Category Archives: Internships

Who Is the Teacher of Tomorrow?

In my last post, I asked people to “Imagine a School without Teachers” in order to examine some of the current challenges to the profession. Some interesting conversation came out of that post, with people actually speculating a school without teachers, or some variation of that theme. It’s safe to say that with the ever evolving technology, there are great opportunities for technology-assisted learning to support both classroom instruction and personalized learning in any environment (traditional school, home school, etc.). But removing teachers from the equation is not the answer. Evolving the role is a large part of the answer, as is ensuring the curriculum addresses the real needs of today’s students.

Early Voices of Discontent in Higher Ed

Since I left the classroom over a decade ago to participate in the development of some of the first online learning programs in higher ed, I’ve been keenly aware as to how the teaching profession is evolving. I saw the great potential for those whose passion is teaching and learning.

Throughout those years, I also saw how many people felt threatened by the changes that were occurring, first with the introduction of new technology and then with the introduction of new business models, particularly within the realm of higher ed. The first step was simply posting course materials online, starting online discussions, and allowing homework submissions online: in essence, using online platforms as an extension of the classroom learning environment.

As universities started to extend their footprint via the world of online learning, many faculty began to feel they would be replaced by either the technology itself or by those more willing than themselves to engage with it in this newer form of teaching. Sure, there were those that embraced and even spearheaded the changes, but that there was discontent is no great secret.

MOOCs shook things up entirely and to a great extent ensured that online learning would never be ignored again. Higher ed is still learning how to incorporate online options into their overall business model, but it will be a while before we see massive closings of brick and mortar institutions of higher learning.

Embracing Technology within PK-12

Today, as I continue to explore the ongoing changes in PK-12, I see an overwhelming amount of effort being exerted by teachers, schools, districts, and private entities to bring technology into the classroom. According to PBS Learning Media, 74% of teachers say technology enables them to reinforce and expand on content, to motivate students to learn, and to respond to a variety of learning styles (73%). Seven in ten teachers surveyed said educational technology allows them to “do much more than ever before” for their students.” And more than two-thirds expressed a desire for more technology in the classroom.

So, what type of support is there? Let’s look at a couple of examples that differ in their offerings.

Edmodo, the online community for teachers and learners (or “the social network for schools” as it is referred to) has over 47 million users. Teachers share lesson plans and support each other through online forums. Students keep track of their learning and become content creators through blogging features. Parents keep track of learning (including homework, quizzes, grades, projects, etc.) through the platform’s notifications, calendar, and tracking tools.

ISTE, the International Society for Technology in Education, has a membership of 100,000 users worldwide who collaborate to implement technology into the classroom. ISTE has online resources and Professional Learning Communities, hosts an annual conference on educational technology, has an advocacy network to share information on federal and state policies, and provides a framework (the ISTE Standards) for implementing technology in the classroom.

Teachers’ Perspectives on their Role

Teachers will continue to play a vital role in the educational process even as, and especially as that process evolves. But we have to ask if we are providing enough support to enable the change in the role.

According to a 2013 Scholastic poll, 82% of teachers felt that constantly changing demands on teachers and students was the most significant challenge to their profession. The second most significant challenge was not having enough time to collaborate with colleagues. Additionally, all teachers reported having two or more populations within their one classroom, with 23% having seven different populations (including special education, gifted, and those working below grade level).

So, from an academic perspective, providing the time, resources and classroom conditions becomes ever more vital as we seek to retain the quality of teaching we seek for our children. From a broader perspective, it is important to note that 99% of teachers surveyed agree that “teaching is about more than academics, it is about reinforcing good citizenship, resilience and social skills, and they believe great teaching demands a mastery of many skills.”

The Ongoing Role of Teacher

What will be the role of the teacher as we incorporate more technology into the classroom, and as more and more information becomes accessible outside of a traditional classroom environment?

  1. Many teachers in the PK-12 environment have already started the process of evolving as they:
  • Bring more technology into their lesson plans, having students research topics further and complete in-class assignments using desktop computers, laptops, tablets and, yes, cellphones.
  • Use blended learning strategies to differentiate and personalize instruction.
  • Flip their classrooms to make classroom time more valuable.
  • Communicate with students and parents outside the classroom via online platforms accessed on a variety of devices.
  1. As access to information expands, the concept of the flipped classroom may also expand, and the role of teachers will evolve further into those who support learning rather than deliver it directly, as:
  • Curators who help students navigate and select from the vast array of available learning material.
  • Facilitators who provide feedback and guidance within specific learning programs.
  • Mentors who offer practical guidance on real-world tasks associated with more project-based learning programs throughout their educational journey.

More change? Yes, it’s inevitable. I can see some eye-rolling right now. As the Scholastic report noted:

In conversation, teachers identify various issues within “constantly changing demands,” including changes in leadership, policies, curriculum, administrative systems and more. Many note that a large part of the challenge is the pressure these changes place on existing time and resources. As one teacher said, “Too many changes at one time waters down everything and doesn’t give teachers the time to effectively implement all of the changes.”

We need to manage change effectively, give teachers time, and broaden the support system. In an earlier piece, I wrote about Meet Johnny’s Teachers, a community of experts, inside and outside of the school who all contributed to a child’s learning. This proposed network depends to a certain extent on a more experiential curriculum. I agree with those teachers who said that a large part of teaching “is not about academics,” and I do believe the classroom teacher does not need to do it all on his or her own.

The role of teacher is changing greatly, but I don’t see it disappearing any time soon.

Visit us at Designs2Learn for more on today’s changing educational market and how to partner for effective change.

Reflections on Learning Part II: Back to the Future

At the close of 2014, Designs2Learn shared memories of early learning: the rituals of school, learning journeys, learning how to fail, and becoming conscious about learning. As we enter 2015, we begin the process of creating the memories from another new year of learning. What will we learn and how we learn it? How can we design meaningful learning experiences and curricula that will persist into the future of our students’ workplace lives?

A few key points come into perspective when thinking about how we will reflect back on 2015 at year end. This is how I would like to remember this year of learning:

  1. We utilize technology to support successful learning rather than technology driving learning altogether. MOOCs are the primary example of this phenomenon; we are now in a period of self-correction. This was a fantastic mistake to make because it alerted those who may have been asleep at the wheel that online learning is something to be incorporated not only into the higher education realm but PK-12 as well. Corporations have known this all along, and recent learning expenditures indicate that 2015 should be a good year for online learning. But we need to go back to some basics in terms of understanding and incorporating learning theory into edtech design in order for these experiences to have the lasting value we seek. The tools we put in the hands of the universities are merely platforms on which to deliver learning. The learning still needs to be effectively designed. The tools that we provide to school kids at an early age should help plant the seeds for more independent learning and critical thinking rather than a mere dependence on technology.
  2. We extend the role of mentorships in all educational domains. From PK-12 to higher ed and in the workplace, there is a definite place for mentorship. There is some wonderful work being done by groups like the Future Project and iMentor in the schools and by Enstitute and UnCollege beyond PK-12. So much of what we learn takes place between people in one-on-one engagements. Let’s bring more of the 70:20:10 model into the schools and establish the groundwork for this type of learning early on.
  3. We involve more community resources into the educational experience.Beyond the classroom teacher, in addition to our cadre of mentors, there’s a wealth of resources in the community to extend the learning experience. From libraries to local businesses, we should be spending more time of the classroom and helping kids make the connection between what they learn there and the outside world.
  4. We incorporate more experiential and maker curriculum into the schools. Providing opportunities for children to observe their environment, to define a problem, to embark on the design process to investigate and solve that problem and to become proficient in the tools required to do so will have a tremendous effect on that person’s confidence and abilities moving forward. Imagine the advantages to a workplace populated with people who have grown up having engaged in this process. The Maker Education Initiative is one of several prolific organizations supporting the maker movement, with a range of resources and programs to help schools and individuals get started; Tools at Schools is another group whose work within the schools is helping to utilize design thinking to engage students in meaningful projects.
  5. We look to homeschooling and unschooling for inspiration. There is so much work that has been done by these communities in terms of examining the learning process and creating models for user-driven learning experiences. The majority of us understand now that one size does not fit all, and technology-enhanced blended learning experiences are becoming more common in the schools, but let’s not forget that there are alternatives for students who are not best served in the school environment. The resources and community-building that the homeschooling and unschooling families have created have a lot to teach us all.

The coming year has a lot of promise for those of us in the educational arena. With so much investment in edtech, and the formation of meaningful partnerships in the educational space, there’s great potential to make some good memories to reflect back on. The role of the teacher is constantly evolving and this year may also reveal significant progress with how we incorporate best practices in teaching and learning into the ever-changing equation.

Stay connected to Designs2Learn for more on how we can partner on learning design today to help shape tomorrow’s workforce. Click here to participate in our State of the State in Education Survey.

Partnerships for Lifelong Learning

By default and most frequently by definition, most schools are designed to ensure success measured by graduation and college acceptance rates. And socially, we have been encouraged to measure our own success by these milestones and by the one that logically follows, the landing of a respectable job with a respectable salary. In “Is High School the Mother of All Event-Based Learning?” I questioned the emphasis on these specific goals at the potential loss to those lifelong learning skills such as the ability to identify, organize, plan and allocate resources; work with others, acquire and evaluate information; understand complex interrelationships; and work with a variety of technologies. Clearly, we need to continue preparing young people to enter the workforce with the appropriate level of skills. How can we more effectively provide the competencies that are going to help them through a lifetime of work and learning?

Project-Based Curricula in PK-12

In previous blogs, I’ve shared ideas around incorporating more project-based learning and Maker curriculum that require both individual and team effort to succeed. These projects not only bring teams of kids together with more thematically-driven material, but they may also bring outside expertise into the schools. Think of how flipped classrooms remove the sage from the stage and make the teacher more accessible to groups of learners as well as individuals. These partnerships around project-based learning broaden the range of role-models and potential mentors and also actively model real-life collaborations as part of the learning process. Here are a couple of examples of groups doing some of this great work today.

I’ve mentioned Tools at Schools before as one organization doing great work in this area. They partner with schools and companies and introduce design thinking as a means to problem solving around a specific real-world issue. Tools at Schools and the manufacturing partner then work with the students to develop prototypes of the design solution that is presented at a final “market launch.” The six-month project has teams of students working together steadily building many of the competencies associated with resources, information, relationships and technology.

Another group doing some good work in this area is team at The Future Project. The Future Project brings “Dream Teams” into schools to work with students to create “Future Projects” that may include clubs, websites, companies, etc. Not only do students complete individual projects, but the sense of esprit de corps and cultural changes resulting from the overall effort benefit the entire school community. Working with volunteer entrepreneurs and businesses, students create brands, budgets and project timelines for implementing their business plans. An annual Dream Con event showcases final projects. Here, too, those lifelong learning skills are addressed through the duration of the project.

Apprenticeships for Millennials

Beyond K-12, Enstitute is a very impressive group matching millennials with mentors and apprenticeships that engage them directly with the type of work they want to do. These year-long paid apprenticeships may enhance or provide an alternative to traditional higher education programs. Enstitute develops the relationships with the host companies, selects the candidates, and manages the year-long program.

UnCollege is another group providing a more hands-on alternative to a formal college experience. The group, started by unschooler author Dale Stephens, offers two main programs. The one-year Gap Program is a four-phased program that includes travel abroad, a U.S.-based residency, an internship, and a capstone project. It’s a skills-based program built on the principles of self-directed learning and connects participants with mentors and internships. A more streamlined “Hackademic Camp” provides participants with a three-day workshop drawn from the Gap Year curriculum. Skills development focuses on networking, building social capital, negotiation and more.

Today’s challenges in the educational arena require an extended network to ensure that we are developing capacity for a lifetime of learning rather than moving students from one milestone to the next.

Stay connected to Designs2Learn for more on how learning design today is helping to shape tomorrow’s workforce.

Meet Johnny’s Teachers

In my previous blog, This is a School that Johnny Wants to Attend, I wrote about Johnny’s new school, an environment designed to optimize real-world learning experiences to better engage and better prepare kids for tomorrow’s workplace. In that scenario, Johnny spent a lot more time out of the classroom learning from community experts and also had more people coming into his class to share knowledge and guide Johnny and his classmates through different projects during the school year.

A key component to this new model is the vital role of the teacher(s) as Johnny makes his way through the educational continuum from elementary to high school; on the college and finally, to the workplace.

Who are Johnny’s teachers and what do they do every day?

  1. Classroom Teacher

Johnny’s classroom teacher is integral to his educational journey. The classroom teacher plays a central role in his everyday life at school, is his main point of contact in the system, and provides the bulk of the instruction and facilitation within that environment. Whether the classroom teacher is leading a flipped classroom activity, reviewing an assignment with the whole class or small groups, or is sitting and assisting students one-on-one as they work on individual learning programs as part of the school’s blended curriculum, her presence and skillset is significant.


The classroom teacher also interacts with students on e-learning days when the kids are at home and working on individual or peer group projects and also accompanies her class on the majority of the out-of-the-building visits to neighborhood businesses, museums, etc. The classroom teacher interacts with all the other people on this list as part of a team of teachers supporting Johnny’s educational experience.

  1. Curriculum Curator

At Johnny’s school, each grade has a curriculum curator who is responsible for coordinating the activities that comprise his and his classmates’ daily learning experiences. This curator works with school leadership and classroom teachers to ensure that learning objectives are being met and that a good blend of activities is being used to achieve this. This includes working with the instructional teams to target effective online instructional materials and to arrange for mentors and visits to local businesses, museums, etc.

  1. The Library Media Specialist

Formally known as the school librarian, the library media specialist plays a vital role in Johnny’s education. As today’s students have more and more exposure to information, the library media specialist must provide the guidance that kids need to navigate the digital landscape, making careful choices and selections along the way.


The library media specialist works with Johnny’s teachers and the curriculum coordinator to help build curriculum using the latest tools at their disposal and makes critical decisions in the design of the library space, helping to turn it into a more collaborative, “maker” environment.

  1. Mentor

Johnny’s mentor might be a local business owner, a digital game developer, doctor, etc. and plays a vital role in expanding Johnny’s universe beyond the school building itself. As part of his course of study, Johnny sees his mentor on a regular basis, as well as interacting with his mentor online, and gets support for projects he may be working on, college and career exploration, etc.

  1. The Community

In Johnny’s new school, the community plays a more integral role in his education. Now, on a more frequent basis, during the school day, he and his classmates are visiting local businesses and learning more about how they operate and what the different employees do. As Johnny gets older, he will intern at one or another of these places to get more first-hand experience. Neighborhoods and neighbors have traditionally played, to different degrees, a role in the education of its community; in this model, we are looking to incorporate this informal role of support into the experience of each child in order to extend the universe of support and experiential learning that each child receives during his or her school years.

  1. Outside Experts

In Johnny’s new school, his classroom teacher and curriculum curator plan for a number of projects that the students engage in over the course of the school year. The projects may include building a model village, designing and creating new products for a specific industry, preparing certain types of meals, developing a simple computer game, etc. The projects are managed by a single or team of experts in their respected fields. Their work with the students may take place within the school or at a local studio, museum, etc.

  1. Physical Education Teacher

Physical education is an important component of Johnny’s new school, and his physical education teacher has an evolving role as do the rest of his colleagues. In order for Johnny and his classmates to develop an overall healthy lifestyle, his physical education teacher works with the rest of the team to ensure that the kids are getting a balance of health education and exercise that is integrated rather than isolated from the rest of the program. He might be teaming with the outside chef doing a unit on healthy, sustainable cuisine; or he might be exploring new technological resources such as “exergaming” with the curriculum curator or others.


As learning models evolve, classrooms are flipped, and schools develop healthier relationships with companies supporting the educational process, the role of teaching must evolve as well. A single classroom teacher cannot and should not shoulder the weight of the learning experience for any one child. And as the classroom teacher’s role changes, so do the roles of others within the buildings as well. As those roles grow, introducing more resources becomes vital. Just as corporate learning specialists have acknowledged the need for a growing network of continuous learning support in the workplace, schools are beginning to recognize the value of expanding the resources they work with to provide a balanced educational experience for our children.

This is a good thing for Johnny.

Stay tuned to Designs2Learn for more on the changing educational landscape.


Why Not a 14th or 15th Grade to Better Prepare Students for the Real World?

Frustrated high school studentA recent article in Slate, aptly titled “Welcome to 13th Grade,” reports on an Oregon initiative to add a 13th year to the high school experience in order to help better prepare students for college. The program uses the state allowance of $6,500 per student to fund each participant, who exits the program with not only a high school diploma, but also with the option to enter college as sophomores. This may sound attractive and appropriate given the challenges with community college completion rates in Oregon and elsewhere, but there’s certainly a global perspective that needs to be examined here.

The timing of the article amused me, as I had just had two conversations, one with a high school senior and one with a university junior that led me to wonder about some of the issues surrounding the 13th-year plan, and specifically how much time we give our kids to prepare for college and the working world. The high-schooler was telling me that she planned to opt out of some AP exams and was willing to retake the subjects again in college if necessary. “Maybe I’ll get a better teacher. Maybe I’ll be able to understand it better.” The university student was experiencing challenges in time management given the workload implicit in a degree program requiring extensive reading assignments.

I actually even said to the high schooler “I know you wouldn’t want to have any more high school, but I wonder if you all actually have enough time . . .” Needless to say, I was cut short and left to ruminate on this paradox on my own. We’re working so hard to get our kids out of high school yet so many arrive at college unprepared for the rigor, the level of inquiry, and the day-to-day management of their lives? Some of these challenges are generations-old adjustments that are made throughout the college experience, as students mature with the curriculum. Others could probably be alleviated with additional support within the school environment, and many universities offer Bootcamp-like training or additional support for specific skills-building activities. But, if we look at the bigger picture and as we consider students preparing to enter the workforce and contribute to our ever-complex global economy, is more time in high school really the answer here?

The Oregon plan seems to be a band aid solution, representative of larger issues in PK-12 curriculum. The challenges are getting increasingly complex. How will we stem the tide of change as the world becomes ever more sophisticated? The concept of preparing students for jobs that don’t even yet exist, was stunningly presented by the Karl Fisch and Scott McLeod “Did You Know” presentation first in 2007, and has been rifted on by countless numbers of educators and pundits since. We don’t know what we don’t know, yet we need to keep preparing for it. The solution is not more years of high school, but more in-depth, inquiry-based, maker-driven, project-based, curricula that prepares this generation and succeeding ones how to problem solve rather than how to take exams that only teach them how to . . . take exams.

The expanding curriculum design that we are seeing across the country, greater access to online, personalized learning programs and the growing partnerships that are evolving to help enhance the educational experience within the schools is a great start to getting us closer to where we need to be. More practical, experiential learning experiences will go a huge way to bridging existing and future gaps. More practical internships earlier on in the PK-12 years will make an obvious impact as well.

A 13th year will undoubtedly help a number of students bridge the gap between what they have learned to date and what they need to properly function in the college environment, but we need to consider expanded and alternate approaches throughout the continuum of the educational experience to truly prepare people for an ever-changing workplace in the global economy.

For more insights on the impact of effective design on the educational experience, visit us at Designs2Learn.

Virtual Internships and Opportunities for Social Impact

VIP_e-collaborateThis week we’re kicking off Designs2Learn’s series of interviews with social edupreneurs whose work we respect for how it uses technology and learning design for social impact goals. Our first interview is with Naina Boveja, founder and CEO of e-collaborate. Naina and e-collaborate are doing some great work in using technology to bring kids together globally and introduce kids to the concept of service and hands-on education.

Designs2Learn: Can you provide a quick snapshot of e-collaborate for our audience?

Naina Boveja: e-collaborate started in 2010 with the idea of connecting classrooms and communities globally. We developed programs in clean drinking water for the K-12 audience.  Since then, we have spent a lot of time working on a Virtual Internship Program that connects high school students to non-profits across the globe for the purposes of learning empathy, career readiness skills and social entrepreneurship.

How did you get into the world of edupreneurism? What initially inspired you?

I had always been involved in the non-profit world as an intern or volunteer, but never really thought I could start one on my own. Since I had no idea what I wanted to do after I graduated from college, I thought it would be valuable to offer programs to teens that could help them make that difficult decision and help them choose a path.

What were some of your initial challenges? How did you overcome them?

Since I was new to the education space, I learned a lot about the “system” and the way things are done in schools.  I also realized that we need to provide dynamic and engaging programs that students can do on their own, instead of requiring a teacher to spend class time to try our programs.  Teachers have so many things on their plates and our intention was to help provide programs that would be meaningful and add to a student’s life, not burden a teacher’s. We have started reaching out to other avenues, including PTAs, career centers, global studies programs, private schools, and schools with a focus on global education for a better fit.

Can you tell us about the Virtual Internship program you are currently working on?

The Virtual Internship program (, as I mentioned above, connects students to NGOs across the globe for a “virtual internship experience.” They fill out an application based on their interests and are matched to one of our partnered NGOs. We introduce a Mentor/ Teacher component to help support students and provide feedback. Teachers can chose to fulfill the mentor role by having a class of students who are virtual interns, and they can follow their students and give meaningful feedback before the work is submitted to the NGOs..

The platform is engaging and dynamic with videos, interviews, presentations, and activities for the students to complete. We are also introducing the idea of a “social resume” to the program, where students can highlight the work they are proud of, keep track of their volunteer hours, and share the link in their resumes, cover letters, and college applications.

What type of responses are you getting from your current participants?

Current participants and people in general are impressed with the platform and the idea.  We are trying to strike the right balance between interactions with the non-profits, and provide a meaningful experience for the students.  The virtual internship program is being launched this year, and we are still looking for students to sign up to get more feedback.

What are your plans for growing the program?

Currently, we are reaching out to schools and teachers within our network. I have also recently started my M.A. at Georgetown University, and am working to spread the word through that community and reaching out to different groups.  I am already impressed with the resources Georgetown has, such as the Center for Public and Non-Profit Leadership, Hoya Entrepreneurs, and the Beeck Center for Social Impact & Innovation. I plan to utilize as many resources so I can continue to help spread the word.

What are some projects on your roadmap?

Right now, we are focusing on getting more students signed up for the Virtual Internship Program. In the future, I hope to continue to provide programs that help young adults learn valuable skills that they can carry with them throughout their lives.

What advice do you have for others who are interested in focusing on educational projects for social impact?

I think ideas are best realized in a supportive, collaborative environment.  I always feel talking to people about my ideas and getting their feedback helps create a better project.  I can’t stress how important feedback is, because sometimes you have an idea about something and it could be so much better when you take into consideration different perspectives.

Thanks, Naina!

Stay tuned for updates on learning design for social impact and more from Designs2Learn.



College as the Ultimate Software Simulation

Worried College Grad(Or “Can College Prepare You for Real Life?”)

Last spring, I took a road trip with my then sixteen-year-old as we visited five colleges in six days. We drove a huge loop, traveling nearly 800 miles in total, heading northwest from New York City, where we live, stopping in Ithaca, Syracuse, Benington, Boston, and western Connecticut. It’s an annual rite of passage for thousands of families, and for someone in my line of work, one that brought into very sharp focus much of what I have been treating as somewhat . . . academic . . . these past few years: the value of a four-year, brick and mortar college experience in preparing people for adulthood and the workplace.

First, a couple of questions:

1. You can’t get a job without a college degree, but what’s the likelihood of getting a job with a college degree?

According to the National Association of Colleges and Employers (NACE), in 2013, only 29.3% of graduates had found jobs prior to graduation. A follow-up of recent grads revealed that 59% had found jobs 6-8 months after graduation.

2. What factors impact on how prepared college graduates feel for “the real world?”

What combination of skills, luck, and extra-curricular activity did it take for those 59%, and how much of a role did their alma mater play in their landing that job?

The colleges we visited ranged from enrollments just over 21,000 to just over 700. Dormitories ranged from concrete boxes to cozy cottages. The curricula we were exploring went from highly prescribed to incredibly open. The opportunities for study abroad varied somewhat, particularly when looking at specialized curricula, but most of the colleges provided a good amount of support for making that happen. All of these factors come onto play in terms of learning to function in a larger social group, to make yourself heard, to plan ahead and make decisions for yourself, and to experience other cultures.

What stood out most to me in terms of preparedness were the opportunities for internships available at the different institutions and how integral a part they played each college’s overall curriculum.

Without the opportunity to actually put into practice what you’ve been learning in the classroom, the chances for being prepared for the working world decrease substantially. Or without the exposure to the potential range of career options and job roles within those for any given career, the less prepared a graduate is and the more unrealistic the scenario of one’s education becomes.

I cut my instructional design teeth on the development of complex, scenario-based learning programs. In these programs, we placed our learners in different roles in which they were required to either make decisions for themselves or advise others. While our learners were provided with tools with which to make decisions, we expected them to fail, and when they did, they had access to knowledge building and better decision making.

So, at the end of the day (or at the end of a nearly 800-mile journey), the great value of a four-year, brick-and-mortar college education is the series of scenarios one engages in on the road to adulthood and employment. How safe or how realistic those scenarios need to be really depends on the student and the selected program of study. But it is the blend of formal and informal learning, the academic and experiential learning that is going to help prepare people for the workplace and drive their success once they arrive.

Game on!