The Seattle Public Library’s Post

Since 2017, UW librarians have brought in groups of high school students for mentorship and a crash course on college life. Students leave the University of Washington Libraries High School Internship program with new skills, multimedia stories to share, and a better sense of their future goals. MLIS alum Kian Flynn, ’16, co-leads the program with Elliott Stevens. Both have worked in high schools in the past. They help interns to understand and apply storytelling tools for self-expression, and to see themselves in a college setting. Students receive a stipend for participating in the program, and many are first-gen students. Nancy Garrett, MLIS ’03, a teen services librarian at the Lake City branch of The Seattle Public Library, says the student showcase never fails to blow her away. “Students really bare a lot of their lives and their passions and their cultures,” Garrett says. “You can tell that they put a lot of work and thought and care into it. It’s just an environment where they rise.” Photos and story by Doug Parry for UW Magazine: https://lnkd.in/gUJVrG6X

Paid skills-based internships and early college pathways do help underrepresented students earn both 2 and 4-year college degrees. Kymani Scott Pathways in Technology Early College High School had a skills-based paid internship and co-op IBM experience and earned the 2-year The City University of New York City Tech, CUNY and 4-year Brooklyn College degree. #weareptech #skillsfirst #skills2030 #skillsbuild PTECH Brooklyn HS Alumni Network NYC Department of Education The State University of New York New York State Education Department www.ptech.org MDRC P-TECH 9-14 Evaluation "By the end of the first year of postsecondary education, 2.6 percent of female and 1.8 percent of male P-TECH 9-14 students had earned degrees, compared with virtually no students from the comparison group, of either gender. These impacts for both genders are statistically significant". "Male students who had the chance to attend P-TECH 9-14 schools were more likely to attain college degrees than male students assigned to other kinds of schools".

I just visited a local charter school here in Oakland, CA, the sort of school where kids build tiny homes and apply to community internships in their junior year. I was there with officials from another country who were trying to assess AI’s impact on education and every group they interviewed—students, teachers, and administrators—said roughly the same thing: “It’s neat, but ….” Students: “It’s neat, but the employers at our internship are more interested in how we work together.” Teachers: “It’s neat, but I’m trying to get my students to see EACH OTHER as resources.” Administrator: “It’s neat, but we draw a diverse student body and we’re focusing more on developing empathy and discussion across our differences.” This was an administrator who attended ASU+GSV, the annual edtech confab in San Diego, CA. These were teachers who studied teaching at elite Bay Area institutions. These were students whose grown-ups entered them into a lottery for enrollment into this school. This is a forward-thinking school that’s an hour’s drive from Google’s headquarters. None of them could muster more than a limp “🥴 it’s neat I guess” when asked about artificial intelligence, all of which I offer you as data in case it helps you re-evaluate any of your priors about teaching, learning, and technology.

At #InternationalSchools’ conferences where #InclusiveEducation is discussed, we hear conversations about #AlternativeDiplomas — alternative pathways to complete — frequently. There are not enough options for our families. Inclusive education across the international school ecosystem is bottom heavy. There are far more inclusion services available in elementary school years than there are as our children grow older. One school we appreciate said, “we don’t really have a system, we just work with the individual student to make a blend of school curriculum, internships, and alternative coursework.” The first step is deciding that a pathway to finishing high school is possible. When we realize the purpose of school is not to churn out students that are good at school, and the purpose of school is to create independent adults, we start moving toward the second step, together, with the students and their families. Image ID: A staircase with words written in chalk along the front facing part of each step. It reads, step by step (or line by line) You don’t have to see the whole staircase, just take the First Step

Great news for UofM humanities students! 🐾With a $4.9M grant from the Mellon Foundation, the University of Memphis will offer 125-145 paid internships each year to undergraduate humanities and social sciences majors. #UofMemphis #GTG #StudentSuccess #CareerReady

The University of Memphis received a $4.9 million grant from the Mellon Foundation to support a paid internship program for undergraduate humanities and humanistic social sciences majors. The grant will support approximately 125-145 paid humanities internships annually. Most internship placements will be at nonprofit agencies and community organizations; grant funds may cover 100% of the wages in these placements. “This generous grant from the Mellon Foundation will significantly advance our goal of creating opportunities for student success by increasing the number of paid internship opportunities,” said Abby Parrill-Baker, PhD, Dean of the College of Arts & Sciences, University of Memphis. “By providing resources and essential support services, this grant will empower more than 100 students to gain practical experience, develop professional skills and enhance their career prospects each year.” According to research from EAB (formerly known as the Education Advisory Board), participation in internships is one of the leading indicators of demographic disparities in post-graduation outcomes, along with the amount of student debt. By investing in paid internships and student support, the UofM is proactively bridging the gap between academic achievement and career readiness. Read more » lnkd.in/eDashyqC

This article provides amazing proof of the power of internships and other forms of "experiential learning" to enrich the overall high school experience. It shows that learning outside the classroom is uniquely important for helping students understand and envision career opportunities. "Hands-on" learning also supports traditional academics by showing the practical value of what is taught in the classroom. https://lnkd.in/e7qzZUjK

Paid skills-based internships and early college pathways do help underrepresented students earn both 2 and 4-year college degrees. Kymani Scott Pathways in Technology Early College High School had a skills-based paid internship and co-op IBM experience and earned the 2-year The City University of New York City Tech, CUNY and 4-year Brooklyn College degree. #weareptech #skillsfirst #skills2030 #skillsbuild PTECH Brooklyn HS Alumni Network NYC Department of Education The State University of New York New York State Education Department www.ptech.org MDRC P-TECH 9-14 Evaluation "By the end of the first year of postsecondary education, 2.6 percent of female and 1.8 percent of male P-TECH 9-14 students had earned degrees, compared with virtually no students from the comparison group, of either gender. These impacts for both genders are statistically significant". "Male students who had the chance to attend P-TECH 9-14 schools were more likely to attain college degrees than male students assigned to other kinds of schools".

EMS Educators: the graph below is the progress of a student over the course of Capstone Internship with a single preceptor. The red line is the student self-rating which is completed prior to submitting the same eval to the preceptor for feedback (blue line). What do you think is the explanation for what we see happening here? In general, as the student grows (and better understands what the preceptor wants), the lines should converge. What are the differentials? Academic issue? Couple of bad calls? Personal issue? Personnel inter-personal issue? We can turn off any of the line items and replot the graph—which would you turn off to assess what might be happening?

Breaking Down Barriers Between Ability and Opportunity USC and Cerritos College are working together to promote STEM education. Richard Brutchey of University of Southern California and Jeff Bradbury of Cerritos College are transforming lives through the USC-Cerritos College Summer Research Internship. This program opens doors for first-generation Latino American students in Los Angeles, providing them with invaluable STEM opportunities. Full story here: https://bit.ly/4jlglfI One inspiring story is Karla Zamarripa, whose internship experience ignited her passion for scientific research and transformed her educational path. Together, USC and Cerritos College are not just offering internships; they are building dreams and shaping the future, one student at a time. #GreatScience #STEMEducation #Mentorship #USC #CerritosCollege