During my final quarter at the MIT Sloan School of Management, I conducted an independent study about social entrepreneurship in the education sector, primarily focused on current players and existing opportunities in the space. I collaborated with education non-profit Noble Impact to determine how the high school education system might be transformed by greater involvement from communities and businesses.
My research entailed three stages: Internet research, phone and in-person interviews with key players at non-profits and businesses, and creation of a final report, which you’ll find attached to this email.
My research was focused on four questions:
- How are high school students currently engaged in career development?
- Which businesses are most engaged in K-12 education? How and why?
- What scalable opportunities exist to solve the skills gap between the classroom and workforce?
- What should I do after MIT Sloan to have the greatest impact in education?
The final report covers my key findings for the first two questions – insights were pulled from interviews with recruiters, students, non-profit leaders, and corporate giving professionals. The report also covers potential opportunities that Noble Impact or other organizations could implement to improve career-oriented programming offered to high school students. Lastly, the report gives a very brief insight into where my head’s at for post-Sloan plans.
INSPIRATION FOR THIS PROJECT
I was inspired to conduct this project for two key reasons: Education has been a life-changer for me, and Noble Impact’s work inspired me to think harder about how I could contribute to improving education in America.
As a first-generation college (and graduate) student, I’ve observed and relished in the difference furthering my education has made in my life, as compared with the trajectories of my siblings, cousins, and elders. Education not only pulled me out of poverty, but it also opened my mind to the many ways in which I could l contribute to the world.
Last year, I was invited to judge Noble Impact’s Arkansas High School Startup Weekend, and I was amazed by what the students were capable of producing: Full product prototypes, pitch presentations, and compelling arguments for why their business ideas were important. At the time, I didn’t consider how I might contribute to their experience beyond my duty as a judge, but as my second year of Sloan began to wrap up, I reflected upon my two years in business school and realized that my time in Little Rock with those motivated, talented students was the most inspiring time of my MBA. After starting a dialogue with Noble Impact CEO Eric Wilson, I decided I couldn’t end my semester without a deep dive into the education world. And thus, this project was born.
Educators are powerful people. They are influencers, changemakers, and dreammakers. But what happens when these very educators lose their spark or enter a profession that was out of convenience vs. passion? This paper examines the why, how, and what of these influential people.
Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education.
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
Educators are powerful people. They are influencers, changemakers, and dreammakers. But what happens when these very educators lose their spark or enter a profession that was out of convenience vs. passion? This paper examines the why, how, and what of these influential people.
Historical records not only from the travels of Johann Ludwig Krapf and Johannes Rebmann reveal that Kenyans had access to education as far back as 1728 with a Swahili manuscript Utendi wa Tambuka (Book of Heraclius) attesting to the fact. The CMS missionaries interacted with locals in the coastal town of Mombasa and set up one of the earliest mission schools in the country at Rabai in 1846.
With the expansion of the railway from Mombasa to Uganda, the missionaries expanded their work into Kenya's interior. An attempt to set up a school and mission at Yatta in 1894 was resisted by the Kamba tribe. The missionaries then penetrated into western Kenya and set up schools and missions. The first school in western Kenya was established at Kaimosi in 1902. During the colonial era, the number of Kenyans with exposure to education steadily increased and a good number of them were privileged to proceed abroad for further education.
Topic: School Evaluation Program
Student Name: Amtal Basit Tooba
Class: B.Ed. (Hons) Elementary
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
i study the course work related to special education in Canada prepare presentation for presenting in class.The material i use for presentation is from different online sites.And share for students as knowledge that i perceive according to my teacher guidelines.
This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The
fi ndings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors
of The World Bank or the governments they represent.
The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,
and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning
the legal status of any territory or the endorsement or acceptance of such boundaries.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
i study the course work related to special education in Canada prepare presentation for presenting in class.The material i use for presentation is from different online sites.And share for students as knowledge that i perceive according to my teacher guidelines.
This volume is a product of the staff of the International Bank for Reconstruction and Development / The World Bank. The
fi ndings, interpretations, and conclusions expressed in this volume do not necessarily refl ect the views of the Executive Directors
of The World Bank or the governments they represent.
The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,
and other information shown on any map in this work do not imply any judgement on the part of The World Bank concerning
the legal status of any territory or the endorsement or acceptance of such boundaries.
This presentation clarifies what formative assessment is. The purpose and intention of formative assessment on improving student learning is emphasized. The different techniques on conducting formative assessment inside the classroom are provided.
The update on the Franklin (MA) High School Guidance program used this document to make their presentation to the School Committee on Tuesday, June 23, 2015
Career guidance orientation program action planJenita Guinoo
Being a Grade 10 adviser, one of our responsibilities is to guide our students in choosing the right track in relevance to their competence and talents in preparation for their Senior High School classes.
OHIO/Scripps College of Communication: Media Entrepreneurship Ecosystem at OHIOMichelle Ferrier
Southeastern Ohio's economic growth is nurtured by a rich innovation/entrepreneurship ecosystem homegrown at Ohio University and its Scripps College of Communication.
Salesforce Foundation HESUMMIT 2014 7Summits Social Strategies for Successf...7Summits
Engage in a discussion about how leading institutions are applying social technologies to attract new students, engage and retain their existing student population, and inspire and re-connect with alumni.
How do you get high school students involved in coding and technology? We host a #Hackathon!! Check out this presentation by Computer Science Program Chair Dr Chunbo Chu.
icouldbe.org is an award-winning organization that is pioneering innovative technology solutions to solve the educational and career needs of today's students.
icouldbe.org has served more than 6,000 teenagers in the United States and has recently expanded its global reach to Tanzania.
icouldbe.org partners with companies to engage employees to become mentors to teenagers and guide them through a dynamic, online curriculum that allows them to focus on career advice, the best uses of high school, how to manage their money, how to prepare for continuing education.
1. icouldbe.org guides youth towards the careers they want and deserve.
2. All mentoring is virtual and safe, carried out on the icouldbe.org’s site.
3. E-mentors volunteer when it is convenient for them, day or night.
"Community as a Retention Tool" was presented by Jamie Kidder and Dr. Kevin Kirk of Community Care College and builds on the concepts of community discussed in the series’ first session, "Integrating New Students Into the Community." During "Community as a Retention Tool," Jamie and Kevin discuss:
Creating a community that creates a well-rounded and balanced scholar
Maintaining the community
The impact of OUR community on THE community
icouldbe.org is an award-winning organization that is pioneering innovative technology solutions to solve the educational and career needs of today's students.
icouldbe.org has served more than 6,000 teenagers in the United States and has recently expanded its global reach to Tanzania.
icouldbe.org partners with companies to engage employees to become mentors to teenagers and guide them through a dynamic, online curriculum that allows them to focus on career advice, the best uses of high school, how to manage their money, how to prepare for continuing education.
1. icouldbe.org guides youth towards the careers they want and deserve.
2. All mentoring is virtual and safe, carried out on the icouldbe.org’s site.
3. E-mentors volunteer when it is convenient for them, day or night.
ELI Annual Meeting 2019: Using Design Thinking to Enable Student Success and ...brightspot
Kelly Miller, University of Miami Libraries, and Adam Griff and Elliot Felix, brightspot strategy presented Using Design Thinking to Enable Student Success and Build Community at the 2019 ELI Annual Meeting. They answer the important question: How can disparate academic service providers come together – culturally, organizationally, physically, and digitally – to better support students?
Mindshare: Building Thought Leadership & CommunityErica Swallow
Presented at the 2018 Arab Innovation Academy in Doha, Qatar, this talk focuses on three startup case studies and how they are building mindshare in their communities, even though they are just getting started.
Startup PR: Getting Press on a Tight BudgetErica Swallow
The right coverage in the right publications can be a catalyst for user growth, but media coverage doesn't happen overnight.
Join our E-Seminar with MIT Bootcamps coach and MIT Sloan alumna, veteran journalist, and entrepreneur Erica Swallow. Learn how to perfect your startup's pitch and effectively communicate with the press. Armed with best practices and behind-the-scenes case studies, Erica will teach you the basics of PR for startups, so that you're ready to catch the attention of almost any journalist you're trying to reach.
weCliq: Defining Key Issues in Group Socialization and Choosing a Primary MarketErica Swallow
For our semester-long project in Entrepreneurship Lab at MIT Sloan, three groupmates and I consulted with group social networking app weCliq to help them understand key issues that exist within the realm of group socialization and which market(s) experience the biggest "pain point" when it comes to meeting new people.
When weCliq came to us, it was targeting college students via is "group selfie" photo-sharing app. We conducted customer discovery interviews with college students to determine that socialization wasn't actually a huge problem for that market, given the ample on-campus opportunities students have for meeting new people.
We expanded our interview to include young professionals and found that this group had more of a challenge with socializing, since they weren't co-located with people of their age, spent more time working and enjoying hobbies, and - more often than college students - had relocated to a new city after school.
Since weCliq's app is based on the assumption that people want to socialize via these "group selfie" photos, we also tested that assumption in our interviews. Finding that interviewees were shy to share their opinions about "selfies" and "groupies" (group selfies), we conducted an extensive Facebook data study, in which we analyzed the 50 most recent photos that 60+ users were tagged in, determining what settings these photos were taken within, what type of photos they were (group candid, group staged, individual, groupie, selfie, etc.), and what the key demographic traits of the user tagged were.
The findings of our two methods - customer discovery interviews and data analysis - can be found within this presentation, which we shared with weCliq's team and our class of peers to kick off a discussion of potential strategies that build upon our findings.
This project was conducted by Christina Chen (MIT Sloan, M.B.A., 2016), Shambhu Koriala (MIT, B.S. Management Science, 2014), Simone Liano (Wellesley College, B.S. Neuroscience and Economics, 2017) and Erica Swallow (MIT Sloan, M.B.A., 2015).
The Candidate: Getting User Feedback on a New Platform for Civic EngagementErica Swallow
This report is a final project for the Harvard Business School course, Launching Technology Ventures (LTV), taught by Professor Jeffrey Bussgang. This project presented an opportunity for teammate Scott Jacobsen, a cross-registrant from the Harvard Kennedy School of Government, to collaborate with MIT Sloan School of Management cross-registrant Erica Swallow to research customer interest in his startup idea: A platform for political candidates to promote and raise funds for their campaigns while engaging voters with fresh and educational content about their campaign priorities and goals.
Scott’s background in politics -- as a campaign staffer for competitive U.S. Senate races and a veteran of a national advocacy group in Washington, D.C. -- set him up with a network and mindset to tackle the abyss of civic engagement, specifically at the Congressional level, which Americans seem to have particularly dismal opinions of: Congress currently stands at a 15% approval rating and the 2014 midterm election registered the lowest voter turnout in over 70 years.
With the lessons of LTV, Scott’s political savvy, and Erica’s experience in community management, startup marketing, and product design, the team set out on a mission to understand the platform’s potential user base and validate/invalidate current assumptions about that demographic’s top concerns and needs in regards to political engagement platforms.
The report details the team's analysis, process, and key findings.
At the 2013 StartupBus Accelerate unconference, I spoke very specifically about how to craft an startup email pitch, focusing on my three-sentence formula for getting a journalist's attention. As a tech journalist myself, I receive thousands of startup pitches annually. My advice is based on that personal experience of seeing only a handful of great pitches among a ton of horrible ones. Here's a look at how to pitch with concision and effectiveness.
A Pitch MVP enables a startup founder to engage with his or her target audience to see if they're willing to invest in the startup idea through the exchange of currency.
Addressing a room of budding entrepreneurs at a Lean Startup Machine Boston workshop, I spoke about the various types of Pitch MVPs, how to present them to potential customers, and what qualifies as valid "currency."
This presentation was given on September 23, 2013.
The social web is democratizing entrepreneurship. Entrepreneurship is on the rise, and social networks are helping entrepreneurs do everything needed to get their businesses going, from ideating, finding a co-founder, and hiring, to finding investors, managing stakeholders, getting press, and getting much-needed advice.
During April 2013, I spoke with a group of NYU Stern students about the growing social networks for entrepreneurs. Thank you, Professor Arun Sundararajan for inviting me to speak with your "Networks, Crowds and Markets" class!
How American Companies are Reaching Tech Savvy Hispanic CommunitiesErica Swallow
The Hispanic market is the fastest-growing demographic in the U.S. and also the most mobile and social media savvy in the country. It's no wonder that big brands have made it a priority to reach Hispanic communities in America. In this presentation, attendees will learn about big brands that are effectively reaching Hispanic communities with innovative and technology-focused campaigns.
This presentation was presented on June 13, 2012 at the Social Media Strategies Summit in Miami.
For more details: http://socialmediastrategiessummit.com/miami-2012/agenda.html
Foursquare’s launch in 2009 set the stage for the mobilization of loyalty programs. While punch cards and scan cards still reign in use, digital loyalty programs are popping up in a number of industries. In this presentation, attendees will learn about mobile apps that can help mobilize their businesses’ loyalty programs.
This presentation was given in May 2012 at the Mobile Marketing Strategies Summit in San Francisco: http://mobilemarketingstrategiessummit.com/san-francisco2012/agenda.html.
How To Use LinkedIn to Build Your NetworkErica Swallow
This presentation was part of a webinar I gave as part of Mediabistro’s Social Media 101 interactive workshop on how to get started with social media.
The session, entitled "How To Use LinkedIn to Build Your Network," went over the basic of using the the platform for building a professional and personal network.
Full session details: LinkedIn is the major social media platform used for professional networking, job search, and lead generation. Find out how to create a LinkedIn page that is rich with keywords and will serve your business and professional goals.
Check out the Social Media 101 agenda here: http://www.mediabistro.com/socialmedia101/program.asp
Launched by Google in 2011, Google+ is the latest social networking tool on the block. Businesses of all types, but especially those in the consumer goods market, are giving the platform a try. In this presentation, attendees will discover the pros and cons of using Google+ from a business point of view, while also learning about how other brands are using the platform.
This presentation was giving at the Social Media Strategies Conference in Chicago in April 2012.
I was invited to speak with Professor Arun Sundararajan‘s “Networks, Crowds and Markets” class on the topic of “Trust and the Sharing Economy.” The discussion focused on current trust indicators on collaborative consumption platforms and potential ideas for solving the trust issue currently present.
How To Get Press for Your Skillshare ClassErica Swallow
I spoke with a group of Skillshare Master Teachers about how they could get press for their classes, including tips on how to pitch journalists, as well as how to become a guest writer to boost their reputations.
Learn how to pitch your little startup heart out and actually get somewhere with the media peeps!
Join tech journalist Erica Swallow for an overview of how to interact with tech media as a startup. You'll learn the basics of PR for startups, including how to engage and build relationships with the media, how to craft a press release, top tips for writing an awesome email pitch, what "exclusive" and "embargo" mean, which assets are useful for journalists and what not to do. This class will also include a number of case studies from recent pitches that Erica has received. She will show you a behind-the-scenes look at how she was pitched and where each pitch led. Of course, questions are welcome, so bring your queries and a notebook for taking down your top learnings!
Learn more about Erica's class on Skillshare: http://www.skillshare.com/PR-for-Startups/2036846353
Blogs 101: Organization and Revenue StreamsErica Swallow
A brief overview of how established blogs (such as Mashable) are organized and how they generate revenue.
This overview was presented to a class of students at LIM College on February 8, 2010.
10 Lesser Known Social Platforms and How Businesses Can Use ThemErica Swallow
As social platforms advance and users adopt new networking and sharing habits based on evolving needs and desires, brands continue to push the envelope in introducing interactive social campaigns using these ever-evolving technologies.
Some of the most innovative brands have already begun to experiment with lesser known social platforms to cater to targeted audiences and test the grounds with new types of advertising models. Many of these campaigns are pure trial-and-error efforts to see what works and what doesn’t works, and there certainly aren’t any one-size-fits-all solutions out there.
At the Social Marketers Summit in Prague, I recently spoke on 10 of the most intriguing, but lesser known, location-based, Q&A, press and microblogging social platforms out there and how more businesses can start using them.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. INTRODUCTION
Education changed my
life. I’m a first generation
college student with a
passion for giving back.
1
Judging Arkansas High
School Startup Weekend
was the most inspiring
moment of my MBA.
2
I am driven to help solve
the skills gap that’s
currently unaddressed in
K-12 education.
3
MISSION & PREMISE WHY THIS STUDY?
3. INTRODUCTION
ERICA
SWALLOW
RESEARCHER
ERIC
WILSON
Led independent study
research, interviews,
and report production
CHRISTIAN
CATALINI
CHIEF SHERPA
Provided continuous
advice and expertise on
project scope and mission
ACADEMIC ADVISOR
Lent entrepreneurial
lens to study as MIT
Sloan academic liaison
THE TEAM THAT MADE IT HAPPEN
4. 1
2
3
4
How are high school students currently
engaged in career development?
Which businesses are most engaged in K-12
education? How and why?
What scalable opportunities exist to solve the
skills gap between the classroom and workforce?
What should I do after MIT Sloan to have the
greatest impact in education?
INTRODUCTION
METHODOLOGY
KEY QUESTIONS
5. 02 INTERVIEWS 03 SYNTHESIS01 INTERNET RESEARCH
INTRODUCTION
METHODOLOGY PROCESS FLOW
• Identified 150+ businesses,
40+ non-profits, 20+ grants,
and dozens of influencers,
resources and events
focused on innovative
education models
• Contacted and set up
meetings with key
change-makers
• Conducted 50+ phone and
in-person interviews with
leaders from relevant
organizations
• Collected 60+ pages of
interview insights
• Compiled findings into
digestible and informative
presentation
• Discussed programming
ideas with local high school
students
• Proposed next steps in
final project meeting with
Noble Impact team
6. How are high school
students currently engaged
in career development?
01.
7. 01. EXTRACURRICULARS
Clubs, extracurricular activities,
and team sports are the most
prevalent venue for career skills
development in American high
schools.
(e.g. hackBCA, hackEDU, MIT
Launch Clubs)
02. CLASS CONTENT
Limited content exists to
engage students in career-
focused learning, but these
options range from individual
courses to charter schools with
new models.
(e.g. EAST Initiative, Noble
Impact, Big Picture Learning,
Jacht Ad Lab, High Tech High)
03. COMPETITIONS
Students are increasingly
competing in national skills-
focused competitions to win
internship opportunities.
(e.g. AT&T Campus Brand
Challenge, PepsiCo
Meeting of the Minds,
Technovation Challenge)
04. TRAINING/INTERNSHIPS
Because schools lack career
exposure opportunities, non-
profit and for-profit programs
are popping up to fill the void.
(e.g. YearUp, INROADS,
LearnServe International,
GEN*Z)
STUDENT ENGAGEMENT
4 AREAS OF CURRENT ENGAGEMENT
8. CLUBS & TEAMS THE USUAL SUSPECTS
“Project work
and community
involvement show us the
type of skills that a student has
learned, how they operate on a
team, the interests they have. We
look for how students spend their free
time. If they weren't building, what
were they doing? There's a lot you can
learn from traveling around the world,
being an athlete, playing an
instrument.”
- University recruiter,
Tech firm
STUDENT ENGAGEMENT
9. ZACH
LATTA
Student-run organizations attempt to fill the skills and interest gap by offering extracurricular programming for
students interested in developing career-related skills. Coding and entrepreneurship are budding areas. Two of the
fastest growing organizations in the country — both less than a year old — are hackEDU and MIT Launch Clubs.
LAURIE
STACH
hackEDU is a
community of
programming clubs
with 1,300 students
at 38 high schools
around the country.
The non-profit’s
vision is “to bring a
coding club where
students can build
things (and learn to
build things) with
other like-minded
students to every
high school in the
country.”
MIT Launch Clubs
is is a nationwide
high school
accelerator club
network adapted
from MIT's Launch
summer program.
In one year,
summer alums
launched 30 clubs
across the globe
and competed in a
digital pitch
competition with
winners pitching
at MIT.
EXTRACURRICULAR CLUBS FILL THE GAP
EXECUTIVE DIRECTOR,
CLASS OF 2016
(TESTED OUT IN 2014)
FOUNDER &
EXECUTIVE DIRECTOR
STUDENT ENGAGEMENT
10. Summer Launch content is
being developed for digital
distribution, so club leaders
need not memorize and
deliver the full 4-week
program themselves.
DIGITAL CONTENT
Students network via
Facebook and Twitter
groups to connect with
fellow high school
entrepreneurs across the
world.
SOCIAL NETWORK
Clubs are launched by MIT
Launch Summer alums,
who’ve taken the 4-week
high school entrepreneurship
program.
ALUMNI LEADERS
Students are not limited by
geographic location, but
instead enter the Clubs
pitch contest via YouTube
for a chance to pitch at the
MIT finals.
YOUTUBE CONTEST
MIT LAUNCH CLUBS EMPOWERS STUDENTS
STUDENT ENGAGEMENT
11. hackBCA is a 24-hour long high
school hackathon hosted at Bergen
County Academies in New Jersey.
• 400 attendees from 5 states in first
year; 500 attendees in second year
• 60% of attendees’ first hackathon
• 50% of attendees new to coding
• Launched and managed by high
school students
HACKATHONS ARE EXPANDING
TO HIGH SCHOOLS, TOO
LET’S HACK.
STUDENT ENGAGEMENT
12. EXTRACURRICULARS KEY TRAITS
01. STUDENT-RUN
(+) Address needs students care about
(+) Enable students to lead their peers
(-) Unstable, due to student turnover
(-) Lack funding and resources
02. OUTSIDE THE CLASSROOM
(+) Engage students in their interests
(+) Break the “curriculum” mold
(-) Inhibit students without means
03. ADAPTABLE
(+) Not regulated by state requirements
(+) Customizable across schools
(+) Distributed leadership enables scale
(-) Tough to control for quality
Above: Paragould High School Electric Vehicle Team,
national champions. AKA: Where I learned how to build,
work on a team, and present.
STUDENT ENGAGEMENT
13. EXTRACURRICULAR OUTCOMES
AMY SORTO
ELIZABETH HS ’16 (NY)
CodeNow (high school coding
workshop), Girls Who Code,
and NCWIT Aspirations alum.
Founded hackEDU coding club
at her school and is a freelance
designer/developer and
COVERGIRL Girls Who Code
Ambassador.
JACOB JOHNSTON
GREENBRIER HS + ASMSA ’15 (AR)
ARHSSW & MIT Launch
Summer alum. Interning at MIT
Launch this summer before
enrolling in Babson College.
Currently CMO of summer
programs aggregator startup
LandMe. Award winner at
Arkansas FBLA State
Conference and Arkansas
Science and Engineering Fair.
STUDENT ENGAGEMENT
14. Individual courses and entire schools are
reimagining how students learn:
• Big Picture Learning’s apprenticeship and
mentorship model teaches through hands-on
work in the student’s passion area. (e.g. a for
skateboarding enthusiast does a skate park
engineering apprenticeship).
• High Tech High uses project-based learning to
foster collaboration and deeper learning of key
concepts.
• EAST Initiative empowers students to solve
community problems using professional-grade
technologies and software, contributing 1.5
million service hours annually in Arkansas alone.
REIMAGINING
CLASS CONTENT
MODELING LIFE
STUDENT ENGAGEMENT
15. PROJECT-BASED LEARNING KEY TRAITS
01. ENGAGING LEARNING STYLE
(+) Many schools report increased attendance and retention
(+) Students get better idea of “reason” behind learning
(+) Community gets involved (mentorship, internship, shows)
(-) Takes longer to let students “discover” the answer
(-) Teachers aren’t typically trained for facilitation
02. TEACHER AS FACILITATOR
(+) Projects “flip the classroom,” putting students in charge
(+) Teachers can focus on student needs, not content delivery
(-) Can be disorienting for newcomers
03. BETTER OUTCOMES
(+) PBL schools are graduating more students
(+) PBL students are attending college at higher rates
(-) Implementation and measurement can be intimidating
Above: EAST Initiative Summer Seminar for
facilitators at Ouachita Baptist University.
STUDENT ENGAGEMENT
16. CLASS CONTENT OUTCOMES
SYDNEY BRAZIL
ESTEM HS ’16 (AR)
Noble Impact alum. Founder of
donut hole company The Hole
Thing and Assistant to the
Director of the Little Rock Film
Festival. Active community
member as as MC for Innovate
to Educate and performer for
Hot Springs Children's Dance
Theatre.
NIKHIL GOYAL
SYOSSET HS ’13 (NJ)
Author of “One Size Does Not
Fit All: A Student’s Assessment
of School” and forthcoming
“Schools On Trial: How
Freedom and Democracy Can
Fix Our Educational
Malpractice.” Current freshman
at Goddard College (VT),
working on 2nd book. Goddard
is based on a student self-
directed, mentored system.
STUDENT ENGAGEMENT
17. COMPETITIONS ARE A GROWING TREND
TECHNOVATION AT&T PEPSICO
AT&T CAMPUS BRAND
CHALLENGE
Competition: Design an
integrated marketing campaign
for AT&T.
Prize: $3,000, HQ tour, meetings
with AT&T executives,
management development
training, career opportunities
PEPSICO MEETING
OF THE MINDS
Competition: Create a video
explaining a campaign idea that
connects PepsiCo with up-and-
coming musicians.
Prize: Paid summer internship
($10,000), meeting with CMO
Frank Cooper III
TECHNOVATION
CHALLENGE
Competition: Develop a mobile
app prototype that solves a real
problem in your community. For
girls 10-18, mentor for each team.
Prize: $10,000 seed funding and
a trip to World Pitch in San
Francisco
STUDENT ENGAGEMENT
18. COMPETITIONS KEY TRAITS
01. PROJECT-BASED, SOLUTION-DRIVEN
(+) Students launch real solutions for real problems
(+) Often team-based and collaborative
(+) Participants have “something to show” for their effort
(+) Brands get a chance to see potential talent at work
(-) High barrier for participation, only the most engaged enter
02. NATIONAL OR WORLDWIDE
(+) Not limited to geographic areas, inclusive of all
(+) Wider “recruiting” net for involved brands
(-) Can entail higher costs for effective execution
03. AWARDS-FOCUSED
(+) Drives students to compete and complete
(+) Awards often entail continued learning experience(s)
(-) Only a limited few can win these experiences
Above: Two brand competitions I won
while in college: CosmoGirl Project 2024
and Caples Student Campaign οf the Year.
STUDENT ENGAGEMENT
19. COMPETITIONS OUTCOMES
JAKE BUNGER
U. OF NEBRASKA ’16 (NE)
Winner of PepsiCo's Meeting
of the Minds national marketing
competition and account
manager at student-led ad firm
Jacht Ad Lab (college course).
Interning at PepsiCo HQ this
summer, joining the company’s
new content production house,
Pepsi Content Studio.
MARILU DUQUE
DELTONA HS ’16 (FL)
Winner of multiple competitions
(MIT Dream It.Code It. Win It.,
El Hackathon, Ashoka's
Catapult Incubator, iD Tech
Camp, NCWIT Aspirations).
Founded STEMLatina.com and
Google:SiSTEMa. Also Ann
Taylor ANNPower Fellow,
Microsoft teen reviewer, and
Toyota teen ambassador.
STUDENT ENGAGEMENT
20. TRAINING/INTERNSHIPS ARE RARE, BUT EXIST
Throughout discovery
interviews, I spoke with a
number of organizations
running career
development training
programs for high school
students. Mostly non-
profits.
High school
internships, on the
other hand, tend to be
one-off occurrences for
top performing students.
STUDENT ENGAGEMENT
21. TRAINING/INTERNSHIPS KEY TRAITS
01. SOCIAL GOOD-FOCUSED
(+) Training programs are often non-profits, focused on
at-risk or underserved youth
(+/-) Programs don’t focus on value-add with projects, but
rather skills development (may be too “soft”)
(-) May not entail full-on “real life work experience”
02. UNEXPLORED SPACE
(+) Lots of space for innovation
(-) High school internships are seen as a risky use of resources
(-) High schoolers need greater guidance (and thus more attention
from managers, who are typically untrained to accommodate)
(-) Lack of opportunities due to legal constraints
03. COLLEGE-LEVEL
(+) High school achievers are highly lauded when they emerge
(-) Most opportunities only begin at college level
STUDENT ENGAGEMENT
22. TRAINING/INTERNSHIPS OUTCOMES
SEJAL MAKHEJA
HOLTON-ARMS SCHOOL ’17 (MD)
LearnServe International (after-
school entrepreneurship and
public service training program)
alum. Founded The Elevator
Project. Joining new
LearnServe summer incubator
to further her non-profit.
Launching program to help
fellow high schoolers find their
passion.
AHMED DIABATE
WACHUSETT HS ’13 (MA)
INROADS alum. Interned
during freshman year of
college at MetLife. Founded
Inner Circle, a musician+fan
engagement app. Now Director
of Innovation for Era of the
Engineer, a movement created
by Grammy-nominated audio
engineer, DJ, and producer
Young Guru.
JARED ZONERAICH
BERGEN CO. ACADEMIES ’15 (NJ)
Interned in engineering at tech
startup Newlio his freshman
summer and was Warby
Parker's first tech intern during
sophomore year. Landed
Google and eBay internships,
but couldn't be hired due to
legal constraints for minors.
Founded hackBCA.
STUDENT ENGAGEMENT
23. HOW DO WE GET
STUDENTS CLOSER TO
CAREER-ORIENTED
LEARNING?
CREATE A PROGRAM THAT MEETS THE NEEDS
OF BOTH STUDENTS AND BUSINESSES.
25. COMPANIES HAVE
THREE KEY MOTIVATIONS
CSR
FOUNDATION GIVING
AND VOLUNTEERISM
MARKETING
TEENS ARE A TARGET
MARKET FOR MANY BRANDS
RECRUITING
PIPELINE DEVELOPMENT
FOR YOUNG TALENT
26. FOUNDATIONS ARE KEY SUPPORTERS
ENGAGED BUSINESSES
MASTERCARD WALMART INTEL
WALMART FOUNDATION
Directs charitable giving to four core
areas: Hunger Relief & Healthy
Eating, Sustainability, Women's
Economic Empowerment, and
Career Opportunity via local, state,
and national grants. Recently
invested $1 million grant to send
300 veterans with disabilities to
entrepreneurship bootcamp (part of
a $40 million commitment).
INTEL FOUNDATION
Highly active investor in
technology education. Focused on
educational opportunities and
quality of life improvements, its
funds often go towards STEM
innovation, women and girls
empowerment, and underserved
youth programs. Often the largest
logo on youth competition or
hackathon sponsor pages.
MASTERCARD FOUNDATION
Has supported entrepreneurship
education programs since 2001.
Recently invested $1 million
(March 2015) to Network for
Teaching Entrepreneurship to
develop Global Girls
Entrepreneurship Project and
sustain current NFTE programs in
U.S. and internationally, on top of
$1 million invested in 2011.
28. 1
2
3
4
A foundation is a non-profit entity endowed or
contributed to by the parent corporation.
Foundations organize, focus, track, and
publicize a corporation’s philanthropic efforts.
Charitable focus areas often relate directly to
the corporation’s strategic interests and boards
are composed of company officials.
Though, foundations must follow laws
governing private foundations and public
charities (not the case with corporate direct
giving programs.
ENGAGED BUSINESSES
WHAT DO CORPORATE
FOUNDATIONS DO?
Above: Hive Learning Network,
a Mozilla Foundation initiative
29. ENGAGED BUSINESSES
• Incentive to develop future
workforce talent
• Tendency to serve
underrepresented groups
(e.g. minorities, girls,
impoverished)
• Interest in tracking outcomes
through to job market to
continually support past
beneficiaries
CAREER-READY COMMUNITY
EDUCATION IS A TOP PRIORITY
• Giving is often focused
around particular communities
• Foundations strive to improve
the immediate communities in
which their parent companies
operate
• Grant-seekers should look to
find foundations with strong
interests in the communities
the non-profit is helping
30. ENGAGED BUSINESSES
01. FOUNDATIONS INVEST
• In K-12 and college education
• In young adult continued education
• In skills development training programs
02. COMPANIES HIRE
• Based on resumes and interviews
• With little knowledge of whether they’ve
invested in that person’s education
03. BOTH WANT MORE
• Foundations want to know their investment
outcomes
• Companies want to further support students
they’ve made investments in previously
COMPANIES DESIRE AN EXTENDED
HIRING FUNNEL
INROADS
STUDENT YEARUP
INTERN
ENTRY
HIRE
HIGH SCHOOL
COLLEGE
GRAD
Foundations and corporations desire a
concerted partnership towards developing
tomorrow’s workforce.
31. I
ENGAGED BUSINESSES
RECRUITERS DON’T HAVE
ENOUGH RESOURCES
“If your business has endless resources, it totally makes sense to get involved with high
school recruiting. But internships are often just a way to assess potential hires for post-
graduate positions. That’s the ‘we only talk to college juniors’ mentality.
There are programs that take a few steps back and look at freshmen and sophomores in
college. But this is a ‘junior internship’ of sorts and takes more management resources and
hand-holding.
Of course you can take this all the way back to high school, but it becomes a challenge of
resources.”
- COLLEGE RECRUITER
TECH COMPANY
32. ENGAGED BUSINESSES
• College recruiting is an indicator of
where high school opportunities will
lie
• College hackathons are prime
engineering recruiting grounds
• High school hackathons are
becoming college admissions and
coding school recruiting spots
• Recruiters want to see talent at
work before committing
• This creates unintentional learning
opportunities for students
RECRUITING IS BECOMING EXPERIENTIAL
SHOW ME
Above: The Codecademy engineering team at HackMIT
with top Codecademy user, “splitpeasoup.”
33. ENGAGED BUSINESSES
MARKETING: A VALUABLE MOTIVATION
02 BRAND STUDIES 03 SYNTHESIS01 BEHAVIORAL RESEARCH
• Youth marketing agencies
conduct ongoing
ethnographic research to
understand teen behaviors
• Ex: Fuse Marketing’s white
paper: "30 Second Insights:
Teen Values Signify It’s
Time for Brands to Develop
a Snapchat Strategy” and
MRY’s "Class of 2015”
social media and tech study
(meet2015.com)
• Brands come to youth
marketing agencies with
specific questions: “Why
aren’t millennials buying
Harley Davidson
motorcycles?”
• Agencies engage youth
consumers in research
• Outcome is often
messaging shift, but
sometimes product remix
• Tech company involvement
in college hackathons is
sometimes marketing-
driven
• Hackathon attendees are
current and future users of
the sponsors’ products
(e.g. APIs)
34. ENGAGED BUSINESSES
YOUTH MARKETING COMPONENTS
01. FOCUS GROUPS
(+) Real-life interaction with consumers
(+) Chance to see students react to others’ thoughts
(-) Stringent legal guidelines regarding time and setup
(-) Inability to revisit particular questions or individual participants
02. ONLINE SURVEYS
(+) Massive distribution
(+) Ability to collect and analyze data
(-) Lacks personal touch
03. ETHNOGRAPHIC STUDIES
(+) Ability to study users in their home environments
(-) Costly and resource-intensive
Above: A look inside marketing agency
MRY. Captioned “Creatives being
creatives” on MRY’s Instagram.
BOTTOM LINE…
(+) Agencies are interested in having ongoing, integrated
connections with young people (e.g. through product dev, launch)
(-) Focus on marketing and value-extraction may deplete
educational value to students
35. ENGAGED BUSINESSES
FINDING THE OVERLAP IN NEEDS
STUDENTS BUSINESSES
• CSR: Foundation giving and
volunteerism
• Recruiting: Pipeline
development for young talent
• Marketing: Teens are a target
market for many brands
• Exposure: Access to
businesses and their leaders
• Experience: Knowledge and
development of skills that are
valuable for their futures
• Opportunity: Early career
options besides retail and
service jobs
36. HOW DO WE MARRY THE
NEEDS OF STUDENTS
AND BUSINESSES?
PARTNER WITH FOUNDATIONS FOR SUPPORT
AND COMPANIES FOR MENTORSHIP
TO OFFER LEARNING-FOCUSED PROGRAMS.
38. OPPORTUNITIES
01. STUDENT-CENTRIC
Involves the “user” in program design,
focusing on customizable solutions and
individual needs and goals
02. OPEN SOURCE
Project-based and open to the public, so
that users can build portfolios and gain
insights from the community
03. SUPPORTIVE/STRUCTURED
Structured just enough to provide a
platform for students to dive into their own
passions and projects
MARKERS OF A GOOD PROGRAM
STUDENT-
CENTRIC
OPEN
SOURCE
STRUCT-
URED
SELF-
DIRECTED
04. SELF-DIRECTED/EMPOWERING
Student-led, so that students learn how to
lead, plan, and execute upon their ideas
39. OPPORTUNITIES
KEY SETBACKS FOR EMPLOYERS
“Our foundation does
community outreach, and I’m
looking to parallel our college
program for high schools. The
students’ content base is limited,
though — so I haven’t figured out yet
if they will be productive contributors
for the company. Also, I have to think
about compliance. And structuring
special sessions and documents for
underaged talent.”
- Campus programs recruiter,
Tech firm
01 LEGAL ISSUES 02 LACK OF STRUCTURE
03 LIMITED RESOURCES 04 TARGETED GIVING
40. • Build out services for businesses to offer
high school internships (e.g. legal advice,
talented student pool, programming)
• Mentor students on the basics of
business to get them to the interview (e.g.
resume writing, LinkedIn building,
interviewing skills)
• Build a database of businesses that offer
internships
• Provide continual content to both parties
to maintain the network
OPPORTUNITIES
HIGH SCHOOL
INTERNSHIP PROGRAM
CONCEPT
41. • Aim to scale Noble Impact’s current class
content to a wider audience by creating
an online course (e.g. EdX, Udemy)
• Create content to teach educators how
to lead this new way of teaching
• Produce modular content for use in the
classroom and by students when they’re
learning at their own pace
• Hold regional training seminars to
further support educators on this new
method and style of content
OPPORTUNITIES
NOBLE IMPACT
ONLINE COURSE
CONCEPT
42. • Support students across the state and/or
nation in creating Noble Impact
entrepreneurship clubs
• Provide structured on-boarding
documentation for getting a club started
• Create a social network for students
across the nation to learn from each other
(e.g. Facebook group)
• Invite club leaders to Little Rock for a
seminar on leading a club and making
impact in their local community
• Support leaders throughout school year
for programming ideas and statewide/
national contests and programs
(e.g. ARHSSW)
OPPORTUNITIES
STUDENT-LED CLUBS
CONCEPT
43. • Gather collaborators in NWA and
Central Arkansas to host students within
their businesses for day
• Build a program of office tours, lunches
with young entrepreneurs, executive
talks, training sessions, and student-to-
entrepreneur problem-solving exercises,
pitch competitions
• Provide transportation and organization
for students, so that all students can
partake
• Use Meetup Everywhere to empower
others to create regional events, and
stream talks online, so all can be involved
OPPORTUNITIES
HIGH SCHOOL
ENTREPRENEURSHIP
WEEK
CONCEPT
44. • Expand current Institute business
solutions competition and i2e education
solutions competition to award top
students with internships, executive
meetings, and career opportunities
• Scope projects so that they are
manageable by high school students and
valuable for businesses (biggest
challenge right now)
• Partner with foundations to develop this
program and provide learning-centric
experiences for students
OPPORTUNITIES
INSTITUTE & I2E
INTERNSHIPS
CONCEPT
45. • Create a student board that operates
like the Board of Directors to direct Noble
Impact programming
• Practice what we preach, in that student
voice is the most important element in
this conversation
• Choose a set board for each school
year, so that students gain valuable
experience as contributors and leaders,
but also give others students a chance to
get involved
OPPORTUNITIES
NOBLE IMPACT
STUDENT BOARD
CONCEPT
46. • Noble Impact must become a thought
leader in the education space in order to
make the biggest impact possible
• The blog should be a destination for the
latest discussions on education innovation
• Noble leaders should be contributing to
national publications about the future of
education
• Noble students and their accomplishments
should be the center of the conversation
• Every event/program Noble holds should be
written about by Noble (what it was and
what it means for students)
OPPORTUNITIES
THOUGHT LEADERSHIP
CONCEPT
47. What should I do after MIT
Sloan to have the greatest
impact in education?
04.
48. I HAVE THREE KEY VALUES
IMPACT
AM I MAKING A
DIFFERENCE IN THE
WORLD?
GROWTH
AM I BECOMING A
BETTER PERSON
THROUGH MY WORK?
PASSION
AM I SPENDING MY
TIME IN WAYS THAT
IGNITE MY SOUL?
49. HOW DO I STAY TRUE TO
MY VALUES AND LIVE A
MEANINGFUL LIFE?
JOIN A TEAM OF PEOPLE
WHO ARE CHANGING THE MOST IMPORTANT
SYSTEM IN AMERICA: OUR EDUCATION SYSTEM.