excellence are those which are well planned and well in Israel. As a matter of definition, we are implemented, that is, in accord with the highest of professional standards ;anized group trips to Israel, and not the and with appropriate attention to detail. _travelers or independent groups such as families We work off of the axiomatic premise that educationally sound trips are somehow "better" than those which violate very fundamental principles "excellence" is an elusive and ambiguous in the educational literature. By analogy, an excellent concert is not jely in their objectives and their clientele. What defined as one where the audience wants more, or wants to come back, not be good for another. Nevertheless, we do or has had its musical senses aroused and satiated. Rather, an excellent 'ences notwithstanding, certain features of concert is one that meets the highest aesthetic standards of musical performers, composers, and critics. Presumably, such performances will "Xt below we alternate between referring 10 excellence and achieve the desired impact on their audiences as well. But, just as critics of music judge excellence by internal aesthetic standards and not by the
2 3 impact on the audience, so too do we identify excellence in trips to Israel needs of their young people and fail to clarify or s in large part on the basis of standards internal to the world of informal objectives of their particular trip. Jewish and Zionist education. Fortunately, in this case, educational Last, we also hope to inform and provoke the pur' practice that is theoretically sound tends to produce the desired impact the true experts in this field. We hope that they wi upon participants in organized youth trips to Israel. uses for this document. One reviewer of an early ( serve to help train his middle- management and Ii us that our early research helped him advocate the INTENDED AUDIENCE educational standards in a particular institutional ( this study will cause even some very experienced We address three audiences in this report: some of their procedures and to challenge some 0 assumptions and educational philosophy. Perhaps 1) supporters of Israel educational travel, such as The CRB some important issues that they themselves articu Foundation itself, Jewish federations, and private admitted that they had failed to attend to. philanthropists;
2) communal professionals who organize, sponsor or METHODOLOGY recommend Israel educational travel, such as those who typically manage Jewish Community Center programs, In the last decade or so, researchers have publishe Jewish schools, Boards of Jewish Education, synagogue seek to identify excellence in schools, large corpo youth groups, and others who work with North organizations. These works have been ethnograph American Jewish youth; and they rely heavily on informal observations of the I and in-depth interviews with key participants locl: 3) purveyors of Israel educational travel, that is, those who hierarchy, from top to bottom. Although less amb direct programs, large and small, that cater to groups of well-known book-length monographs, this study. adolescent Jewish youth. people's trips to Israel is situated within this resell
For the supporters of Israel youth travel, we hope to help them make The research for this project took place during mt wiser and more confident decisions about ~hich trips and innovations to 1992. The period itself was one relatively free fro support. We are also ready to admit that we see a study of Israel youth disturbing events that have disrupted Israel travel travel as serving, in part, as a piece of advocacy that may well sti mulate just prior to this period, the Gulf War had seriousl philanthropic agencies and individuals to extend further assistance to this recruitment efforts during many of the crucial mo important field of adolescent Jewish education. and their parents make decisions regarding summ plans. As a result, almost all of the Israel summer For the communal professionals, we hope to alert them to the critical experienced an "off-year," although enrollment CI value of a highly planful, educational approach. We hope to alert them to the conflict ceased in late winter. As far as we car the complexity of this field, the diversity of programs, and the in this period had little impact on the conclusions importance of matching the right participants with the right programs. In constitutes excellence in trips to Israel. our experience, educators who should know beller all too often cede near-total responsibility for planning and executing Israel youth trips to We decided at the outset to focus our research on outside agencies. In doing so, they often fail to attend to the particular youth trips for high school age youngsters partici:
4 5 ~, so too do we identify excellence in trips to Israel needs of their young people and fail to clarify or shape the specific :is of standards internal to the world of informal objectives of their particular trip. •cation. Fortunately, in this case, educational Last, we also hope to inform and provoke the purveyors of Israel travel, ically sound tends to produce the desired impact the true experts in this field. We hope that they will find some concrete -ganized youth trips to Israel. uses for this document. One reviewer of an early draft thought it would serve to help train his middle- management and line staff. Another told us that our early research helped him advocate the cause of higher ENCE educational standards in a particular institutional context. We hope that this study will cause even some very experienced purveyors to re-think ~nces in this report: some of their procedures and to challenge some of their fundamental assumptions and educational philosophy. Perhaps it may remind them of rters of Israel educational travel, such as The CRB some important issues that they themselves articulated to us but freely lation itself, Jewish federations, and private admitted that they had failed to attend to. Ithropists;
IUnal professionals who organize, sponsor or METHODOLOGY Imend Israel educational travel, such as those who Jly manage Jewish Community Center programs, In the last decade or so, researchers have published several works that :-t schools, Boards of Jewish Education, synagogue seek to identify excellence in schools, large corporations, or other groups, and others who work with North organizations. These works have been ethnographic in character; that is, ican Jewish youth; and they rely heavily on informal observations of the organizations at work, and in-depth interviews with key participants located at all points in the yors of Israel educational travel, that is, those who hierarchy, from top to bottom. Although less ambitious than those other programs, large and small, that cater to groups of well-known book-length monographs, this study on excellence in young ;cent Jewish youth. people's trips to Israel is situated within this research tradition.
srael youth travel, we hope to help them make The research for this project took place during much of 1991 and early .ent decisions about ow:hich trips and innovations to 1992. The period itself was one relatively free from the unusually ~ady to admit that we see a study of Israel youth disturbing events that have disrupted Israel travel in the past. However, Irt, as a piece of advocacy that may well stimulate just prior to this period, the Gulf War had seriously obstructed ; and individuals to extend further assistance to this recruitment efforts during many of the crucial months when teenagers lescent Jewish education. and their parents make decisions regarding summer travel and vacation plans. As a result, almost all of the Israel summer programs in 1991 fessionals, we hope to alert them to the critical experienced an "off-year," although enrollment certainly rebounded after rul, educational approach. We hope to alert them to the conflict ceased in late winter. As far as we can tell, the unusual events field, the diversity of programs, and the in this period had little impact on the conclusions we drew about what Ig the right participants with the right programs. In constitutes excellence in trips to Israel. lors who should know better all too often cede ly for planning and executing Israel youth trips to We decided at the outset to focus our research on North American Jewish )ing so, they often fail to attend to the particular youth trips for high school age youngsters participating in short-term,
4 5 summer-time programs. If more young people will participate in Israel readily provided a range of written materials that educational travel programs, they are likely to do so in the context of subsequently examined. These included: recruitn information for parents and participants, training these sorts of trips. counselors, itineraries, instructional materials, all We began our research by developing a set of working hypotheses. These Finally, we produced a penultimate draft version set forth our initial hunches as to what constituted the key ingredients of circulated same for comments from various expe excellence. These were drawn from several disparate sources, most grateful to them, to the senior professionals who notably, some preliminary work by Dr. Barry Chazan, a cursory review and ideas, and to the participants and staff of the of the literature on good schools, and our own professional experience. In consultation with about a dozen experts and leading practitioners, we observed. then selected several groups to observe in the field, that is, while they were participating in a program in Israel. In all candor, we specifically sought out groups that had a reputation for excellence in one or more areas. We selected these and additional programs (see Appendix) so as to achieve diversity in terms of several characteristics: ideology of sponsor; geographic origins; duration; cost; selectivity; and other factors. We intentionally over-selected those groups possessed of certain initial advantages. Thus, we observed several groups that are the recipient of very significant philanthropic support or, in one case, of unusually high fees for participation. We also chose to observe several groups affiliated with camps and youth movements. We felt that we could more readily witness especially distinctive elements of excellence when a program operates without significant fiscal constraints or where the youth are among the most judicially committed and socially cohesive.
We or our research associates spent a full day or more with each group. We were free to ask questions of staff and participants. Universally, trip purveyors, staff, and the youthful participants welcomed our presence and were gracious and forthcoming in the interviews.
We also chose to observe groups at different sorts of sites while they were engaged in different types of activities. Examples include hiking, sight-seeing, lectures, meals, wrap-up sessions, bus travel, and social service projects.
During the next stage of our research, we spoke with roughly two dozen senior practitioners in the field of Israel travel for North American Jewish youngsters (see Appendix for list of interviews). Interviews typically lasted about two hours. The trip purveyors talked freely about their programs and the larger issues raised in this research. They also
7 6 readily provided a range of written materials that we requested and · If more young people will participate in Israel rams, they are likely to do so in the context of subsequently examined. These included: recruitment brochures, pre-trip information for parents and participants, training materials for counselors, itineraries, instructional materials, and source books. by developing a set of working hypotheses. These Finally, we produced a penultimate draft version of this report and ches as to what constituted the key ingredients of circulated same for comments from various experts in the field. We are drawn from several disparate sources, most grateful to them, to the senior professionals who gave us of their time ary work by Dr. Barry Chazan, a cursory review and ideas, and to the participants and staff of the several groups we :I schools, and our own professional experience. observed. out a dozen experts and leading practitioners, we 'oups to observe in the field, that is, while they program in Israel. In all candor, we specifically had a reputation for excellence in one or more e and additional programs (see Appendix) so as to ms of several characteristics: ideology of sponsor; -ation; cost; selectivity; and other factors. We :ted those groups possessed of certain initial tbserved several groups that are the recipient of :hropic support or, in one case, of unusually high ~e also chose to observe several groups affiliated movements. We felt that we could more readily nctive elements of excellence when a program kant fiscal constraints or where the youth are lily committed and socially cohesive.
JCiates spent a full day or more with each group. estions of staff and participants. Universally, trip Ie youthful participants welcomed our presence forthcoming in the interviews. ve groups at different sorts of sites while they ent types of activities. Examples include hiking, meals, wrap-up sessions, bus travel, and social
)f our research, we spoke with roughly two dozen the field of Israel travel for North American :Appendix for list of interviews}. Interviews wo hours. The trip purveyors talked freely about larger issues raised in this research. They also
6 7 SUMMARY OF KEY ELEMENTS OF EXCELLENCE The counselors exhibit excellence as informal: IN YOUTH TRIPS TO ISRAEL Jewish adolescents. They can interact well witt personally reflect the program's Judaic philoso and accessible role models, and they understan OVERALL educators rather than as glorified chaperons.
The staff is well-trained as informal Jewish edl objectives of the program, and in how to make experience.
The program manages to retain veteran staff fre
The counselors are numerous enough to attend participants. THE PARTICIPANTS An experienced educator is a continual and on~ Participants are recruited for and matched with the program that is right group. for them. The guides see themselves as informal Jewish c The program understands who the participants are and plans the trip accordingly. THE PHILOSOPHY The program provides the participants with accurate information before the trip so that the young people know what to expect and what is The program has a clearly articulated Judaic an expected of them. that the staff has "bought into" and that pervad.
Programs get so-called "better kids" through selective recruitment or excellent preparation. THE CURRICULUM
The participants undergo pre-trip preparation that enhances their The Jewish and educational philosophies stron~ cognitive, emotional, and social readiness for the trip. the sites to be visited and how they are utilized
The trip recruits young people who share common backgrounds, The trip is built around educational sub-theme~ common interests, or common salient characteristics. educationally thematic units.
The program units are individually successful. THE STAFF stand on its own as an island of excellence.
The director projects a clearly articulated vision and translates that vision The itinerary is planned with awareness of the into reality. and balance of experiences.
8 9 EY ELEMENTS OF EXCELLENCE The counselors exhibit excellence as informal Jewish educators of Jewish adolescents. They can interact well with teenagers, they TO ISRAEL personally reflect the program's Judaic philosophy, they serve as positive and accessible role models, and they understand their role as informal educators rather than as glorified chaperons.
The staff is well-trained as informal Jewish educators, in the specific objectives of the program, and in how to make use of Israel as a learning experience.
The program manages to retain veteran staff from one year to the next.
The counselors are numerous enough to attend to the needs of the participants. rs An experienced educator is a continual and ongoing presence with the group. d for and matched with the program that is right The guides see themselves as informal Jewish educators. :is who the participants are and plans the trip THE PHILOSOPHY he participants with accurate information before g people know what to expect and what is The program has a clearly articulated Judaic and educational philosophy that the staff has "bought into" and that pervades the trip experience.
"better kids" through selective recruitment or THE CURRICULUM
~o pre-trip preparation that enhances their The Jewish and educational philosophies strongly inlluence the choice of nd social readiness for the trip. the sites to be visited and how they are utilized.
people who share common backgrounds, The trip is built around educational sub-themes; days are planned as ::>mmon salient characteristics. educationally thematic units.
The program units are individually successful. Each such unit should stand on its own as an island of excellence.
The itinerary is planned with awareness of the sequence, Ilow, rhythm, clearly articulated vision and translates that vision and balance of experiences.
8 9 THE TRIP EXPERIENCE: FUNDAMENTALS THE FOLLOW-UP
Participants enjoy the trip; they have fun. But recreational activities have The program or sponsoring agency at home pr. educational import. individual, a way of internalizing what they ha return. The logistics of the trip run smoothly and they facilitate a flexible itinerary, one that can change during the trip in accord with the changing The broader community (parents, synagogues, needs of the group. But the staff is committed to an educationally involved in some way with the experience of t intensive schedule of activities.
The trip has clear safety guidelines that are well-understood and observed.
The staff articulates and enforces consistently clear disciplinary guidelines regarding acceptable and unacceptable behavior.
THE TRIP EXPERIENCE: ELEMENTS OF DISTINCTION
The program manages to engage the participants in conventional educational activities: e.g., classes, lectures, and readings.
The trip experience early on establishes group cohesiveness.
The participants develop pride in themselves and in their program as distinctive. The trip conveys and reinforces a shared sense of purpose or mission.
The program encourages active learning, rather than passive participation.
The program capitalizes on the adolescent life stage. It consciously provides intellectual, physical, social, and emotional challenges thaI allow the young adult participants to grow and mature within the context of an Israel experience.
The staff regularly monitors and evaluates the individual participants' and the group's experience as the trip proceeds and responds accordingly.
10 11 IENCE: FUNDAMENTALS THE FOLLOW-UP
rip; they have fun. But recreational activities have The program or sponsoring agency at home provides follow-up for the individual, a way of internalizing what they have experienced after they return. . run smoothly and they facilitate a flexible change during the trip in accord with the changing The broader community (parents, synagogues, communities, etc.) is : the staff is committed to an educationally involved in some way with the experience of the participants. ::tivities. f guidelines that are well-understood and
j enforces consistently clear disciplinary ceptable and unacceptuble behavior.
IENCE: ELEMENTS OF DISTINCTION
:0 engage the participants in conventional :.g., classes, lectures, and readings. lyon establishes group cohesiveness.
p pride in themselves and in their program as Iveys and reinforces a shared sense of purpose or
~s active learning, rather than passive s on the adolescent life stage. It consciously lysical, social, and emotional challenges that ,articipants to grow and mature within the context litors and evaluates the individual participants' nee as the trip proceeds and responds accordingly.
to 11 FINDINGS THE PARTICIPANTS
The First Principle: The Details are Important
This report proposes several components of excellence in youth trips to Israel. But underlying all of them is a single, fundamental principle: Excellence is achieved when practitioners take very seriously the planning and execution of each of their operational decisions from recruitment to the return of the participant to the North American community.
To elaborate, experienced trip purveyors view every encounter, every experience, as loaded with educational potential. In our interviews, most spoke of extraordinary attention to detail, of the need to closely examine secmingly trivial decisions and to make those decisions in accord with the program's Judaic and educational philosophies. Throughout our research on trips to Israel, we became impressed with the importance of detail, of the cnormous The Right Trip for the Right Participants significance of the very little things that make one program or one group, or one summer experience, bcttcr than anothcr. Quite obviously, both participants and progn: are ideally suited for certain programs, and c are ideally suited for certain participants. Jus. In their research on excellent corporations, Pcters and colleges with respect to such issues as acadel Waterman write: "There is a value sct-and it is a value set size, intimacy, and other factors, so too shoul for all seasons.... However, it is executed by attention to opportunity to select Israel educational progr mundane, nitty-gritty details. Every minute, every hour, suit their needs and interests. every day is an opportunity to act in support of over-arching Many local educators who serve as sources c themes." [In Search ofExcellence: Lessons from America s their parents shopping for the right trip to Isr Best-Run Companies, p. 324.] importance of understanding both the young~ saying that the ideal process would match the right trips.
12 13 THE PARTICIPANTS
inciple: The Details are Important
~s several components of excellence in I. But underlying all of them is a single, pIe: Excellence is achieved when ery seriously the planning and execution -rational decisions from recruitment to the pant to the North American community. ienced trip purveyors view every _perience, as loaded with educational erviews, most spoke of extraordinary )f the need to closely examine seemingly i to make those decisions in accord with ,c and educational philosophies. earch on trips to Israel, we became importance of detail, of the enormous The Right Trip for the Right Participants very little things that make one program ~ summer experience, better than another. Quite obviously, both participants and programs vary. Some participants are ideally suited for certain programs, and conversely, some programs excellent corporations, Peters and are ideally suited for certain participants. Just as young people choose colleges with respect to such issues as academic intensity, campus life, 'here is a value set-and it is a value set size, intimacy, and other factors, so too should they be afforded the However, it is executed by attention to opportunity to select Israel educational programs that, at least "on paper," ty details. Every minute, every hour, suit their needs and interests. ortunity to act in support of over-arching Many local educators who serve as sources of advice to youngsters and ofExcellence: Lessonsfrom America s their parents shopping for the right trip to Israel fail to appreciate the ~s, p. 324.] importance of understanding both the youngster and the program. We are saying that the ideal process would match the right participants with the right trips.
12 13 Learning About the Participants particular, the presentation of the program prio accurate. The better trips learn about the participants, work on what they can do to help prepare them, and decide how the trip needs to be adjusted for the Well-designed promotional literature, candid n particular group of youngsters. Their age, their knowledge and requirements of the individual programs allow background, their learning styles, their personalities, and their interests self-select, to opt out of programs that are not ~ are all important considerations in determining their suitability for into programs that meet their needs. "Applying specific programs. difficult than filling out my college application participant. Ideally, well before the trip gets underway, the educational staff should know a little about the participants so as to be able to anticipate special One youngster explained that she had gone to <: needs and problems that may arise. To achieve this objective, some trips tatives spoke about a number of trips. Other pro require extensive pre-trip meetings between participants and the in the local communities to meet with potential educators. In a few programs, the top staff even make an effort to get to purveyor remarked, "Our recruiters want to rna know the parents. The programs that grow out of schools or other are aware of the nature of the program and thai agencies where participants and educators know one another for many expectations. Of course we also want to make: years enjoy a built-in advantage that other trips would do well to acquire. for the program." Unfortunately, this level of attention is not always possible, and, to be sure, some educators responsible for planning and leading such trips lack In contrast, young people who found themselvl the interest or ability to tailor-make the trip for their students (or campers markedly from what they initially had been led or youth group members). We believe that at the very minimum, such those who were most disappointed with the sur educators ought to gather the most crucial background information in the Israel. In our observations, we encountered sev first few days of the trip, and they should be attuned to the ways in which representing a minority) who complained that ~ this information can be utilized to fine-tune the experience to meet the program failed to meet their expectations. One particular needs of their groups. for example, that the literature sent out never e heavy emphasis on community-building. In an. complained that she anticipated what may be c Truth in Advertising and instead found that the program was, at hea about some very fundamental Zionist principle Program purveyors should accurately inform would-be participants of the salient features of the particular Israel experience they otTer. Of course, Ideally, programs should be able to pick and cl some programs can more readily assume that their participants know that in fact those who will be part of the trip de what to expect. This is usually the case for those who are actively philosophy. But it is only the trips with a limitE involved in a summer camp, youth group or movement. Many sought-after openings that can afford to be that participants in these circumstances know for years in advance that they the larger trips does interview each of the parti plan to visit Israel with one particular program. parents to fill out forms regarding their own re most part, programs are reluctant to turn away However, quite a number of participants fall into one trip or another, In part they are financially hard-pressed and nE because their rabbi suggested it, their school mate went on it, or they hold down unit costs; and in part they fear that happen across an advertisement or brochure. For these participants in turn away may lose interest in visiting Israel at
14 15 articipants particular, the presentation of the program prior to the trip needs to be accurate. -out the participants, work on what they can do to decide how the trip needs to be adjusted for the Well-designed promotional literature, candid recruiters, and the formal Igsters. Their age, their knowledge and requirements of the individual programs allow the teenagers to ng styles, their personalities, and their interests self-select, to opt out of programs that are not suitable for them and opt erations in determining their suitability for into programs that meet their needs. "Applying to this program was more difficult than tilling out my college applications," commented one participant. lrip gets underway, the educational staff should .articipants so as to be able to anticipate special One youngster explained that she had gone to a fair where represen : may arise. To achieve this objective, some trips tatives spoke about a number of trips. Other programs arrange for people p meetings between participants and the in the local communities to meet with potential candidates. One trip J"ams, the top staff even make an effort to get to purveyor remarked, "Our recruiters want to make sure that participants I"Ograms that grow out of schools or other are aware of the nature of the program and that they develop reasonable Ints and educators know one another for many expectations. Of course we also want to make sure the kids are suitable vantage that other trips would do well to acquire. for the program." of attention is not always possible, and, to be ponsible for planning and leading such trips lack In contrast, young people who found themselves on programs that vary :ailor-make the trip for their students (or campers markedly from what they initially had been led to expect were among :). We believe that at the very minimum, such those who were most disappointed with the summer encounter with r the most crucial background information in the Israel. In our observations, we encountered several youngsters (certainly . and they should be attuned to the ways in which representing a minority) who complained that some aspect of the Itilized to tine-tune the experience to meet the program failed to meet their expectations. One young woman claimed, groups. for example, that the literature sent out never explained the program's heavy emphasis on community-building. In another program, a teenager complained that she anticipated what may be called a Zionist catharsis, and instead found that the program was, at heart, philosophically neutral about some very fundamental Zionist principles. Id accurately inform would-be participants of the :1icular Israel experience they offer. Of course, Ideally, programs should be able to pick and choose participants to insure : readily assume that their participants know that in fact those 'Yho will be part of the trip do adhere to its basic ;lUally the case for those who are actively philosophy. But it is only the trips with a limited number of highly mp, youth group or movement. Many sought-after openings that can afford to be that highly selective. One of Jmstances know for years in advance that they the larger trips does interview each of the participants and even asks iIle particular program. parents to till out forms regarding their own religious beliefs. But, for the most part, programs are reluctant to turn away prospective participants. - of participants fall into one trip or another, In part they are tinancially hard-pressed and need each participant to :sted it, their school mate went on it, or they hold down unit costs; and in part they fear that the young person they ;ement or brochure. For these participants in turn away may lose interest in visiting Israel at all that summer.
14 15 Nevertheless, even recognizing these valid institutional considerations, grappling with the emotional challenge of the I many programs can do a better job of more fully informing their sociability factors, we refer to all the issues tha prospective participants of what to expect during their forthcoming Israel between the individual and the group. summer experience. Very simply, we are saying that some individua Programs may have some reason to shape their promotional materials so benefit from the Israel experience and that grot: as to avoid discouraging would-be participants. But parents and local these sorts of individuals are more likely to eXI: educators have no such institutional inhibition. Learning about summer program. Now, the truth of the matter i differences among programs and youngsters, and making sure the more readily draw upon youngsters who initiall potential participants are fully informed about the available alternatives model. But it is also the case that careful prepal are responsibilities that fall squarely on the shoulders of local educational youngsters along those dimensions that make fc practitioners. ignorant can be taught. Those who are indiffere those in groups with little familiarity with one <: process of building a cohesive, well-functionin; The "Good Kids": Knowledgeable, Motivated, and Sociable With respect to recruitment of ideally oriented: When asked what makes a trip work, the director of one of the programs and movement camps are at a distinct advantag replied: "This may sound a bit simplistic, but honestly, I think that the large number of youngsters with the appropriah good trips are the ones with the good kids." The same sentiment was motivation, and group ties. Many build a summ echoed by a participant on another trip who, when asked what made his their total program. "I've been involved in lXY trip special, responded that "this program attracts better quality kids." what? nine years now? and this is something 1' Although these statements are overly sweeping, they do point to the to." Another teenager explained, "You hear in t: initial quality of the participants as one essential ingredient for the the best summer of your life." They see a conne;: successful Israel experience. In our view, "good kids" can be found before and to what will follow - whether they (through excellent recruitment) or they can be made (through assiduous as youth group leaders, counselors in the camp, preparation). Participants from these camps and youth mover What are "good kids?" They are those who stand out along three critical skills they have learned over the years. After cc dimensions: an older Israeli in a senior citizen center, one yc friend with real pride and said "Well I guess all 1) Cognitive background and skills; grammar) finally paid off!" One staff member r backgrounds of the participants as one of the fe 2) Motivation; and good trip. "They come to us with the [XYZ M() she remarked. "They have a sense of Jewish tra 3) Sociability factors. point of entry into the subject matter we deal w:
By cognitive background and skills, we refer to familiarity with the Certainly, it appears that many camp and youth subject matter of the trip (e.g., Israeli society, Jewish history, the Hebrew come to their Israel program fully equipped in r language, and so forth) and the ability to assimilate and process such intellectual terms, or nearly so. When experts ir: information. By motivation, we refer to one's interest in learning and in themselves about extraordinarily committed, atl
16 17 lizing these valid institutional considerations, grappling with the emotional challenge of the Israel experience. By >etter job of more fully informing their sociability factors, we refer to all the issues that promote good relations f what to expect during their forthcoming Israel between the individual and the group.
Very simply, we are saying that some individuals are more likely to reason to shape their promotional materials so benefit from the Israel experience and that groups with large numbers of would-be participants. But parents and local these sorts of individuals are more likely to experience a successful stitutional inhibition. Learning about summer program. Now, the truth of the matter is that some programs ms and youngsters, and making sure the more readily draw upon youngsters who initially approximate the ideal fully informed about the available alternatives model. But it is also the case that careful preparation can elevate the II squarely on the shoulders of local educational youngsters along those dimensions that make for success. Those who are ignorant can be taught. Those who are indifferent can be excited. And for those in groups with little familiarity with one another, one can start the process of building a cohesive, well-functioning group. vledgeable, Motivated, and Sociable With respect to recruitment of ideally oriented youngsters, youth groups a trip work, the director of one of the programs and movement camps are at a distinct advantage. They readily generate a a bit simplistic, but honestly, I think that the large number of youngsters with the appropriate knowledge base, th the good kids." The same sentiment was motivation, and group ties. Many build a summer program in Israel into 1 another trip who, when asked what made his their total program. "I've been involved in lXYZ Youth Movement] for it "this program attracts better quality kids." what? nine years now? and this is something I've always looked forward s are overly sweeping, they do point to the to." Another teenager explained, "You hear in the youth group that this is :ipants as one essential ingredient for the the best summer of your life." They see a connection to what came ceo In our view, "good kids" can be found before and to what will follow - whether they will return to their homes ment) or they can be made (through assiduous as youth group leaders, counselors in the camp, and in other capacities.
Participants from these camps and youth movements put into practice ley are those who stand out along three critical skills they have learned over the years. After conversing in Hebrew with an older Israeli in a senior citizen center, one young woman turned to her friend with real pride and said "Well I guess all that 'dikduk' (Hebrew ~ background and skills; grammar) finally paid off!" One staff member referred to the backgrounds of the participants as one of the features that made for a m; and good trip. "They come to us with the [XYZ Movement] background," she remarked. "They have a sense of Jewish tradition that provides a ty factors. point of entry into the subject matter we deal with".
and skills, we refer to familiarity with the Certainly, it appears that many camp and youth movement members :e.g., Israeli society, Jewish history, the Hebrew come to their Israel program fully equipped in motivational and Id the ability to assimilate and process such intellectual terms, or nearly so. When experts in the field speak among m, we refer to one's interest in learning and in themselves about extraordinarily committed, attentive, and energetic I, Ii I 16 17 j youngsters, the trips sponsored by camps and youth movements often 3) Social orientation: strengthenir come to mind. In fact, those programs that cater to both movement comfort and belonging to the g youngsters and others readily observe that their "own" youngsters enhancing group cohesiveness. constitute far better groups. The same agency, with the same ethos, and the same staff, then, does a better job (and sometimes a far better job) The Israel experience can be highly demanding with the youngster who has been prepared for the Israel trip through Participants must be ready to absorb a great de" years of camp or youth group participation. transmitted through sight, sound, and action, an in a larger historical, geographical, social or pol Camp and youth movement youngsters certainly enjoy many advantages. be sufficiently interested to withstand the physi· But, with help, others can acquire these advantages as well. With the days of touring, to engage in educational activil appropriate effort before the trip, the groups of less <).fliliated teenagers recreational in nature, and to endure the emotio can also be primed to derive both more enjoyment and more learning the frequently intense confrontation with their i. from the Israel experience. developing adults. And, not least, they should d functioning well as a group. (One policy implication: Those interested in promoting Israel youth travel also have an interest in expanding the number of youngsters To prepare participants for the Israel trip, good: participating in camps and youth movements. Such youngsters not only or advance a uniform knowledge base, be it in E stand a greater chance of traveling to Israel; they are also likely to in Jewish history, or other fundamental features participate in a high-quality program.) task can be accomplished possibly by distributil the trip, or by holding pre-trip orientation sessic
Preparing the Partic;ipants Materials to be Read Before the Trip: Several tr books, readings or suggested reading lists to the As we have seen, one element of excellence is to be able to recruit and are generally excellent and comprehensive. Ho~ select "good" youngsters, that is, those who are highly knowledgeable, required to do so, few teenagers do any reading highly motivated, and highly integrated with other participants. But Many trip purveyors we interviewed believe it \,; whatever the level of motivation, integration, and familiarity with Israel, demand that the young people read materials pr: programs improve when they can successfully enhance these qualities mandatory reading assignments are feasible rerr prior to the trip. Good preparation for the trip, then, aims at three related open question and worthy of some testing and e objectives: Pre-Trip Orientation: Some programs gather the I) Intellectual orientation: familiarizing the participants a weekend or longer prior to the Israel experienc with Israel generally, with their anticipated experiences, that come from the same geographic area or sch with the specific issues and sites they will encounter, and meetings or classes spread over several weeks ()o with the larger historical, textual, and social background to learn more from their educational activities. These orientation weekends are used for buildin orienting the young people to the program's phil 2) Motivational orientation: peaking the interest of partici common knowledge base. "I was insistent that t. pants in learning, in opening themselves emotionally, dates/periods in Jewish history before we set foc and in preparing themselves for a learning experience. explained one teacher who accompanied her cia:
18 19 Insored by camps and youth movements often 3) Social orientation: strengthening the individual's level of lose programs that cater to both movement comfort and belonging to the group and thereby :adily observe that their "own" youngsters enhancing group cohesiveness. IpS. The same agency, with the same ethos, and s a better job (and sometimes a far better job) The Israel experience can be highly demanding on all three levels. has been prepared for the Israel trip through Participants must be ready to absorb a great deal of cognitive material ~roup participation. transmitted through sight, sound, and action, and then be able to place it in a larger historical, geographical, social or political context. They must lent youngsters certainly enjoy many advantages. be sufficiently interested to withstand the physical discomfort of long .n acquire these advantages as well. With the days of touring, to engage in educational activities that are not purely : the trip, the groups of less affiliated teenagers recreational in nature, and to endure the emotional turmoil occasioned by rive both more enjoyment and more learning the frequently intense confrontation with their identities as Jews and as ::e. developing adults. And, not least, they should do all this while functioning well as a group. Those interested in promoting Israel youth ~st in expanding the number of youngsters To prepare participants for the Israel trip, good programs try to establish ld youth movements. Such youngsters not only or advance a uniform knowledge base, be it in Hebrew vocabulary, dates "traveling to Israel; they are also likely to in Jewish history, or other fundamental features of Israeli society. This lity program.) task can be accomplished possibly by distributing materials well before the trip, or by holding pre-trip orientation sessions.
ants Materials to be Read Before the Trip: Several trips send out source books, readings or suggested reading lists to the participants. The lists =ment of excellence is to be able to recruit and are generally excellent and comprehensive. However, unless specifically :, that is, those who are highly knowledgeable, required to do so, few teenagers do any reading before coming to Israel. shly integrated with other participants. But Many trip purveyors we interviewed believe it would be fruitless to 1ivation, integration, and familiarity with Israel, demand that the young people read materials prior to the trip. Whether they can successfully enhance these qualities mandatory reading assignments are feasible remains, in our minds, an ~paration for the trip, then, aims at three related open question and worthy of some testing and experimentation.
Pre-Trip Orientation: Some programs gather the participants together for lal orientation: familiarizing the participants a weekend or longer prior to the Israel experience. Alternatively, groups .el generally, with their anticipated experiences, that come from the same geographic area or school may have several specific issues and sites they will encounter, and meetings or classes spread over several weeks or months before the trip. larger historical, textual, and social background 1l0re from their educational activities. These orientation weekends are used for building group cohesiveness, orienting the young people to the program's philosophy, and building a onal orientation: peaking the interest of partici common knowledge base. "I was insistent that they know fifteen basic learning, in opening themselves emotionally, dates/periods in Jewish history before we set foot on the plane," eparing themselves for a learning experience. explained one teacher who accompanied her class to Israel. "How can
18 19 one understand or even appreciate what you are seeing in Israel if you Certain sorts of diversity can do considerable hal have no idea when the Temples stood, when Herod ruled, when the trip. Commenting on one such experience in whi Crusades took place?" advanced group of about 20 youngsters was com number lacking significant Judaic background, 0 Trip purveyors report uniformly that pre-trip orientations are useful for remarked, "It was an abysmal failure! We'll nevI youngster~ all programs and are especially crucial for groups where the program director divides the pool of his summer are unfamiliar with one another. One senior professional who works wIth groups by maturity and Judaic background. The· less Jewishly affiliated youngsters said that pre-trip orientation was also tries to assure that youngsters will find a rea among the most important predictors of successful groups. In some cases of peers with similar characteristics. The entire b this agency works with youngsters who have met beforehand. In other may be diverse, but sub-groups of6-12 youngste cases it serves participants who meet for the first time at the airport homogeneous. (earning them the internal sobriquet, "JFK kids"). With essentially the same philosophy, staff, and itinerary, the former sort of group more often Why is homogeneity an asset? (Or more precisel enjoys a far better summer than the latter. directors see it as advantageous?) One reason is 1 curriculum can be adjusted to meet the particulaJ Notwithstanding the obvious value of such orientations, the financial cost level of knowledge and interest of that specific g and staff effort required to plan and conduct them make such orientation experience can be made more intellectually rigor sessions too rare an experience. strong Judaic background and familiarity with Is
We spent one morning in a seminar on the territo Group Composition: the Advantages of Homogeneity the programs whose participants come with signi educational background. It was obvious as the m To make it possible to achieve educational objectives, the group these teenagers had the necessary vocabulary ane must undergo preliminary planning by means of serious allow the staff to conduct the program on a high recruitment, screening and preparation procedures. The alternative politically charged terms that could re prevailing atmosphere in the group affects the touring the occupied territories and others the administer experience, for better or worse. And we have already seen understood what the issues were. Questions and; homogeneous groups succeed despite the meager resources of the program, and heterogeneous groups undermine programs To focus on one illustrative issue, programs wi til with ample means. [Ami Bouganim, Short Term Programs: participants that have no explicit denominationa~ Tourism and Education, p. 23.] difficult challenges in providing religious experi. together, does the entire group pray with the trad Most program directors with whom we spoke would tend to agree with men and women? Which prayer book does it use the foregoing passage. They suggested that they found it easier to work instructive and inspirational and abandoning pra= with groups that are reasonably homogeneous with respect to Jewish certain opportunities. Praying as a group at the e. background, familiarity with Israel, level of emotional and intellectual Rimmon crater, or on a Friday afternoon in Safec maturity. Nevertheless, they agreed that some diversity may be opportunities for spiritual experiences to occur. 1 acceptable, if not desirable. spiritual experiences are absent from religiously However, the trip with a particular religious direc more windows of opportunity.
20 21 appreciate what you are seeing in Israel if you Certain sorts of diversity can do considerable harm to the impact on the remples stood, when Herod ruled, when the trip. Commenting on one such experience in which a Judaically advanced group of about 20 youngsters was combined with a similar number lacking significant Judaic background, one trip director niformly that pre-trip orientations are useful for remarked, "It was an abysmal failure! We'll never do it again." One pecially crucial for groups where the youngsters program director divides the pool of his summer participants into two another. One senior professional who works with groups by maturity and Judaic background. The director of this program youngsters said that pre-trip orientation was also tries to assure that youngsters will find a reasonable size sub-group ant predictors of successful groups. In some cases of peers with similar characteristics. The entire bus load of youngsters youngsters who have met beforehand. In other may be diverse, but sub-groups of6-12 youngsters may be fairly nts who meet for the first time at the airport homogeneous. lal sobriquet, "JFK kids"). With essentially the and itinerary, the former sort of group more orten Why is homogeneity an asset? (Or more precisely, why do some ller than the latter. directors see it as advantageous?) One reason is that the itinerary and curriculum can be adjusted to meet the particular and common needs, vious value of such orientations, the financial cost level of knowledge and interest of that specific group. The Israel I. to plan and conduct them make such orientation experience can be made more intellectually rigorous for those with a terience. strong Judaic background and familiarity with Israel.
We spent one morning in a seminar on the territories, planned by one of :he Advantages of Homogeneity the programs whose participants come with significant formal Jewish educational background. It was obvious as the morning proceeded that sible to achieve educational objectives, the group these teenagers had the necessary vocabulary and knowledge base to )reliminary planning by means of serious allow the staff to conduct the program on a high level. They knew the reening and preparation procedures. The alternative politically charged terms that could refer to what some call )sphere in the group alTecls the touring the occupied territories and others the administered areas. They better or worse. And we have already seen understood what the issues were. Questions and answers flowed easily. ~roups succeed despite the meager resources of ld heterogeneous groups undermine programs To focus on one illustrative issue, programs wilh religiously diverse ans. [Ami Bouganim, Short Term Programs: participants that have no explicit denominational sponsorship face iucation, p. 23.] difficult challenges in providing religious experiences. If all pray together, does the entire group pray with the traditional barrier dividing ; with whom we spoke would tend to agree with men and women? Which prayer book does it use? But prayer can prove They suggested that they found il easier to work instructive and inspirational and abandoning prayer means foregoing lsonably homogeneous with respect to Jewish certain opportunities. Praying as a group at the edge of the Machtesh , with Israel, level of emotional and intellectual Rimmon crater, or on a Friday afternoon in Safed, obviously provide they agreed that some diversity may be opportunities for spiritual experiences to occur. That is not to say that Ible. spiritual experiences are absent from religiously diverse groups. However, the trip with a particular religious direction more easily rinds more windows of opportunity.
20 21 One participant in a particular program where the Judaic knowledge base Our general point is that programs that bring tog was very uneven, was frustrated that there were so many different levels, youngsters who share little in common and knov making discussion difficult. But here too, diversity could be overcome. before the trip cannot succeed as well as those w She remarked that prior preparation of the group for an upcoming features characterize most participants. Where el speaker sharply reduced many of the problems she experienced when exist, the challenge is magnified. The educatiom preparation was absent. This incident certainly suggests that careful anticipate, plan for, and address the difficulties tl attention to preparation may work to reduce the objectionable aspects of general rule, homogeneous groups stand a better diversity by bringing all participants up to a fairly common level of a successful summer. interest and familiarity. THE STAFF Another advantage of homogeneity is that it offers greater opportunity to build cohesive, well-functioning groups, itself an important objective of the Israel summer experience. One of the axiomatic principles of small group research is that people who share common backgrounds and characteristics can more easily forge strong bonds of intimacy. This is not to say that diverse groups inevitably fail to cohere. It is to say that the chances for the emergence of strong and enduring in-group bonds increase when people share many characteristics in common.
In contrast with this general tendency to recruit or to shape fairly homogeneous groups, a few highly selective programs actually strive for diversity. Learning to cope with the diversity of the Jewish world and learning about oneself by interacting with those very different from oneself are at the heart of these programs' educational mission. For them, diversity is a tool rather than an obstacle. As the brochure of one program states: Because the ...(participants)...are of widely differing backgrounds, the educational component of our program permits us to address these issues (of Jewish identity and unity) not only as a theoretical matter but also as a personal reality, all within the context of the Israel experience.
But, we note, these groups are diverse in only some respects; they are, in fact, quite homogenous with respect to their elitist quality. One such program limits its participants to those who are highly intellectually capable and motivated. To compensate for their diversity, these programs place a strong emphasis on unifying activities to the point that some participants complained to us about the intense pressure to forge intimate Preliminary to understanding the importance of t ties with other group members. of excellence in staff, we need to review the tabl. typical Israel summer program.
22 23 It in a panicular program where the Judaic knowledge base m, was frustrated that there were so many different levels, Our general point is that programs that bring together collections of ion difficult. But here too, diversity could be overcome. youngsters who share little in common and know lillIe about each other lat prior preparation of the group for an upcoming before the trip cannot succeed as well as those where several common reduced many of the problems she experienced when features characterize most participants. Where elements of diversity . exist, the challenge is magnified. The educational stalT needs to absent. This incident certainly suggests that careful anticipate, plan for, and address the diffiwlties that cun alien ensue. As0 a lTation may work to reduce the objectionable aspects of general rule, homogeneous groups stand a beller chance of experiencing ~ing all panicipants up to a fairly common level of a successful summer. iarity.
~ ofhomogeneity is that it offers greater opportunity to THE STAFF Il-functioning groups, itself an important objective of ~xperience. One of the axiomatic principles of small at people who share common backgrounds and nore easily forge strong bonds of intimacy. This is :se groups inevitably fail to cohere. It is to say that the I"gence of strong and enduring in-group bonds -e share many characteristics in common.
,general tendency to recruit or to shape fairly ~, a few highly selective programs actually strive for ) cope with the diversity of the Jewish world and Ifby interacting with those very different from it of these programs' educational mission. For them, ~er than an obstacle. As the brochure of one
~.(participants)...are of widely differing the educational component of our program permits these issues (of Jewish identity and unity) not only 31 matter but also as a personal reality, all within the : Israel experience.
oups are diverse in only some respects; they are, in IS with respect to their elitist quality. One such icipants to those who are highly inte]]ectually :. To compensate for their diversity, these programs is on unifying activities to the point that some , :d to us about the intense pressure to forge intimate Preliminary to understanding the importance of the starr and the qualid;,:,,, tb(?~, "lembers. of excellence in staff, we need to review the table of organization of typical Israel summer program. . .
23 22 The program's basic social unit consists of the group or a bus load of educators and not simply as tour program admini: participants, usually numbering between 30 and 40. Accompanying this personal criteria for success revolved around the I group are generally three or four counselors, a tour guide (who may impact of their programs upon the young particip double as a counselor), a medic/security escort, and a bus driver. One of the counselors usually serves as the group leader with ultimate Moreover, all were in command of detailed infon responsibility for decision-making. running a successful Israel summer program. Din every detail is educationally important. They typi Most programs run several bus loads of participants at once. If so, then are constantly tinkering with the details of itinera one or two more senior professionals support and supervise several bus staff supervision. loads simultaneously. These may be the program directors themselves or middle-management personnel. Programs with a reputation as unusually excellen the others by the regular presence and interventio Situated at the top of the organizational pyramid are the program educational supervisor. Directors report that they. :] directors. Their responsibilities include shaping the philosophy of the their level of seniority and expertise, are in const; program; hiring, training, and supervising staff; planning the itinerary of interaction with the counselors, guides, and partie the program; designing curricular materials; and managing recruitment Waterman write in Search ofExcellence: "Leader
and interactions with parents before and during the trip. visions ... simply by being highly visible. Most I excellent companies ... believe, like an evangeli preaching the 'truth,' not from their oftice but a\Y The Director: Energetic and Visionary field."
The people most responsible for defining the school's vision and Accordingly, most directors with whom we met r articulating the ideological stance are the principals and personally go out with the groups, to participate i headmasters of these schools. They are the voice ... of the selected program units, and to pepper the counsel institution... The literature on effective schools tends to agree participants with questions to learn how the trip i on at least one point - that an essential ingredient of good hands-on presence of a senior, experienced, educ. schools is strong, consistent, and inspired leadership. The tone member (often the director him/herselt) seems to and culture of schools is said to be defined by the vision and not-so-good trips. purposeful action of the principal. [Sara Lawrence Lightfoot, The Good High School: Portraits ofCharacter and Culture, p. 323.] In sum, the qualities of seemingly successful pro; the following: With respect to the importance of leadership, Israel experience programs are much like schools (and corporations, too): They all require highly 1) Command of a comprehensive UI talented and dedicated leaders at the top. philosophy.
The directors of good programs with whom we met impressed us in 2) Ability to articulate and project l several ways. They could readily articulate their Judaic and educational and participants. philosophies. They had clear visions of the objectives of their programs. And, not least important, they defined themselves professionally as 3) Attention to detail.
24 25 -cial unit consists of the group or a bus load of educators and not simply as tour program administrators. Thus, their _mooring between 30 and 40. Accompanying this personal criteria for success revolved around the ultimate educational ee or four counselors, a tour guide (who may impact of their programs upon the young participants. a medic/security escort, and a bus driver. One of serves as the group leader with ultimate Moreover, all were in command of detailed information and ideas about ion-making. running a successful Israel summer program. Directors spoke about how every detail is educationally important. They typically remarked that they -eral bus loads of participants at once. If so, then are constantly tinkering with the details of itinerary, staff training, and -professionals support and supervise several bus staff supervision. ~hese may be the program directors themselves or ~rsonnel. Programs with a reputation as unusually excellent are distinguished from the others by the regular presence and intervention of the director, or an Ie organizational pyramid are the program educational supervisor. Directors report that they, or someone at nearly ~ibilities include shaping the philosophy of the their level of seniority and expertise, are in constant contact and -g, and supervising staff; planning the itinerary of interaction with the counselors, guides, and participants. As Peters and curricular materials; and managing recruitment Waterman write in Search ofExcellence: "Leaders implement their ;trents before and during the trip. visions ... simply by being highly visible. Most of the leaders of the excellent companies ... believe, like an evangelist, in constantly preaching the 'truth,' not from their office but away from it - in the lie and Visionary field." st responsible for defining the school's vision and Accordingly, most directors with whom we met make it their business to ideological stance are the principals and personally go out with the groups, to participate in the activities, to lead "these schools. They are the voice ... of the selected program units, and to pepper the counselors, guides, and "he literature on effective schools tends to agree participants with questions to learn how the trip is progressing. In short, a point -that an essential ingredient of good hands-on presence of a senior, experienced, educationally oriented staff ,g, consistent, and inspired leadership. The tone member{often the director him/herself) seems to distinguish good from ;chools is said to be defined by the vision and not-so-good trips. on of the principal. [Sara Lawrence Lightfoot, The !ool: Portraits ofCharacter and Culture, p. 323.] In sum, the qualities of seemingly successful program directors include the following: ortance of leadership, Israel experience programs and corporations, too): They all require highly 1) Command of a comprehensive and detailed educationnl leaders at the top. philosophy. rograms with whom we met impressed us in 2) Ability to articulate and project that philosophy to staff Id readily articulate their Judaic and educational and participants. clear visions of the objectives of their programs. t, they defined themselves professionally as 3) Attention to detail.
24 25 4) High level of energy. Ability to Interact Well with Teenagers
5) Self-conception as an educator, and not an administrator Israel summer programs hire scores of Israeli and concerned with logistics alone. counselors. Since most of them are college studen to be about three to four years older than their NOI 6) Readiness to engage in highly visible, hands-on contact counterparts. (Almost all Israeli counselors have s: with the staff and the groups in the field. army.) The counselors receive anywhere from $4C weeks of work in the field with the youngsters anc training and orientation. (It seems that programs Vi The Importance of Counselors participants pay less for staff than do the more ex]: programs pay more for veteran staff.) Young participants on the Israel summer trip are in a strange and new environment. Most often, this is their tirst trip abroad, let alone their first These conditions are sufficient to attract a reasona trip to Israel. For many participants, the counselor is the person with applicants. Nevertheless, the programs certainly a. whom they spend most of their waking hours, and is the principal applicants. (Whether expanded recruitment efforts. mediator of the Israel experience. of candidates and raise their quality is a policy issl consideration. One current source of ideal candida Several quantitative studies have examined participant satisfaction. programs themselves, a reservoir that the program: Almost uniformly, these studies demonstrate that, of all factors, the further than they do now.) perceived quality of the counselors has the strongest impact upon the participants' overall impression of the trip. In simple terms, those What makes a strong candidate for such a position 1\ youngsters who were most enthusiastic about their counselors were most \ enthusiastic about their trip. Regardless of training, some people seem to have. interact well with teenagers. That was immediatel) When asked what they would change about their trip, all participants in the groups. Some counselors were constantly inter. one group we observed indicated that the staff had been problematic. participants, joking, explaining, cajoling. The teen. When asked if they would recommend the trip to friends, they said they out these counselors to ask questions, to show then would - assuming that the staff would be different. In contrast, most noticed, to share their insights. Over the course of: participants in the other groups we observed listed the staff as the weeks, the attention of teenagers understandably el number one factor in what was good about their trip. certainly, the participants cannot always attend to t: presentation. Often something will catch their fanc. , the lesson for directors of programs and locally based organizers of trips and ask a question of the nearest staff member. It is ! lis that they need to pay considerable attention to hiring the right difficult personal questions - those that challenge !counselors for their groups. The level of compensation may well previous conceptions - will be asked in private of iconstitute a significant barrier to recruitin? more qualil!ed counsel?rs.. I trusts, rather than in front of the entire group. In SUI The possible impact of raising compensation on elevatlllg the qualJtyet availability of counselors who interact well with tee Icounselors remains an open question worthy of further exploration. both sensitivity and substance, is of paramount imp
We also saw counselors who displayed relatively iii youngsters or their activities. Some took every avai
26 27 ~vel of energy. Ability to Interact Well with Teenagers tnception as an educator, and not an administrator Israel summer programs hire scores of Israeli and North American ned with logistics alone. counselors. Since most of them are college students, the Israeli staff tend to be about three to four years older than their North American less to engage in highly visible, hands-on contact counterparts. (Almost all Israeli counselors have served first in the Israeli e staff and the groups in the field. army.) The counselors receive anywhere from $400 to $900 for several weeks of work in the field with the youngsters and a few days of pre-trip training and orientation. (It seems that programs with lower fees for lunselors participants pay less for staff than do the more expensive programs. Most programs pay more for veteran staff.) he Israel summer trip are in a strange and new n, this is their first trip abroad, let alone their first These conditions are sufficient to attract a reasonable number of willing participants, the counselor is the person with applicants. Nevertheless, the programs certainly are not nooded with of their waking hours, and is the principal applicants. (Whether expanded recruitment efforts can expand the pool Ilperience. of candidates and raise their quality is a policy issue worthy of consideration. One current source of ideal candidates are alumni of the dies have examined participant satisfaction. programs themselves, a reservoir that the programs may be able to tap ~ studies demonstrate that, of all factors, the further than they do now.) counselors has the strongest impact upon the ;Jfession of the trip. In simple terms, those What makes a strong candidate for such a position? -ost enthusiastic about their counselors were most 1rip. Regardless of training, some people seem to have a natural ability to interact well with teenagers. That was immediately evident in viewing oVould change about their trip, all participants in the groups. Some counselors were constantly interacting with the indicated that the staff had been problematic. participants, joking, explaining, cajoling. The teenagers in fact sought lId recommend the trip to friends, they said they out these counselors to ask questions, to show them something they the staff would be different. In contrast, most noticed, to share their insights. Over the course of several hot summer groups we observed listed the staff as the weeks, the attention of teenagers understandably ebbs and wanes; lat was good about their trip. certainly, the participants cannot always attend to the formal presentation. Often something will catch their fancy and they will stop of programs and locally based organizers of trips and ask a question of the nearest staff member. It is quite likely that the o:.~\\~\d.~~'G.\)\~ 'G.\\~\\\\\)\\ \\) \\\~\\\'~\\\~ ~\'t\\\ oIffIcu)t personal questions - those that challenge the individual's ups. The level of compensation may well previous conceptions - will be asked in private of a staff member he/she barrier to recruiting more qualilied counselors. trusts, rather than in front of the entire group. In such a situation, the raising compensation on elevating the qualitytlf availability of counselors who interact well with teenagers, combining .pen question worthy of further exploration. both sensitivity and substance, is of paramount importance.
We also saw counselors who displayed relatively little enthusiasm for the youngsters or their activities. Some took every available opportunity to
26 27 withdraw from interaction with the youngsters. Many acted more like The StatT as Positive Role Models chaperons than educators, attending solely to the logistical problems of getting their groups to the right place at the right time rather than to the The old adage, "Do what I say not what I do" ell entire educational challenge and opportunity offered by the Israel least not with adolescents on an organized trip to sp~nding wit~ experience. Clearly, aJI counselors should enjoy time . are constantly being watched by the teenagers all Jewish teenagers and know how to communicate wIth them. In addItIOn, behavior makes a strong statement. For example, the Israeli counselors should have a special affinity for youngsters from approach the grace after meals with personal revi North America who are, after aU, members of a foreign culture and the participants is clear. society. Our observation of groups going through Yad Va: Counselors as Models of the Program's Judaic and Zionist instructive insights. Most counselors, particularly Philosophy have been to Jerusalem's Holocaust museum mar have no personal need to re-experience Yad Vash Counselors, as the instructional staff with whom the participants interact counselors chose to send their groups into the bui most frequently, are inevitably Judaic and Zionist role models. Thus, at the exit. In contrast, we saw many counselors ~ ren~ct ~ersona~ly program directors try to hire counselors who can and Vashem with their groups. Their comments and d e~ucatlO~al phllosop~les. embody their program's particular Judaic and demonstrated the powerful impact of the museum They look for staff members whose personal phIlosophIes and relIgIOUS not only physicaJly available to the participants, \ observance approximate those advanced by the program. their emotional support; they were emotionally in and were in a position to deal with the participant For example, we spoke with one trip purveyor who wants to expose the time and (we imagine) at later points in the trip. C participants to considering the Zionist challenge of living in Israel. As a choosing to participate with their groups or stand result, he tries to hire counselors who were raised in the United States Yad Vashem. Organizers of special activity units t and have made aliyah, or attractive and accessible Israelis. Several programs told us that some programs' counselors move~ents or~e~ th~ programs sponsored by religious youth use Israel in the planned activities, and others are happy to f experience as a way of educating youngsters In the religIOUS phIlosophy few hours or more of free time.) of the sponsoring movements, that is to living as a particular kind of Jew in North America. These programs hire those counselors who embody Another time we observed a group spending part ( the religious ideals of these movements, even if they are not personally forest, clearing away brush, rocks and weeds to pr committed to Jiving in Israel. planting trees. The work was hard and the weathel of the counselors circulated urging the campers or: One way to find staff who are compatible with the program's philosophy educator, another counselor, and the program dire' is to hire counselors who a few years earlier had been participants on that join this group went further, setting a personal ex.. trip to Israel, or at least veterans of the sponsoring agency's camp or chopping down weeds, trimming bushes, and digg youth movement. By virtue of their own experience, these counselors These senior staff members stretched their own ph should more readily understand the overall philosophy of the trip. sure to maintain a positive attitude throughout the
The role model approach, important in any educat certainly one of the key attributes that makes for a importance was only highlighted for us by the con,
28 29 lion with the youngsters. Many acted more like The Staff as Positive Role Models )rs, attending solely to the logistical problems of the right place at the right time rather than to the The old adage, "Do what I say not what I do" clearly does not work, at lenge and opportunity offered by the Israel least not with adolescents on an organized trip to Israel. Staff members I counselors should enjoy spending time with are constantly being watched by the teenagers and the counselors' mow how to communicate with them. In addition, behavior makes a strong statement. For example, when counselors .hould have a special affinity for youngsters from approach the grace after meals with personal reverence, the message to ·e, after all, members of a foreign culture and the participants is clear.
Our observation of groups going through Yad Vashem provided some s ofthe Program's Judaic and Zionist instructive insights. Most counselors, particularly those living in Israel, have been to Jerusalem's Holocaust museum many times. They certainly have no personal need to re-experience Yad Vashem, and, several lmctional staff with whom the participants interact counselors chose to send their groups into the building and to meet them levitably Judaic and Zionist role models. Thus, at the exit. In contrast, we saw many counselors going through Yad to hire counselors who can renect and personally Vashem with their groups. Their comments and demeanor clearly .'s particular Judaic and educational philosophies. demonstrated the powerful impact of the museum's exhibits. They were ~mbers whose personal philosophies and religious not only physically available to the participants, who at times needed ,de those advanced by the program. their emotional support; they were emotionally in tune with the group and were in a position to deal with the participants' reactions, both at the :e with one trip purveyor who wants to expose the time and (we imagine) at later points in the trip. (The issue of counselors ~ring the Zionist challenge of living in Israel. As a choosing to participate with their groups or stand aside is not limited to counselors who were raised in the United States Yad Vashem. Organizers of special activity units that serve many ., or attractive and accessible Israelis. Several programs told us that some programs' counselors consistently take part .y religious youth movements often use the Israel in the planned activities, and others are happy to lind themselves with a If educating youngsters in the religious philosophy few hours or more of free time.) w'ements, that is to living as a particular kind of Jew .ese programs hire those counselors who embody Another time we observed a group spending part of the day at a JNF . these movements, even if they are not personally forest, clearing away brush, rocks and weeds to prepare the area for planting trees. The work was hard and the weather was hot. While some 1 Israel. of the counselors circulated urging the campers onward, a senior who are compatible with the program's philosophy educator, another counselor, and the program director who happened to ...ho a few years earlier had been participants on that join this group went further, setting a personal example by themselves ..st veterans ofthe sponsoring agency's camp or chopping down weeds, trimming bushes, and digging up heavy rocks. virtue of their own experience, these counselors These senior staff members stretched their own physical limits and made Inderstand the overall philosophy of the trip. sure to maintain a positive attitude throughout the experience.
The role model approach, important in any educational setting, is certainly one of the key attributes that makes for a good staff. Its importance was only highlighted for us by the contrast with those staff
28 29 members who sat back, took little leadership role, and failed to set positive examples. counselor announced that the group should brinl "What's Kiryat Arba?" asked one of the teenage coke, chips, ..." responded the counselor. And i The Staff as Accessible Role Models arrived, no further explanation of the controvers earliest Gush Emunim settlements was given. "( The staff members should not only set positive role models, but if they You have one half hour. Don't go far away." are to capitalize on every educational opportunity: the~ need to b~ accessible as well. One director told us that he trams hIs staff to clfculate Staff Training on the bus rides, sitting next to different participants on each l~g of the journey. He also demands that they seek out and publicly befnend the Although some individuals may be inherently be more introverted, less socially adept young people so as ~o ~elp counselors to young North American jewish visi strengthen their confidence and buttress their standing wlthm the group. specific skills of good counseling need to be lean conversations with leading program directors, th( Although eating with other staff members does give the counse.l~rs time to plan and relax, it also serves to segregate them from the partiCipants. counselors emerged as one of the most crucial arc The staff should be accessible during the informal moments - on the better programs we observed train their counselol bus rides, at the table, during free time. Counselors are trained in a variety of ways.
And yet, in order to be accessible the staff needs to avoid ~'~urn out." Some of the trips provide a rotation system so that the slatt members First, some programs require training during the r prior to the summer experience. This segment rna have a day off to replenish their energy. One staff member, w~en as~ed of time, such as an extended weekend, or it may e why he chose to be with that particular trip, r~spon~~~ that t~IS ~,artlcular afternoons or evenings over several months. group not only paid well, but gave adequate tIme ott to re-Iuel. Second, some programs are utilizing graduates of beginning and advanced counselors. These course The Staff as Educators the academic year. (The emergence and growth of program both testifies to the urgency of training a: The trips with a better reputation for excell:~ce in the pr?fession are distinguished by educationally oriented staff. On these tnps, even the evolution of youth counseling towards a professio most junior-level counselors see themselves not merely as chaperons or Third, some programs provide their counselors wi.: mini-administrators, but as teachers. Ideally, they are keenly aware of detailed instructional materials that are coordinate their responsibility for shaping the participan~s' unde~sta?ding of Isra~1 These materials provide information on administr. and for, more generally, achieving the educational obJe~1tves ?f the tnp. educational philosophy of the program, and speciE The very best of them are sensitive to the emergence of teachmg . objectives and activities for each site the group wi opportunities, the key moments in the young pe:son '.s encounter with Israel when the dedicated educator can successfully mtervene. Finally, a small number of programs involve the sl the itinerary or the accompanying educational acti This point can be well illustrated with a counter-~xample that ~merged in involvement of the counselors in pre-trip planning: our observation of a group about to leave for a tnp to Hebron. fhe personal investment in the program and certainly r
30 31 • took little leadership role, and failed to set counselor announced that the group should bring money for Kiryat Arba. "What's Kiryat Arba?" asked one of the teenagers. "A place to buy food, coke, chips, .. ." responded the counselor. And in fact, when they arrived, no further explanation of the controversial site of one of the Ie Role Models earliest Gush Emunim settlements was given. "Guys this is Kiryat Arba. You have one half hour. Don't go far away." uld not only set positive role models, but if they :ry educational opportunity, they need to be : director told us that he trains his staff to circulate StaffTraining ~ next to different participants on each leg of the lds that they seek out and publicly befriend the Although some individuals may be inherently better suited for serving as ;ocially adept young people so as to help counselors to young North American Jewish visitors to Israel, the ence and buttress their standing within the group. specific skills of good counseling need to be learned. Indeed, in our conversations with leading program directors, the training of high quality tther staff members does give the counselors time counselors emerged as one of the most crucial areas of need. All the () serves to segregate them from the participants. better programs we observed train their counselors. :essible during the informal moments - on the juring free time. Counselors are trained in a variety of ways.
accessible the staff needs to avoid "burn out." First, some programs require training during the period immediately ide a rotation system so that the staff members prior to the summer experience. This segment may entail a single block nish their energy. One staff member, when asked of time, such as an extended weekend, or it may encompass several ~h that particular trip, responded that this particular afternoons or evenings over several months. ~ll, but gave adequate time off "to re-fuel." Second, some programs are utilizing graduates of the Melitz courses for beginning and advanced counselors. These courses meet weekly during rs the academic year. (The emergence and growth of the Melitz training program both testifies to the urgency of training and signifies the reputation for excellence in the profession are evolution of youth counseling towards a profession in its own right.) ltionally oriented staff. On these trips, even the selors see themselves not merely as chaperons or Third, some programs provide their counselors with fairly extensive and ut as teachers. Ideally, they are keenly aware of detailed instructional materials that are coordinated with the itinerary. shaping the participants' understanding of Israel These materials provide information on administrative procedures, the "1, achieving the educational objectives of the trip. educational philosophy of the program, and specific educational are sensitive to the emergence of teaching objectives and activities for each site the group will visit. moments in the young person's encounter with ted educator can successfully intervene. Finally, a small number of programs involve the staff directly in planni ng the itinerary or the accompanying educational activities. The intensive illustrated with a counter-example that emerged in involvement of the counselors in pre-trip planning heightens their :'Oup about to leave for a trip to Hebron. The personal investment in the program and certainly makes them more
30 31 familiar with the group's goals and how they are to be implemented. work responsibilities makes serving as a counsel older potential candidates. Some, who might oth However programs engage in staff training, the objectives of such experience "burn-out." One intense and exhausti training normally include (or should include) the following: spending several hot summer weeks from mornil American teenagers may be all that some stalTen 1) Skills in group dynamics and interpersonal most counselors serve no more than three years ( communication. number of groups have staff members who returr
2) Familiarity with and empathy for Jewish teenagers from Almost all programs do try to look for experience North America (qualities that do not seem to come veteran counselors are, obviously, very familiar v naturally to most Israelis). philosophy and goals. They command a superior mission of the program. They know what to expe 3) Familiarity with the history and topography of the sites prepare the teenagers for what they are going to s the group will visit. able to help newer staff get acclimated. During 01 first timers remarked that they felt they could be I 4) The ability to utilize those sites to achieve the specific next time round, given that they now have gone tI educational objectives of the program. once.
5) Commitment to the Judaic, Zionist, ami educational However, at the same time, one program director philosophies of the program. counselors peak in their third year. He suggested I the field dulls the excitement and spontaneity that 6) Familiarity with administrative procedures. to bring to the intense summer experience.
7) Establishing working relationships with the other staff One way in which programs retain their better stal members in the particular group and program. within. A few programs are large enough to suppc middle-management positions. Most of these supe Although the foregoing only very brielly outlines the components of staff first started as front-line counselors. good training, we do want to emphasize that a well- trained staff is essential to a successful Israel experience. The program directors we But in the absence of possibilities for promotion, • interviewed opined that better recruitment and training of staff was one best to address this issue. The presence of more Sl: oftheir highest priorities. When asked how they would utilize a could be encouraged by building in a salary scale hypothetical grant of $20,000, many gave answers similar to that of one to those staffers returning. It could also be address director who said he would raise his program's salaries to a level where burn-out through regular days off for rest and recu he could insist that his staff members spend more concentrated time in ways by which to retain the more experienced cou training. year remains an unresolved challenge to the field.
Retaining Staff Staff-Participant Ratio: How Much is Ideal?
Few program directors expect that their counselors will return for more Most outstanding trip purveyors reported that theil than two or three rounds of duty. The advent of marriage, children, and one staff member for every 8-9 participants. In po:
32 33 .'s goals and how they are to be implemented. work responsibilities makes serving as a counselor less attractive for older potential candidates. Some, who might otherwise be available, ~age in staff training, the objectives of such experience "bum-out." One intense and exhausting experience of Ide (or should include) the following: spending several hot summer weeks from morning to night with North American teenagers may be all that some staffers can handle. Although in group dynamics and interpersonal most counselors serve no more than three years or so, we did note that a unication. number of groups have staff members who return year after year.
arity with and empathy for Jewish teenagers from Almost all programs do try to look for experienced counselors. The America (qualities that do not seem to come veteran counselors are, obviously, very familiar with the trip's lIy to most Israelis). philosophy and goals. They command a superior grasp of the overall mission of the program. They know what to expect and can more easily arity with the history and topography of the sites prepare the teenagers for what they are going to see that day. They are )Up will visit. able to help newer staff get acclimated. During our observations, several first timers remarked that they felt they could be much more effective the :>ility to utilize those sites to achieve the specific next time round, given that they now have gone through the experience :ional objectives of the program. once.
litment to the Judaic, Zionist, and educational However, at the same time, one program director speculated that ophies of the program. counselors peak in their third year. He suggested that too many years in the field dulls the excitement and spontaneity that are important qualities iarity with administrative procedures. to bring to the intense summer experience.
ishing working relationships with the other staff One way in which programs retain their better staff is by promoting from -ers in the particular group and program. within. A few programs are large enough to support several middle-management positions. Most of these supervisors of educational g only very brielly outlines the components of staff first started as front-line counselors. ..ant to emphasize that a well- trained staff is JI Israel experience. The program directors we But in the absence of possibilities for promotion, we are unsure of how It better recruitment and training of staff was one best to address this issue. The presence of more such experienced staff ~es. When asked how they would utilize a could be encouraged by building in a salary scale which would pay more ;20,000, many gave answers similar to that of one to those staffers returning. It could also be addressed by curtailing ·ould raise his program's salaries to a level where bum-out through regular days off for rest and recuperation. The specific staff members spend more concentrated time in ways by which to retain the more experienced counselors from year to year remains an unresolved challenge to the field.
Staff-Participant Ratio: How Much is Ideal?
: expect that their counselors will return for more Most outstanding trip purveyors reported that their ideal ratio would be :is of duty. The advent of marriage, children, and one staff member for every 8-9 participants. In point of fact, most trips
32 33 provide about one staff member for every] 0-12 participants. Financial Another drawback relates to the sense of profes constraints limit the number of staff members. counselors. At least one program draws a sl.wrp, counselors and the educational faculty whose ml One program director pointed out that whatever the ratio, each group participants on some, but not all, activities. Does should be assigned no less than four staff members. Invariably, one or of senior educators relieve the counselors of the another counselor is unavailable on any particular day. Some trips gave functioning as educators, reducing them to chapt staff members days off. Often, a staff member needs to remain behind to rather than engaged instructors and role models? stay with a sick teenager or to handle arrangements. The minimum critical mass of four staff members means that these unpredictable but These considerations suggest that programs need anticipated demands will still leave three staff members with the group. consideration to the timing and functioning of se In our observations, we saw no groups with fewer than four counselors supervisors or resource experts. In our view, the i assigned to a bus load, although at times only two were actually present. to have the so-called onicial educator available a make sure the less senior staff remains conscious educational mission. The Ongoing Presence of a Trained Educator
It stands to reason that Israel programs will function better as educational The Guide as Educator and as a Constant Pre1 institutions if the groups benefit from the ongoing presence of qualilied professional educators. Many groups, in fact, lack significant educational The role of tour guide in Israel demands a signili< supervision. Although an educator may serve as the director of the and expertise. Tour guides for the tourist industry program, other than administrative support staff, the counselors operate rigorous licensing exams for specific regions of It in a functionally autonomous fashion. this high level of expertise, it is not at all surprisir for counselors (even the Israelis) are initially equi In contrast, several programs engage experienced educators as competent tour guides for most of the sites that th, supervisors. They may be counselors with several years experience, or rabbis, or other senior personnel. In some cases, the person onicially Accordingly, for many years, organized tours for ~ designated as educator accompanies the group throughout the trip. In engaged the services of the speciaJly trained tour! other cases, possibly for budgetary reasons (educators cost more than theoretically one guide could accompany the grou counselors), the so-called onicial educator will move between two or many groups link up with their guides at the sites more groups. different tour guides as they work their way aroun
The augmentation of younger, less experienced counselors by trained Among the drawbacks of this arrangement is that I educational staff certainly represents a step forward. The episodic familiarity with the participants or with the educat appearance and disappearance of these senior educators constitutes program. Also, some say the use of outside expert something of a problem. If the entire Israel experience contains the authority of the counselor. Last, tour guides se. educational potential, and if these educators appear at only certain guides, not as informal Jewish educators. The dist: activities or just their preparation, then what does that practice say to the two professions is subtle but consequential. The tc participants and the counselors about the educational import of the other emphasis on understanding the site, its backgrounc sites, activities, and experiences? Does it suggest that snorkeling in Eilat educator tries to get the participants to grapple wit or camping in the Galilee lacks educational import and potential? site means to them as developing Jews.
34 35 member for every 10-12 participants. Fi nancial Another drawback relates to the sense of professional mission among the mber of staff members. counselors. At least one program draws a sharp distinction between counselors and the educational faculty whose members accompany the lOinted out that whatever the ratio, each group participants on some, but not all, activities. Does the occasional presence ess than four staff members. Invariably, one or of senior educators relieve the counselors of the responsibility of available on any particular day. Some trips gave functioning as educators, reducing them to chaperons and administrators . Often, a staff member needs to remain behind to rather than engaged instructors and role models? ~r or to handle arrangements. The minimum Iff members means that these unpredictable but These considerations suggest that programs need to give careful ill still leave three staff members with the group. consideration to the timing and functioning of senior educators, be they : saw no groups with fewer than four counselors supervisors or resource experts. In our view, the ideal approach would be although at times only two were actually present. to have the so-caJJed official educator available at all activities and to make sure the less senior staff remains conscious of and committed to its educational mission. ~ of a Trained Educator
Israel programs will function better as educational The Guide as Educator and as a Constant Presence s benefit from the ongoing presence of qualilied Many groups, in fact, lack significant educational The role of tour guide in Israel demands a signilicant degree of training :10 educator may serve as the director of the and expertise. Tour guides for the tourist industry must pass fairly -ninistrative support staff, the counselors operate rigorous licensing exams for specific regions of the country. Owing to )mous fashion. this high level of expertise, it is not at all surprisi ng that few candidates for counselors (even the Israelis) are initially equipped to function as grams engage experienced educators as competent tour guides for most of the sites that the trips tend to visit. be counselors with several years experience, or )ersonnel. In some cases, the person officially Accordingly, for many years, organized tours for Jewish teenagers have .accompanies the group throughout the trip. In engaged the services of the specially trained tour guides. While r budgetary reasons (educators cost more than theoretically one guide could accompany the group around the country, ed official educator will move between two or many groups link up with their guides at the sites and thus encounter different tour guides as they work their way around the country.
Junger, less experienced counselors by trained Among the drawbacks of this arrangement is that the guides have little ::lly represents a step forward. The episodic familiarity with the participants or with the educational philosophy of the ~arance of these senior educators constitutes program. Also, some say the use of outside experts subtly undermines 1. Ifthe entire Israel experience contains the authority of the counselor. Last, tour guides see themselves as tour nd if these educators appear at only certain guides, not as informal Jewish educators. The distinction between the ..eparation, then what does that practice say to the two professions is subtle but consequential. The tour guide tends to place lnselors about the educational import of the other emphasis on understanding the site, its background and its context. The :>eriences? Does it suggest that snorkeling in Eilat educator tries to get the participants to grapple with what being at this ee lacks educational import and potential? site means to them as developing Jews.
34 35 In contrast with the model of using different tour guides, most trip Thomas Watson, Jr., [past CEO of IBM] has sa directors with whom we spoke strongly advocated combining the roles of counselor or educator and tour guide. In their view, the guide should be "the basic philosophy of an organizatio continually associated with the group, rather than drop in as an informed its achievements than do technological outsider. Having a single guide and one who also serves as a counselor organizational structure, innovation, an means that he/she knows the group weJl, can adjust to the group's needs, excellent company we studied is clear c is able to connect different segments of the trip to one another, and can takes the process of value shaping seric relate the sites and activities to the particular philosophy of the group. As whether it is possible to be an exceJlenl one director said, "We used different tour guides early in the program, on values and without having the right but we found they tended to focus on sites rather than on the themes, J. Peters and Robert H. Waterman, Jr., J which was not in keeping with our philosophy." Lessonsfrom America sBest-Run Com}
To elaborate on a point made earlier, the directors see Israel as a text A clear and pervasive philosophy, one that is un waiting to be interpreted by the reader-participant. How one interprets staff from top to bottom, is a key component of that text depends upon one's environment, background, needs, and Judaic programs, not only are their Judaic and educatic approach. To illustrate, leaders of all three denominational movements' articulated by the director, but the staff and parti programs (Orthodox, Conservative, and Reform) are quite convinced aware of these philosophies and have adopted tt (and, in our view, quite rightly) that each of their programs interacts with contrast, we learned of several programs where the same sites and places (e.g., the Western Wall, Masada, or an leadership failed to formulate, project, or put int absorption center) in a fashion distinctive to that denominational philosophy. movement.
In exceptional circumstances, some directors endorse the use of Judaic Philosophy specialists who have a distinctive and commanding approach to a particular topic or activity. But, obviously, these specialists do not In our view, each program's philosophy must ad. accompany the group throughout the entire trip. Ideally, recognizing this how one is to be a Jew in modem times. Thus, al shortcoming, the counselor/educators should participate along with the should not) hold up the same model of the good youngsters in the specialist's activity. The constant presence of the consistent with their philosophy, choose to emph group's own educational staff aJlows for continuity in the educational to the question of how one can be a Jew in the m experience that would otherwise be lost. stress communal activity, feeling connected with social action, politics, religious observance, God Jewish culture, Hebrew, or some combination of THE PHILOSOPHY may emphasize feelings (e.g., of belongingness <: (e.g., text study), or knowledge (e.g., of Hebrew, whatever they emphasize, they do single out cerl involvement as desirable, if not essential, to Jewi
Programs that operate within a denominational 0 have a distinct advantage here. Orthodoxy, Conse: each offer a comprehensive model of the good Je
36 37 lei of using different tour guides, most trip Thomas Watson, Jr., [past CEO of IBM] has said that : spoke strongly advocated combining the roles of Id tour guide. In their view, the guide should be "the basic philosophy of an organization has far more to do with lith the group, rather than drop in as an informed its achievements than do technological or economic resources, e guide and one who also serves as a counselor organizational structure, innovation, and timing." ... Every s the group well, can adjust to the group's needs, excellent company we studied is clear on what it stands for, and takes the process of value shaping seriously. In fact, we wonder ~nt segments of the trip to one another, and can whether it is possible to be an excellent company without clarity ities to the particular philosophy of the group. As on values and without having the right sorts of values. [Thomas Ised different tour guides early in the program, J. Peters and Robert H. Waterman, Jr., In Search ofExcellence: :d to focus on sites rather than on the themes, Lessonsfrom America Best-Run Companies.j Ig with our philosophy." s A clear and pervasive philosophy, one that is understood by the entire made earlier, the directors see Israel as a text staff from top to bottom, is a key component of excellence. In the better j by the reader-participant. How one interprets Jne's environment, background, needs, and Judaic programs, not only are their Judaic and educational philosophies clearly articulated by the director, but the staff and participants are also well leaders of all three denominational movements' :mservative, and Reform) are quite convinced aware of these philosophies and have adopted them as their own. In contrast, we learned of several programs where those responsible for :rightly) that each or their programs interacts with leadership failed to formulate, project, or put into action a comprehensive :s (e.g., the Western Wall, Masada, or an "ashion distinctive to that denominational philosophy.
Judaic Philosophy ances, some directors endorse the use of listinctive and commanding approach to a In our view, each program's philosophy must address the question of ity. But, obviously, these specialists do not how one is to be a Jew in modern times. Thus, all programs cannot (and uoughout the entire trip. Ideally, recognizing this should not) hold up the same model of the good Jew. The good trips, ~lor/educators should participate along with the consistent with their philosophy, choose to emphasize their own answer dist's activity. The constant presence of the to the question of how one can be a Jew in the modern society. They may II staff allows for continuity in the educational stress communal activity, feeling connected with the Jewish People, .therwise be lost. social action, politics, religious observance, God, study, prayer, Zionism, Jewish culture, Hebrew, or some combination of these elements. They may emphasize feelings (e.g., of belongingness and attachment), skills r (e.g., text study), or knowledge (e.g., of Hebrew, Jewish history). But whatever they emphasize, they do single out certain elements of Jewish involvement as desirable, if not essential, to Jewish life.
Programs that operate within a denominational or movement framework have a distinct advantage here. Orthodoxy, Conservatism, and Reform each offer a comprehensive model of the good Jew. In theory at least,
37 36 each proposes answers to a broad range of questions, ranging from 3) Exploring one's personal COllm Jewish law to prayer to relating to Gentiles to social action, and so forth. and learning how to feel attachl In like fashion, the ideologically informed trips sponsored by Zionist different sorts of Jewish values movements also draw upon a clear set of Judaic values. For many of them, the model Jew is one who accepts the classic Zionist critique of In good trips, the way in which day-to-day acth Diaspora Jewish life and settles in Israel (or, for some movements, on a reflects the philosophy. For example, one trip h. kibbutz). Another illustration is offered by an educationally oriented young participants will remain in contact over tJ Israel-tour program for adults. The United Jewish Appeal's missions fellowship with a common language to interact, focus on a particular segment of the model Jew; one who feels a sense of import. We observed them when they saw a draJ responsibility to Jews worldwide and participates in the rescue and relief the theme of the relationships between Israelis a of endangered or impoverished Jews. the play was over, they discussed their reactions returned to ask questions, and shared some of th In contrast, programs outside a denominational or ideological Zionist entire group. Providing time for small-group dis framework face a special challenge. They have no ready-made model program's objective of building lasting ties amol Jew, no available philosophy of Jewish life that can inform their particular educational missions. These programs need to develop a clear For another group it was clear that jewish histor sense of their purpose with respect to the Judaic message they want to to who they are as Jews. The Holocaust claimed' deliver. One program emphasizes a feeling of belonging to the Jewish that history. While almost every group goes to "Y people generally and attachment to Israelis specifically. Another focuses their summer experience in Israel, this visil was i on finding one's personal connection to Jews and Judaism. Yet another experience for this group. Their evening progran emphasizes intellectual growth, the political realm, and pluralism. focused on the Holocaust. The counselors asked with reverence, which they did. In addition to tot An inspection of programs' literature, itinerary, and activities convey participants took part in a service at the Hall of R their underlying Judaic philosophy, clearly stated or implied. Whelher a Holocaust survivor tell her story for close to an participants have extensive contact with Israelis (and which Israelis), debate current issues within Israeli society, or serve at an old age home, We noted above that programs offer markedly va: says a great deal about what the program stands for. Do they visit sites Jewish life in the Diaspora. Another major axis 0 outside the Green Line? Do they spend time on kibbutz? How much time tiation entails their approach to Israel and Zionisf is devoted to Biblical Israel, and how much to exploring the natural Judaic philosophy that in this context demands s(: wonders of the Negev? extent does the program try to present the young ~ Zionist imperative of living in Israel? Diverse examples of the Judaic objectives of various programs we observed include the following; In our observations, we discerned a spectrum of are explicitly Zionist programs that hold out the i 1) A personal encounter with the mujor challenges and highest form of Jewish fulfillment. At the other e conflicts within contemporary Israeli society; or that are explicitly neutral about Zionist commitm two extremes are the many programs that clearly 2) Studying the chronological history of the Jewish People with the distinctions between Israeli and Diaspor' in the Land of Israel from Biblical times to the present engage them in the personal search for where the day; or safe to say that almost all Jews on their lirst trip t
38 39 a broad range of questions, ranging from 3) Exploring one's personal connections with other Jews ~Iating to Gentiles to social action, and so forth. and learning how to feel attached to others with widely Igically informed trips sponsored by Zionist different sorts of Jewish values and interests. on a clear set of Judaic values. For many of ne who accepts the classic Zionist critique of In good trips, the way in which day-to-day activities are planned also settles in Israel (or, for some movements, on a reflects the philosophy. For example, one trip has a clear goal that its ltion is offered by an educationally oriented young participants will remain in contact over the years and form a dults. The United Jewish Appeal's missions fellowship with a common language to interact on issues of Jewish llent of the model Jew: one who feels a sense of import. We observed them when they saw a dramatic play in progress on lr1dwide and participates in the rescue and relief the theme of the relationships between Israelis and Palestinians. When the play was over, they discussed their reactions in small groups, :rished Jews. returned to ask questions, and shared some of these reactions with the lside a denominational or ideological Zionist entire group. Providing time for small-group discussion embodies the I challenge. They have no ready-made model program's objective of building lasting ties among group members. lphy of Jewish life that can inform their issions. These programs need to develop a clear For another group it was clear that Jewish history was an important link ith respect to the Judaic message they want to to who they are as Jews. The Holocaust claimed an important place in lphasizes a feeling of belongi ng to the Jewish that history. While almost every group goes to Yad Vashem as part of lchment to Israelis specilically. Another focuses their summer experience in Israel, this visit was built as more of a key al connection to Jews and Judaism. Yet another experience for this group. Their evening program the night before had growth, the political realm, and pluralism. focused on the Holocaust. The counselors asked the participants to dress with reverence, which they did. In addition to touring the museum, the ms' literature, itinerary, and activities convey participants took part in a service at the Hall of Remembrance and heard ;Jhilosophy, clearly stated or implied. Whether a Holocaust survivor tell her story for close to an hour. ive contact with Israelis (and which Israelis), thin Israeli society, or serve at an old age home, We noted above that programs offer markedly varied approaches to ;vhat the program stands for. Do they visit sites Jewish life in the Diaspora. Another major axis of philosophical differen Do they spend time on kibbutz? How much time tiation entails their approach to Israel and Zionism, a component of J'ael, and how much to exploring the natural Judaic philosophy that in this context demands special attention. To what extent does the program try to present the young participants with the Zionist imperative of living in Israel? ~ Judaic objectives of various programs we In our observations, we discerned a spectrum of stances. At one extreme Ilowing: are explicitly Zionist programs that hold out the ideal of aliyah as the :mal encounter with the major challenges and highest form of Jewish fulfillment. At the other extreme are programs ts within contemporary Israeli society; or that are explicitly neutral about Zionist commitment. And between these two extremes are the many programs that clearly confront participants :lg the chronological history of the Jewish People with the distinctions between Israeli and Diaspora Judaism, and seek to -,and of Israel from Biblical times to the present engage them in the personal search for where they belong as a Jew. It is safe to say that almost all Jews on their first trip to Israel are struck by
38 39 Israel's extraordinary character and struggle with what this encounter with many bus loads per summer. For these gn with Israel means to them as a Jew living in the Diaspora. The good trips, presence of veteran staff members, or staff mel in our view, are prepared to address the questions that inevitably arise. At were products of the movement, youth group, c bare minimum, they have a clear approach to the answers (Zionist or to re-enforce the centrality of the philosophy. otherwise) they wiIJ offer. Once the Judaic and educational philosophies t p~ograms w?rk to make those philosophies per Educational Philosophy tnp. TJ:te phIlosophy should influence every ste executIon, from recruitment of participants, to ~ In addition to defining their Judaic objectives, the programs must grapple the s~ff, to the design of the itinerary and aceOi with deciding on their educational goals, methods and approaches. In matenals, to the actual experience in the field. I short, they need to determine the educational philosophy of the trip. staff needs to understand that there should be a and the reason should be consistent with Ihe ba~ The specific policy issues that fall under the rubric of educational underpinnings of the trip. philosophy are numerous, complex, and dirticult to specify. They include such questions as: THE CURRICULUM • the proper balance between experiential learning and text study;
• the recognition of different cognitive and emotional styles or, more specifically, the different ways in which people learn;
• the extent to which the youngsters will be granted autonomy, responsibility, and independence (and in which areas);
• the appropriate level of attention to group-building; and
• the extent to which counselors are to challenge the personal space of impressionable adolescents:
Clearly, the foregoing list is illustrative rather than exhaustive. The point is, any program with any set of Judaic objectives can (and must) also develop a particular educational style or approach. The choice of The Program's Philosophy Informs the Curri. educational style is separate and distinct from the choice of Judaic philosophy. Each program utilizes its own distinctive curricu ~~perience, we are defining the curriculum as en. Achieving pervasive Judaic and educational philosophies is easier in a Itmerary, that is, the sites to be visited and the set wh~ small operation where those who create and develop the philosophy are visited. Rather the curriculum also embraces in constant and direct contact with the participants and the rest of the the sites once they get there. .. staff. It becomes more difficult, but still feasible, in the larger programs
40 41 with many bus loads per summer. For these groups especially, the racter and struggle with what this encounter presence of veteran staff members, or staff members who themselves I as a Jew living in the Diaspora. The good trips, were products of the movement, youth group, or the program itself helps to address the questions that inevitably arise. At to re-enforce the centrality of the philosophy. : a clear approach to the answers (Zionist or Once the Judaic and educational philosophies have been developed, good programs work to make those philosophies pervade every aspect of the trip. The philosophy should influence every step of planning and { execution, from recruitment of participants, to selection and training of the staff, to the design of the itinerary and accompanying curricular leir Judaic objectives, the programs must grapple materials, to the actual experience in the field. Ideally, the responsible lucational goals, methods and approaches. In staff needs to understand that there should be a reason for every decision, -nine the educational philosophy of the trip. and the reason should be consistent with the basic philosophical underpinnings of the trip. :s that fall under the rubric of educational s, complex, and difl1cult to specify. They include THE CURRICULUM -ce between experiential learning and text study;
:If different cognitive and emotional styles or, y, the different ways in which people learn;
ich the youngsters will be granted autonomy, nd independence (and in which areas);
level of attention to group-building; and
aich counselors are to challenge the personal _sionable adolescents:
.st is illustrative rather than exhaustive. The point y set of Judaic objectives can (and must) also The Program's Philosophy Informs the Curriculum lcational style or approach. The choice of arate and distinct from the choice of Judaic Each program utilizes its own distinctive curriculum. For the Israel experience, we are defining the curriculum as encompassing not only the itinerary, that is, the sites to be visited and the sequence in which they are .daic and educational philosophies is easier in a visited. Rather the curriculum also embraces what the programs do with lhose who create and develop the philosophy are the sites once they get there. ontact with the participants and the rest of the difficult, but still feasible, in the larger programs
41 40 Many groups visit many of the same sites in Israel: the Western Wall, We find that trips emphasize several sub-themes Yad Vashem, Masada, the Diaspora museum, a kibbutz, and other larger educational mission. These sub-themes m conventional tourist destinations. Most also spend some time in certain chunk of time on the trip or they may constanl.ly regions of the country (Jerusalem, Tel Aviv, Galilee, and the Negev). But throughout the trip at different points. Examples even when they view the same sites, various programs use the sites for different purposes and in different contexts. 1) The Zionist mission of gatherin, and absorption. Jerusalem, for example, may be "used" in a variety of ways. In no special order, these include: 2) The struggle for Jerusalem.
1) To explore Jewish-Arab relations; 3) The challenge of Judaic diversil responses. 2) To emphasize the holiness of the Land of Israel; 4) Minority-majority tensions wilt 3) To provide a window on three thousand years of Jewish history; 5) Historic persecution and anti-St
4) To illustrate the complexities of relations between 6) The holiness of the Land of 1m religious and secular Jews (or between rich and poor, or between Ashkenazi and Sephardi). 7) The interplay of modernity and
The development of an Israel experience curriculum, then, entails expressing an educational mission that derives from the program's Judaic Days as Thematic Units and educational philosophies. The curriculum ought to include a specific and detailed written plan as to how to use the itinerary to achieve specific Most directors agreed that the day constitutes a . educational objectives. period. The argument in favor of thematic integl of the day, has to be seen in contrast with what I approach to seeing the sites. Thus, a tourist may Thematic Integrity visit the Diaspora Museum, the picturesque part the cafes on Dizengoff, without any sense of orc Most program directors we interviewed advocated using educational purpose. In contrast, most good trips try to builc themes in the planning and execution of their trips. They spoke of themes specific theme, rather than move from sight to s: operating on two levels. First, thematic lessons (perhaps half a dozen in example, several of the trips go from Yad Vashe number) should thread their way through parts of the entire program. ceremony. The rationale is to take the emotiona Second, units of time (typically of a day's length) should be devoted to Vashem, the horror and the sadness, and to sam· specific themes. physical rebuilding, the act of planting, continu:
Examples of each will serve to clarify these notions. Another group takes a day studying the battle fc visiting Latrun (on the road to Jerusalem), the ~ museum), and then Ammunition Hill. By stoppi
42 43 of the same sites in Israel: the Western Wall, We find that trips emphasize several sub-themes consistent with their ~ Diaspora museum, a kibbutz, and other larger educational mission. These sub-themes may apply to a specific nations. Most also spend some time in certain chunk of time on the trip or they may constantly emerge and re-emerge ~rusalem, Tel Aviv, Galilee, and the Negev). But throughout the trip at different points. Examples here include: same sites, various programs use the sites for different contexts. 1) The Zionist mission of gathering in the Exiles; aliyah and absorption. llay be "used" in a variety of ways. In no special 2) The struggle for Jerusalem.
re Jewish-Arab relations; 3) The challenge of Judaic diversity and pluralistic responses. asize the holiness of the Land of Israel; 4) Minority-majority tensions within Israeli society. de a window on three thousand years of Jewish 5) Historic persecution and anti-Semitism. rate the complexities of relations between 6) The holiness of the Land of Israel. : and secular Jews (or between rich and poor, or Ashkenazi and Sephardi). 7) The interplay of modernity and tradition. srael experience curriculum, then, entails 11 mission that derives from the program's Judaic Days as Thematic Units ,hies. The curriculum ought to include a specilic as to how to use the itinerary to achieve specific Most directors agreed that the day constitutes a fundamental educational period. The argument in favor of thematic integrity, at least on the level of the day, has to be seen in contrast with what may be called a tourist's approach to seeing the sites. Thus, a tourist may arrive in Tel Aviv and visit the Diaspora Museum, the picturesque parts of Jaffa, the beach, and the cafes on Dizengoff, without any sense of order or educational we interviewed advocated using educational purpose. In contrast, most good trips try to build the entire day around a nd execution of their trips. They spoke of themes specific theme, rather than move from sight to sight in random order. For First, thematic lessons (perhaps half a dozen in example, several of the trips go from Yad Vas hem to a tree planting leir way through parts of the entire program. ceremony. The rationale is to take the emotional experience of Yad pically of a day's length) should be devoted to Vashem, the horror and the sadness, and to somehow participate in the physical rebuilding, the act of planting, continuity, redemption.
:rve to clarify these notions. Another group takes a day studying the battle for Jerusalem in 1967, visiting Latrun (on the road to Jerusalem), the Mandelbaum Gate (and museum), and then Ammunition Hill. By stopping along the way to see
42 43 the city from the various perspectives, they gain an enriched and important lesson in trip-planning the first time hi powerful understanding of the struggle for control of Jerusalem during Eastern Europe in a week devoted to the Holoca the Six Days War. after their arrival in Israel, the participa~ts (~II 0 their strong Judaic background and motlv~tlon) The use of themes on various levels provides an instructive context for and inattentive. Their behavior was espeCially p. the participant as learner. The themes, in effect, are the lessons, large and they had been so transfixed by the European seg small, that the program is trying to convey. They provide the connections special meeting to attend to ~he dif~culties, he If between and among the experiences, both during the day and during the mistake by plunging them duectly mto the ~tand entire trip. without giving the youngsters so~e recreatIOnal: emotionally draining experience m Europe.
Program Units as Independent Islands of Excellence The director of another group says he makes sur trip with a week in Jerusalem so as to convey tIL The desirability of a thematic approach to the day and to the entire trip is home. Still another trip intentionally places Jf notwithstanding, each program unit - be it a lecture, a site visit, or its itinerary. Its program director beli~ves that h group activity - ought to stand on its own as an individual island of in the Negev or the Galilee are more mherently excellence. We need to recall that the primary audience here is Jewish to group- building. In contrast, his trip's J~rusa~. adolescents, 15-17 years old, who are traveling during their summer visits to several museums and archaeologIcal Sll vacation months. It is certainly true that most are impressed by the noble socially cohesive and educationally m~tivated g ideals associated with a pilgrimage-like trip to Israel and by their emerge only after some time into the trtp. participation in what is presented as a very special group of youngsters. However, these sentiments are, in themselves, not sufficient to overcome Concerns about rhythm and balance extend fror the disappointment that would ensue from several poorly executed entire trip down to the level of the single day. 0 activities. The potential for carping and frustration is rather high and rhythm of the well-planned day begins with pre incipient. As a consequence, each program, each day, each 2-4 hour the conduct of the activity, time to ref]~ct on.thf chunk of activity needs to perform up to high expectations. and time to unwind and relax. Good trtpS bUIld assess the recent educational experiences. Gro~ frequently as once a day, or once every three da Rhythm and Balance week.
One veteran Jewish educator remarked to us, "Many trips have a As with the other elements we have discussed, beginning, middle, and end; but not necessarily in that order." The point consensus on the precise rhythm and sequence he was making was that a good trip to Israel is not merely a collection of report that the directors of all good ~rips dev~t~ individual experiences - even excellent experiences - haphazardly those issues. The scheduling of partIcular actlvi thrown together. Rather, a successful curriculum involves experiences the entire trip or of a single day, inevitably carr that build upon one another in a particular order. advantages and disadvantages. Good program ( those concerns and plan accordingly. When planning the itineraries and the curricula, educators need to take into account the ever-changing emotional and physical needs of the participants. One experienced program director told us he learned an
44 45 perspectives, they gain an enriched and of the struggle for control of Jerusalem during important lesson in trip-planning the first time he took youngsters to Eastern Europe in a week devoted to the Holocaust. The first few days after their arrival in Israel, the participants (all of whom were selected for rious levels provides an instructive context for their strong Judaic background and motivation) were unusually unruly . The themes, in effect, are the lessons, large and and inattentive. Their behavior was especially perplexing if only because '5 trying to convey. They provide the connections they had been so transfixed by the European segment. After holding a ~xperiences, both during the day and during the special meeting to attend to the difficulties, he learned that he had made a mistake by plunging them directly into the standard Israel program without giving the youngsters some recreational time to unwind after the emotionally draining experience in Europe. lendent Islands of Excellence The director of another group says he makes sure to begin and end the latic approach to the day and to the entire trip trip with a week in Jerusalem so as to convey the message that Jerusalem :>gram unit - be it a lecture, a site visit, or is home. Still another trip intentionally places Jerusalem in the middle of :> stand on its own as an individual island of its itinerary. Its program director believes that his trip's outdoor activities ~call that the primary audience here is Jewish in the Negev or the Galilee are more inherently enjoyable and contribute old, who are traveling during their summer to group- building. In contrast, his trip's Jerusalem activities, entailing 1ainly true that most are impressed by the noble visits to several museums and archaeological sites, require a more lilgrimage-like trip to Israel and by their socially cohesive and educationally motivated group, one that will resented as a very special group of youngsters. emerge only after some time into the trip. ts are, in themselves, not sunicient to overcome rould ensue from several poorly executed Concerns about rhythm and balance extend from the overall level of the )r carping and frustration is rather high and entire trip down to the level of the single day. On many programs, the Ice, each program, each day, each 2-4 hour rhythm of the well-planned day begins with preparation for an activity, I perform up to high expectations. the conduct of the activity, time to reflect on the meaning of the activity, and time to unwind and relax. Good trips build in periods to digest and assess the recent educational experiences. Group meetings may occur as frequently as once a day, or once every three days, or as little as once a week. Itor remarked to us, "Many trips have a d; but not necessarily in that order." The point As with the other elements we have discussed, we can report no clear good trip to Israel is not merely a collection of consensus on the precise rhythm and sequence of activities; but we can even excellent experiences - haphazardly report that the directors of all good trips devote thoughtful attention to successful curriculum involves experiences those issues. The scheduling of particular activities, be it in the context of ~r in a particular order. the entire trip or of a single day, inevitably carries with it certain advantages and disadvantages. Good program directors are aware of ries and the curricula, educators need to take those concerns and plan accordingly. ging emotional and physical needs of the ced program director told us he learned an
44 45 THE TRIP EXPERIENCE: FUNDAMENTALS Despite all these advantages, participants' post-tr complain about impediments to having a good til -- prominently, poor quality of food and uncomfort;
Clearly, those planning trips need to strike a bala objectives, and the balance should be struck di ffe groups. One critical choice is to decide how mue: more explicit educational activities, and how mu recreational experiences such as shopping, swim time. Trip directors are well aware that participal that they wished for more "free time," that they f jam-packed, even as they also typically state thai summer. Nevertheless, some directors we intervi maximizing the time devoted to more explicitly I activities, and allowing for just enough recreatio: "keep the troops happy." Moreover, one suggestf possible, recreational activities should draw UpOi Israel. They should expose the participants to Isr which Israelis enjoy themselves. To illustrate, an Recreation: Necessary, But Not Sufficient discotheque is preferable to a party for the group beach populated by Israeli families or swimming A fund~~ental pre-requisite of any successful trip is that it be enjoyable. to taking over a kibbutz swimming pool for an e. In provldm~ reason.s for why they might consider a trip to Israel, young people readIly admit that their chief interest in going is to "have fun." Most directors believe that their programs must I recreational time and experiences so as to facilit: Failu~e to provide youngsters with a thoroughly enjoyable summer higher educational objectives. In other words, ha expenence may well sour them on Israel. They will be less likely to means to other goals, rather than an end in itself. return ~alI?ost a universal goal of Israel programs) and less likely to enthUSiastIcally recommend the program or Israel travel to their friends. (Recommendations are a major source of recruitment.) On the other Good Logistics and Some Flexibility ha~d, the association of the Israel experience with an immensely enJo~able summer (which is, fortunately, a very frequent occurrence) Good trip planners strive to subordinate their lo§ may Implant some very positive feelings about Israel for years to come. their educational objectives, rather than the othe: words, the availability of accommodations and t !he v~ry nature of the organized summer trip provides many of the key peak summer period can certainly constrain the i mgredlents for a fun-filled experience. Youngsters are traveling abroad, especially acute for programs that field severall: perha~s for the first time, in the company of others their age, often Better programs manage to develop the adminis1 mcludmg close friends. They are away from the responsibilities of school and relationships necessary to assure priority in : and the close supervision of parents. They are spending time outdoors in as to suit the educational design of the trip, rathe a very attractive environment, and are being treated to new and different availability of accommodations dictate the itiner experiences, sometimes several times a day.
46 47 :NCE: FUNDAMENTALS Despite all these advantages, participants' post-trip evaluations often complain about impediments to having a good time. These include, most prominently, poor quality of food and uncomfortable accommodations.
Clearly, those planning trips need to strike a balance between competing objectives, and the balance should be struck differently for different groups. One critical choice is to decide how much time to devote to the more explicit educational activities, and how much to allow for heavily recreational experiences such as shopping, swimming, sunning, and free time. Trip directors are well aware that participants regularly complain that they wished for more "free time," that they feel the program is too jam-packed, even as they also typically slate that they had a fabulous summer. Nevertheless, some directors we interviewed advocated maximizing the time devoted to more explicitly educationally oriented activities, and allowing for just enough recreational time to, in effect, "keep the troops happy." Moreover, one suggested that, as far as possible, recreational activities should draw upon the uniqueness of Israel. They should expose the participants to Israelis and to the ways in ·ut Not Sufficient which Israelis enjoy themselves. To illustrate, an evening at an Israeli discotheque is preferable to a party for the group alone. An afternoon at a Ie of any successful trip is that it be enjoyable. beach populated by Israeli families or swimming at Sachne are preferable hy they might consider a trip to Israel, young to taking over a kibbutz swimming pool for an equivalent time. heir chief interest in going is to "have fun." Most directors believe that their programs must provide enough ers with a thoroughly enjoyable summer recreational time and experiences so as to facilitate the achievement of :hem on Israel. They will be less likely to higher educational objectives. In other words, having fun is in part a ~oal of Israel programs) and less likely to means to other goals, rather than an end in itself. d the program or Israel travel to their friends. lajor source of recruitment.) On the other ~ Israel experience with an immensely Good Logistics and Some Flexibility is, fortunately, a very frequent occurrence) sitive feelings about Israel for years to come. Good trip planners strive to subordinate their logistical environment to their educational objectives, rather than the other way around. In other lnized summer trip provides many of the key words, the availability of accommodations and transportation during the experience. Youngsters are traveling abroad, peak summer period can certainly constrain the itinerary. The problem is 1 the company of others their age, often especially acute for programs that field several bus loads simultaneously. ~y are away from the responsibilities of school Better programs manage to develop the administrative skills, contacts, f parents. They are spending lime outdoors in and relationships necessary to assure priority in scheduling itineraries so nt, and are being treated to new and different as to suit the educational design of the trip, rather than having the 'eral times a day. availability of accommodations dictate the itinerary.
46 47
'jjj Even a trip that is brilliantly planned can fail if plagued by poor logistical The directors hold diverse views as to what prorr perfonnance. Every trip has its occasional mishaps - buses that arrive reflected in the diversity of their guidelines. Som late, or speakers who cancel at the last minute; but the good trips attend guard always accompany the group, and others n well to administrative detail and provide back-up systems to address the excursions to certain areas. Some trips stay withi unanticipated foul-ups. Often they designate a special staff member who other programs spend considerable time in West has the bulk of the responsibility for overseeing this area. communities. Some trips allow teenagers to take Jerusalem by themselves, while others do not. The test of a logistical system comes not only in its ability to recover from occasional glitches, but in providing room for mid- course We find it noteworthy that the severity of the reSl adjustment. The good trips seem to be administratively flexible enough One program that bars its teenagers from going ~ to allow for an occasional early-to-bed or morning sleep-in when the them to swim at beaches with no lifeguards, whL staff feels the participants are just too exhausted to stick with the regulations are the reverse. The very diversity in pre-arranged schedule. One group we observed started their morning some practices that seem questionable to our eye program an hour later than usual because the teenagers had just returned consultation among the relevant senior staff frorr from a three-day camping trip. The staff decided that to push on without warranted. enough sleep would result in a wasted day.
But the lesson of flexibility should not be over-drawn. We sense that the Adolescent Behavior and Adult Supervision: • better programs are driven by a commitment to their educational agenda. The staff - from the director to the bus group counselor - are Young participants are very sensitive to maintair committed to following the daily lesson plan, to sticking to schedule, to Yet, all programs must establish guidelines gove getting the most out of each educational activity. In conLrast, we observed lateness, drinking, sexual activity, drugs, smokin some groups that exhibited a lackadaisical ethos, where activities started the group. While most young participants we sp' late and where counselors routinely tolerated stragglers and late-comers. satisfied with their level of regulation, many mel Group leaders certainly need enough autonomy and flexibility to make complained that there wasn't enough independe! appropriate adjustments. But the supervisory staff needs to be in a example, was too early. "Ifour parents trusted u: position to check the frequent tendency of the generally less experienced own, we should have a little more room to mane (and less committed) counselor staff to advocate a slower pace and a less intense schedule than the group can tolerate. The better programs are clear about articulating discouraged and which are absolutely forbidden. illicit drugs. Some very strictly forbid alcohol cc Safety are, in practice, more lenient. Some ban any "P[ [romantic] Affection) as an inhibition to buildin) Few teenage participants are themselves concerned with safety issues. contrast, one director remarked that he views the The possibility that they may break a limb on a hike or that, even worse, relationships between Jewish youngsters as an i. suffer from a terrorist attack is generally remote from their minds. his program's Israel experience. However, these issues certainly concern parents, community supporters, and the trip purveyors themselves. Clearly, programs need to select wn\cn e\emen\~ they will tolerate, and which they will discoura~ outright. And they also need to clearly commulll
48 49 lItly planned can fail if plagued by poor logistical The directors hold diverse views as to what promotes safety, as is has its occasional mishaps - buses that arrive reflected in the diversity of their guidelines. Some insist that an armed ncel at the last minute; but the good trips attend guard always accompany the group, and others require one only on ~tai1 and provide back-up systems to address the excursions to certain areas. Some trips stay within the Green Line, while )ften they designate a special staff member who other programs spend considerable time in West Bank Jewish nsibility for overseeing this area. communities. Some trips allow teenagers to take the bus to downtown Jerusalem by themselves, while others do not. ,stem comes not only in its ability to recover -, but in providing room for mid- course We find it noteworthy that the severity of the restrictions is inconsistent. ps seem to be administratively flexible enough One program that bars its teenagers from going by bus to the city, allows :11 early-to-bed or morning sleep-in when the them to swim at beaches with no lifeguards, while, on other trips, the :s are just too exhausted to stick with the regulations are the reverse. The very diversity in guidelines, as well as )ne group we observed started their morning some practices that seem questionable to our eyes, suggests that a an usual because the teenagers had just returned consultation among the relevant senior staff from several programs is g trip. The staff decided that to push on without warranted. .It in a wasted day.
ity should not be over-drawn. We sense that the Adolescent Behavior and Adult Supervision: The Issue of Discipline ~n by a commitment to their educational agenda. ector to the bus group counselor - are Young participants are very sensitive to maintaining their independence. the daily lesson plan, to sticking to schedule, to Yet, all programs must establish guidelines governing such issues as ach educational activity. In contrast, we observed lateness, drinking, sexual activity, drugs, smoking, and responsibility to ed a lackadaisical ethos, where activities started the group. While most young participants we spoke with seemed 's routinely tolerated stragglers and late-comers. satisfied with their level of regulation, many members of one group leed enough autonomy and flexibility to make complained that there wasn't enough independence. The curfew, for But the supervisory staff needs to be in a example, was too early. "If our parents trusted us to come so far on our luent tendency of the generally less experienced own, we should have a little more room to maneuver." mselor staff to advocate a slower pace and a less :group can tolerate. The better programs are clear about articulating which behaviors are discouraged and which are absolutely forbidden. All prohibit any use of illicit drugs. Some very strictly forbid alcohol consumption, while others are, in practice, more lenient. Some ban any "PDA" (Public Display of [romantic] Affection) as an inhibition to building a cohesive group. In are themselves concerned with safety issues. contrast, one director remarked that he views the emergence of romantic may break a limb on a hike or that, even worse, relationships between Jewish youngsters as an important side-benefit of ilck is generally remote from their minds. his program's Israel experience. rtainly concern parents, community supporters, ~mselves. Clearly, programs need to select which elements of adolescent behavior they will tolerate, and which they will discourage, if not prohibit outright. And they also need to clearly communicate these rules both to
48 49 the participants and to their parents. Some programs require participants THE TRIP EXPERIENCE: ELEMENTS and parents to read and sign a contractual document in which the participants pledge to abide by the program's regulations.
Observations from a study of good high schools also apply to good programs for Jewish teenage visitors to Israel:
Good high schools provide safe and regulated environments.... A strong sense of authority is reinforced by an explicit ideological vision, a clear articulation of the purposes and goals of education. Ideology, authority, and order combine to produce a coherent institution that supports human interaction and growth. These institutional frameworks and structures are critical for adolescents, whose uncertainty and vulnerability call for external boundary setting. In their abrupt shirts from childishness to maturity, they need settings that are rooted in tradition, that will give them clear signals of certainty and continuity. lSara Lawrence Lightfoot, The Good High School, p. 350.]
In like fashion, Israel programs not only need to establish guidelines governing several areas of deportment; the stall also need to consistently enforce them as well.
Formal Learning in the Informal Program: Classes, Lectures and Reading Material
All organized youth trips engage in some sort c better, more educationally oriented trips often L pedagogic techniques as well. Somehow, they I reluctance of youngsters on a summer vacatiolll activities.
To be clear, when we speak of "formal" learnir we are not referring to grades, homework, writ the trappings of school. So-called formal classt informal manner; gum-chewing, feet up on the
50 51 _r parents. Some programs require participants THE TRIP EXPERIENCE: ELEMENTS OF DISTINCTION ~n a contractual document in which the e by the program's regulations.
of good high schools also apply to good ge visitors to Israel:
;; provide safe and regulated environments.... authority is reinforced by an explicit . a clear articulation of the purposes and goals logy, authority, and order combine to produce ion that supports human interaction and :itutional frameworks and structures are critical hose uncertainty and vulnerability call for setting. In their abrupt shifts from childishness eed settings that are rooted in tradition, that lr signals of certainty and continuity. [Sara Jt, The Good High School, p. 350.J rams not only need to establish guidelines deportment; the stall also need to consistently
Formal Learning in the Informal Program: Classes, Lectures and Reading Material
All organized youth trips engage in some sort of informal education. The better, more educationally oriented trips often use more conventional pedagogic techniques as well. Somehow, they manage to overcome the reluctance of youngsters on a summer vacation to engage in school-like activities.
To be clear, when we speak of "formal" learning in this informal context, we are not referring to grades, homework, written assignments and all the trappings of school. So-called formal classes are conducted in a very informal manner; gum-chewing, feet up on the chairs, and youngsters
50 51 j sprawled on the floor typify these lectures. Nevertheless, program many trip providers. Cohesive groups engender directors who incorporate formal learning are convinced their other Jewishly committed youngsters. They alsc participants benefit from the experience. what may be the first Israel experience with a VI; distinctive social experience. And, not least, infl Educationally intensive trips supplement the experience of touring and that, as a general rule, more cohesive groups sin guiding at the sites with preceding preparatory classes, discussions, As one observer writes: and/or lectures. All would agree that while learning takes place at the site itself, it may be counter-productive to give participants all they need to The tour guide must examine the cohes: know while standing in the hot sun, or while crowding the entrance to a order to know which hadracha [counse museum. The educational sessions prior to visiting sites provide the cohesive, disciplined group is likely to: essential background for the upcoming experiences. One group we saw guide's initiatives than a fragmented grl met the evening before the trip to Yad Vashem to review factual be sensitive to the internal dynamics of information about the Holocaust and to set the emotional tone for the and how to consolidate it, thereby creal visit by reading poems, and excerpts from Holocaust diaries. Another successful and enjoyable educational ac group participated in a program from the Jewish National Fund about the Sites and Sources, Jewish Education Cc importance of trees to Israel as a prelude to a tree-planting experience the Agency, p. 13.] next morning. A third group held a seminar on the disputed territories a few hours before they physically explored those areas. Recognizing these advantages, the better progn: approaches to try to foster cohesivenes~ prior tc Aside from scheduling classes and lectures, several programs distribute or certainly very early in the trip expenence. O! source books to the participants once they arrive. They often include rigorous outdoors activities. Its organizers clair maps and background information on the sites they will visit. Counselors helping one another overcome physical obstac.l. and guides hold the key to whether the source books are utilized. familiarity, trust, and intimacy among the partlc Sometimes they encourage participants to bring the source books with specifically schedule break-the- ice activities tc them on the tour and frequently refer to them during the trip. However, participants and staff to one another. Some enc· without the encouragement of counselors (as is generally the case), few share with the group their highly personal reacl participants seem to actually make use of the source books on the trip Other group- building techniques focus on the itself. Some trip purveyors claim that their primary usefulness comes knowledge base, of making sure each participa after the trip when some participants may scan the source books to recall same themes, concepts, and vocabulary. Whate their summer experiences. good programs are keenly aware that they neec group members and to the counselors as well.
Promoting Group Cohesiveness Pride, Spirit, and Ethos By cohesive groups, we mean those where most adolescents enjoy one another's company, care for each other, and share a common set of In our observations of trips in the field, we leal symbols, myths, and memorable experiences. Participants in such were having unusually good Israel experience~ well-functioning groups help each other appreciate the Israel encounter. participants felt that they were special and that These are groups where it is reasonable to assume that the educational in distinctive activities. They were proud to ell' impact will be that much more powerful and long-lasting. Group different from or better than others. cohesiveness relates directly to several of the objectives enunciated by
52 53 y these lectures. Nevertheless, program many trip providers. Cohesive groups engender a sense of belonging to "ormallearning are convinced their other Jewishly committed youngsters. They also forge an association of Ie experience. what may be the first Israel experience with a very positive and distinctive social experience. And, not least, informal educators claim )s supplement the experience of touring and that, as a general rule, more cohesive groups simply learn more readily. ~ceding preparatory classes, discussions, As one observer writes: 3gree that while learning takes place at the site x1uctive to give participants all they need to The tour guide must examine the cohesiveness of his group in hot sun, or while crowding the entrance to a order to know which hadracha [counseling] tools to use. A essions prior to visiting sites provide the cohesive, disciplined group is likely to be more responsive to its ~ upcoming experiences. One group we saw guide's initiatives than a fragmented group. The tour guide must lrip to Yad Vashem to review factual be sensitive to the internal dynamics of the group, knowing when :aust and to set the emotional tone for the and how to consolidate it, thereby creating the conditions for excerpts from Holocaust diaries. Another successful and enjoyable educational activities. [Ami Bouganim, ram from the Jewish National Fund about the Sites and Sources, Jewish Education Committee of the Jewish I as a prelude to a tree-planting experience the Agency, p. 13.] ) held a seminar on the disputed territories a cally explored those areas. Recognizing these advantages, the better programs use a variety of approaches to try to foster cohesiveness prior to the trip, as noted earlier, ies and lectures, several programs distribute or certainly very early in the trip experience. One program starts with lOts once they arrive. They often include rigorous outdoors activities. Its organizers claim that the experience of nation on the sites they will visit. Counselors helping one another overcome physical obstacles and fatigue builds Ihether the source books are utilized. familiarity, trust, and intimacy among the participants. Other programs >articipants to bring the source books with specifically schedule break-the- ice activities to help introduce ltly refer to them during the trip. However, part:icipants and staff to one another. Some encourage participants to )f counselors (as is generally the case), few share with the group their highly personal reactions to sites and activities. make use of the source books on the trip Other group- building techniques focus on the formation of a common laim that their primary usefulness comes knowledge base, of making sure each participant is familiar with the :icipants may scan the source books to recall same themes, concepts, and vocabulary. Whatever the specilic technique, good programs are keenly aware that they need to build ties amongst group members and to the counselors as well.
~ness n those where most adolescents enjoy one Pride, Spirit, and Ethos ~ach other, and share a common set of Ible experiences. Participants in such In our observations of trips in the field, we learned that many groups that each other appreciate the Israel encounter. were having unusually good Israel experiences were also those where the 'easonable to assume that the educational participants felt that they were special and that their trips were engaged 'e powerful and long- lasting. Group in distinctive activities. They were proud to claim that their group was to several of the objectives enunciated by different from or better than others.
52 53 provocative questions. Rather than intoning, "Vi "Other trips are known as million star hotel trips. We do more than just of Ayalon where David slew Goliath," a ~ore e see a lot of the sites," bragged one teenager on a trip noted for an unusual guide might start with: "We are now entenng tt amount of hiking and outdoors activities. A young woman in another anyone remember from studying the book of $;: group favorably compared her group's tree- planting activity with that of interaction took place here?" another group she had been part of. "Here we really did something. With the other group the hole was dug for you and everything. It almost felt We saw the two contrasting approaches used at when you left that they took the tree out and gave it to the next person." stopped to lecture for about ten.minutes in f~on entrance to the museum. He pomted out vanou Others saw their trip as the one with "the Zionist viewpoint," or the what the artist wanted to express through them. "traditional approach." "This program makes us part of Israeli society groups of tourists walked by and diverted the a like no other program", or, "On this program we make friendships that individuals in his group. last for a lifetime." On programs which emphasize intellectual freedom, the participants spoke of how the other more conventional programs are A guide with another group spoke for a momer "full of propaganda. This was the only program I could have gone on." statement by the artist of the world of the Holo youngsters to explain the symbols them~elves. In these comments we find a sense of strong in-group elan combined imaginative; they saw things that the gUIde a~n with a sense of mission. Often, the very names of the program impart a noticed before. These young people were aclJV sense of distinctiveness. Their titles include such educationally discovery and interpretation of the symbols. In challenging terms as "seminar," "fellowship," and "pilgrimage." Many group, this group was so attentive that they har staff members are quite conscious of creating this sense of group pride. tour groups heading into the museum. "We build their motivation to experience more by telling them explicitly 'This isn't a trip, it's a program'. They know they are doing things that Recent years have seen the emergence of sped other trips don't do." units that emphasize active involvement. One ~ simulation game, puts the participants in the rc On many trips, the very language the directors use to describe their conflicting regional powers. Working with a ~e: programs seeps down to the front-line staff and to the participants. Our leaders, the participants enact diplomatic and: interview notes find the youthful participants were unwittingly game allows the participants to direc.tly exp~f1I mimicking the code words of the program directors. Clearly, group ethos difficulties of reaching some sort of mternatlOr and group pride start at the top. serves their adopted countries' national interes;
The Neighborhood Game, where participants :: Active Learning and Involvement for clues and symbols in one of Jerusalem's oli neighborhoods, also serves to bring learning te Educational literature stresses the importance of active participation. As actively undergo lessons on Jerusalem's past a a rule of thumb, active participants learn more than passive listeners. game. Good educational programs consciously attempt to provide for active involvement. Many individual programs have devised their I actively engage participants as they go througl For example, many tour guides lecture without interruption, but the Museum of the Land of Israel, David's Tower, better ones engage the participants by repeatedly throwing out
55 54 provocative questions. Rather than intoning, "We are entering the valley million star hotel trips. We do more than just of Ayalon where David slew Goliath," a more educationally oriented ~ged one teenager on a trip noted for an unusual guide might start with: "We are now entering the Valley of Ayalon. Does loors activities. A young woman in another anyone remember from studying the book of Samuel what famous I her group's tree- planting activity with that of interaction took place here?" n part of. "Here we really did something. With as dug for you and everything. It almost felt We saw the two contrasting approaches used at Yad Vashem. One guide )k the tree out and gave it to the next person." stopped to lecture for about ten minutes in front of the mural at the entrance to the museum. He pointed out various symbols and interpreted ~ one with "the Zionist viewpoint," or the what the artist wanted to express through them. As he spoke, other his program makes us part of Israeli society groups of tourists walked by and diverted the attention of many of the . "On this program we make friendships that individuals in his group. ,grams which emphasize intellectual freedom, ow the other more conventional programs are A guide with another group spoke for a moment about the mural as a ",as the only program I could have gone on." statement by the artist of the world of the Holocaust. She then asked the youngsters to explain the symbols themselves. Their answers were so I a sense of strong in-group elan combined imaginative; they saw things that the guide admitted she had never rten, the very names of the program impart a leir titles include such educationally noticed before. These young people were actively engaged in the discovery and interpretation of the symbols. In contrast with the former nar," "fellowship," and "pilgrimage." Many group, this group was so attentive that they hardly noticed the stream of nscious of creating this sense of group pride. tour groups heading into the museum. to experience more by telling them explicitly ~ram'. They know they are doing things that Recent years have seen the emergence of specially designed program units that emphasize active involvement. One such unit, the Middle East Iguage the directors use to describe their simulation game, puts the participants in the roles of leaders of conflicting regional powers. Working with a ~eam of fellow government e front-line staff and to the participants. Our leaders, the participants enact diplomatic and military maneuvers. The L1thful participants were unwittingly game allows the participants to directly experience the intractable of the program directors. Clearly, group ethos top. difficulties of reaching some sort of international compromise that also serves their adopted countries' national interests.
,Ivement The Neighborhood Game, where participants are sent in teams searching for clues and symbols in one of Jerusalem's oldest and most historic neighborhoods, also serves to bring learning to life. Here participants ies the importance of active participation. As actively undergo lessons on Jerusalem's past and present in a compelling icipants learn more than passive listeners. game. :consciously altempt to provide for active Many individual programs have devised their own activities which des lecture without interruption, but the actively engage participants as they go through the Israel Museum, the Museum of the Land of Israel, David's Tower, or the Diaspora Museum. ~ipants by repeatedly throwing out
54 55 could choose one of three activities, to wit, a se For example, one program has the young people divide up and each archaeology and agriculture program in the Ne! group goes into a different room of David's Tower. They are then asked to write a newspaper article as though they lived during that period. training in a Gadna camp. Another program off Another program asks the participants to spend some time on Jerusalem's ranging in subject matter from basic Judaism, t· Ben Yehuda pedestrian mall conducting man-in-the-street interviews of a to Spinoza. Still another program requires partl random assortment of Israelis. experience in an individually designed art proje medium (to say nothing of the project itselt) is All of the foregoing is not to suggest that groups are abandoning the Alternatives include poetry, sculpture, drama, I= more standard lecture format, nor that they should do so. Games and arts. Programs also offer choices of different 51 simply different activities for an evening or aft. ~ther speciall.y designe~ activities have their drawbacks as well. They are tIme-consum1Og (both 10 their planning and execution) and sometimes distracting from the central educational objective. Moreover, if so-called Related to the issue of choice is the broader co: creative activities are used excessively, groups can become inured to sense of autonomy and independence, issues tt them and their educational impact. Nevertheless, we see programs important for developing adolescents. struggling to achieve what for them is the proper balance of traditional One way to allow for independence is to give t with less conventional styles of instruction, making sure 10 include active learning. decision-making power not only over their ow matters affecting the entire group. One prograr volunteer to serve on committees to undertake Making Choices, Taking Initiative, Assuming Responsibility prayer services or special evening activities. G respond to the initiatives of the teenagers. For When given the freedom to choose, or even the mere semblance of several participants had gone on their free time choice, people become far more invested in the what they have chosen. Jerusalem shortly after the massive rescue of f Owners of particular brands of personal computers report very high had made some acquaintances among new arri levels of satisfaction (with almost all brands) in part because their scheduled to visit the Absorption Center in M" satisfaction confirms the wisdom of their prior act of consumer choice. In outside Jerusalem, the next day. but due to the like fashion, the psychological literature speaks of the need for all participants, the program arranged to take the individuals, youngsters as well as adults, to establish a locus of control Diplomat Hotel instead. some domain where they can exercise inlluence. The experience of ' autonomy itself is satisfying and, on some level, necessary for psychological well-being. Levels of Challenge A good program capitalizes on the adolescent The s~me le~sons apply to education generally, and to youth trips to experiencing growth and maturation, the lsrae Israel 10 partIcular. Insofar as programs can allow participants to exercise offer highly rewarding intellectual, emotional gen~i?e choic~s, to take initiative, and to assume responsibility, partIcIpants WIll respond with greater personal investment and challenges. In providing opportunities for the satisfaction. Ultimately, they will benelit educationally as well. challenges, the program can help to create a s· personal accomplishment. In theory, the youn Trips we observed allow for choice in a variety of ways. One program Israel with their positive sense of growth, mal schedules a week during the course of the summer when the teenagers coming of age.
57 56 I has the young people divide up and each could choose one of three activities, to wit, a sea-to- sea hike, an : room of David's Tower. They are then asked archaeology and agriculture program in the Negev, or para-military _e as though they Jived during that period. training in a Gadna camp. Another program offers a choice of classes participants to spend some time on Jerusalem's ranging in subject matter from basic Judaism, to conversational Hebrew, III conducting man-in-the-street interviews of a to Spinoza. Still another program requires participants to express their :;:Jis. experience in an individually designed art project. But the choice of medium (to say nothing of the project itselt) is left to the participant. to suggest that groups are abandoning the Alternatives include poetry, sculpture, drama, prose, dance, and graphic lat, nor that they should do so. Games and arts. Programs also offer choices of different Shabbat experiences, or ::tivities have their drawbacks as well. They are simply different activities for an evening or afternoon. leir planning and execution) and sometimes ] educational objective. Moreover, if so-called Related to the issue of choice is the broader concern with providing for a excessively, groups can become inured to sense of autonomy and independence, issues that are particularly impact. Nevertheless, we see programs important for developing adolescents. for them is the proper balance of traditional es of instruction, making sure to include One way to allow for independence is to give the participants some decision-making power not only over their own activities but over matters affecting the entire group. One program has participants volunteer to serve on committees to undertake such functions as planning Initiative, Assuming Responsibility prayer services or special evening activities. Good programs try to respond to the initiatives of the teenagers. For example, in one case, I choose, or even the mere semblance of several participants had gone on their free time to the Diplomat Hotel in more invested in the what they have chosen. Jerusalem shortly after the massive rescue of the Ethiopian Jews. They , of personal computers report very high had made some acquaintances among new arrivals. The group was almost all brands) in part because their scheduled to visit the Absorption Center in M'vasseret Tzion, a town sdom of their prior act of consumer choice. In outside Jerusalem, the next day, but due to the initiative of these cal literature speaks of the need for all participants, the program arranged to take the entire group to the {ell as adults, to establish a locus of control, Diplomat Hotel instead. ~n exercise inlluence. The experience of : and, on some level, necessary for Levels of Challenge ducation generally, and to youth trips to A good program capitalizes on the adolescent life stage. For adolescents s programs can allow participants to exercise experiencing growth and maturation, the Israel summer experience can iative, and to assume responsibility, offer highly rewarding intellectual, emotional, physical, and social h greater personal investment and challenges. In providing opportunities for the participants to meet those , will benetit educationally as well. challenges, the program can help to create a sense of self-worth and personal accomplishment. In theory, the young adults will associate choice in a variety of ways. One program Israel with their positive sense of growth, maturity, independence, and course of the summer when the teenagers coming of age.
56 57
J The intellectual challenge can emerge out of the formal classes, Most programs provide some physical chaHelll lectures, debates, discussion groups, source books, preparatory literature that the trips include hiking, climbing, and oute and sites, to say nothing of the numerous informal conversations with come to learn how far can they push their bodi. Israelis, staff, and fellow participants. For the first time many of these are quite pleased to discover how well they car. young people are seriously confronting Jewish history, the Arab-Israeli challenges. One young man told us of how he E conflict, what it means to be a Jew, the issue of religious coercion versus fear of heights during one of these hikes. The 0 denominational pluralism, Israeli politics, and religious texts, to name provide for a real physical attachment to the lal just a few possibilities. that is common to young Israelis, but rare for r: gain a sense of connection to Israel that only cc A good trip also offers powerful emotional challenges. For example, hiking the land. many participants have studied about the Holocaust in school, but going through Yad Vashem is a totally different, often wrenching experience. While every camp experience certainly provide They may have some familiarity with the Zionist concept of "In-gathering growth, these Israel trips offer an even more in the Exiles," and Israel as a refuge for oppressed Jews; but it is when they As noted, many programs provide the group wi visit an absorption center and meet families from Ethiopia or the Soviet authority and the opportunity to regulate their c Union that the young participants speak readily about their intense counselors sleep in the participants' rooms, anc feelings of finally understanding the oneness of the Jewish people. hand to oversee many of these informal momer a great deal of freedom and responsibility, not Ii The emotional challenges embrace the spiritual realm as well. Young Jews will encounter only a year or two later as colle~ react as much as their elders to first encountering the Western Wall. In one undergoing these new social adventures far aw; case, a proclaimed atheist questioned his beliefs as he watched his familiar matrix of parental rules and regulation comrades' faces when they prayed facing the sunrise from atop of circumstance prior to this trip, the young partie Masada. Few can escape the haunting spirituality in the desert, the awe function as a supportive community. and majesty of creation. Some guides help participants picture Abraham and Sarah (or other biblical characters) on a particular landscape. For all these reasons, the trips provide a genuin Certainly, these experiences offer sharp contrasts both in character and that many of these young people have never pr potency with their sense of Jewishness that is expressed in classrooms Whether it is immersing themselves in the inte. back home or even in abstract discussions at youth group or camp Israel, hiking for several days in a row, taking t programs. time, confronting a foreign culture, being totall making new friends quickly, these 15- I7 year c Learning to function in a strange society provides another source of with new intellectual, physical and social challc emotional fulfillment. One girl told us how she managed to return to their own immense satisfaction. Jerusalem by bus from a free weekend away. Not knowing Hebrew and never having been to Israel before, she reported a great sense of The curriculum planners associated with better achievement in having successfully managed to nnd the right bus, buy issue of providing challenges and capitalizing c the ticket, and work her way back to her base in Jerusalem - a minor meeting them. They make sure their curricululT achievement to be sure, but representative of many other such for intellectual, social, physical, and emotional experiences these North American adolescents encounter during their the staff on these programs is prepared to suppc trips to Israel. sense of fulfillment and accomplishment that IT engenders.
58 59 ~ can emerge out of the formal classes, Most programs provide some physical challenge as well. To the extent In groups, source books, preparatory literature that the trips include hiking, climbing, and outdoorsmanship, participants : the numerous informal conversations with come to learn how far can they push their bodies. Generally, teenagers .articipants. For the first time many of these are quite pleased to discover how well they can endure rigorous physical . confronting Jewish history, the Arab-Israeli challenges. One young man told us of how he learned to overcome his :>e a Jew, the issue of religious coercion versus fear of heights during one of these hikes. The outdoor activities also Israeli politics, and religious texts, to name provide for a real physical attachment to the land of Israel, an experience that is common to young Israelis, but rare for Diaspora youngsters. They gain a sense of connection to Israel that only comes with walking and ·erful emotional challenges. For example, hiking the land. jied about the Holocaust in school, but going -tally different, often wrenching experience. While every camp experience certainly provides opportunities for social iarity with the Zionist concept of "In-gathering growth, these Israel trips offer an even more intense social experience. refuge for oppressed Jews; but it is when they As noted, many programs provide the group with decision-making nd meet families from Ethiopia or the Soviet authority and the opportunity to regulate their own conduct. No :ipants speak readily about their intense counselors sleep in the participants' rooms, and no adult supervisor is on lding the oneness of the Jewish people. hand to oversee many of these informal moments. They are experiencing a great deal of freedom and responsibility, not unlike the experience they mbrace the spiritual realm as well. Young Jews will encounter only a year or two later as college freshmen. And they are s to first encountering the Western Wall. In one undergoing these new social adventures far away from home, from the uestioned his beliefs as he watched his familiar matrix of parental rules and regulations. More than in any other prayed facing the sunrise from atop of circumstance prior to this trip, the young participants need to learn to e haunting spirituality in the desert, the awe function as a supportive community. me guides help participants picture Abraham characters) on a particular landscape. For all these reasons, the trips provide a genuine feeling of independence • offer sharp contrasts both in character and that many of these young people have never previously experienced. Jewishness that is expressed in classrooms Whether it is immersing themselves in the intense Jewish society of lCt discussions at youth group or camp Israel, hiking for several days in a row, taking buses alone for the first time, confronting a foreign culture, being totally away from family, or making new friends quickly, these 15-17 year aids must learn to cope range society provides another source of with new intellectual, physical and social challenges; and most do so, to ~irl told us how she managed to return to their own immense satisfaction. ~e weekend away. Not knowing Hebrew and before, she reported a great sense of The curriculum planners associated with better programs attend to the :essfully managed to find the right bus, buy issue of providing challenges and capitalizing on the feelings attached to y back to her base in Jerusalem - a minor meeting them. They make sure their curriculum provides opportunities representative of many other such for intellectual, social, physical, and emotional experiences. Moreover, nerican adolescents encounter during their the staff on these programs is prepared to support, enhance and utilize the sense of fulfillment and accomplishment that meeting these challenges engenders.
58 59
-OiIiII THE FOLLOW-UP Ongoing Evaluation and Feedback
The same well-founded principles of evaluation, feedback, and adjustment that apply to any organized endeavor apply to the Israel summer trip as well. Ideally, programs should collect information from the staff and participants, learn of problems as they arise, and attend to them in short order.
Almost all programs manage to field some sort of formal evaluation process at the end of the trip. Typically, participants and staff rate different aspects of the summer and provide critical comments and recommendations. Program directors claim to make use of these Educational theory suggests that follow-up pi evaluations in planning for future groups. participants after they return from their exciti extremely valuable; but hardly anyone does a But aside from end-of-summer evaluations, good programs manage to CRBF-sponsored research (Cohen, 1991) den utilize feedback from the group during the trip itself. Programs vary in about Israel is both high and widespread in th the extent to which this ongoing evaluative process actually takes place. returning from Israel, but then begins to deca' Some programs engage in regular monitoring where counselors hold Israel just over a year ago are considerably Ie: regular meetings with the participants to digest the last few days of whose memories are less than a half year old. activities, and educational supervisors regularly meet with both a concerted follow-up effort would be to incrt counselors and participants. These and other techniques assure that all Israel and, more specifically, to market trips s members of the program, from top directors to supervisors to line starr to already participated on an organized program participants, feel that channels of communication are open, that others seek out and value their input. For this, if not for other reasons, programs we contact with their participants, if only to stirn' Of course, even accurate information is useless unless someone is willing Israel in the following years. The few prograr. and able to respond accordingly. Again, the better programs claim to resources to maintain contact with the former adjust and to intervene in response to emerging issues, but, frankly, not considerable success in maintaining interest i. every program has the ability in terms of personnel and administrative group members. Generally, the teenagers are I support to be as responsive and as flexible as others. friendships with the North Americans and the their summer trips. Moreover, many (if not m In the ideal world, programs would assess their progress and difficulties become active advocates of Israel travel gene. both in the short term and at the end of the trip as well. particular, if given the opportunity to do so.
A few programs, with considerable investmer keep their "alumni" in constant touch with on a newsletter, or other activities. Other prograr: share written reflections on the significance 0 others publish a periodic newsletter keeping p another.
61 60 THE FOLLOW-UP Feedback
nciples of evaluation, feedback, and y organized endeavor apply to the Israel t, programs should collect information from ~arn of problems as they arise, and attend to
~e to field some sort of formal evaluation p. Typically, participants and staff rate amer and provide critical comments and Educational theory suggests that follow-up programs with the 1 directors claim to make use of these participants after they return from their exciting trips to Israel could be future groups. extremely valuable; but hardly anyone does anything about it. Previous CRBF-sponsored research (Cohen, 1991) demonstrated that enthusiasm mer evaluations, good programs manage to about Israel is both high and widespread in the few months after roup during the trip itself. Programs vary in returning from Israel, but then begins to decay. Those who last visited ~oing evaluative process actually takes place. Israel just over a year ago are considerably less enthusiastic than those regular monitoring where counselors hold whose memories are less than a half year old. Thus, one concrete goal of ,articipants to digest the last few days of a concerted follow-up effort would be to increase the rate of return to supervisors regularly meet with both Israel and, more specifically, to market trips suitable for those who have i. These and other techniques assure that all already participated on an organized program. rom top directors to supervisors to line staff to :leIs of communication are open, that others For this, if not for other reasons, programs would do well to maintain JUt. contact with their participants, if only to stimulate a high rate of return to Israel in the following years. The few programs that have the staff and lformation is useless unless someone is willing resources to maintain contact with the former participants report ingly. Again, the better programs claim to considerable success in maintaining interest in Israel and ties among the "esponse to emerging issues, but, frankly, not group members. Generally, the teenagers are keen on maintaining ity in terms of personnel and administrative friendships with the North Americans and the Israelis whom they met on ~ and as flexible as others. their summer trips. Moreover, many (if not most) are willing and able to become active advocates of Israel travel generally and their programs in ns would assess their progress and difficulties particular, if given the opportunity to do so. at the end of the trip as well. A few programs, with considerable investment of staff time, manage to keep their "alumni" in constant touch with one another through reunions, a newsletter, or other activities. Other programs ask their participants to share written reflections on the significance of their experience. Still others publish a periodic newsletter keeping participants abreast of one another.
61 60 A few home communities and synagogues do make use of the "alumni" studious and careful attention of the program e of Israel experience programs. Most typically they are asked to speak at educational leader. Included here are three are Israel travel fairs or other Israel travel promotions. However, such participants; planning the curriculum; and dev occasions occur only sporadically. Hardly any synagogues, Jewish comprehensive Judaic and educational philosc Community Centers, Jewish high schools, campus Hillels, or other such especially pertinent to the local Jewish educat, agencies - to our knowledge - have established systematic approaches community who is organizing a trip of area tee geared toward recognizing the small fraction of American Jewish youth for these otherwise fully competent educators who participate in organized travel to Israel and to making use of their professional craft and responsibilities when he experience. Unfortunately, this is all too rare today. Among the more costly elements we identified Some directors with whom we spoke were skeptical about the value of preparation; post-trip follow-up; and staff trair: what they might call "artificial" rather than "organic" follow-up. They would spend several thousand dollars in new d . argue that reinforcing the Israel experience can best take place when the all trip purveyors pointed to some aspect of st3 youngster is involved in a youth group, synagogue, camp movement, or CRBF-funded Melitz counselor training progr; other context that values and makes use of his or her experience in Israel. raise the number and level of trained staff, pro. We have no compelling evidence that follow-up efforts result in any the caliber of personnel they recruit and to mOl noticeable educational payoff. However, it stands to reason that counselors in their particular approach to the I~ maintaining connections among the participants and reinforcing the directors believe they currently are unable to p lessons of the Israel experience should serve to make the impact of the high quality staff devote several days to intens: Israel trip more enduring, if not more powerful as well. Some suggest that higher levels of compensatil recruitment of better candidates. The issue of V' funds on better training, higher compensation, open to further exploration.These findings alsQo implications for local educators. The vast numr CONCLUSIONS AND POLICY IMPLICATIONS their diversity, and the diversity of young peop: local experts to link the right participants with I The foregoing discussions have touched upon a wide variety of elements demonstrated, some trips are clearly more suite of excellence currently found among many organized Israel educational youngsters and some programs are generally st.: programs for North American Jewish adolescents. Implicit in our The typical youngster and his/her parents canne discussion of what works is a recommendation that all programs consider sort of information at their command and that i: those elements that are currently lacking in their programs. professional can prove especially helpful. Rab!:: workers are ideally situated to know the young~ Any policy-maker, faced with numerous alternatives and limited for Israel trips and ought to be in a position to g resources, needs to strike a balance between the el"l"ort required to embark parents helpful advice on selecting the most sui upon innovation and the likely benefits of that innovation. So it is with program directors or potential trip organizers considering the Throughout this report we have deliberately ski implications of this report. programs in particular are better than others. O. evaluate trips but to discern and describe eleme We believe that most of the items we addressed require very little in the However, as became clear to us and should by r way of out-of-pocket expense to programs; rather they simply require the some trips are indeed qualitatively superior to 0
62 63 nd synagogues do make use of the "alumni" studious and careful attention of the program director or other key ns. Most typically they are asked to speak at educational leader. Included here are three areas: recruitment of rael travel promotions. However, such participants; planning the curriculum; and developing and applying lically. Hardly any synagogues, Jewish comprehensive Judaic and educational philosophies. This point is I high schools, campus Hillels, or other such especially pertinent to the local Jewish educator in the North American ~e - have established systematic approaches community who is organizing a trip of area teenagers. There is no reason he small fraction of American Jewish youth for these otherwise fully competent educators to abdicate their :J travel to Israel and to making use of their professional craft and responsibilities when helping to design the trip. his is all too rare today. Among the more costly elements we identified were: pre-trip we spoke were skeptical about the value of preparation; post-trip follow-up; and staff training. When asked how they :ial" rather than "organic" follow-up. They would spend several thousand dollars in new discretionary funds, almost rael experience can best take place when the all trip purveyors pointed to some aspect of staff training. While the outh group, synagogue, camp movement, or CRBF-funded Melitz counselor training program is certainly helping to j makes use of his or her experience in Israel. raise the number and level of trained staff, programs still need to raise :ience that follow-up efforts result in any the caliber of personnel they recruit and to more fully train their ff. However, it stands to reason that counselors in their particular approach to the Israel trip. The program long the participants and reinrorcing the directors believe they currently are unable to pay enough to demand that Ilce should serve to make the impact of the high quality staff devote several days to intensive and extensive training. not more powerful as well. Some suggest that higher levels of compensation may well facilitate recruitment of better candidates. The issue of whether to spend additional funds on better training, higher compensation, or both remains a question open to further exploration.These findings also have important implications for local educators. The vast number of Israel programs, ~D POLICY IMPLICATIONS their diversity, and the diversity of young people all speak to the need for local experts to link the right participants with the right trips. As we have demonstrated, some trips are clearly more suited for certain types of lave touched upon a wide variety of elements youngsters and some programs are generally superior to other programs. ad among many organized Israel educational The typical youngster and hislher parents cannot be expected to have this an Jewish adolescents. Implicit in our sort of information at their command and that is where the informed a recommendation that all programs consider professional can prove especially helpful. Rabbis, educators, and youth ;ently lacking in their programs. workers are ideally situated to know the youngsters who are candidates for Israel trips and ought to be in a position to give them and their th numerous alternatives and limited parents helpful advice on selecting the most suitable programs. balance between the effort required to embark ;ely benelits of that innovation. So it is with Throughout this report we have deliberately skirted the question of which ial trip organizers considering the programs in particular are better than others. Our mandate was not to evaluate trips but to discern and describe elements of excellence. However, as became clear to us and should by now be clear to the reader, items we addressed require very little in the some trips are indeed qualitatively superior to others. In varying degrees, se to programs; rather they simply require the
62 63
-""" trips are characterized by: participants who are more thoroughly prepared and more cohesive; staff members who are more enthusiastic, capable, trained, and supervised; Judaic and educational philosophies that APPENDIX permeate every aspect of the trip; a well-designed curriculum; and extraordinary activities. List of Sponsors of Trips Observ, Alexander Muss High School in Israel The undeniable variation in quality of program has implications for Am Echad, Montreal parents, local professionals, communal leaders, and purveyors. Parents, Bronfman Fellows clearly, have an interest in learning just which programs are generally Camp Ramah superior and which are most suitable for their children. As noted earlier, Ezra Academy (spring, 1991) practitioners (local educators, youth workers, etc.) need to become National Conference of Synagogue Youth familiar with the diversity of program offerings and how they vary in National Federation of Temple Youth quality. Community leaders would do well to focus their financial and Nesiya other support on the superior trips, and/or to target their support for Shorashim improving those features of organized Israel travel that can most United Synagogue Youth influence the overall quality of the Israel experience. And, not least, Young Judaea purveyors need to re-examine their programs (which many already do) so Youth and Hechalutz Department, WZO, Sho as to continue to strive to make what is generally a positive experience even better and more consequential. List of Formal Intervie' As we have stated throughout this report, no accomplished professional Program Directors and Proft associated with Israel education for young people would clai m that there is a precise recipe for producing high quality trips. So many variations Etan Cooper (Young Judaea) Ross Culiner (Jerusalem Neighborhood Game characterize these trips. Programs vary widely in terms of the Rabbi Lee Diamond (NFTY) participants they serve, the Judaic and educational objectives they adopt, Rabbi David Forman (NFTY) and, consequently, the way they utilize the rich text that is the Land and Dr. Joe Friedman (Ramah) People of Israel. Nevertheless, as we have also maintained throughout Jules Gutin (USY) this study, certain educational principles and operational guidelines, if Charles Herman (Nesiya) followed, should enhance the quality of the Israel experience and Annette Hochstein magnify its positive impact upon the participants. At the least, we hope Avraham Infeld (Melitz) to have advanced our collective understanding of those principles and Alec Meir guidelines. Nurit Orchan (Youth & Hechalutz) David Katz (NCSY) Hanan Naveh (Middle East Conflict Resolutic Rabbi Michael Paley (Bronfman Fellows) Dan Paller (Nesiya) Leah Prawer (Middle East Conflict Resolutior Arna Poupko (Am Echad) Rabbi Benjamin Segal (Ramah) Shai Solomon (NCSY) Ina Strauss (American Zionist Youth Foundati: Moshe Toledano (Young Judaea) 64 65 participants who are more thoroughly prepared lembers who are more enthusiastic, capable, adaic and educational philosophies that APPENDIX ihe trip; a well-designed curriculum; and List of Sponsors of Trips Observed, Summer 1991
Alexander Muss High School in Israel n quality of program has implications for Am Echad, Montreal s, communal leaders, and purveyors. Parents, Bronfman Fellows learning just which programs are generally Camp Ramah 1st suitable for their children. As noted earlier, Ezra Academy (spring, 1991) ::>rs, youth workers, etc.) need to become National Conference of Synagogue Youth of program offerings and how they vary in National Federation of Temple Youth -s would do well to focus their financial and Nesiya ior trips, and/or to target their support for Shorashim -f organized Israel travel that can most United Synagogue Youth ly of the Israel experience. And, not least, Young Judaea line their programs (which many already do) so Youth and Hechalutz Department, WZO, Short Term Programs Division nake what is generally a positive experience equential. List of Formal Interviews with out this report, no accomplished professional Program Directors and Professional Staff :ation for young people would claim that there Etan Cooper (Young Judaea) ~ucing high quality trips. So many variations Ross Culiner (Jerusalem Neighborhood Game) ograms vary widely in terms of the Rabbi Lee Diamond (NFTY) ~ Judaic and educational objectives they adopt, Rabbi David Forman (NFTY) I they utilize the rich text that is the Land and Dr. Joe Friedman (Ramah) less, as we have also maintained throughout Jules Gutin (USY) tnal principles and operational guidelines, if Charles Herman (Nesiya) the quality of the Israel experience and Annette Hochstein :t upon the participants. At the least, we hope Avraham Infeld (Melitz) ~ctive understanding of those principles and Alec Meir Nurit Orchan (Youth & Hechalutz) David Katz (NCSY) Hanan Naveh (Middle East Conflict Resolution Game) Rabbi Michael Paley (Bronfman Fellows) Dan Paller (Nesiya) Leah Prawer (Middle East Contlict Resolution Game) Arna Poupko (Am Echad) Rabbi Benjamin Segal (Ramah) Shai Solomon (NCSY) Ina Strauss (American Zionist Youth Foundation) Moshe Toledano (Young Judaea) 64 65 ACKNOWLEDGMENTS
Richard Juran observed and provided analyses of nine groups on our behalf. In addition, Peretz Rodman observed one such group. Both conducted informal interviews with professional staff and participants in these programs. We are grateful to both for their precise, insightful, and comprehensive observations.
Several people,read earlier drafts of this report and we thank them for their valuable comments. They include: Janet Aviad, Barry Chazan, Richard Juran, and Benjamin Segal.
ABOUT THE AUTHORS
STEVEN M. COHEN teaches at the Melton Center for Jewish Education at The Hebrew University in Jerusalem. Among his works are Two Worlds ofJudaism: The Israeli and American Experiences (with Charles Liebman), and American:Assimilation or Jewish Revival? He has conducted numerous studies of American Jewish public opinion toward Israel, and several studies on Israel travel and its impact. He has served as Professor of Sociology at Queens College, and a Visiting Professor at Brandeis University, The Hebrew University, Yale University, and the Jewish Theological Seminary of America.
SUSAN WALL is a·member of the Jerusalem Fellows, an international fellowship of senior Jewish educators. From 1985 to 1991 she served as Principal of Ezra Academy, the Solomon Schechter school in Woodbridge, Connecticut (near New Haven). Prior to that she served for several years as Educational and Youth Director of the supplementary religious school.of Congregation Beth Hillel-Beth El near Philadelphia. Her previous publications include work on Jewish family education, on senior Jewish educators, and magazine articles for Jewish ildren.