Experiential Learning at Hawken

the rise of experiential education

I THE

Rebékáh was done with Clevèl Trnnslorming ready to move on. As much as she loved her. school and her suburban neighborhood, heo a School plan was to g:o to a big city college and makel that city her home. Then, as a sophomore, she Through took a three-week immersion course on community developnient and urban planning ai Integrated Hawken School's urban extension campus, Thd Sally & Bob Gries Center for Experiential and Experiential Service Learning, located in University Circle, Education the park-likç hub of cultural, educational, relil gious. and niedical institutions in Cleveland, ^^^ed by struggling city neighborhoods. BY SARA MIERKE I the rise of experiential education

The course, designed to orient stu- Such significant change was a experiential learning opportunities dents to the harsh realities of many of risky move given the school's flat such as service, animal husbandry, and Cleveland's neighborhoods and find enrollment and revenue in 2005, set outdoor leadership. Slowly, however, solutions, started with an urban trek against the backdrop of a sluggish the school drifted away from this core. and an overnight stay in a church that local economy and declining regional By 2005, the board of trustees recog- serves low-income, distressed, and population. But indicators show the nized the need for dramatic change, homeless people. During the following risk was wise, in spite of the economic and hired a new head of school to turn weeks, Rebekah and her classmates crisis in the intervening years. Today things around. explored how and why University Circle the school is thriving. Hawken's story Key to Hawken's ability to make a has become the fastest growing district demonstrates that schools can success- comprehensive shift toward a model in Cleveland, learning on-site from real fully accomplish significant transfor- of integrated experiential education estate development, foundation, urban mation in a short period of time, even was its past; indeed, experiential planning, and government profession- and perhaps especially during tough education is threaded in the school's als. Through communify workshops, times. It also illustrates that experien- DNA, An inquiry into the best of the they were introduced to area residents tial learning and rigorous academics school's past yielded an appreciation seeking to improve their neighbor- are not only compatible, but mutually for the immediate relevance of James hoods that have been wracked by reinforcing. And when given sufficient decades of poverty, racial segregation, time and meaningful preparation, underfunded schools, disinvestment, experiential learning can be life chang- decaying infrastructure, discriminatory ing for students — and their teachers housing practices, and government — and serve to fulfill a school's public Hawken's story neglect and corruption. A final project purpose in significant ways. required the students to redesign a Even the most tradiüonal indepen- demonstrates that buut space or empty space in ways that dent schools have a starting point for would generate greater physical and expanding or integrating experiential schools can social connectivity between a neighbor- education. Indeed, if you listen closely, hood and the insfitufions and opportu- most positive school narratives, as told successfully nifies of University Circle. by students and alumni, are about By the end of the course, the city "learning by doing." Perhaps it's a long- accomplish Rebekah had planned to leave behind standing service program, a teacher had become compelling — a place of who regularly takes students on expe- significant vibrant people, dynamic change, and ditions, or a middle school robotics professional opportunities. She now club. A look at most schools uncovers transformation understands that her participation in such nuggets of experienüal learning, solving the cify's challenges makes a whether they reside in the past or thrive in a short period of difference. In short, one three-week in the present. Schools can draw upon immersion course changed her post- them to inspire and model change. In time, even and college plans. Rebekah still wants to go our case, experienfial learning was core away to college, but now she also wants to our past, but latent in our present. So perhaps especially to return to Cleveland. the school needed to act, Hawken was founded in 1915 as during tough times. FINDING ONE'S an alternative to existing traditional PEDAGOGICAL ROOTS private education options for boys in Six years ago, Rebekah's transforma- Cleveland, James A. Hawken, a pro- tive experience would not likely have gressive New York educator, founded Hawken's philosophy and practices. happened at Hawken School. With an the school in a small house on the As such, the founder's original intent early içoos-sfyle, 45-minute period edge of Universify Circle in Cleveland, formed the core of a new mission schedule, physical detachment from In those early years, Hawken and his statement for Hawken, a far-reaching its core city, and a curriculum that had band of innovative teachers taught document that continues to guide its drifted from its progressive education children through hands-on experi- transformation," past, the school was limited in its abil- ence, focusing on character and using Concurrent to a realignment ity to offer students real-world experi- the school's surroundings to enhance with the school's pedagogical roots ence. Yet, in 2007, Hawken recom- classroom learning. Throughout was a commitment to its geographic mitted to its pedagogical roots and most of its first 80 years, the school birthplace as a way to engage stu- initiated a process of deep integration remained progressive, with child- dents in real-world learning in its of experiential education. centered pedagogy and innovative own community. The purchase of a

64 NDEPENDENT SCHOOL the rise of experiential education

turn-of-the-century mansion in Cleve- team-teaching and interdisciplinary land — 600 yards from the school's offerings. The new schedule features a original location and only one block four-part "Rotation-Intensive-Rotation- EXPERIENTIAL from the epicenter of one of the most Intensive" framework, balancing two LEARNING AT densely developed "arts, eds, and semesters (August-November and meds" districts in the country^ in January-April) of rotating blocks HAWKEN one direction and struggling urban (60, 70, and 85 minutes long) with neighborhoods in the other — served two three-week "mini-mesters" (in Core Curriculum: K-12 courses and as a lever for deeper change. With an December and May) caUed Intensives, units that use experiential and urban extension campus underway, each offering a single course worth community-based learning as a momentum grew around designing a semester's credit. As with curricu- foundation. innovative curriculum, addressing lum, Hawken's schedule is no longer the use of time (that lock-step, 20th- completely static. Three years out, the Community Service: Volunteer action century, upper school schedule had to upper school is considering tweaks to organized by and for different go), emphasizing 21st-century skiUs, the Rotation schedule. Also, the lower groups of students (class, grade- adopting educational technologies, school is examining how it uses time level, division, team, club, etc.). and engaging in partnerships and to best impact learning. place-based learning. Service Learning: Courses or units EARLY ADOPTERS across the curriculum that inte- INTENTIONAL USE OF TIME Just as most schools have some form grate community service to enrich Transforming a school's approach, cul- of experiential learning to expand the learning experience, teach ture, and mindset toward experiential upon, they all have inventive teachers civic responsibility, and strengthen education requires examining the use wiUing to lead the change and pro- communities. of time, often leading to the redesign vide momentum for new initiatives. of the academic schedule. In 2005, As Hawken's building in University Classroom Cleveland: A K-12 curricu- Hawken's upper school schedule of Circle was being renovated, teachers lum that engages students in academic study and meaningful urban 45-minute class periods was essentially from the lower, middle, and upper revitalization through community the same as a public school schedule school divisions jumped at the charge partnerships. in the first decade of the 20th cen- to innovate, inspiring others to follow. tury. The middle school already used A veteran upper school English Global Connections: Engendering a flexible, modified block schedule teacher, for example, integrated his global citizenship through inter- supported by faculty and administra- experience serving homeless people national student exchanges, travel tors committed to team-teaching and with his knowledge of literature, experiences, and studies. both project- and place-based learn- resulting in a senior elective titled ing. Similarly, the lower school, as is Homelessness. The course includes STEMM Pathways: Guided research the case for many independent school daily internships with homeless ser- in Science, Technology, Engineering, elementary divisions, used time more vice agencies, coupled with inquiry Math, and Medicine through lab- and openly, as determined by classroom and creative nonfiction writing. Once field-based internships. teachers. The Hawken lower and the new urban campus and schedule were ready, constraints of time and middle schools were well positioned Circle Arts: Visual and performing location melted away and the course to use the new urban campus and arts experiences with fine arts and deepen their "learning by doing," but took fuU shape. Students now engage community arts organizations, and the upper school schedule needed a in agency projects — such as creating professional artists. radical overhaul. visual essays for marketing purposes, To ensure quality change around setting up social media capabilities, Entrepreneurial Studies: Courses and the use of time in the upper school, and creating personal profiles of programs that empower students a working group was charged with homeless people through in-depth through the development of an designing a schedule that was dra- interviews — that are mutually ben- entrepreneurial mindset. matically different from the traditional eficial. The successes (and mistakes) one in use. In 2010, foUowing three of this course, and a few other courses Outdoor Leadership: Three-season, years of research and committee work, piloted by early adopters, generated 9-12 program and associated courses Hawken launched an upper school valuable lessons about Hawken's use focused on problem solving, leader- schedule that includes varying blocks of time, curriculum design, commu- ship, and sustainable survival skills of time throughout the year allowing nity partnerships, logistics, and poli- culminating in multiday wilderness for language and cultural immersion, cies that, in turn, eased the transition expeditions. in-depth core course study, and greater for other teachers.

66 INDEPENDENT SCHOOL the rise of exrieriential education

With three-week immersion blocks in place, Hawken teachers also started PATH TO GREATER EXPERIENTIAL LEARNING connecting curriculum to interna- tional experiences. Linking language, Is your school looking to add more experiential learning opportuni- science, humanities, or any area of ties to its curriculum? if so, consider the following: study directly to places where students • Put the question to the board of trustees. If, like Hawken School, experiential can apply skills, test knowledge, and education is a part of your school's original intent, it should be easy to get the ball stretch their personal growth is central rolling. If not, you may need to bring in experts on experiential learning who can to experiential education. Examples of help make the case that it should be central to any 21st-century school. new global applications of experiential learning in the Hawken Intensives • Take a year to discuss possible changes with the faculty, parents, and students. include language and cultural immer- Not only will this help gauge interest, but it will also help underscore structural sion in Chile and environmental impediments to change. science in the Bahamas at the Island • Consider how experiential education connects with core school values and how School. In Chile, while speaking only it can revitalize learning. Review the school's mission statement in light of these Spanish, students attend classes at a conversations. local school, experience a home stay, explore their host city, and travel to the • Find a "lever" (new building, reinvigorated program, new schedule) that aligns coast on public transportation. At the with your school's mission and resonates with key constituencies to help move IP Island School, biology, human ecology, change along. An urban learning center or an on-campus working farm can shift and sustainable energy topics come perspectives and be major game changers. But smaller initiatives can impact a alive. Students then re-examine them school as well. Build on what your school already has and integration will follow. in the context of northeast Ohio during • Invest in administrative leadership to navigate a new direction, nurture change, the spring Rotation semester. and avoid premature teacher burnout. Some schools have directors of curriculum By 2005, the Hawken middle design, community partnerships, innovative programming, or service learning. school was well on its way to adopt- • Identify "early adopters" and help them build momentum by celebrating existing experiential learning into its cur- ing experiential learning and supporting new ideas. At the same time, invest in riculum. Most notably, an eighth-grade relevant professional development for teachers willing to try new approaches. urban Outward Bound expedition in New York City served to link the • Reconsider the use of time. The common 20th-century schedule (designed for the Industrial Age) is antithetical to experiential learning. There are plenty of mod- humanities curriculum with the grade- els out there to consider, but what matters most is that the school settles on a new, level essential question: "How can I flexible schedule that works for the faculty. make a difference in the global community.'" Locally, the purchase of the • Incorporate extended immersion experiences into the school year. Even one urban center inspired a seventh-grade week allows teachers the opportunity to try on ideas and approaches that will in teacher to pursue an idea plucked from turn influence how and what they teach during the rest of the year. a Cleveland newspaper article, describ- • Visit other schools that have committed to experiential education, whether ing the need for a sponsor of the fully or partially. Seeing firsthand how a variety of schools approach "learning by American Carden, one of more than doing" will spark new ideas, offer solutions to challenges, and provide your school 26 cultural gardens strung along Rock- with a community of like-minded educators from which to draw. efeller Park near University Circle. The garden, established in 1933 by school- • Find partners - institutions, nonprofits, professionals, other schools - and get children and abandoned after Cleve- to know the area surrounding your school. Every community, whether it is subur- land's 1966 race riots, is now vital to ban, urban, or rural, has places and people that will enliven and deepen student Hawken's seventh-grade curriculum. learning. m Student-directed projects include • Look at ways to integrate experiential learning into the curriculum, across grant writing, digital tree mapping, disciplines, grade levels, and divisions. For schools with extensive sports programs, garden cleanup, community outreach, consider ways of creating greater flexibility for afternoon programs. historical research, and applied engi- • Figure out what "experiential learning" means to your school. Depending neering. Central to the program are on location and interests of faculty, it can range widely from hands-on classroom partnerships with the neighborhood work, to working on a school garden or farm, to involvement in the local commu- public elementary school, a community or city, to environmental studies, to global travel, to outdoor leadership train- nity development corporation, and the Ing. Often, schools develop a range of options and opportunities. Cleveland Cultural Carden Federation. Building on this experiential practice, the middle school then estab-

68 INDEPENDENT SCHOOL lished its own one-week "intensive" immediately following winter break. Mixed grade-level interdisciplinary courses, designed and taught by pairs of teachers, take students deep into topics often through exploration of city neighborhoods and institutions, area parks and farms, and other natural areas. These types of short, often ungraded learning experiences allow students and teachers unhindered engagement with their surroundings, each other, and real- world topics. While the early years of lower schools often align with the principles of experiential learning at some level, philosophy and practice tend to deviate to the tradifional as the grade levels progress. The fourth-grade team addressed this phenomenon by reworking a longfime favorite science unit on prehistory and archaeology into an interdisciplinary immersion program designed and taught in collaboration with educators at the Cleveland Museum of Natural History. Only one block from the museum, Hawken's Gries Center is now home base for the weeklong course that includes an on-site archaeology dig simulafion, artifact mapping, and

Student-directed projects include grant writing, digital tree mapping, garden cleanup, community outreach, historical research, and

applied engineering. A master of education program for people who want to create a more just and compassionate worid. prehistory tool use. This approach inspired a later redesign Come to Boston for two or three weeks in Juiy for of an ancient Egypt unit that takes the fourth grade back to intensive collaboration and learning. Then compiete the Gries Center for a week each spring. the program through a distance learning framework. As with all teaching at Hawken School, regardless of the Contact us now for full details. grade level, experiential education is approached with inten- tionality, connected to learning objectives, and designed to foster character. Teachers learn from extended immersion CAMBRIDGE COLLEGE opportunifies, whether in the chemistry lab or in a village National Institute/or in the Himalayas. This, in turn, transforms how and what Teaching Excellence they teach and how they assess learning during more con- venfional class time. www.cambridgecoiiege.edu/vision MAINTAINING MOMENTUM S55.392.2627 X1107 Admissions Six years into Hawken's transformation, experienfial learning niteinfo(a)cambridgecoilege.edu has once again become integrated into the school's culture 855.392.2627 XU07 and pedagogy. It takes place on the school's suburban and rural campuses, in the city of Cleveland, within surrounding natural areas, and around the world. It includes all students at aU grade levels, not just those choosing an elecfive or those Cambridge College is accredited by the New England Association of Schoois and Colleges INEASC). Applicants are at the top of their class. Hawken's immediate future will be responsible for reading the acaderttic catalog and getting all the information needed to make informed decisions.

SPRING 2013 69 the rise of experiential education

about refining schedules, honing logis- of their own learning and personal formal and informal learning oppor- tics and pohcies, deepening practice, journeys. tunities. Sharing experiences and and learning from others. Meaningful All of this requires inventive lessons learned with other educators, integration of experiential learning into and spirited teachers who seek col- internally and externally, and generat- the curriculum will continue to evolve, laboration and opportunities for cross- ing new knowledge and insights in with a focus on PS-12 curriculum fertilization, both within the school that exchange process, is a natural and skills continuum design. Integra- and beyond. To that end, continued outgrowth of these efforts. tion also includes moving the school's investments in professional devel- Every school, of course, has its partnerships, whether local or global, opment will be essential, including unique story and history to consider towards codesign and coinstruction. summer grants for individual and when weighing transformational Students will become greater agents team work, as well as participation in changes. But what Hawken found is that recommitting to a school's core principles, and figuring out what this means for schooling in the 21st century can lead quickly to significant and exciting changes.^ In fact, these may be necessary changes in order for schools to thrive in this century of great fiux. In two years, Hawken will cel- ebrate its iooth anniversary. In most ways, the school looks very different than it did when James Hawken was a pioneering educator in a little house in Cleveland. But in other ways, it's closer to matching his vision. As the school celebrates its centennial, Rebekah will be starting college, no doubt reflecting on her high school experiences and considering a return to Cleveland where she knows firsthand that she can make a difference. As she put it, "Instead of being here on campus and just speculating about how things work, we were actually talking to people. We have a chance to do things that a lot of people (not just students) don't have a chance to do... In 10 years, when I'm ready to make a career move, this is going to be a really great place."

Sara Mierke is the dirtüor of The Sally ^ Boh Gries Center for Experiential and Service Learning, Hawken School (Ohio).

Notes 1. Our Purpose, Promise, and Principles. www. hawken. edu. 2. University Circle. The Encyclopedia of Cleveland History, July 23,1997. October 15, 2012. www.ech.case.edu^ 3. Grant Lichtman. "Time and Place Lead Passion for Innovation at Hawken School." The Learning Pod, September 25, 2012. October 21, 2012. http://kamingpond .wordpress.com.

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