On April 6 and 7, Tara Quigley, MS Humanities teacher and Director of the Miss Fine's Center, and Lauren Ledley, US History teacher and Technology Coordinator, had the opportunity to present at the OESIS Conference in Los Angeles at the Chadwick School. Later this month, on April 20, Lower School science teacher Aaron Schomburg will be presenting at 5th annual STEMCON in Chicago.
Miss Fine's Center
The Miss Fine’s Center at Princeton Day School is dedicated to the committed faculty members who have advanced and who continue to advance the school’s mission to deliver excellence in teaching in an ever-changing world.
Established in 2014, the purpose of the Miss Fine’s Center is to promote the collaborative study of topics and themes that demand and benefit from an interdisciplinary approach. The Center, endowed through the generosity of Kenneth L. Wallach and Susan Schildkraut Wallach ’64, provides ongoing financial support for professional development, travel, and research for PDS faculty.
The goals of the Center are advanced through the efforts of faculty members, known as Miss Fine’s Center Fellows, who engage in interdisciplinary work and share their findings with their faculty colleagues, as well as in forums beyond the school community, including national independent school conferences and other discipline-specific professional gatherings.
Princeton Day School is proud to announce that faculty members Tara Quigley, Amy Beckford, Lauren Ledley, and Maria Shepard presented at the 2017 OESIS (Online Education Strategies for Independent Schools) Conference in Boston this past weekend. Mrs. Quigley and Ms. Beckford presented a class entitled "Global Competency Matrix Across Middle School."
- Amanda Briski
- Jessica Clingman
- Todd Gudgel
- Alli Treese
- Tom Pettengill, Liz Cutler, Charlie Alt, and Carrie Norrin
- Theodor Brasoveanu and Will Asch
- Theodor Brasoveanu and Ann Robideaux
- Brian Mayer and Theodor Brasoveanu
- Corinne Bilodeau and David Burkett
Amanda Briski: to develop the curriculum for the new Contemporary World History and Global Citizenship semester courses. Lessons are student-centered with significant project- based learning activities and require students to apply what they learn in class to real-world, contemporary situations. Anticipated resources include those focused on contemporary issues like the Choices Program from Brown University. In addition, the course includes a new goal (similar to last year’s goal for U.S. History) specific to developing and measuring successful curriculum.
Tom Pettengill, Liz Cutler, Charlie Alt, and Carrie Norrin: to develop a new a mini-unit for the Environmental Science class centering on the intersections between science and society. This topic will be explored through the lens of how climate change has affected citizens of New Orleans, Louisiana, how the government responds and what lies ahead for them–particularly the aftermath of Hurricane Katrina. This unit will explore interdisciplinary topics such as climate change science and policy, environmental and institutional racism, public health and medicine, and the roles that individual citizens can play.
Theodor Brasoveanu and Will Asch: to provide computer science students, in particular those enrolled in Introduction to Programming and AP CS Principles, with more in-depth expertise with hardware, electronics and sensors and give them a platform to apply many of the abstract concepts they learn while programming. Given that a large part of the curriculum focuses on creating games and simulations or solving mathematical problems using computational tools, students will benefit from taking the extra steps to apply their algorithms to real-world problems involving making decisions based on sensor data.
Theodor Brasoveanu, and Ann Robideaux: to build a forum in which both artistically- and scientifically-inclined students can share their talents. The goal is to produce works that reflect the rich opportunities provided by science and dance, respectively, to have students inspire each other to enrich their knowledge and practice by incorporating elements they have previously ignored or overlooked. For example, using one’s body and motion to convey difficult concepts in science, while also using computer programming (‘coding’), electronic sensors and abstract mathematical representations to enhance the artistic experience of a dance performance.
Brian Mayer and Theodor Brasoveanu: to create a collaboration between robotics and computer science classes. Working with the computer science class will give the robotics students more experience and expertise with programming. They will be able to have their robot perform more creative and difficult tasks, in essence, making more functional robots, which may inspire them to continue exploring computer science courses.
Corinne Bilodeau and David Burkett: to develop the curriculum for a new co-enrolled interdisciplinary geometry and architecture experience. The curriculum must contain the concepts from a traditional Honors geometry course at PDS (the Jurgeson, Brown, Jurgeson geometry text) to maintain consistent rigor for the Honors geometry experience. The curriculum must also smoothly mesh the ideas through the lenses of architectural standards and design thinking with the language and structure of geometry. Experiences must blend together so they lead to a deeper understanding in both disciplines at the same time. Developing a growth mindset will be of utmost importance throughout the year and feedback will be given on a regular basis with the overt intention of achieving this mindset develop