STEM

Computer Science projects are meant to highlight specific technical skills. However, for most larger projects, students are required to add their own experience and perspective within the constraints put forth in the project description. Sound problem solving in general, particularly software development, is always asking “but what about…” as a functionality filter, and this also applies to user empathy.

Engineering class students are encouraged to give and receive critical feedback, which invites multiple points of view, experiences, beliefs, etc. Upper-level courses emphasize perspective-taking, for example, taking the perspective of a client and learning what their needs are when designing a product.

Computer Science & Engineering Science

In Middle School, science teachers consciously look for diverse representation in videos to provide “windows and mirrors.” For instance, the 6th-grade climate change project includes role play where students speak from the perspective of their country and how climate change affects them. The Human Body project is linked to malnutrition and how it directly affects a specific body system depending on your access to healthy food, clean water, and good doctors. Given the research on gender bias, intentional space is created for girls to see themselves as scientists and engineers.

The Upper School Science Department strives to create a safe space for students to explore their interests. Teachers provide an open forum for discussion, create time for academic support, and encourage collaboration. Classroom activities and readings may offer opportunities to explore current and historical perspectives through the lens of ethical dilemmas and issues of injustice. Videos and other media are vetted to ensure there is a representation of other cultures and backgrounds for students. Students are encouraged to seek unique ways to problem solve, ask and answer questions, and approach interpretation and explanation.