In January, I shared stories and observations about UPrep’s first intensive term at our State of the School event. The following video is cued to jump to my portion of the presentation.
Archive for Design
Originally published in UPrep Magazine
“A rolling stone gathers no moss.” — proverb
This ancient saying admonishes wanderers to settle down and establish themselves. But perhaps some wanderlust is good for you. The Rolling Stones evidently felt so, inspired by a Muddy Waters song of the same name. Wandering is not so aimless when we call it “exploration” and give it purpose: to experience broadly, appreciate difference, and try new ideas.
In 2015, UPrep set out to explore, question, and further develop intellectual courage, global citizenship, and social responsibility. First, the UPrep community identified the most promising opportunities for enhancing the student experience. Then, volunteer Research+Design teams surveyed literature, visited schools, presented at conferences, and wrote proposals. As you can see below, we are well on our way toward implementation of our Next Generation Learning Initiatives, which should be fully in place by 2020.
New Models of Time
Upcoming: Intensives (our working title), in which students take a single course for two-and-a half weeks to think deeply across disciplines, study contemporary topics, and learn in the community.
Completed: Senior LaunchPad, in which all seniors design and engage in an off-campus passion project, and present it to the community. Social Entrepreneurship and Feminism, two new courses that are entirely student-conceived, designed, and delivered. Global Online Academy, in which students have registered for 50 fully online courses for next year.
Upcoming: Construction of a dynamic new center to support entrepreneurial thinking and connection to community. The building will feature flexible spaces for independent, group, and class work and house global programs, the Makerspace, college counseling, mentorship, and other student leadership programs.
Social Justice and Educational Equity
Completed: A comprehensive review of justice and equity practices in and beyond the classroom. New courses that include social justice topics or represent many cultures. Coordination among teacher leaders, the Board of Trustees, and the Diversity and Community program.
Upcoming: Further development of culturally responsive classroom practices, course curricula, student leadership opportunities, and enhanced collaborations among different parts of the school.
Social and Emotional Learning (SEL)
Completed: A detailed review of SEL programs and UPrep needs, multiple surveys assessing students’ emotional health and social skills.
Upcoming: SEL curriculum built into the new schedule, Advisory for Advisors, and SEL classroom practices.
Upcoming: In 2018-2019, a new school calendar that includes intensive terms in January and June. New courses specially designed for these terms in which students deeply immerse themselves in different ways of thinking, study contemporary topics through multiple lenses, and learn in the community
and through travel.
While much of the UPrep program is consistent from year to year, Strategic Plan 2020 allows us to shake off a little moss and develop exciting new opportunities for powerful learning, which will equip our students to wander with purpose into a complex and ever-changing world
Do you find it hard to remember where the share button is? New? Reply? Favorite? New? You are not alone! Familiar user interfaces, once a distinguishing quality of Apple products, now appear to be a thing of the past. iOS app developers are seemingly placing buttons wherever they see fit, no doubt confusing and discouraging users. Let’s take a look at some examples.
Twitter – tweet
Twitter – web browser
8:00 a.m.: Most elementary schools, three K-8 schools, Denny International Middle School
8:50 a.m.: All high schools, most middle schools, five K-8 schools
9:40 a.m.: 10 elementary schools, three K-8 schools
Currently, most high schools and middle schools start at 7:50 and elementary schools at 8:25 or 9:15. Three years ago, a district proposal to adjust start times was rescinded due to family objections. This time, all grades start later, some much later. According to the article, some families are balking over the potential inconvenience of the 9:40 start time proposed for some elementary and K-8 schools.
Research has suggested for years that adolescents are not physiologically prepared for an early start, and that learning may suffer as a result. Just ask high school teachers how much they prefer first period classes! One progressive, public high school starts at 8:40 most mornings, 10:10 on “late start” days. However, multiple factors influence bell times: athletics schedules, historical practice, traffic, parent work obligations, and busing. Three years ago, busing drove the proposal of new start times, so that the district could save funds by running the same buses on multiple morning and afternoon routes.
Let’s hope that the best interests of youth carry the day on this question.
I relived a little piece of the Stanford experience and met interesting people at the Stanford+Connects event this past Saturday at the Washington Convention Center. These alumni events travel the country, featuring talks by the university’s president, several distinguished professors, and two students. I don’t ever make it to reunion events, and while I attend similarly timely and stimulating University of Washington or independent school talks from time to time, I don’t ever attend my college reunion events. I also got to learn about topics that I typically only read about or listen to through TED talks and NPR pieces. Some highlights for me: President Hennessy spoke to the many building and program development projects at Stanford, a number of which have emerged from the a recent comprehensive study of the undergraduate program. Among these: ten new joint majors that combine computer science with subjects in the humanities.
The five mini-lectures were most welcome, because of course I wanted to hear all of the speakers. These included two students: Westin Gaylord on a project that he and his friends started to write creatively every day, and Derek Ouyang on an energy neutral, pre-fab house core design competition for which he led a team. Three professors also presented mini lectures, Carla Shatz on restarting synapse generation in old age, S.V. Mahadevan on bringing emergency medicine to developing nations, and Robert Sutton on improving organizations by eliminating the bad. Dan Klein (with a nod to Patricia Ryan Madson) added an improv demonstration and three activities that got us out of our seats and meeting neighbors!
With a nod to our grad school memories, my wife and I attended David Kennedy’s historical review of water management in the U.S. west. Many alums fondly remembered Kennedy’s lectures, though this was my first! Kennedy shared a wealth of historical facts that laid the groundwork for contemporary federal water management practices, including many challenges. Did you know that the federal government owns fully 45% of the last west of the 100th meridian? This is in contrast to the east, in which the federal government sold nearly all of its holdings in the past. He painted a rather bleak picture for the future of the combined effects of rising global temperature, drought, and consumption increases.
Margot Gerritsen presented a detailed view into “unconventional” oil and gas, including tar sands and fracking. Her perspective, backed up with copious data, is that unconventional energy has already arrived, and we would be best served minimizing its negative effects than trying to “prevent” it from “emerging.” Gerritsen also demystified newspaper headlines, looking at the data to suggest that injection of chemicals into deposits during fracking is unlikely to contaminate groundwater, but water injection is in fact responsible for up to magnitude five earthquakes!
With a rare opportunity to learn outside of my field, I did not attend the one education session. However, I did take a moment to skim a paper by Candace Thille, who presented a session on big data and transformations in education. Thille is an expert on MOOCs and co-founded the Open Learning Initiative (OLI), first at Carnegie Mellon and now at Stanford. She echoes the distinction that others have noted between the original cMOOCs that adopt a connectivist pedagogy and the newer xMOOCs (Coursera, EdX) that have fueled popular interest. Thille then makes a further distinction between xMOOCs that simply put the university lecture hall experience online and those that make student data analytics available to instructors to further instruction.
I recently had the pleasure of attending a talk by Jim Mullins, Dean of Libraries at Purdue University. Jim described the process by which Purdue Libraries developed their new Active Learning Center, a concept and $70m building described as, “a learning commons for the 21st Century.” The following ideas from the talk stuck with me.
The library commons concept, a “noisy” library in which students study, work in groups, access resources, and relax has reached the university level. Purdue, with the support of the State Legislature, is transforming their main libraries to keep pace with how students now use information and technology.
Purdue feels that their concept is unique in that it more fully blends classrooms with libraries than they have seen at any other institution. At Purdue, pilot classes have their regularly scheduled meetings within these flexible library spaces. The library isn’t just a place to occasionally hold class. It’s the main space where class takes place.
The Active Learning Center project includes intensive support and mentoring of professors to make their instructional techniques more generative and collaborative for students. Each professor was provided with an instructional expert, technology expert, and librarian to support curriculum transformation. A number of teams work successively with a series of instructors, expanding the number of instructors and courses that feature active learning. The main examples shared in the presentation showed students working in small groups at tables, while instructors roamed the room listening in and providing suggestions.
Minimal user technology is provided by the school. Students predominantly use their own devices to access information repositories and audiovisual displays using their own devices. Basic needs are emphasized: food, coffee, comfortable seating, and power are thoughtfully incorporated into the physical design of the spaces.
An anthropologist provided key findings that played a large role in the design of the Active Learning Center. Hiring an anthropologist, or at least adopting an anthropologist’s mindset, is becoming more popular as a core method to inform design.
Having just finished our second year with a library commons, we at U Prep can heartily endorse this approach. The Purdue initiative to create new spaces, support teachers with instructional coaches, and fully consider student experience has the shape of a well-coordinated school initiative. At least one of our teachers has started to schedule classes in the library during ordinary weeks, not just research projects, in a manner similar to the Purdue Active Learning project.