Discovery and the excitement and confidence that our students exude when they learn new information or, after much trial and error, find a solution to a problem is what gets our esteemed DREAM Lab and Computer Science and Engineering (CS & E) faculty out of bed every morning. Yes, they team up with our students on how to code, build things and ethically hack. However, the most meaningful work inside these innovative classrooms shapes our students' academic and personal growth. These leaders in education are connected by a shared belief that deep subject matter knowledge, safe spaces to fail fast and regroup builds resilience and leadership skills that will serve our students long after they leave Baldwin. Innovative teaching methods and a commitment to developing critical thinking emphasize the importance of learning how to think rather than merely absorbing facts. This approach aligns seamlessly with our "Love of Learning" theme, which the faculty embodies daily through a passion for continuous improvement and intellectual curiosity. Their dedication to learning and evolving ensures they remain at the forefront of educational excellence, inspiring students to embrace a lifelong love of discovery.

 

Arcadia University - MA

Saint Joseph's University - BA

 

As the CS & E Department Chair, Addison hopes to instill agency, expand content knowledge, troubleshooting and the design process among other elements in the students within the context of computer science as well as in the interconnectedness of all disciplines. To support his vision, Addison has expanded the department’s impact by introducing new course offerings including a Pre-K Woodworking program and two new courses in the Upper School: Cyber Security & Ethical Hacking I & II and Artificial Intelligence & Society. With 14 years of experience, in addition to expertly leading the department, he teaches 7th Grade Computer Science and 8th Grade Interdisciplinary Design. 

 

According to Addison, teaching students how to think means empowering them to make informed choices, take productive risks and engage deeply with content, fostering their ability to apply knowledge and solve problems creatively. It’s about guiding them through the process of exploration and critical thinking, rather than simply providing answers.

 

Rowan University - BS

 

Megan teaches Engineering 6 and DREAM Lab 7 & 8 and believes these classes are so impactful at the middle school level because it is an important time for girls to see what they're capable of. In these classes, students are able to dream big and bring their dreams to life, which really gives them confidence.

 

“One thing we do really well is utilize the DREAM Lab element of agency,” explains Megan. “We expect students to develop their craft by making intentional choices to see that they have a direct capacity to influence the things around them. With agency, students see themselves as contributors and agents of change. Projects are based on student interest, allowing them to explore what they want within the scope of DREAM Lab. I am a facilitator of learning, steering us back onto the road if we swerve a little, and asking important questions, like ‘why and how did we swerve back there?’”

 

According to Megan, this year’s theme “Love of learning” shows itself through the joy on students' faces when they master a new skill or figure out a new software. When she hears a student say something that exemplifies being in the DREAM Lab, she will print it out as a quote and hang it in the classroom. These quotes are a glimpse into our students’ minds the moment they realize they CAN do something:

“My students teach me every day,” explains Megan. “They teach me that my compassion for them is limitless and they help me to see things in ways I wouldn't have thought about before. I am able to look at them and see my younger self in the eager way they sit in their seats, waiting for instructions. I constantly want to push myself to be a better educator and facilitator of learning for them.”

 

National University - MEd

University of Oregon - BS

 

Collaborative and engaging are the best words to describe the LS DREAM Lab. Students are encouraged daily to take risks, experiment with new ideas and learn from successes and setbacks. With more than 20 years in the education field, Stephanie has been teaching Baldwin’s youngest Bears, Pre-K to Grade 5, for the past 10 years in the Lower School DREAM Lab. Stephanie believes as students collaborate to solve a variety of problems and master various tools, they build a sense of competence and ownership over their learning. This process not only strengthens their confidence but also fosters the development of their leadership abilities. 

Teaching students "how to think" is central to the design of the DREAM Lab curriculum, which focuses on the seven DREAM Lab learning elements of Agency, Productive Risk-Taking, Content Knowledge, Bridging Knowledge, Social Scaffolding, Troubleshooting and Design Process (or Iterative problem solving.) While students may be learning computer science, robotics or fabrication, the ultimate goal is to develop transferable skills that transcend STEM work and can be applied to any learning or problem they may want to approach. This year’s theme “Love of Learning” deeply resonates with Stephanie because she’s always been driven by curiosity and intrinsically motivated to find solutions to problems. These traits align perfectly with her role as an educator in the Lower School DREAM Lab, and as a team member within her department. 

“The rapidly changing landscape of new technologies and teaching strategies for sharing them allows me to continuously learn alongside my students and colleagues,” she explains. “I continue to learn and grow through regular reflection, through connection with the greater Baldwin community who I am constantly learning from and in awe of, and by embracing vulnerability and taking productive risks; stepping out of my comfort zone and trying new things allows me to constantly evolve in my role.”

 

Arizona State - PE, Civil Engineering
University of Pennsylvania - MS

Colorado State University - BS

 

Students who dream of pursuing engineering and computer science careers have a home in Paul Herman's classes. Paul teaches Upper School Introduction to Computer Science 1 and 2, Introduction to Engineering 1 and 2, and the Advanced Design and Project Planning (ADP) course for juniors and seniors. His goal is to help students explore these fields and discover if they enjoy them, to demonstrate that they can do it and to encourage them to work through the minor setbacks that come along the way. “In doing so, I try to teach that failure is just the first step in success,” he explains.

 

In CS & E classes, students often work in group settings enabling them to practice various leadership and collaborative skills. In ADP, students are asked to present their hard work to adults in the community. “This can be stressful,” Paul explains, “but it also can be inspiring when the students recognize how the adults perceive their efforts. Part of this is working on confidence and being proud of their work.”

 

Paul continues to learn and grow in a variety of ways at Baldwin. “When working with students on their ADP projects, they often choose subjects that I know less about,” says Paul. “This is an opportunity to be a thought partner instead of being the purveyor of knowledge. We both end up learning together a lot.” A second example is the fact that Paul became a teacher as a second career. After spending roughly 25 years practicing civil engineering and computer science, he made a massive change by switching to teaching. “It has not always been an easy shift, but it has been rewarding, and I have learned a lot about myself in the process,” he shares.

 

Drexel University - PhD

Syracuse University - MS

Pennsylvania State University – BS

 

If students want to learn how to identify the vulnerabilities that put companies at risk while leveraging the same tools as the experts, take a seat in Dr. Heverin's classes. He makes a point of making every class relevant while staying current with the latest advancements to give students real-world experience. In the Upper School, Dr. Heverin teaches three courses: Cybersecurity & Ethical Hacking I and II and Artificial Intelligence & Society. He also offers cybersecurity workshops in the Middle and Lower Schools. As a cybersecurity and AI educator, he believes his impact lies in demonstrating to students how they can make a tangible difference in the world directly from the classroom. His focus is on empowering them to do just that.

 

In Cybersecurity and Ethical Hacking classes, students are introduced to the ethical hacking process, showcasing how easy it can be to penetrate universities and organizations globally. In the artificial intelligence class, students are developing a Generative Pre-Trained Transformer (GPT) designed to evaluate the ethical standards and practices of other AI tools. This GPT will be accessible to everyone through OpenAI's ChatGPT platform.

 

“I believe that teaching students ‘how’ to think involves guiding them in critically evaluating the technology and practices surrounding them,” explains Dr. Heverin. “For instance, AI tools can enhance productivity, but the companies behind these tools may not be transparent about their data collection policies, security practices or sustainability initiatives. Some may face legal threats or have been found to circumvent common data collection practices, leading to plagiarism. Additionally, certain AI tools exhibit inherent biases in their results. I encourage students to express their thoughts on these matters, emphasizing that all perspectives are valued.”

 

Dr. Heverin constantly stays up-to-date with the latest advancements to ensure his students are using the same tools as experts. He regularly introduces new tools, techniques and related issues while valuing his students' insights and contributions. “For example, in my AI class, when I asked students what they most wanted to accomplish, the overwhelming response was to build their own AI tool,” he says. “And now, that's exactly what we're doing as a team. I want my students to leave my classes feeling accomplished and empowered to make an impact.”