Campus Life
The Vision Brought to Life S
ince the launch of the Leading the Way campaign in 2014, STEAM (Science, Technology, Engineering, Arts and Maths) education has become synonymous with the project, from the design of the facilities to the pedagogy at the School. Below, Torchbearer takes a closer look at how the new Innovation Centre and Arts Wing are the manifestation of a vision for the future of the School and, more importantly, its students.
STEAM and Girls
STEAM is at the cutting edge of education. We live in a technological world that is advancing at an incredible pace, and educators today are preparing students for careers that, in many cases, do not exist yet. Research shows that STEAM related jobs in the United States have grown at three times the pace of non-STEAM related jobs in the past ten years, and they are projected to continue growing at this pace over the next decade. Research also shows, however, that while women account for nearly half of today’s workforce, only about 25% of the positions in STEAM fields are held by women. In launching the Leading the Way Campaign for Innovation, BHS made the commitment to best prepare its students for success with changes to its curriculum, extracurricular offerings and facilities. Around the world, girls who obtain a STEAM education not only prosper more than those who have never learned about STEAM topics, but they also improve their communities by providing new technology and economic and
12 Torchbearer Spring 2021
Girl Empower: A STEAM-based curriculum is critical to the BHS vision of Empowering Girls by building curiosity, confidence and ability in areas previously dominated by males.
educational opportunities. As an all girls school (up to the IB years) BHS has a particular opportunity to encourage young girls to take their rightful place in the STEAM industries and to play major roles in shaping those fields, and therefore their communities, in the future. Research shows that girls’ school graduates are six times more likely to consider majoring in Maths, Science, and Technology and three times more likely to consider engineering careers compared to girls who attend co-ed schools. Girls, in particular, need to be able to envision themselves in a role before they can fully consider it as a career choice, and so the earlier that their sense of exploration and curiosity is stoked, the better – BHS wants all of its students to be completely at home in a lab, around robotics and with coding.
Once thought to be “boy subjects”, it is now common knowledge that girls excel in Science and Maths; they like to figure out how things work, solve problems, do hands-on activities and
ask questions. The creative and problem solving aspects of STEAM especially appeal to girls, and the key is keeping them interested beyond Middle School when, typically, girls start losing interest in these subjects. It is vital to introduce girls to STEAM when they are very young, to spark and nurture their interest and to support them throughout their education. Girls want to help people and change the world. By showing them role models in STEAM jobs and by making them aware of all the possible careers that a STEAM education can provide, more girls will choose these career paths. Research has shown that believing in the potential for intellectual growth, having confidence in one’s abilities and believing that hard work and effort can increase intelligence, are associated with higher achievement in Maths and Science among girls. This is why it is so important to nurture a “growth-mindset” approach to learning in an environment that is specifically catered towards girls. BHS is designing a STEAM vision
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