Participants will learn how to implement a project-based, independent research and internship course that meets college entrance requirements for English and
history. Come learn how students complete their internships through this course.
Presenters:
Erin Fender,
College and Career Academy Support Network
Developing Project-Based Independent Research and Internship Courses for English and History
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Developing Project-Based Independent
Research and Internship Courses
for English and History
Erin Fender
College & Career Academy Support Network (CCASN)
University of California Berkeley
Kate Trimlett
Green Academy
Berkeley High School
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Poll: Where are You From?
http://www.polleverywhere.com/multiple_choic
e_polls/uJpnGMa9yRi1Ho3
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Kate Trimlett
• High School Teacher (9 years)
o Science
o CTE classes
• Academy Co-Lead
• Internship Coordinator
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Erin Fender
• Project Manager at CCASN
• Former Assistant Principal and Small
Learning Community Project Director
• Former High School Science Teacher
• Former Lead Teacher for Environmental
Science Academy
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Poll: What is your Role?
http://www.polleverywhere.com/multiple_choic
e_polls/H9EwDauzrI2mxea
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CCASN
• Based at UC Berkeley and UC Irvine, Graduate School of
Education
• Focus on development, implementation and improvement
of College & Career Academies
• Practice-based research - Conduct research to document
and improve practice, and advise policy makers at all levels
• Research-based practice - Provide coaching, professional
development and technical assistance for secondary
schools to improve students’ preparation for college and
careers
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CCASN website
• Implementation guides, research reports, presentations
• Searchable directories of academies - CPA and National
• Toolbox of downloadable materials
• Videos of California Partnership Academies (CPAs) in Action
• Searchable curriculum database with resources compiled
specifically for college & career academies
• Academy News Clips – online newsletter
http://casn.berkeley.edu
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Berkeley High School
3,300 Students
32% White
23% Black or African American
19% Hispanic or Latino
9% Asian
9% Two or more races
1.5% Either American Indian or Alaska
Native, Filipino, Native Hawaiian/Pacific Islander
6.5% Refuse to state
29% Socioeconomically Disadvantaged
12% English Language Learners
10% Students with Disabilities
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Green Academy
2 CTE Pathways:
• Sustainability, Ecology & Environmental Design
(SEED)
• Human Energy & Appropriate Technology (HEAT)
o 480 students
o 240/ pathway
o 60/ grade level
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Green Academy
SEED CTE Courses
10th - Introduction
to Enviro. Science
11th - AP Enviro.
Science ROP
12th - BEST
Heat CTE Courses:
10th - Introduction
to Energy
11th - Energy of
Physics
12th - BEST
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CTE Career Prep
All Grades: Green Career Week
Monday - Thursday: Green Career Speakers
Friday: Green Career Fair
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CTE Career Prep
12th Grade
• Green 360 Catalyst
1. Career Exploration
2. Environmental Sustainability Challenges & Changemaker Roles
3. Networking
4. Informational Interviewing
5. Green 360 Journey – Final Project
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History of BEST
• BEST stands for Berkeley Experiential Senior
Transition Program
• Originally approved as a year-long "college-prep"
course in 1999 for one-semester of English and
one-semester of social science
• Modeled after the WISE program in
Westchester, NY; Woodlands HS, NY; Cambridge
Rindge and Latin, MA.
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BEST
• Each Academy has variations
• Goals are to provide:
o student-driven internship experience
o project-based learning
o independent research
that is well-supported by a teacher and
mentor to prepare students' to become
independent young adults
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In California the UC/CSU "a-g"
requirements rule the land
• Courses from CA high schools must be certified by
UC in order to be deemed “college-prep”
• Subject area course criteria established by UC
faculty
• Course are evaluated by "analysts" at the UC
• As long as there are no major changes the course
remains "UC approved" from year-to-year
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Internships
1. Students research internships
2. Cold Call to ask for internship
3. Wednesdays after lunch (Oct- May)
4. Blocks
5. Site Visits (fellow academy teacher stays at
school site for those students on-campus)
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Integrating English Concepts
A few examples...
• Use of varied texts - following
recommendations of Common Core
• Creation of a personal reading list and a
written defense of this list
• Reflective/Metacognitive Journal
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Integrating English Concepts (cont'd)
A few more examples...
• Use of evidence in projects/research
• Speaking/Presentation skills
• Articles describing their projects/internship
written for newspaper/blogs
• What are YOUR ideas?
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Integrating History
A few examples...
• Discussions and (Socratic) Seminars about
evolution of work in the US including Protestant
ethic, slavery, industrial
revolution, importation/exportation of
work(ers), sexual
harassment, discrimination, child
labor, telecommuting...
• Students read and respond to oral histories
which focus on work in the US
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Integrating History (continued)
A few more examples...
• Students write about their actual work
experience during their internship and
provide comparisons/contrasts to other
eras and countries
• What are YOUR ideas?
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Lessons Learned
• Student motivation to do well in "regular"
English and social studies classes may
diminish b/c they think they can use the
BEST course grade instead
• Internships on campus are not a good idea
• Regular check on interns is essential
• Make sure to have back up internship
options for students that have a tough time
on their own
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Small Group Discussions
Table Talk
• What could this type of course look like on
your campus?
• How could it be improved?
• What are some challenges?
Share 1 highlight with the whole group
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Support to implement a course like
BEST…
NAF Resources
o Gold Standard for Internships
o Internship Toolkits for students, teachers and hosts
o Exploring College & Career Options (ECCO) (play
video if time)
CCASN
o Internship Guide
o Consultation/Coaching from Practitioners
Visit/Contact other schools who are implementing similar
courses
