9 minute read
ACADEMICS
Learning ENGINEERED FOR
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— International Technology Education Association
BY BRAD SMITH, STEM TEACHER
he word “design” can be used to describe anything made by conscious human effort, but
Tit also describes a process used to systematically solve problems. The first floor STEM/ STEAM wing of the new Murray Innovation Center (MIC) is configured to specifically facilitate the steps in the engineering design process. The precise steps in the engineering design process vary from source to source, but all agree on a framework that is iterative. At many stages within the design process, some steps must be repeated as improvements are made. It is in this repetition that an idea or product takes form and is honed and improved. Three interrelated spaces within this innovative wing of the MIC uniquely support the steps in the engineering design process.
Ideation kicks off the design process by defining a problem to be solved. When the nature of the problem is sufficiently grasped, the process of brainstorming, imagining, and sketching kicks into high gear. Very early in this step, however, some sort of realistic visual representation of the product is needed. To aid in communication, computer 3D modeling takes center stage. The MIC’s digital lab provides student innovators with stout computing hardware and software to digitally illustrate concepts, define precise dimensions and tolerances, and simulate function and behavior. The lab is equipped with 20 workstations featuring computer aided design (CAD) software, dual monitors, and robust processors and graphics cards to support design work.
The design process then moves to a prototyping phase. The maker space supports the construction, assembly, and testing of the physical representation of the object. Here, the initial forms of the product come to life. The CAD files can now be used in 3D printers, laser cutters and engravers, and mills and computer numeric control (CNC) devices that shape wood or metal. Electronics workstations and workshop tables round out the space, which also houses the Eagle Robotics research field.
For prototype and final-stage manufacture, the design moves into the fabrication lab. Equipped with heavy equipment designed for work in wood, foam, plastic, or metal, this shop space provides the necessary tooling to create and craft parts and pieces of the final assembly. Ten-foot windows with sweeping vistas of Lake McDonald provide natural light and a serene setting in which to complete the final touches of the design.
To think like an engineer takes practice. The new STEM/STEAM spaces within the MIC offer hands-on learning opportunities that encourage creativity, “failing up,” and a greater understanding of the design process.
TO THINK LIKE AN ENGINEEER TAKES PRACTICE. W
BY ASHLEY COCHRAN, HIGH SCHOOL DEAN
Make a House aHOME
THE MIDDLE SCHOOL EXPERIENCE IS ONE THAT IS FOCUSED ON THE DEVELOPMENT OF NOT JUST THE ACADEMIC NEEDS OF OUR STUDENTS, BUT ALSO THEIR SOCIAL, EMOTIONAL, AND SPIRITUAL NEEDS.
he desire to see students grow led to the creation and estab-
Tlishment of a House system — the first of its kind at MPCS — which has been a dynamic addition to the middle school. Keeping Christ first was the central focus of the development of the five “Houses.” Thus, each House is centered around five biblical principles: Aequitas (justice), Chara (joy), Gratia (grace), Phileo (love), and Veritas (truth). The inception of these Houses created a new sense of belonging, community, and fellowship.
Students participate in weekly House activities and meet in Crews (House small groups) to reflect on chapel, engage in guidance lessons, and build deeper, more meaningful relationships. Through the House system, camaraderie and unity have become defining attributes of who we are. We have seen students rise as leaders, influencers, and friends. The goal for the House system was to become student-focused, student-driven, and student-led, which is being fulfilled by amazing students who have served as the first-ever House leaders. Mary Reese Harvey ‘26 (Veritas) and Madeline Downey ‘27 (Aequitas) are two of the inaugural House leaders who have helped create the vision and mission of the House system. They have worked together with thirteen peer leaders to plan and execute memorable experiences. They both agree that the Houses have truly become a home for our students.
The girls shared their gratitude for the opportunities made available through the House system leadership program: “Throughout the year, we’ve had numerous competitions, from a spelling bee to kickball to an art competition. Each competition has allowed everyone to use their God-given gifts and talents and have a role in their House. Not only is the system a place for friendly competition, but it is also a place to connect with others. Through this experience, my fellow House members and I have grown closer to many students outside of our grade. I’ve had the opportunity to mentor them and guide them in their relationship with Christ.”
The girls share the impact the leadership class has made on their team-working skills, confidence, and public speaking; “Throughout the class, I learned about leadership from a Christian perspective and learned how to live and lead like Jesus. Overall, the House system has changed the middle school for the better, and I’m excited to see how it will impact students for years to come.” W
EXEMPLARY
EDUCATION FOR EXCEPTIONAL LEARNERS
BY AMBER IRIZARRY, COMMUNICATIONS SPECIALIST
AAll children are uniquely created with distinct strengths upon which they can build. As such,the development of a student’s abilities and talents may evolve differently. MPCS faculty seek to know each child deeply in order to personalize the path of learning.
According to MPCS High School Dean of Students Mrs. Ashley Cochran, “MPCS truly focuses on teaching using a discovery approach and helping students understand that it isn’t that they can’t do something, but that they can’t do it yet. We utilize problemsolving, questioning, and deeper levels of thinking. We get to know our students and how they learn so we can best teach them.” Beginning in lower school, MPCS offers reading support, directed studies, on-level and advanced classes, accelerated courses, honors/AP paths, and gifted instruction. MPCS focuses on meeting each child where they are and then developing a learning journey for individual student success. “Previously, my child had struggled with math tests,” shares MPCS parent Mrs. Katie Surgala. “Her teacher was quick to tell me that she felt my daughter knew the material. Together, we developed a strategy which gave my daughter a new confidence. Her teacher went out of her way which allowed her to shine.” Since its inception in 1976, the MPCS directed studies (DS) program supports learners to develop a confident understanding of their God-given gifts. By applying customized learning strategies suited to individual strengths, students increasingly view themselves as highly-capable learners. This support inspires young people to be successful within a challenging, college-preparatory program. Over the past forty-plus years, the DS program has been finetuned to help learners with mild learning differences or dyslexia find academic success. In lower school, the DS program utilizes smallgroup settings for math and language arts instruction. A variety of curricular materials and diverse teaching methodologies enhance students’ acquisition of critical concepts and skills. In addition, MPCS has a speech pathologist on staff who engages our youngest
WE GET TO KNOW OUR STUDENTS... SO WE CAN BEST TEACH THEM.
learners to develop correct voice and phonics skills. Lower school faculty continue to be the lead learners in their classroom, to the benefit of their students: 63-percent have earned the “Complete Reading Series” certification, 56-percent completed Orton-Gillingham literacy training, and 58-percent hold advanced degrees.
MPCS also challenges the advanced or gifted learner. Qualified faculty challenge young learners with enrichment programs and Advanced Placement (AP) courses. In lower school, teachers may offer an accelerated curriculum within the classroom to allow learners to continue to progress at a rate that prevents boredom. Fourth and fifth grades offer advanced math and language arts. Further, the ENCORE enrichment program is a gifted-caliber class for qualifying students in grades 3-5, providing opportunities for challenge and project-based learning to heighten problem-solving skills.
Beginning in middle school, many students qualify for advanced math and/or advanced language arts courses. Top eighth-grade students add accelerated content in science and math with highschool level curriculum. MPCS alumnus Mr. Matthew Buchan ‘21 shares, “One big benefit to me [was] the ability to advance in the curriculum at the pace that was right for me. In middle school, I was not restricted from taking accelerated courses. I think that really set me up for success.”
High school has a wide range of curricular offerings, challenging students to develop analytical and problem-solving skills. With nearly 60 AP and honors courses, students are challenged to pursue content normally reserved for college. The innovative STEM/ STEAM program with Project Lead The Way® curriculum introduces students to the engineering design process. The result of this differentiated approach is a drive toward excellence. Dedicated teachers are highly qualified in their subject matter and committed to providing enriched learning experiences for all of our learners. W
In memorium: KATY ROGERS
BY JENNIFER NEW, CHIEF DEVELOPMENT OFFICER
During this academic year, MPCS lost beloved leader and friend, Mrs. Katy Rogers. An administrator at MPCS for nearly 20 years, Mrs. Rogers’s heart was for the learning success of her students, especially in directed studies. Her work was pivotal in making the program for learners of differing abilities what it is today.
The Katy Rogers Scholarship Fund for Directed Studies has been established to honor Katy’s legacy. Those who wish to donate to this scholarship in her name should contact the MPCS development office or scan the QR code below. Gifts made to the Katy Rogers Scholarship Fund for Directed Studies will ensure that Mrs. Rogers’s impactful work with students at Mount Paran Christian School carries on in her memory.
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Scan the code to contribute to the Katy Rogers Scholarship Fund for Directed Studies.
