Chapter 7: Career Education Partnerships with Businesses, Postsecondary Institutions, and Community Organizations Through Consequential Learning

Consequential Learning (CL) is the name that I have given to an educational approach developed primarily through my experience with PACERS (2007), an association of small public schools and communities in rural Alabama.

The approach has been implemented in more than forty schools through projects in a variety of areas including science, history, arts, and publishing. Projects have often been proposed by teachers who serve as sponsors and who are supported by professional consultants. Project outcomes require tools, information, and competence usually not found in schools. As a result the introduction of external organizations (such as postsecondary institutions, professional associations, publishers), professionals, information resources, and equipment is needed. Building upon students’ capacity and willingness to undertake professional level and community beneficial work, the process connects them to professionals, postsecondary institutions, and career options. For example in one PACERS’ program, rural students have, with the assistance of professionals and journalism students, published newspapers for their communities. This practice has resulted in strong collegial connections between students, teachers, and professional “outsiders.” Students have gained marketable skills, entrepreneurial experience, personal confidence, and self-understanding as journalists and have created de facto portfolios and specific career interests. Therefore, although the approach is not per se about career education, its application results in the development of vocational skills, interests, and options for young people and serves as an example of how schools might begin preparing students for life beyond school by merging career development and academic learning as recommended by the National Commission on the High School Senior (2001).