The Power Of Experiential Learning- A Look at The Madeira School

The more I work in independent schools, the ones that have the distinct advantage of being able to nimbly do the things that we think will best serve our students...

The more I think:?

??We can still do SO much more when it comes to experiential learning and internship programs for our kids.?

?And look, this isn’t to say that it isn’t happening...

Most schools have pathways towards internships, towards real-life experiential learning. But I would proffer that it isn’t enough, nor is it doing enough for our kids.??

We know the needs and benefits:

??A recent report by the Arts Education Partnership highlights things we already suspect: active learning, social-emotional intelligence, divergent thinking, cultural competencies–these are but SOME of the things highly sought after by employers across domains (Dell’Erba, 2019).

??Another study by the Georgetown University Center on Education and The Workforce have shown that Arts and STEM occupations have already proven to be among the fastest- growing fields, and further compounded by a Bureau of Labor Statistics study that found that 93 out of 100 STEAM occupations had wages above the national average (Dell-Erba, 2019,)

But it’s not just the future prospects:

The same research has shown the profoundly positive impacts of experiential learning on both student engagement and achievement. Studies have shown that immersive experiences tend to encourage a two-way exchange of learning whilst facilitating hard and soft skill acquisition.?

The data bears it out:

A recent study by Robinson (2018) showcases that immersive learning programs provide three key outcomes for students: deeper understandings of the chosen field, improved practical skills, and the ability to apply knowledge and exchange knowledge with classes and their higher-ups in their respective internship environments.? When honored and synthesized correctly, it does lead to deeper learning and more meaningful connections to current and future learning prospects.?

Who is getting it right?

Several leading international schools and organizations have embraced innovative internship models, exemplifying the transformative potential of experiential learning initiatives.

One such institution is The Madeira School, a renowned independent school for girls located in McLean, Virginia. Madeira's pioneering Co-Curriculum program, established in 1966, has been offering students unparalleled access to internships and immersive experiences for over five decades.

The impact of the Co-Curriculum program on students' personal and professional growth is evident in the testimonials of recent participants. Saanvi P. '23, who interned at the George Washington University Cancer Center, shares how the experience enhanced her critical thinking and observational skills: "The critical thinking and observational skills I've learned as a Madeira student both inside and outside the classroom have helped enhance my experience at GW Cancer Center. I've uncovered more about myself by putting these skills into practice" (Ador et al., 2023).

Kaden B. '23, who shadowed the Chair of OB/GYN at Bon Secours Southside Regional Medical Center, reflects on the importance of developing patience and passion through experiential learning: "By shadowing Dr. Bazile, I developed these two capacities and will continue to develop them throughout my life" (Ador et al., 2023).

The Co-Curriculum program also provides opportunities for students to develop essential soft skills highly valued in the professional world. Jacqueline G. '24, who interned with Senator Tim Kaine's office, reflects on the confidence and communication skills she gained: "At Madeira, I have learned to speak up and say what I think in class, which has helped me immensely on The Hill. In the workplace, you need to advocate for yourself. Being surrounded by adults has made this experience a real learning opportunity" (Ador et al., 2023).

Implementing a Scaffolded High School Internship Program

Taking inspiration from models like Madeira's Co-Curriculum, international schools can implement a scaffolded, four-year internship program that progressively builds students' skills and experiences from grades 9 through 12. This structured approach not only cultivates the transferable competencies demanded by the 21st century workforce but also helps students develop a deeper understanding of themselves, their communities, and their role as agents of positive change.

Grade 9: Building Foundational Skills

The first step is to establish a strong foundation for students in grade 9, focusing on developing essential life skills and self-awareness. International schools can implement a comprehensive "Student Life Curriculum" that covers study skills, digital citizenship, health and wellness, creating community, self-identity and diversity/equity/inclusion, public speaking, online portfolios, and financial literacy. By gaining these competencies early on, students are better prepared to embark on internship experiences in subsequent years.

Grade 10: Serving the Community

In grade 10, students begin their internship journey by engaging in community service and learning how to advocate for others. Schools can facilitate small-group volunteer opportunities with local non-profits, schools, environmental organizations, and community-based programs serving underserved populations, children at risk, youth with disabilities, and older citizens. Through these service experiences, students develop empathy, self-confidence, character, and a sense of responsibility while broadening their understanding of local and global issues that will require a new generation of leaders to solve.

Grade 11: Effecting Change Through Policy

As students progress to grade 11, they delve into the world of policy and advocacy through internships on Capitol Hill or with advocacy organizations. This unique experience allows students to learn firsthand how government operates and how to effect real change. Students can identify a national policy issue of personal importance, such as public education or veterans' affairs, and conduct field research to formulate a legislative proposal, applying their classroom-learned skills in quantitative and analytical reasoning, oral and written communication, research, and technology.

Grade 12: Pursuing Passions and Designing Internships

By their senior year, students are well-prepared to design their own internships, exploring interests that may become future careers. International schools can partner with a diverse range of organizations across fields like computer programming, cancer research, advocacy, architecture, design, theater production, and more, allowing students to gain practical experience in their areas of passion. This capstone internship serves as an opportunity for students to evaluate their ideal career visions against reality, challenge themselves to think as leaders and experts through a culminating research project, and make informed decisions about their future college majors and career paths.

Laying the Foundations: Implementation Guidance??

Establishing a successful, scaffolded internship program requires careful planning and a strategic approach. International schools should consider the following steps to lay the groundwork:

1. Conduct a Needs Assessment

Before embarking on the development of an internship program, schools should conduct a thorough needs assessment. This involves evaluating the school's existing resources, curricula, partnerships, and capacity to support internship experiences across multiple grade levels. It may also involve surveying students, parents, and faculty to gauge interest, identify potential challenges or barriers, and determine the appropriate scope and structure of the program.

2. Form an Internship Program Committee??

To ensure a collaborative and well-coordinated effort, international schools should form an internship program committee comprising key stakeholders such as administrators, faculty members, career counselors, and student representatives. This committee will be responsible for overseeing the program's development, implementation, and continuous improvement, ensuring alignment with the school's mission and goals.

3. Develop Partnerships and Outreach Strategies

Building strong partnerships with local businesses, organizations, and community groups is crucial for securing a diverse array of internship opportunities. Schools should develop targeted outreach strategies to engage potential partners, highlighting the mutual benefits of participating in the internship program. This may involve hosting informational sessions, attending industry events, or leveraging existing connections within the school community.

4. Create a Comprehensive Internship Curriculum

To ensure a cohesive and purposeful learning experience, schools should develop a comprehensive internship curriculum that outlines the learning objectives, skills development, and assessment criteria for each grade level. This curriculum should align with the school's overall academic goals while also incorporating real-world applications and opportunities for reflection and growth.??

5. Implement Professional Development and Training

Successful internship programs require a well-prepared and knowledgeable faculty. International schools should invest in professional development and training opportunities for teachers, career counselors, and program coordinators. This may include workshops on internship best practices, mentorship strategies, industry-specific knowledge, and strategies for fostering transferable skill development.

6. Establish Program Evaluation and Continuous Improvement Processes??

Regularly evaluating the internship program's effectiveness and impact is essential for identifying areas for improvement and ensuring its long-term success. Schools should establish robust evaluation processes that incorporate feedback from students, employers, faculty, and other stakeholders. This feedback should then inform data-driven decision-making and continuous program refinement.

7. Build Relationships and Promote Opportunities

The first step in developing a successful internship program is to establish relationships with local businesses, organizations, and industry partners. Schools can leverage resources like K12 Navigator (k12navigator.org) to connect with teachers, counselors, and staff members at nearby schools and businesses. Additionally, schools can promote their students and potential internship opportunities by hosting student tours, field trips, and career awareness events in collaboration with partnering organizations (Greater Baltimore Committee, n.d.).??

8. Engage Students and Maintain Connections

Ongoing student engagement is crucial for ensuring the success of an internship program. Schools should follow up with interested students and their teachers, providing information about available internship opportunities and facilitating connections with potential employer partners. Additional activities like job shadows, classroom speakers, student mentoring, teacher externships, and project collaborations can further foster student engagement and maintain connections with industry partners (Greater Baltimore Committee, n.d.).

9. Design Tailored Internship Experiences

The duration and structure of an internship program should be tailored to meet the needs and developmental stage of students within the scaffolded 9-12 grade model. For grade 10, internship experiences may involve weekly or bi-weekly service learning rotations across various community organizations. Grade 11 internships could be structured as semester-long placements within congressional offices or advocacy groups, allowing for in-depth policy work. Grade 12 internships should provide flexibility for students to design their own experiences based on individual interests and career goals, with support from the school in identifying suitable employer partners.

10. Assign Coordinators and Mentors??

To ensure a consistent and well-coordinated internship experience, schools should assign an on-site program coordinator to serve as the primary point of contact for students, teachers, and employer partners. Additionally, positive and encouraging mentors should be assigned within each department or area where students will be interning, providing guidance, support, and real-world insights (Greater Baltimore Committee, n.d.; Stride, Inc., 2021).??

11. Develop Structured Learning Activities

In collaboration with employer partners, schools should design structured pathways and training activities that align with the internship program's learning objectives for each grade level. This may include access to training videos, simulations, scenarios, dedicated projects, or tasks that allow students to exercise autonomy and apply their skills in a supportive environment (Greater Baltimore Committee, n.d.).

12. Foster Reflection and Continuous Improvement

At the conclusion of each internship experience, students should be encouraged to prepare and deliver presentations reflecting on their internship journey, lessons learned, and how the experience has shaped their personal growth, career aspirations, and vision for the future. This not only reinforces the learning process but also provides valuable feedback for schools and employer partners to enhance and improve their internship programs continuously (Greater Baltimore Committee, n.d.; Stride, Inc., 2021).

By implementing a well-structured, scaffolded internship program that incorporates these foundational elements, international schools can create transformative learning experiences that progressively align with the needs of the 21st century workforce. Students gain hands-on exposure to diverse career paths, develop essential transferable skills, forge connections with industry professionals, and cultivate a deeper understanding of themselves and their role in effecting positive change – all while employer partners benefit from fresh perspectives, access to emerging talent, and opportunities to shape the leaders of tomorrow.

Cultivating Transferable Skills for the Future

The success of programs like Madeira's Co-Curriculum underscores the importance of cultivating transferable skills – skills that can be applied across a variety of contexts and industries. As the demand for innovation and adaptability continues to rise, these transferable skills have become increasingly valuable in the modern workforce.

A study by Mezhoudi and Alrawjih (2019) examined the impact of co-curricular activities on students' performance at the university level, focusing specifically on the development of generic skills such as critical thinking, collaboration, oral communication, and self-efficacy. The results revealed a significant improvement in these transferable skills among students who participated in co-curricular activities, highlighting the crucial role these experiences play in preparing individuals for the workforce.

Similarly, a study by Di Pietro (2022) investigated the types of skills higher education students gain through participation in international internships during their studies. The research found that intrapersonal skills like open-mindedness, self-confidence, and adaptability were among the most frequently cited skills learned by participants. Many studies also reported gains in practical knowledge, language proficiency, and the ability to communicate and interact across cultures.

These studies, along with the wealth of research and data on the impact of experiential learning, underscore the importance of embracing co-curricular internship programs as a means to cultivate the transferable skills necessary for success in the 21st century. By providing students with authentic, real-world experiences, international schools can not only enhance academic learning but also equip students with the adaptability, problem-solving abilities, and personal growth necessary to thrive in an ever-changing world.

Overcoming Barriers and Embracing Innovation

While the benefits of co-curricular internship programs are well-documented, their implementation is not without challenges. Researchers have identified several common barriers, including a lack of shared definitions and quality standards, inadequate teacher preparation and professional development, curricular constraints, capacity issues related to time and funding, and a need for more rigorous research and data (Dell'Erba, 2019).

To overcome these barriers, educational leaders at international schools must embrace a culture of innovation and continuous improvement, recognizing that the needs of students and the demands of the workforce are constantly evolving. This may involve implementing new instructional models, leveraging technology, and fostering collaborative partnerships with industry leaders and community organizations.

Additionally, schools must proactively develop strategic plans to address challenges related to funding, teacher training, curricular integration, and program evaluation. This requires a collaborative effort involving input and buy-in from administrators, faculty, students, parents, and industry partners.

The Role of Educational Leaders??

As pioneers in the realm of experiential learning and co-curricular internship programs, educational leaders at international schools bear the responsibility of championing these transformative approaches and advocating for their widespread adoption. This requires a multifaceted strategy that encompasses curriculum development, resource allocation, stakeholder engagement, and ongoing professional development.

Moreover, educational leaders must be proactive in forging strategic partnerships with industry leaders, community organizations, and government agencies. By leveraging these relationships, schools can expand their network of internship opportunities and ensure that students have access to a diverse range of real-world experiences that align with their interests and aspirations.

Embracing a Future-Focused Mindset

As the world continues to evolve at an unprecedented pace, the imperative for international schools to adapt and innovate has never been greater. By embracing co-curricular internship programs, these institutions can play a pivotal role in shaping the minds and experiences of the leaders and changemakers of tomorrow.

Educational leaders who embrace this forward-thinking approach can position their schools at the forefront of preparing students for the challenges and opportunities that lie ahead. By cultivating transferable skills, fostering personal growth, and bridging the gap between academia and the workforce, co-curricular internship programs offer a pathway to success in the 21st century and beyond.

Works Cited

Ador, Zohail I., et al. "Exploring the Work Immersion Experiences of Grade 12 STEM Students in a Local Science Integrated High School: A Narrative Research." East Asian Journal of Multidisciplinary Research, vol. 2, no. 7, 2023, pp. 3053–3078. DOI.org (Crossref), https://doi.org/10.55927/eajmr.v2i7.4989.

Besa, A., et al. "Implementation of Work Immersion and Its Effects on the Social Development of Senior High School Graduates." Indonesian Journal of Educational Research and Technology, 2022, https://ejournal.upi.edu/index.php/IJERT/article/view/50086.???????

Breakay, Robert M., et al. "Tourism Immersion Internships: Student Expectations, Experiences and Reflections." Journal of Hospitality, Leisure, Sport & Tourism Education, vol. 13, 2013, pp. 60–69. DOI.org (

Dell’Erba, M. (2019). Preparing Students for Learning, Work and Life through STEAM Education. Policy Brief. Education Commission of the States; Education Commission of the States. ECS Distribution Center, 700 Broadway Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3692; Fax: 303-296-8332; e-mail: [email protected]; Web site: https://www.ecs.org. https://eric.ed.gov/?id=ED598088