SPRING/SUMMER 2015
Innovation at Windward
Building Their Futures STEM programs have, for several years, been reflective of a nationwide effort to enhance student learning in science and technological fields. But Windward’s approach to preparing students for the 21st century in these areas has been slightly different; for the last four years, an interdisciplinary STEAM program has combined science, technology, engineering, design arts, and mathematics. At an institution with such deep engagement in the arts, it is no surprise that Windward should select this approach. But, according to Director of STEAM Programs/ Director of Innovation and Design Cindy Beals, there is more to that extra “A” than simply tradition. “We think the arts are an integral part of best practices in exploring the latest frontiers in science, technology, and all of the areas that fall under the STEAM umbrella,” she notes. “Whether looking at the university level or at the models being adopted by cutting-edge businesses, with the advent of design thinking and the explosion of the maker movement, there is a growing awareness that active, hands-on learning and creativity are critical parts of preparation for the future.” The growth and sophistication of Windward’s robotics programs - both for Middle School and Upper School students - have for several years helped the school build a growing name for itself as a local leader in providing students with opportunities to take on engineering challenges and apply creative thought to technological problems. In this past year alone, Windward has offered 6 levels of robotics to its students, participated in 3 levels of interscholastic competition, and hosted numerous events, including a LEGO scrimmage, a FIRST Robotics kick-off event, and the Southern California FIRST Robotics Student Conference. But the creative applications of technology seen in the robotics laboratory are just one piece of a much larger effort to see how these different disciplines can inspire students and enhance learning in many areas of the curriculum. All around the school, classes in the STEAM fields are cropping up that offer new challenges, the use of new techniques inspired by research being done with Windward’s partner universities, and the application of new learning paradigms that promise to offer whole new worlds of exploration. Newer classes such as Principles of Engineering
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and Biological Engineering present innovative opportunities to advanced students, while the use of technologies like 3D printing have become available at all grade levels and are now being incorporated by faculty members in a variety of interesting and unexpected ways. Windward’s initial work with a small Pasadena firm called Deezmaker – a creator of consumer 3D printers which provided the school with its first units last year – has now led to the blossoming of an entirely new dimension in STEAM learning. 3D printing experts and authors Joan Horvath and Rich Cameron became acquainted with Windward’s efforts through their own work at Deezmaker and now spend several days a week at the school working with faculty on the development of new curricula and introducing students at all age levels to the transformative ideas that tinkering and prototyping with tools like the 3D printers can help bring to life. In some cases, introducing students to this very new way of thinking has involved rewiring perceptions of what is and isn’t possible. Reflects Joan, “We’ve found that the most effective approach so far is to encourage students not to second-guess what the tech can do – we’ve told them to first tell us what they want it to do, then we’ll walk things back together to figure out how to get there.” Adds Rich, “Almost always, more is possible than they first think.” These experts, who literally wrote the book on 3D printing (Mastering 3D Printing, one of several in a series that includes case studies of projects conducted at Windward), have also helped introduce concepts from the technologically-focused maker and tinkering communities to a variety of innovative projects throughout the school. One such example can be seen in the growing use of Arduinos, microcontrollers that can be easily programmed by students. They have already found use in classroom projects as sensors to add automation to otherwise inanimate objects, whether through