Fusing tradition and innovation at Stanford

Fusing tradition and innovation at Stanford

Uncertainty is not something most people feel comfortable with, yet it is an inevitable feature of our lives. One of the strengths of a liberal education is that students may embrace a generalist’s perspective, and appreciate complexity in the world around them.

Engaging with this complexity is what helps students deal with uncertainty, and when combined with an entrepreneurial or design thinking approach, innovation is possible. Such was the message from key staff, students and alumni at Stanford University, where a group of Years 9 and 10 boys spent two weeks in the winter holidays participating in the Stanford Pre-Collegiate International Institutes.

Accompanied by Head of English Greg Howes, Director of Student Services Dale Nicholas and Deputy Headmaster - Teaching and Learning Steve Uscinski, the group undertook an intense immersion program that balanced academic, cultural and social experiences, to be provided with an authentic ‘Stanford model’ of education.

At the heart of Silicon Valley, Stanford fuses traditional disciplines with innovation. BGS students joined others from around the world to engage in academic sessions ranging from philosophy, capitalism and decision making to neuroscience, artificial intelligence and digital anatomy.

Using a design thinking methodology, students worked together to design a new country as part of their ‘global solutions project’. The social dynamic within groups was significant: knowing yourself and others was advice reinforced by every facilitator.

What connected each experience was the emphasis on working collaboratively and questioning each other’s thinking. By challenging assumptions and eliminating ambiguity, students could articulate reasonable and reasoned ideas. The BGS boys embraced complexity with confidence and creativity.

While at Stanford, Mr Uscinski and Mr Howes caught up with BGS Old Boy Eamon Byrne ’05. Having completed his Doctor of Philosophy at the University of Oxford, Byrne is now a Postdoctoral Research Fellow in the School of Bioengineering at Stanford University, specialising in the research field of structural biology.

He explained the innovative methodology that informs research practice in Stanford laboratories, where there is an emphasis on developing technology and techniques to solve future problems. Byrne is also enrolled in the Stanford Ignite entrepreneurship program, which teaches innovators how to formulate, develop and commercialise their ideas.

His inspiring journey – from BGS to Melbourne University, to Oxford and now to his pioneering research at Stanford – models the lifelong learning and adventurous spirit to which all BGS students can aspire.

STUDENT REFLECTIONS

Billy Mylonas: My experience at Stanford allowed me to see different styles of thinking.

Harry Anstey-Walsh: The most significant part of the experience was interacting with people from all over the world who have had completely different life experiences.

Noah Guthrie: The experience helped me approach school with a much more open mind. I learned that there are other ways of solving problems.

Oscar Smith: I found the trip helped me realise how I should approach my final years at BGS. It opened my eyes to different types of people, their cultures and ways of thinking.

DJ Li: The experience has made me realise how much there is still to learn. I am more interested in subjects that I didn’t think I would be interested in, such as psychology and artificial intelligence.

Alex Tong: I learned the importance of being able to collaborate. I value the relationships and connections formed at school but also my urge to work harder and look for opportunities to improve as a person.