Project Inquiry, a new interdisciplinary learning program in the upper school, began in August with an introduction to the project and its goals.
Led by ten teachers, 26 students will explore the sustainability and availability of local water across academic disciplines to find solutions.
History Department Chair Dr. Michelle Berry is the Inquiry coordinator.“In particular, we wanted to take an issue that transcends the academic disciplines, and yet at the same time requires all the different disciplines to be considered in creating the project,” Berry said.
In September, Inquiry students split into groups to research a number of topics, including water quality, conservation, policy, and economics. Each group selected several faculty members to work with on their topic.
Berry said, “Teachers are team members with the students. We’re learning alongside the students, and I think that’s the most exciting thing—that we get to see each other in a new light.”
In October, Inquiry groups will present their findings and transition into solving the water problem. Students will present their final solutions this spring.
Head of School Dr. Julie Sherrill said, “Inquiry comes out of conversations that the faculty have had in their own professional development sessions about what we think is important and what we provide to students academically.”
Berry describes Inquiry as a valuable educational experience. “It’s an opportunity to practice some skills, it’s an opportunity to apply what they’re learning in their academic content, and I think it gets people really ready to go to the more progressive undergraduate programs in higher education.”
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