The USGBC asked me to share some of my thoughts regarding a project I facilitated with my students last year. This is the article as it appeared in the USGBC’s K-12 newsletter from June 2009.
Project Profile
Imago Dei Middle School, Tucson, Ariz.
 “It is the spirit of the child that can determine the course of human progress and lead it perhaps even to a higher form of civilization.” – Maria Montessori
Each year, middle school students from across the country participate in the
Council of Educational Facility Planners International (CEFPI)’s School of the Future Design Competition. Each student group designs a school that will enhance learning and conserve resources. Students submit design models and a written narrative, and present before several juries of experts. Winners of this year’s Award of Excellence, students from Imago Dei Middle School (Tucson, Ariz.) looked to their surroundings and community for their inspiration, choosing an abandoned site as a location and reusing remnants from a vacant building to make their model. The lessons learned went beyond design and construction and connected the students to themes of sustainability on a global scale as they reached out to their community, as well as peers as far away as France and Mali for ideas. Their teacher, Linda Cato, reflects on the experiences of her students in the competition and the lessons they continue to learn together.
USGBC: What drew you to the School of the Future Design Competition?
Linda Cato: From the very first moment I read about the competition, I was on board. The project is everything that I, as a teacher, am passionate about and look for in an educational experience. Designing the school of the future integrates all subject areas, asks open-ended questions, provides opportunity for collaboration and community involvement, and gives experience in tactile, hands-on work while developing the eye for beauty and design.
USGBC: How do you see this project fitting into a broader context for learning?
LC: This project is a springboard for a discussion regarding stewardship, sustainability and social justice. I believe that educating for a sustainable future is the imperative of our time. If we hope to fulfill the vision of sustainability as it pertains to environmental, social and economic realities, we must give our children the fluency to grow into activists, advocates and teachers.
USGBC: What is the role of the teacher in this kind of work?
LC: Teachers must be willing to walk the path of discovery along with their students, because so many new questions are being asked, and so many answers have yet to be found. I am learning to trust in my students’ abilities to grasp the complexities of these issues and wrestle with the urgency of the problems so that solutions can be created.
USGBC: How do you see your students benefiting from this work?
LC: My students are excited. The discussion is open and alive and I am listening to my students and watching as their collective ideas are expressed through their design model. The process of designing and building their model becomes a model itself— of learning, questioning and seeking answers. They make mistakes and correct them. They laugh together. As the building begins to take shape, their ideas can be seen and touched. As an observer, I catch a glimpse of futures shining brightly, students with a strong and clear vision who are developing their voice. |
