At Mercersburg Academy, travel is an integral part of education. The opportunity to explore different cultures and build personal curiosity allows students to make connections and broaden their perspectives.
The program offerings change from year-to-year, and depend on cost, student interest, leaders’ availability, and global politics. Director of Experiential Education Emily Parsons noted, “Flights are crazy expensive due to fossil fuel prices rising.” She also remarked on the impact of personal needs, saying, “Teachers prefer not to go on the same trips for many years consecutively.”
This year, there are a variety of trips running, both new and returning.
Spring Break features a tried-and-true trip to Costa Rica: Service in the Sun – Service Learning, Spanish, Culture & History for seniors, upper middlers, and lower middlers.
Summer offers programs in Marseille and Paris, France: Multiculturalism, Social Justice & French; Barcelona, Spain: Art, Culture & Spanish; Oslo, Norway: Sustainable Urban Development, Culture and History; Bahamas: The Island School – Marine Biology & Sustainability; and Alaska: Climate Education, Indigenous Cultures, Sustainable Living for upper middlers and lower middlers.
Lorelai Kachur ’28, grateful for the opportunity, said, “I have never been out of the country, so it would be cool to go anywhere.”
Some students even imagined other possible trip destinations. Dare Fadahunsi ’29 suggested an African adventure, where students could dive more deeply into the culture of another continent altogether.
Although there have been numerous changes to the program itinerary, the addition of lower middlers is arguably one of the most debated, as the programs were previously reserved for upperclassmen. The idea came from a Mercersburg NEWS article written last October. Parsons explained, “It got me thinking about [offering Global Programs to a wider student body], so I took it to the executive team, and they said ‘that’s probably a good idea.’” She added, “The numbers in global programs have been down in the past couple of years, since a lot of 11th graders couldn’t travel due to internships, sports, jobs, or college applications.” Allowing lower middlers to participate attempts to solve a series of trade-offs students had to face.
The student body responses have been mixed. Sebastian Tith ’27 said, “I don’t think it’s a bad requirement, but I also think that it could cause some conflict if 11th graders lose spots to 10th graders. They’ve been waiting to do a global trip for a while, and that spot being taken by a 10th grader seems contradictory.”
Whitney Webb ‘27 agreed, drawing from her own experience, saying, “I don’t like it because I think that it stops 11th graders from bonding with their own grade. It definitely helped me know people that I had never really spoken to before, and I think that once you bring other grades, it kind of breaks that bond apart.”
Webb further questioned the maturity levels of 10th graders, stating, “I think it takes the seriousness away from what you learn, which can cause chaos because it’s through a younger lens.” Fadahunsi even agreed that lower middlers may just be “too immature right now.”
Kachur, who has waited since 9th grade to experience Global Programs, made her opinion clear: “I am so jealous that they get to go and I didn’t.” Elaborating on her frustration, she said, “It should be exclusively an upperclassmen thing,” because “a lot of the appeal for the global programs, the summer ones specifically, is that you get to bond with your grade, and I don’t really want to bond with the sophomores.”
On a lighter note, Revant Jear ’28 looked forward to sharing upcoming adventures with lower middlers. “I am so happy for them. I feel like this is a great opportunity to get to know more people regardless of grade differences.”
Angelina Lin ’29 echoed Jear’s perspective: “I think it’s a good opportunity to learn new cultures since sophomore year’s workload isn’t too harsh.” She then added, “Honestly, juniors and seniors are really busy, so they won’t have actual time [to travel].”
Despite the controversy over logistical changes, Global Programs remain a Mercersburg bucket-list experience with a special emotional place in students’ hearts. Students who immerse themselves in these trips return not as travelers, but as global citizens, gaining a deeper understanding of the world and developing increased empathy for those around them. Through these excursions, Parsons hopes students will be “ready to practice thoughtful leadership and share their transformations with others.”