Highlights

• In this chapter, Dr. Unger presents several models of schooling that are different from the norm, highlighting how they foreground student agency, meaningful student activity, and the development of skills that can have actual utility moving forward in life.

• He argues that there is a need for the intentional design and nurturing of such innovative programs across the country and emphasizes the role of visionary leaders, community support, and the creation of partnerships to bring these ideas to fruition and sustain their impact over time.

• The examples provided challenge the traditional model of education by emphasizing personalized, experiential, and community-connected learning. They highlight the importance of shifting educational paradigms to better align with the needs and aspirations of students in the 21st century.

For example,

• The Iowa BIG Inbound Project: This project focused on helping the homeless population in Cedar Rapids, Iowa. Students at Iowa BIG collaborated with the Willis Dady Homeless Services non-profit to address the challenge of helping homeless citizens gain confidence and feel more connected to the community. The students conducted interviews with the homeless, photographed them, and created a gallery of artifacts that told their stories. This project provided students with valuable skills such as empathy, research, interviewing, and marketing.

• The Iowa BIG Outbound Project: After a destructive storm hit Iowa, students at Iowa BIG initiated the Fallen Tree Project. They collaborated with local woodworkers and artists to repurpose fallen trees into artwork. The artwork was then sold, and the funds raised were used to plant new trees. Through this project, students learned leadership, organization, collaboration, and problem-solving skills. It also helped boost the confidence of a previously shy student, Leah, who realized her potential as a leader and organizer.

• The CAPS Program: The CAPS Program was developed by the Blue Valley School District in Overland Park, Kansas, in response to the need for better preparing students for the world of work. Corporate leaders on the school board recognized the skills gap in graduates and sought ways to address it. The program offers profession-based learning experiences in various strands, such as molecular medicine, environmental science, entrepreneurship, veterinary medicine, and more. Students engage in hands-on projects, internships, and collaborations with industry experts. The CAPS Program expanded to multiple districts and countries, forming a network of CAPS programs that support each other's growth and development.

• The Tacoma School of the Arts (SoTA) pqrtners with professional artists, instructors, and mentors in the local from the local arts community, providing guidance, feedback, and mentorship to students, helping them to refine their artistic skills and gain valuable insights into the professional world of the arts.

• The Tacoma Science and Math Institute (SAMI) provides integrated science and math instruction through hands-on, project-based, experiential learning with community partners such as the Point Defiance Aquarium and Zoo (next door), the parks department, the Puget Sound Estuarium, and the Center for Urban Waters.

• The Tacoma school for Industrial Design, Engineering and the Arts (IDEA), not unlike its sister schools, focuses on hands-on, project-based learning with a focus on collaboration, creativity, and communication while developing digital literacy, design, an engineering skils.

• The examples provided in the chapter highlight the diverse range of experiences students can have in each of these programs. From conducting real-world research in bioscience in the CAPS program to exploring entrepreneurship and launching their own ideas that align with their interests in the other programs.

• The chapter emphasizes the importance of community engagement, collaboration with industry partners, and mentorship in these innovative educational initiatives. By connecting students with professionals and real-world experiences, the programs enable students to gain valuable skills and make informed decisions about their future pathways.

• The chapter suggests that these innovative educational endeavors challenge the traditional educational model and provide a more effective approach to supporting student development. They prioritize personalized learning, skill acquisition, and career exploration, enabling students to become self-directed learners and pursue their passions.

• Dr. Unger raises the question as to how similar initiatives could be jump-started and scaled in other communities, and how policy and funding systems could support and incentivize innovation in education.

• The Iowa BIG projects, High Tech High, Tacoma Schools, and CAPS Program highlight the importance of real-world experiences and project-based learning. Students are actively engaged in addressing community needs, working with professionals, and developing practical skills that go beyond traditional classroom learning.

• The success of these programs is attributed to the collaboration and support from various stakeholders, including students, educators, industry partners, community members, and government officials. Their collective effort and commitment contribute to the sustainability and growth of these initiatives.

• The chapter also emphasizes the importance of students' agency and autonomy in these programs. Students are given the freedom to explore their interests, take ownership of their learning, and make decisions that align with their goals and aspirations. This approach empowers students and helps them develop important life skills.

• The examples in the chapter demonstrate how these innovative programs not only enhance students' academic and technical skills but also foster personal growth, confidence, leadership, and a sense of purpose. Students learn to identify their interests, pursue their passions, and make a positive impact on their communities.

• Overall, the chapter highlights the transformative potential of innovative educational programs in redefining the purpose and approach of education. It showcases how these programs can better prepare students for the complexities of the modern world and empower them to become active contributors to their communities and society at large.

• The chapter concludes by recognizing the need for systemic change and the role of policy and funding in supporting and scaling innovative educational programs. It calls for a reimagining of education that prioritizes student agency, community engagement, and the development of future-ready skills..

These initiatives emphasize the importance of real-world experiences, community engagement, and skill development to better prepare students for their future endeavors. By providing students with opportunities to explore their interests, collaborate with professionals, and tackle real-life challenges, these programs aim to foster agency, confidence, and a sense of purpose among students.