Tag: Experiences

  • Engaging Students in Meaningful Learning Experiences – Faculty Focus

    Engaging Students in Meaningful Learning Experiences – Faculty Focus

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  • Short-term service learning experiences help college students

    Short-term service learning experiences help college students

    College students are known to be strapped for time. A May 2024 Student Voice survey by Inside Higher Ed found the No. 1 stressor in students’ lives is balancing academics with personal, family or financial responsibilities such as work.

    Research shows campus involvement is tied to students’ retention, career development and sense of belonging while in college, but helping time-strapped students access these experiences can be a challenge for institutions.

    This year, Goucher College in Maryland created a new forum through the office of Community-Based Learning. The short-term micro-experiences allow students to dip their toes into service without committing to a semester or longer. The college first piloted the unpaid opportunities in spring 2024, and student participation in service learning has increased as a result.

    The background: The Office of Community-Based Learning offers seven focus areas for community engagement: animal welfare, empowering ability, environmental sustainability, food and housing security, K-12 education and youth development, immigrant and refugee programs, and health and wellness.

    Participation could include off-campus Federal Work-Study roles, volunteering with a social justice student club or through a campus organization, taking a Community-Based Learning course, engaging in an internship, or serving as a student director. The office also partners with faculty members to provide experiences in the classroom, such as a semester-long project for a nonprofit partner or a field trip to a partner site.

    One of the reasons CBL has previously not offered short-term or one-day service opportunities is because of ethical concerns of how impactful these experiences are for the organizations or individuals being served.

    The change is reflective of the needs of today’s students, who are more likely to be working for pay or on a compressed timeline to complete their undergraduate program as quickly as possible, CBL director Lindsay Johnson Walton said.

    To ask students to invest in a long-term program that requires three, four or five semesters’ worth of time, “it’s not practical,” she said.

    On the other side, nonprofit and community partners can be so desperately in need of support that they hold fewer concerns about the model of service. “It doesn’t matter if it’s the same students as long as it’s engaged students,” Johnson Walton explained.

    Offering short-term participation opportunities requires more work from the college to generate the experience and fill out paperwork because it only happens once, but Johnson Walton hopes with future iterations the process will become more streamlined.

    How it works: CBL offers around one micro-experience per week, many taking place on a Saturday morning or afternoon. Each experience has a cap of 10 to 12 students.

    Students sign up in advance and commit to volunteering for a few hours. College staff handle logistics, including transportation, covering background checks and coordinating with the site, so students just have to show up and serve. Student coordinators, who are part-time staff working for CBL, also contribute to the organization and execution of events.

    Some experiences that work well as short-term offerings include volunteering at the food bank or assisting at an animal shelter, while other partners, such as public schools, still operate best with more sustained interactions.

    On the trip back, staff lead a short debrief and guided reflection to help students connect their experiences to larger learning objectives and provide additional opportunities to learn or serve, if needed. Students are also sent a short questionnaire that asks them to reflect on their work.

    Short-Term Experiential Learning Grows

    Community-based learning isn’t the only area where Goucher College has shortened the duration of experiential learning opportunities.

    In 2020, Goucher launched micro-internships for students, primarily to address a lack of offerings available to students due to the COVID-19 pandemic. The remote offerings help connect students with alumni and other college partners and give students a project to assist in their career development and growth.

    Similarly, the global education office has seen a growth in student interest for three- to five-week study abroad offerings rather than semester-long programs.

    Who’s doing it: The micro-experiences have attracted a wide variety of students, some who are curious about service learning and just want to dip their toes in. International students often fall into this category because volunteering can be a uniquely American experience, and the projects give them insight into different organizations and spaces they may not otherwise engage in, such as schools, Johnson Walton said.

    Others have a passion for service but are unable to devote much time to it, so micro-experiences provide a flexible opportunity.

    Many students had a service requirement while in high school or were told that volunteering is a good feature for their college application, which makes service more of a reflex, Johnson Walton said. “They think they should be doing it, because culturally it’s been built into the list of things you’re supposed to do.”

    Each of these students reflects an opportunity to further engage them in longer-term community-based learning in a curricular or co-curricular setting.

    Feedback from participants shows that even small or short projects can have an impact on the student. At a volunteer appreciation event, one student wrote they learned how to plant a tree, which is a simple action, but one that can help a lot of people and a skill they can take and use again and again, Johnson Walton said.

    Similarly, sorting food at the food bank can seem insignificant, but recognizing how many people that food will feed can help students gain perspective on their service impact.

    For organizers of community-based learning experiences, it can be hard to grapple with the potential harm done by short-term community service because of the power dynamics involved, but Johnson Walton has learned that allowing students to get out and do can be a great first start to thoughtful and intentional service.

    Seeking stories from campus leaders, faculty members and staff for our Student Success focus. Share here.

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  • How challenges, experiences shape superintendents of color

    How challenges, experiences shape superintendents of color

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    NEW ORLEANS — “It doesn’t matter what I brought to the table in terms of preparation. In the eyes of some, I’m just gonna be ill-equipped.”

    That sentiment, expressed by Denver Public Schools Superintendent Alex Marrero, sums up the double standards he says education leaders of color face regularly.

    “Double standards are so, so, so real, and you all need to accept that,” Marrero told a packed session this month at the annual conference of AASA, The School Superintendents Association. 

    “Hopefully during our time, that shifts. But once you realize that’s the reality, you’ll be well-equipped to navigate the turbulent waters that, again, were not designed for us to succeed as scholars, much less leading organizations like ours,” said Marrero, who has led DPS since 2021 and is the district’s third superintendent since 2018.

    Just 200 — or roughly 40% — of the nation’s 500 largest school districts, the superintendencies are held by leaders of color, according to 2024 data from ILO Group’s Superintendent Research Project. Furthermore, only 72 — or 14% — of those school superintendents are women of color.

    During two March 7 AASA conference sessions, Black and Latino leaders from eight districts nationwide shared their challenges and experiences, as well as insights on what helped them reach their position — and what keeps them going. Here are three takeaways.

    Identity matters

    Martha Salazar-Zamora, superintendent of Texas’ Tomball Independent School District, demonstrated how she sometimes changes her speech depending on who she’s speaking with.

    “I learned that, at times, I am Martha Salazar-Zamora, and there are times where I’m Martha Salazar-Zamora,” she said, dropping her accent the second time she spoke her name. “If you understand that, you understand that. And if you don’t, you maybe never will.”

    Known as code-switching, this is the practice of adjusting one’s language, mannerisms or appearance to fit a social context or environment for the comfort of others or to achieve a desired outcome. And it’s something leaders of color might navigate, particularly if they’re the first non-White person to hold a role.

    “I knew when I had to be who I had to be. I knew why I had to be, whether it was an interview, whether it was whatever it might be, an introduction,” said Salazar-Zamora.

    That doesn’t mean, however, that a superintendent’s identity has to be left at the door. Avis Williams, who resigned as superintendent of Louisiana’s NOLA Public Schools in November, shared the benefit that comes with embracing the idea of having students of color see someone who looks like them.

    “When I go to schools, I love it when little girls are like, ‘My hair is like yours.’ Yes, baby, it is,” said Williams. “Some of them will google me, and it’s like, ‘She wore Afro puffs!’”

    These can seem like small details, but seeing a leader who looks like them conveys to students, “Anything you see that I have done, you can do that and more,” said Williams. “We have to make sure that we can bring our whole selves into the role in order to really live out that truth.”

    As a superintendent in Oregon’s Gresham-Barlow School District from 2017 to 2021 , Katrise Perera was the only Black woman district leader in the state, she said. “In my second year, we had another Black superintendent, a male.” 

    One specific memory from that superintendency still resonates for her. Once a week, she would read to elementary school classes, and children could sit where they wanted. Eventually, her communications team pointed out to her that in most photos, students of color were sitting close to her in the front.

    “They were gathering around me. I still get chills to this day,” said Perera, now superintendent of Texas’ Lancaster Independent School District.

    “When it comes to kids, you’re gonna get all of me,” she concluded.

    Relationships — and allies — are key

    Who you know and the relationships you build can make the difference in climbing professional ladders. LaTonya Goffney, superintendent of Texas’ Aldine Independent School District, told another AASA session how support from White and male allies helped her rise to district leadership.

    “It’s about time for men to pave the way for women to be able to do this job,” Goffney said.  

    Among the nation’s 500 largest school districts, just 30% were led by women, and only 14% are women of color, according to data released by ILO last year.

    Goffney attained her first superintendency in 2008 in rural Coldspring, Texas. A middle school principal at the time, Goffney was about nine years into her career as an educator. 

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  • Impacts of empowering middle school students through career exploration and experiences

    Impacts of empowering middle school students through career exploration and experiences

    For middle school students in Broken Arrow Public Schools (BAPS) in Oklahoma, career readiness has become more than an abstract idea. A district-wide effort to integrate career exploration into education has yielded promising results, as evidenced by student surveys conducted at the end of the 2022–23 school year. The findings highlight how structured career readiness programs can shape confidence, broaden horizons, and equip students with practical skills for the future.

    Cultivating Career Curiosity and Decision-Making Confidence

    A survey of 1,250 middle school students—spanning grades six through eight—revealed an inspiring trend: career exploration initiatives sparked curiosity about various professions and bolstered confidence in decision-making about future pathways. When asked if the programs inspired them to explore career paths, 73% of sixth graders and 69% of seventh and eighth graders responded affirmatively. This curiosity extended to understanding the skills and abilities needed for different careers, with 84% of sixth graders and over 70% of seventh and eighth students acknowledging a greater awareness.

    Confidence-building was another hallmark of the program. More than two-thirds of sixth graders and over 60% of seventh and eighth graders reported feeling more assured about making career decisions. The data underscores that structured exposure to diverse career options fosters a stronger sense of direction and self-assurance among students navigating their aspirations.

    A Journey of Self-Discovery and Skill Development

    Beyond inspiring career exploration, the program helped students uncover their strengths and interests. Nearly three-quarters of students across all grades credited the initiative with enhancing their understanding of personal aptitudes and interests. This self-discovery process empowered students to align their career goals with their unique talents.

    Students also highlighted the practical skills gained through the program, particularly in areas like financial management and productivity. Activities such as budgeting exercises not only provided hands-on learning but also reinforced essential life skills. For instance, students gained insights into financial planning, patience, and task management—competencies that extend far beyond academic settings.

    Broadening Career Horizons

    One of the program’s most significant impacts was increasing awareness of diverse career options. Approximately 80% of students across all grades reported learning about new professions, sparking interest in fields they had not previously considered. From nursing and coaching to creative industries and technical roles, students expressed excitement about the vast possibilities their futures could hold.

    At Oliver Middle School, localized feedback from students offered further insights. Many praised the program for its user-friendly design and step-by-step guidance, which made career exploration accessible and engaging. Students also appreciated the real-world relevance of projects that connected classroom learning with professional scenarios.

    Looking Ahead

    These findings affirm the critical role of career readiness initiatives in middle school education. By fostering curiosity, confidence, and self-awareness, these programs lay the foundation for informed decision-making and lifelong learning. As the district continues to refine its approach, incorporating student feedback will be key to ensuring all learners feel represented, supported, and engaged.

    For Broken Arrow Public Schools, the success of this initiative underscores the importance of proactive career exploration. Empowering students with the tools and knowledge to navigate their futures not only enriches their educational experience but also prepares them to contribute meaningfully to the world beyond the classroom. By continuing to invest in career readiness, BAPS is setting a standard for how schools can cultivate future-ready graduates.

    This is a summary of a Case Study by Defined, “The Impact of Defined Careers on Engaging Middle School Students in Career Readiness”. To read the full Case Study, please click here.

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  • Degree Apprenticeships in England: What Can We Learn from the Experiences of Apprentices, Employers, and Education and Training Providers?

    Degree Apprenticeships in England: What Can We Learn from the Experiences of Apprentices, Employers, and Education and Training Providers?

    By Josh Patel, Researcher at the Edge Foundation.

    Degree Apprenticeships (DAs) were launched in 2015, as a novel work-based learning route to obtaining a degree. On their introduction, then Prime Minister David Cameron said they would ‘give people a great head start, combining a full degree with real practical skills gained from work and the financial security of a regular pay packet’. Since then, they have taken the higher education sector by storm. Their growth has been the key factor in the expansion of higher apprenticeships from 43,800 starts in 2015/16 to 273,700 in 2023/24, a rise from 4.8% to 35% of all apprenticeships. They have stimulated innovative models of delivery and new and productive relationships between employers and providers. Former Skills Minister Robert Halfon remarked that ‘Degree Apprenticeships’ were his ‘two favourite words in the English language’.

    DAs have, however, recently come under scrutiny. Concerns persist that the growth of DAs and their high cost – reported in the media as growing from 2% of the apprenticeship budget in 2017/18 to 21% in 2021 – might crowd out opportunities for young entrants to the workforce, as DAs are primarily taken by existing employees. The suitability of DAs as instruments to improve upward social mobility has been contested. Meanwhile, the government is drawing up plans to increase the flexibility of the Apprenticeship Levy through which Degree Apprenticeships can currently be funded, asking employers ‘to rebalance their funding for apprenticeships… to invest in younger workers’.

    Our report, ‘Degree Apprenticeships in England: What Can We Learn from the Experiences of Apprentices, Employers, and Education and Training Providers?’, written in collaboration with colleagues from the Universities of Bath, Huddersfield, and Oxford, was published on Tuesday and is a timely intervention into these discussions. Here, we present the evidence for some our policy recommendations, gathered from nearly 100 interviews with stakeholders including large employers and SMEs, providers, degree apprentices, and policymakers.

    Engaging employers

    The government needs to consider a more systematic approach that serves to rationalise the way that employers are supported to offer a wide range of work-based opportunities. As Edge has identified in other programmes, such as T Levels or plans to provide universal work experience through the government’s Youth Guarantee, DAs are restricted by the number of employers willing to engage. We repeatedly heard evidence of the difficulties ‘resource-poor’ employers had in engaging with the design of apprenticeship standards and participating fully in collaboration with providers. As one SME told us contributing to the design and development of a DA ‘doesn’t give me any benefit now, and I’m impatient’.

    The government needs to develop a coherent strategy for DAs with a particular focus on support for SMEs, including improved awareness of levy transfer schemes. Involvement in DAs is often based on being ‘in the know’ and contacts with providers and local authorities. In our ‘Learning from the past’ stream of work, we reviewed Education Business Partnerships, as an example of intermediary organisations, noting both their strengths and shortcomings, which could inform effective initiatives for supporting employers.

    Reducing complexity

    With the creation of Skills England, the government should take the opportunity to review and simplify the process of design, delivery and quality assurance for DAs, and ensure regulatory elements work together. DAs currently draw in a large number of bodies including the OfS, IfATE, regulatory bodies, professional bodies and Ofsted. Providers told us that this had created a complex landscape of ‘many masters’ where lines of accountability are blurred and innovation is stifled. Providers described ‘overregulation’ as limiting ‘our ability to go off-piste’, and while the process could be constructive, providers were unconvinced of its added value. ‘Does that add to the quality?’ one provider asked. ‘I don’t think it necessarily does’.

    Skills England’s remit includes shaping technical education to respond to skills needs, and its incorporation of IfATE has already begun. As a first exercise, it could review the regulatory requirements to remove any duplication and contradictions and then consult with the sector to devise a simpler, clearer mechanism for providers to report.

    Increasing flexibility

    These difficulties meant that, while we found examples of excellent integration of academic learning and the workplace, concerns persisted as to the vocational relevance and obsolescence of learning, particularly in fast-moving sectors such as IT and mental health provision. One employer involved in delivery said they told their apprentices: ‘we have to teach you this so you get through your apprenticeship, but actually in practice that is not the way it’s done any longer’.

    In other countries, such as the Netherlands, a proportion (up to 20-25%) of an apprenticeship standard is kept flexible to be agreed between the employer and provider so that it can take better account of the current and changing situation in that particular industry, location and employer – such flexibility could be piloted in the UK.

    …without compromise

    The government’s commitment to adapting the levy into a ‘Growth and Skills Levy’, offers opportunities to improve DA delivery. Diversification was not a major consideration for the majority of employers when recruiting, though we certainly did hear evidence from those with a strong sense of their social corporate responsibility. As one SME put it:

    there are too many people in the IT industry that are like me. So we’re talking middle-aged white guys. […] Now, DAs allow people who don’t necessarily, wouldn’t consider getting into this industry from a variety of backgrounds, creeds, colours…

    We recommended in our Flex Without Compromise report that the government should take a measured approach to levy reform to minimise the risk that a broadening of scope diminishes the opportunities available particularly for younger people and newer entrants to the labour market. It should consider modelling the impact of differentiating levy funding available for DAs by either or both age and staff status, and diversification of the workforce. This could be a powerful mechanism to encourage employers to focus DA opportunities on younger people and on new recruits but would need to be considered carefully to allow for continued expansion of DAs.

    These initiatives might help address existing challenges and enhance the efficacy of Degree Apprenticeships in fostering equitable access and meeting the needs of learners and employers.

    To find out more about Edge and to read the report in full, visit www.edge.co.uk

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