At the start of each school year, junior and senior Innovation Diploma students in the Upper School begin with a real design brief from a real organization. Something that they have been preparing for and building towards since their freshman year.

Design Briefs are not a simulation. Not a case study. They are real challenges, with real constraints, from organizations that are genuinely curious about what a group of high school students might create. This fall, those organizations are Verizon, Mercedes-Benz, Chick-fil-A, and Piedmont Pediatrics. But before we get into the briefs, it helps to understand where Innovation Diploma fits into the bigger picture of learning in the Upper School.

One Upper School. Three Pathways.

糖心原创’s Upper School offers three pathways designed to give students more ownership over how they learn and where they want to go: Inquiry, Innovation, and Impact.

The Inquiry Pathway gives students space to follow questions, develop areas of interest, and turn curiosity into deeper study and original work. The Impact Pathway centers on the Global Impact Diploma, connecting learning to global challenges, cross-cultural experiences, and purposeful action.

The Innovation Pathway is built around the Innovation Diploma, a four-year Upper School experience for students who want to learn by tackling complex problems, working collaboratively, and creating solutions for real people and organizations.

Innovation Diploma, or iD, has been part of 糖心原创 for more than a decade. It launched in 2014 after a design sprint brought students and innovators together around a simple question: How might we make school life more reflective of real life? The premise has remained remarkably consistent: give students meaningful problems, the tools to explore them, and the space to figure out what comes next.

A Brief is Not an Assignment

Before students sketch, prototype, or pitch, they have to figure out what problem they’re actually trying to solve. A design brief doesn’t come with a prescribed question or a single answer waiting at the end. It comes with a challenge, a context, and a set of constraints. Students have to determine what matters, who matters, and where they might be able to make an impact.

Innovation Diploma gives students the opportunity to practice what it means to think and work like a designer: understand a problem, get close to the people experiencing it, ask better questions, and build toward a solution.

鈥淚n iD, our motto is ‘age does not equal capability,’ and briefs are where we get to show people that we really practice what we preach. We have 16-18-year-old kids doing real, actual consulting work with companies. They’re not working on a typical school project with a clearly defined rubric, outcomes, and objectives; they’re using design thinking to create solutions for their clients. It’s a mutually beneficial relationship that we have with our partners.鈥� 鈥� Emily Wilcox, Innovation Pathway Lead

It’s an approach iD has been refining for years. In Mod 2, iD students shift their focus from external clients to a more focused, futures-thinking design challenge in which they reimagine the future of different industries. This culminates in an immersive experience called “Future Of.鈥� In fact, previous iD students have worked on everything from the future of retail and food to air transportation, entertainment, and cities. You can explore more Innovation Diploma stories from 糖心原创, including iD’s 10-year milestone, students exploring the Future of Entertainment, and students stepping into the role of brand strategists with Inspire Brands.

Four Industries, One Classroom

Look at the Mod 1 partner list and the range is immediately apparent: telecommunications, automotive, food service, and pediatric healthcare. The variety is intentional. Each brief asks students to step into a problem space they didn’t choose and likely haven’t encountered before. That means learning to ask different questions, listen to different people, and understand experiences that may be far from their own.

For the Piedmont Pediatrics brief, Caroline Birdsey, Class of 2027, shared where they are in the process. 鈥淩ight now, we’re working to understand Piedmont Pediatrics as a whole, especially since they recently moved into a new building and are expanding the services they offer. We’ve been researching, interviewing people, and looking at the experience from both the patient and the staff side. Eventually, we want to help make that growth easier for families to navigate and make sure they can clearly understand everything Piedmont Pediatrics has to offer.鈥�

The questions change. The users change. The context changes.
The process stays the same: start by understanding.

鈥淲e’re pretty passionate about giving our students experience with as many different industries, sectors, and businesses as possible. The reason is twofold: we’ve found that it helps students get closer to finding what they want to do in the future (or sometimes what they don’t want to do), and it also expands their worldview. When they design for different people, they develop a broader, more complete perspective. We can’t “design a better world” if we’re limiting who and what we interact with.鈥� 鈥� Emily Wilcox

Before Anything Gets Designed

In Innovation Diploma, some of the most important work happens before anything gets designed.

Students start with questions.

• Who are we designing for?
• What do we actually know?
• What are we assuming?
• What might we be missing?

They observe.
They interview.
They research.
They test assumptions.
They sit with what they don’t yet understand.

It’s not always comfortable. And that’s part of the learning.

The goal isn’t to move quickly from a brief to a solution. It’s to stay curious long enough to discover a problem worth solving.

鈥淲e鈥檙e really excited to be working with Piedmont Pediatrics as they enter a period of growth. After moving into a new building and expanding the services they offer, the practice is looking for ways to make its online presence and physical space clearer, more welcoming, and easier to navigate for patients and their families. Our team is exploring opportunities in website design, marketing, branding, and wayfinding, with the goal of helping parents feel confident and supported throughout their experience. During our internal review on September 10, we shared the discovery work we鈥檝e conducted through interviews and focus groups and received pivotal feedback that will help us refine our understanding of the problem and guide our next steps. We鈥檙e looking forward to our site visit, where we鈥檒l listen to additional stakeholders and learn more about the needs of doctors, nurses, office staff, patients, and parents so we can create solutions that make a meaningful impact.鈥� 鈥� Caroline Kincaid

When the Work Becomes Real

A real partner changes the nature of the work.
Students aren’t designing for a hypothetical customer or an imaginary organization. Someone is actually going to look at what they make. The questions become more specific. The research matters more. And when an idea doesn’t work, there’s a reason to keep going.

A Shared Way of Thinking

Innovation Diploma may begin with a different question than the Inquiry Pathway, but the two share something important: neither asks students to move quickly toward an answer.
Both give students space to follow questions, develop expertise, and make meaning from what they discover.

And while the Innovation Pathway looks different from Inquiry and Impact, all three reflect a larger belief at 糖心原创: students should have meaningful opportunities to guide their learning and connect it to the world around them. The goal isn’t simply what students produce. It’s what they become capable of doing when the answer isn’t obvious.

By the end of Mod 1, students will have designed something a real organization can respond to: a concept, a prototype, a pitch, or perhaps a solution that continues beyond the classroom.

But the most important thing they build may be less visible. They learn that they can enter an unfamiliar problem, ask better questions, listen closely, make something, learn from what doesn’t work, and figure out what comes next.

They weren’t given an answer to find.
They were trusted with a problem worth solving.

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“For us, play is learning,” says Kate Canady, Director of Preschool. “The Frontier is a living expression of developmentally appropriate practice and 糖心原创鈥檚 belief in growing the whole child. This natural playground is where research-backed learning comes to life. Where children move their bodies, take meaningful risks, solve real problems, and develop socially and emotionally. Everything about The Frontier is designed with intention: how children explore, how they collaborate, and how they begin to see themselves as capable, confident leaders of their own learning.”

Unlike traditional playgrounds, The Frontier embraces uneven terrain, natural textures, loose parts, and open-ended structures. These elements encourage what educators call 鈥渃alculated risk-taking鈥�, or opportunities for children to test limits, build resilience, and problem-solve independently. “When children climb, balance, dig, or build without step-by-step directions, they develop body awareness, confidence, and self-trust,” Canady explains. “Those same skills translate directly to the classroom.”

The design of The Frontier has always centered around student voice. A few years ago, PK5 students, now in Grade 3, helped reimagine parts of the space and presented their ideas to school leadership. 鈥淲e wanted more places to build and pretend,鈥� George H. recalls.

More recently, Grade 10 Innovation Diploma (iD) students have spent the past two years observing preschoolers at play, interviewing teachers and students, consulting experts in playground design and child development, researching the philosophy of natural playgrounds, and prototyping new concepts. Their work has directly influenced the New Frontier鈥檚 design. “Knowing that our design decisions would directly shape how younger students play, learn, and move made the work feel real in a new way,” shares iD student Sophia Molinari. “Seeing the impact we could have pushed us to work harder, think more carefully, and stretch ourselves as designers.”

After years of temporary constraints, the New Frontier represents not just a return, but a significant expansion of possibilities. At 26,236 square feet, nearly 0.6 acres, the new space will be the largest Frontier 糖心原创 has ever offered. For perspective, the original Frontier measured 21,425 square feet, and during road construction, that footprint was reduced to just 11,248 square feet. The fall 2026 expansion more than doubles the space children have had in recent years and exceeds the original design by nearly 5,000 square feet. Molly Hudson, Head of the Lower School, shared, “I am especially excited for our opportunities for our older students to have opportunities to increase our play options beyond the field, courtyard, and pocket of play.” Final design plans and installation will be led by David Barclift and Barclift Associates, bringing both design expertise and deep institutional knowledge to the project. A former Chairman of the 糖心原创 Board of Trustees, David is joined by his son Robert, an MV alumnus (Class of 2012), further grounding the New Frontier in the school鈥檚 past, present, and future.

The expanded Frontier will not only be larger than ever before, but also accessible to more children, expanding the range of learners from 18 months through Grade 5, with play experiences that grow progressively more challenging. The new Frontier has something intentionally designed for every Lower Campus student. Planned features include willow huts for imaginative play, a bamboo forest for building and exploration, water and mud kitchens, climbing and hanging structures, spinning and bouncing elements, a performance stage and reading nook, and natural materials reclaimed from the original site.

“What excites me most is how intentionally The Frontier is designed to build collaboration and communication,” says Canady. “Rather than competition, this space invites children to work together, problem-solve collectively, and develop confidence through shared experiences.”

As 糖心原创 looks ahead to Fall 2026, the New Frontier represents more than an expansion; it鈥檚 a living example of the school鈥檚 belief that joyful, purposeful learning begins with curiosity, movement, and trust in children鈥檚 capabilities. It also reinforces 糖心原创鈥檚 deep commitment to early childhood excellence, aligning with the highest standards and setting a foundation for learning that continues through Grade 12.

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The iD Leadership Team, made up of juniors and seniors who apply annually, serves as a student advisory group for the Innovation Diploma program. These students co-design aspects of the program, mentor younger learners, organize events, and provide ongoing feedback that shapes the pathway. This year鈥檚 cohort of 13 students proposed an ambitious idea: a design-thinking 鈥減ilgrimage鈥� to San Francisco, home to the and a global hub for innovation.

After refining their proposal based on prior feedback and aligning it clearly with 糖心原创鈥檚 strategic plan, The Impact Ready Project, the students earned approval just before winter break and got to work. Though the tight timeline meant formal tours were not always possible, the students pivoted, leaning into one of design thinking鈥檚 core principles: adaptability.

They created a self-led experience, assigning student 鈥渃aptains鈥� to different sites.

“When I was a junior in iD Leadership Team, the seniors were dead set on brainstorming an intentional and impactful trip to identify effective frameworks and systems used by the foremost design-thinking hubs. This year, the team decided that this trip needed to come to fruition, and a few of us spent our early-morning meetings dedicated to this initiative. When selecting a location, we landed on Northern California, specifically Palo Alto and San Francisco, as our points of interest, due to their proximity to leading technology companies and the source of iD鈥檚 design-thinking creed, the Stanford d.school. Throughout the ideation process, I helped identify and contact schools in Northern California that are pioneering the future of learning, such as Nueva School, and eventually played a role in crafting and pitching the trip. As Innovation Diploma students, we鈥檙e well-versed in presenting deliverables to a client, and bringing this idea to administrators was no different. Mrs. Bogdanchik, the Head of the Upper School, was the person we needed to get the go-ahead from, and impressing her meant getting funding for our trip. Thanks to the iD Leadership Team鈥檚 hard work at every early Wednesday-morning meeting, we secured approval from administrators and were ecstatic for the incredible opportunity,” says Haris Flynn.

Jalen Hagans led the Stanford campus visit, guiding the group through spaces of historical and philosophical significance, including the d.school. Allie Parker served as the Google captain, helping design and lead the group鈥檚 exploration of the campus and its culture of innovation.

Other students played critical roles in shaping the itinerary. McKinley Tann was a key driver in identifying must-visit experiences, including the San Francisco Museum of Modern Art and the Exploratorium.

“While planning our trip we wanted to know how we could showcase iD, its legacy and its impact on our peers and collaborators” Said Mckinley Tann 鈥渁nd where we could look to showcase our work in unique ways to others.”

At each stop, students carried notebooks as they observed how physical spaces tell stories. At the d.School, they were struck by how the environment itself communicates values, with student work on display, artifacts preserved, and creativity visible everywhere. That insight became a recurring theme throughout the trip.

“Everywhere we went, students were asking, 鈥楬ow does this space tell a story?鈥欌�� said Emily Wilcox, Innovation Pathway Lead. 鈥淎nd then immediately, they began asking what that could look like back at 糖心原创.”

The experience sparked deep conversations about preserving student work, using space intentionally, and making learning visible, not just within Innovation Diploma, but across the entire school. Students began imagining how hallways, floors, and common areas could reflect inquiry, impact, and innovation in tangible ways.

Importantly, this was never intended to be a trip just for Innovation Diploma alone. From the start, students committed to bringing something back to the broader 糖心原创 community. In the coming weeks, the leadership team will synthesize their observations and present recommendations focused on storytelling, space, and culture, ideas rooted in real-world observation and aligned with 糖心原创鈥檚 mission.

For a program now in its 12th year, the trip reinforced a core belief: being established does not mean being static.

“Design thinking is about prototyping, feedback, and rebuilding,鈥� Wilcox said. 鈥淭his trip is one example of how we continue to evolve, and how powerful it is when students are the ones driving that evolution.”

The journey to San Francisco may be over, but the impact is just beginning.

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Since its launch, the 鈥淔uture of 鈥︹�� unit has become a hallmark of iD, a space where design thinking, creativity, and interdisciplinary learning come together to imagine what lies ahead. Previous years have taken students on journeys through the Future of Retail in 2021, the , the Future of Air Transportation in 2023, and the Future of Entertainment in 2024. In each case, students worked in teams to research, prototype, and present innovative future-focused solutions, often transforming parts of campus into immersive and interactive experiences.

Cities sit at the intersection of some of today鈥檚 biggest challenges: population growth, mobility, housing, sustainability, equity, technology, and community. The 2025 unit offers students a vast canvas to explore urban design, smart infrastructure, ecological resilience, community spaces, and social equity.

鈥淧art of the power of the 鈥楩uture of 鈥︹�� project is how it accelerates student growth,鈥� said Krista Fancher, Pathway Lead for iD Culture and Partnerships. 鈥淯nder tight constraints and high expectations, students build confidence in creative problem-solving and collaboration. iD is about ownership, support, and aligning group energy toward making something new 鈥� and that鈥檚 exactly what we want them to do with cities.鈥�

Emily Wilcox, Pathway Lead for iD Learning and Innovation, added, 鈥淭he compressed timeline emulates real-world design constraints. Students learn to work quickly, think boldly, and iterate constantly 鈥� skills that will serve them well far beyond the classroom.鈥�

As in past years, students are partnering with Maker to design and construct the structures and displays that bring their city visions to life. Using multiple materials, including wood, PVC, and others, students are building interactive and functional prototypes to populate their immersive environments.

Like past iterations, the 2025 鈥淔uture of Cities鈥� unit includes team-based design challenges, physical and virtual prototypes, and immersive experiences, culminating in a public showcase for the community. Students are exploring themes such as urban mobility, green energy, sustainability, housing equity, communal spaces, and new ways of living, working, and learning in densely populated environments.

鈥淲e are mapping out what we want each room to look like and what is going to actually be usable and interactive in each building. It will be cohesive throughout this space and demonstrate how we鈥檙e addressing future problems. Currently, we鈥檙e working on the apartment building.鈥� 鈥� Hannah Douglas, Class of 2027

鈥淔or the Night Club, we鈥檝e been looking at life safety and features that could scan your drink to make sure no substances were added to it. Safety is a big focus, and we鈥檙e trying to imagine what would make people feel secure while still having fun.鈥� 鈥� Caroline Birdsey, Class of 2027

The Future of鈥� is an exercise in 21st-century skills: critical thinking, collaboration, empathy, and project management. By engaging with open-ended challenges without a predetermined answer, students learn to embrace uncertainty and see possibility.

With just a week left, students are working diligently to transform the third floor of the Upper School into a fully immersive experience that addresses both the challenges and opportunities the future will hold. By the time the Christmas Arts Showcase opens, families, peers, and the community will be able to explore and interact with a bold vision of the cities of tomorrow, all imagined and constructed by 糖心原创 iD students.

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Head of School Kristy Lundstr枚m opened the ceremony by acknowledging the School鈥檚 global audience:

鈥淎 special welcome to our Dewey School families in Vietnam鈥攚e are so grateful for your partnership and presence today. We are proud to celebrate four Vietnamese students graduating in person, here with us this morning鈥攚hat a remarkable expression of our global community in action.鈥�

She also recognized families of students tuning in across time zones, reflecting on the expanded reach and promise of the School鈥檚 personalized learning programs:

鈥淵our commitment to learning, innovation, and purpose is an important part of our story, and we celebrate you today as well.鈥�

From Atlanta to Hanoi, whether attending in-person or watching on demand, the 2025 Commencement Ceremony reflected 糖心原创鈥檚 vision of an interconnected, purpose-driven community鈥攁nd marked a joyful celebration of learning, leadership, and legacy.

Student Voices Take Center Stage

The ceremony featured reflections from student leaders whose words underscored the power of growth, community, and authenticity. Delivering the Salutatory Address, Ryley Fuller offered heartfelt gratitude and a bit of humor, setting the tone with:

鈥淚 know that personally, without the support from God, my family, my friends, my teachers, and of course Grammarly, I would not be here speaking today.鈥�

He went on to highlight the wide-ranging accomplishments of the Class of 2025鈥攆rom 鈥渕ultivariable calculus box optimization鈥� and Latin sports broadcasts, to championship-level athletics, impactful clubs, and student-led innovation, even joking about 鈥淧hotoshop abominations鈥� in Innovation Diploma. With wit and warmth, he reminded his classmates that their time at 糖心原创 has been marked by 鈥渆nthusiasm, support, and amazing accomplishments鈥濃�攁nd concluded with a powerful affirmation:

鈥淩egardless of where you go or what you do, you will always have a place in the Class of 2025.鈥�

Valedictorian and Head Prefect Herris Fentress delivered a stirring and deeply personal address about legacy, gratitude, and the unseen support behind every success. Reflecting on his 13-year journey at 糖心原创, Herris humbly shared:

鈥淓very time people congratulate me on being the Valedictorian, I think of this thing Isaac Newton once said鈥攐r at least according to the internet鈥攈e said: 鈥業 stand on the shoulders of giants.鈥欌��

He acknowledged the 鈥減roverbial giants鈥� of the MV community鈥攖eachers, coaches, administrators, friends, and family鈥攚ho helped shape him into the person he is today. From shouting out academic mentors such as Dr. Schewe and Ms. Lederer, to thanking his esports coaches for teaching him resilience, Herris painted a vivid picture of a community that empowers through care, encouragement, and opportunity.

Looking ahead, he challenged his classmates to think beyond accolades and toward impact:

鈥淵our greatest opportunity to make a difference isn鈥檛 only in the achievements or success you have now, it鈥檚 also in the way you impact the people around you, and how that impact shapes the future.鈥�

He concluded with a message that resonated across the gym: 鈥淕o out there and be giants. Thank you all.鈥�

Beau Reinking, Sustainability Prefect, offered the final Benediction, quoting Bren茅 Brown:
鈥淟et go of who you think you’re supposed to be; embrace who you are.鈥�

His words captured the collective courage of this class to lead from a place of authenticity and compassion.

Leadership and Legacy

Following the student speeches, Kristy Lundstr枚m delivered a heartfelt and personal message to the Class of 2025鈥攊ndicating that 2025 Commencement was her favorite day of the year:

鈥淵ou and I started this Upper School journey together,鈥� she said, speaking directly to the seniors. 鈥淔rom the beginning, you鈥檝e shown us who you are: deeply curious, kind, original, bold.”

She celebrated their range of accomplishments鈥攂oth academic and personal:

• Winning State Championships and performing Shakespeare
• Designing apps and haunted houses
• Logging over 3,200 service hours
• Launching 糖心原创鈥檚 Global Campus and personalized pathways
• Mentoring younger students and leading with authenticity

鈥淵ou鈥檝e led not by having all the answers,鈥� she said, 鈥渂ut by asking better questions and being brave enough to try again.鈥�

鈥淐lass of 2025: Your fingerprints are all over this place鈥攏ot just in the design labs and hallway art鈥攂ut in the relationships you鈥檝e built and the legacy you鈥檝e left.鈥�

During her inspirational close, Lundstr枚m offered a final charge to the graduates:

鈥淪ay yes. Don鈥檛 ask why鈥攁sk why not? Say yes to the tough conversations, to going first, to being bold. Use your knowledge, use your skills, lean into your attributes鈥攂ecause you know how to design a better world. So go do it.鈥�

鈥淏e bold. Bear fruit. Be giants.鈥�

Honoring Character

A 糖心原创 tradition, the David Barclift Leadership Award was presented by Kristy Lundstr枚m to Reese Hickey, recognizing a senior whose character, vision, and servant leadership have left a lasting impact on the community.

A Celebration in Music and Joy

Introduced by Academic Prefect Charlotte Nagel, the traditional senior musical performance brought down the house with a mashup of Green Day鈥檚 鈥淕ood Riddance (Time of Your Life)鈥� and Lynyrd Skynyrd鈥檚 鈥淔ree Bird.鈥� A group of talented graduates鈥擜nthony Beccaria, Dareen Cheong, Amelia Katz, Lawson Neff, Jake Pierce, Beau Reinking, and Sydney Smith鈥攖ook the stage, transforming a meaningful 糖心原创 tradition into an unforgettable highlight of the morning.

For Anthony Beccaria, who joined 糖心原创 as a freshman, the performance was more than a farewell鈥攊t was a full-circle moment. He began playing guitar with Upper School Music Instructor Mr. G in Grade 9 (having never played before). What started as casual practice soon evolved into a passionate pursuit of musical excellence, with Anthony embracing every opportunity to refine his craft.

By the time he stepped onstage at graduation, Anthony had become known for his talent and humility鈥攂ut nothing prepared the audience for what came next. His 鈥淔ree Bird鈥� solo was nothing short of electric. As he leaned into the final guitar riff, fingers flying across the fretboard, the audience erupted in cheers and celebration.

What began as a simple senior tradition became a moment of transcendence鈥攁 powerful sendoff that showcased not only musical skill but also the spirit of this remarkable class. The performance was joyful, raw, and full of heart. A perfect exclamation point on a morning filled with love, reflection, and limitless possibility.

A Global Class, A Shared Purpose

With 70% of the class heading to colleges out of state, 11 students committed to play collegiate sports, and more than $7 million earned in scholarships (excluding HOPE), the Class of 2025 is ready to lead on a global stage.

From local neighborhoods to international communities, and from screen to stage, these graduates leave not only with diplomas but with purpose鈥攁nd a charge to lead boldly, wherever their journeys take them.

Once a Mustang, Always a Mustang.

? Watch the full Commencement Ceremony on the .

.

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The Hill Institute, long recognized for its nationally award-winning programs in entrepreneurship and innovation at the college level, recently set out to expand its reach to high school students for the first time. But rather than starting with a rigid program outline, the team followed a design thinking approach, beginning by listening to prospective users. That journey led Executive Director Bryan Davis, Senior Director Eric Cooperman and The Hill Institute team to 糖心原创, where they hoped to better understand what high school students might need and want from such an experience.

When Eric reached out, Krista Fancher, Director of Innovation Diploma, seized the opportunity鈥攏ot just to connect, but to co-create. She invited Eric to meet with students, not for a one-off feedback session, but to engage in a full design brief experience. Under her leadership, 糖心原创 students were handed a real-world design brief: to imagine and architect Furman鈥檚 first-ever summer entrepreneurship experience for high schoolers. The result has been a dynamic collaboration where students became trusted partners, not just participants.

鈥淪o when we went to 糖心原创, this situation was presented to us. You never know what’s going to happen when you go through the design process,鈥� Davis said. 鈥淎nd this is one of those pivots鈥攎ore than that, an opportunity鈥攚here we see the potential for a much bigger and longer relationship.鈥�

After visiting several schools, The Hill Institute team quickly realized 糖心原创 offered something unique: students who could communicate like entrepreneurs, think like designers, and act with purpose.

鈥淚’ll tell you鈥攚e interact with freshmen all the time,鈥� said Cooperman. 鈥淲e try to recruit freshmen into innovation and entrepreneurship the second they walk on campus. And I can tell you that these 10th graders are the best we鈥檝e ever seen across any high school.鈥�

Expanding Access: A First for Grade 10 in iD

This partnership also marks a significant first for 糖心原创. It鈥檚 the first time that iD has assigned an external design brief to Grade 10 students, a level typically reserved for juniors and seniors. This bold move reflects the trust and confidence 糖心原创 has in its learners and the unique opportunity this design challenge presented.

Over the course of nine weeks, six student teams of sophomores are working collaboratively with The Hill Institute to design Furman鈥檚 first-ever summer entrepreneurship experience for high schoolers. From developing the camp structure and crafting learning journeys to designing logos, planning marketing strategies, and envisioning physical swag kits, students are touching every component of the future experience.

鈥淚t鈥檚 almost too perfect,鈥� said Cooperman. 鈥淚t seems like all of these things serendipitously came together. But it just feels like the perfect design.鈥�

Building a Flywheel of Innovation

The partnership between 糖心原创 and Furman goes beyond a single semester鈥攊t鈥檚 designed to become a living, breathing innovation cycle.

鈥淲e see a much bigger and longer relationship through almost setting up a flywheel effect,鈥� Cooperman explained. 鈥淪tudents create a program for themselves, live that program, and then the following year they can return to reflect and refine it. What worked? What didn鈥檛? All of a sudden, they鈥檙e not just designing鈥攖hey鈥檙e managing something that feels like their own.鈥�

This living feedback loop鈥攚here students experience, analyze, and improve their own work鈥攊s design thinking at its most powerful. According to iD Director Krista Fancher, 鈥淭his project hits every aspect of a true design brief: stakeholder collaboration, research, storytelling, brand strategy, logistics, and systems thinking. It鈥檚 the perfect storm of purpose and possibility.鈥�

The Real Impact: Student Agency and Authentic Growth

Beyond the deliverables and stakeholder meetings, the greatest growth is happening in the quiet moments. During one team鈥檚 daily stand-up, student Oliver Membrillo asked, 鈥淒o we want to make a phone stack?鈥濃�攁 subtle prompt for focused, distraction-free collaboration. Without hesitation, every student placed their phone in the middle of the table.

鈥淭hat鈥檚 the kind of moment you can鈥檛 script,鈥� Fancher said. 鈥淭hey鈥檙e learning to take ownership, not because we told them to, but because they want to do this well.鈥�

Even on their iLearning Day, when school was out of session, students chose to meet virtually with Eric Cooperman to continue the work. 鈥淭hey鈥檙e learning to be brave,鈥� Fancher shared. 鈥淭hey make the call, lead the meeting, present their ideas鈥攅ven when it鈥檚 hard. And they鈥檙e doing it together.鈥�

A Long-Term Vision

As the pilot unfolds, the momentum is clear: 糖心原创 and The Hill Institute are laying the groundwork for a long-term, student-centered innovation model. One where young people don鈥檛 just participate in programs鈥攖hey design them, live them, and reimagine them year after year.

鈥淪tudents get instant feedback from themselves鈥攂ecause they鈥檙e living the project they built,鈥� said Cooperman. 鈥淭hat鈥檚 where transformation happens.鈥�

Both institutions are committed to empowering students to be designers of their own futures. And with this partnership, they鈥檙e creating a blueprint for what real-world, purpose-driven education can look like.

鈥淭he sky鈥檚 the limit,鈥� Davis added. 鈥淭his is just the beginning.鈥�

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Upper School Pathways build on 糖心原创鈥檚 approach of empowering students through inquiry-based learning and real-world problem-solving. Starting in Grade 9, students can choose from three distinct pathways that align with their interests, strengths, and aspirations, all while being supported by dedicated advisors and the entire Upper School community.

Three Distinct Pathways

Trish Bogdanchik, Head of Upper School, emphasizes the range of possibilities: 鈥淲hether a student is passionate about STEM, the arts, global citizenship, or entrepreneurship, our pathways allow them to dive deeply into their interests while gaining the skills and experiences needed for success beyond 糖心原创.鈥�

The three Upper School Pathways鈥� Inquiry, Innovation, and Impact鈥攁re designed to engage students through purpose-driven projects, teamwork, and hands-on learning. While each pathway offers an opportunity to have a deep concentration in certain areas, all pathways provide core foundational literacies and meaningful project-based learning experiences through a competency-based approach:

Inquiry Pathway: The Upper School鈥檚 flagship program allows students to dive deeper into topics in Humanities, Numeracy, Scientific Inquiry, and Maker, Arts, and Design. It also features iProject coursework, which empowers students to explore, design, and deliver impactful solutions to real-world problems. No additional fee is required for this pathway.

Innovation Pathway: Students on the Innovation Path follow the Innovation Diploma coursework and solve authentic problems for clients across diverse sectors by applying human-centered design. The program is ideal for students who thrive in collaborative, group-based environments. An additional fee is required for this pathway, reflecting its specialized offerings and unique opportunities.

Impact Pathway: Upper School students on the Impact Path participate in the Global Impact Diploma coursework, designed for students eager to analyze the geopolitical landscape, global economy, and cultural dynamics of the world they鈥檒l graduate into. This pathway includes international travel and emphasizes firsthand global experiences. An additional application and fee are required, covering the program鈥檚 extensive opportunities and travel expenses.

The Future of Learning
The Upper School Pathways are a testament to 糖心原创鈥檚 bold ambition and purposeful leadership in shaping the future of education. By fostering a culture of inquiry, innovation, and impact, these pathways ensure that every student is equipped to navigate the complexities of a rapidly changing world.

鈥淭his initiative is a promise,鈥� Bogdanchik reflects. 鈥淎 promise to walk alongside each student and their family as they explore, design, and deliver on their unique journey of purpose. Together, we are preparing them not just for the next step but for a lifetime of meaningful contributions.鈥�

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Consistent with the approach to learning at 糖心原创, The Future of offers the most sophisticated example of how design thinking principles and transdisciplinary learning intersect, where students work collaboratively on projects that blend research, prototyping, and real-world application. These experiences prepare students to tackle complex challenges while fostering creativity, critical thinking, and collaboration.

Transforming Ideas into Immersive Experiences

Each year, iD students work in teams to develop four unique immersive experiences that envision the future of an industry. This year, teams were tasked with transforming spaces within the Upper School 3 North wing into interactive entertainment environments. Armed with a $500 budget, each team was responsible for designing and building their concept, pushing the boundaries of technology, storytelling, and wellness.

Room 1: Third Spaces 鈥� VAZIO

The VAZIO team explored how the future of public 鈥渢hird spaces鈥� like coffee shops, parks, and other communal areas might look 20 years from now. Their project reimagined a dynamic, adaptable hub that evolves throughout the day. From a workspace in the morning to a social hangout by evening, a membership to VAZIO offered visitors virtual golf, game rooms, and collaborative zones to encourage connection and inclusivity across all age groups.

Room 2: The Ray Bradbury Library 鈥� VELDTORIUM

Inspired by Ray Bradbury鈥檚 dystopian story The Veldt, the VELDTORIUM team reimagined libraries as immersive educational spaces. Their project featured AI and VR technology that allowed users to explore the worlds of classic literature. By creating a fully immersive experience, visitors could step inside literary environments inspired by the content of the book they chose, such as exploring the desert while reading Dune, being surrounded in vastness of space, or the depths of an ocean; the experiences bridged the gap between technology and storytelling.

Room 3: Virtual Reality Living Room 鈥� FUTURE OF VR

The FUTURE OF VR team tackled the challenge of making immersive virtual reality experiences more accessible for in-home entertainment. Their design envisioned a living room equipped with cost-effective mixed reality technology, providing users with affordable and seamless integration of VR for gaming, exploration, and education.

Room 4: Social Media & Mental Health 鈥� VIBE ALIGN

Focusing on the intersection of social media, entertainment, and wellness, the VIBE ALIGN team designed a mental health-centered app and experience. The app uses biometric data to create personalized virtual environments that adjust to the user鈥檚 mood. Whether calming anxiety or boosting energy, VIBE ALIGN offered a glimpse into how entertainment can support emotional well-being.

The Process: From Research to Reality

The 鈥淔uture of鈥� Design Series immerses students in a professional-grade innovation process. Each team began by conducting research, interviewing experts in technology, design, and entertainment, and gathering feedback from community members. From there, they moved into brainstorming and prototyping, utilizing tools in the school鈥檚 Maker spaces to fabricate their designs.

Collaboration was key as students navigated challenges, refined their ideas, and worked within budget constraints to bring their visions to life. The iterative process emphasized resilience, adaptability, and problem-solving鈥攕kills essential for success in any industry.

Showcasing the Future

The project culminated in a public showcase, where 糖心原创 students, families, local corporate executives, and even the press toured the immersive rooms. Guests experienced firsthand the innovative concepts and professional-level execution that define the iD program.

Preparing for Tomorrow

By combining 糖心原创鈥檚 design thinking principles with transdisciplinary work, iD鈥檚 Future Of design work equips students to tackle the challenges of the future proactively. This year鈥檚 exploration into entertainment highlighted the power of imagination and technology to create meaningful, human-centered experiences. Whether reinventing community spaces, libraries, or wellness apps, these students are not only designing the future鈥攖hey are leading it.

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Director of Innovation Diploma, Krista Fancher explained the learning progression. 鈥淐oming off of two design briefs in Mod 1, the Delta sustainability brief, and the Immersive Global Solutions brief, many iD students had the chance to visit Hartsfield Jackson Airport. Standing on the tarmac and interviewing several employees they gained valuable access and insight into the air transportation industry. The Delta team developed and presented an filled with ways to support Delta in reaching their sustainability goals. The Future of Air Transportation is a nice progression. The students who participated in the related brief can dive deeper and those who did not will have a chance to learn from their peers.鈥�

Design Scope, Tools, and Constraints

Under the theme “The Future of Air Transportation,” students are tasked with designing an immersive user experience for a showcase event on the evening of December 18. The next morning, students will host industry professionals who will give feedback on their ideas. This endeavor encourages learners to think beyond what is presently possible, urging them to predict and shape the industry’s trajectory over the next ten years. Unlike typical external design briefs, this project is an internal challenge that relies on external experts instead of typical design brief clients.

Each of the four classes will craft its vision of air travel in the near future, up to the year 2033. Armed with the Design Scope, Design Brief Framework, and the new Project Management Interactive prototype, students will navigate the Discover, Define, Design, and Deploy stages in a compressed time frame of 36 class days.

The overarching goals for the students are clear: inspire attendees with creative air travel innovations, develop a functional prototype or experience, showcase design thinking skills, work collaboratively, and, most importantly, have fun ideating amidst uncertainty and limitless possibilities.

The Visitors鈥� Experience

Success hinges on project management, teamwork, and a shared commitment to the project’s goals. The metaphor of rowing a canoe underscores the importance of everyone moving in the same direction. Unity, dedication, and collaboration will propel the students toward a successful showcase. Visitors during the Home of the Holidays Showcase on December 18 at 6:00 pm can expect to experience the following:

Physical Prototypes

• Four designed and fabricated physical representations of the envisioned future of air travel will be on display in the 3 North Community Space.
• Student鈥檚 prototypes will be built with considerations given to safety, durability, and functionality.
• The students have worked within constraints including time, budget, and space limitations.

Presentation & Explanations

• Each futuristic vision of air travel will be articulated and presented to the showcase attendees.
• Presentations will aim to engage the audience with the innovative aspects of the design, providing context and purpose.

Additionally, students must ensure their prototypes are built with great care for the Upper School spaces. Students have worked closely with Maker teacher Jim Tiffin, whose dedication and support of student-led projects has come to a crescendo this time of year. 鈥淲e could not do the 鈥楩uture of鈥︹�� projects without Mr. Tiffin. He works tirelessly to support our students before, during, and after school.鈥� – Emily Wilcox, Associate Director of Innovation Diploma

Reflection & Documentation

Students will document the entire process in a comprehensive case study, highlighting challenges, solutions, and the evolution of the project.

糖心原创’s Innovation Diploma (iD) program continues to set the standard for forward-thinking education. By empowering students to envision the future of air travel, the program cultivates creativity, project management, and problem-solving skills and fosters a collaborative spirit essential for success in any industry. The upcoming showcase promises to wow attendees and transport them into the inventive visions of these young minds, showcasing the power of student agency to shape a brighter future.

YOU ARE INVITED! Come out and experience it, Monday, December 18 from 6:00 pm to 8:30 pm during the Home of the Holidays Showcase on the Upper Campus.

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The Genesis of the COI

, the School鈥檚 transformational R&D unit, developed the concept of the event several years ago. Now in its seventh year, the event consistently welcomes between 20-25 top external executives, inviting them to collaborate with 糖心原创 faculty, staff, and students. These industry experts bring a wealth of experience and knowledge, aligning the COI event with the school’s strategic plan. The aim is to nurture growth and scale our educational endeavors as a school of inquiry, innovation, and impact.

At 糖心原创, diversity of thought and outside perspectives is an essential component of the way we learn and evolve as an organization. By connecting our students with esteemed professionals, we create valuable pathways for real world insight and opportunities for collaboration, while giving students a voice in shaping our strategic path forward. One notable example from a past COI event involved a UPS executive discussing the concept of “reverse mentoring,” which evolved into our students’ use of design briefs which has become an integral part of our Innovation Diploma (ID) program.

2023 Agenda

Dr. Brett Jacobsen, CEO of The 糖心原创 Organization, kicked off the day by providing insight into 糖心原创’s growth strategy over the past decade. Using McKinsey鈥檚 article as a foundation, Andy Walker, Managing Director and Head of Talent at , a parent and board member, facilitated an interactive discussion among the panelists. As part of the introduction, Andy shared a relevant statistic – out of the 7.8 billion people on the planet, 3.3 billion work in an organization.

Various themes emerged around the importance of organizations to effectively manage human capital and the challenges in doing so, among them:

• The impacts of hybrid work on an organization
• Managing a multi-generational workforce (Boomers, GenX, Millennials, and Gen Z)
• Employee emotional health and well-being.

鈥淢ore than once, one of the executives turned to our Innovation Diploma students mid-conversation to ask their perspective – that blew my mind. With all of their collective experience and pedigree, these well-respected leaders needed and wanted the perspective of our students, the last of Gen Z.鈥� Matthew Neylon, The 糖心原创 Chief of Talent and Experience

Students felt like valued participants and echoed the sentiment Mr. Neylon shared.

鈥淚t felt, not only like we were part of the Council on Innovation but like we saw eye-to-eye with all of these executives and they were interested in OUR ideas.鈥� Locke Dimmock, iD Grade 12

One of the most exciting aspects of the event was the collaboration between the Council members and our Upper School students. Together, they worked on a Design Thinking Flashlab, aiming to design the future of leadership. Brad Droke, Upper School Dean of Students and former Director of Innovation Diploma explained how students develop intergenerational social capital and problem-solving skills while executing design briefs for companies and organizations. This was followed by students brainstorming potential futures and crafting narratives for what future leadership might look like.

The idea of Social Capital is central to Target 2: Relationships and Networks, in the School鈥檚 new strategic plan, . In small groups, both students and executives brainstormed and prototyped their ideas. Both the process and the outcome delivered a significant impact on the students and the executives.

鈥淢ost of the time I鈥檝e been to the C-suites it has been to present, but it was fun to get to hear these leaders and executives speak and share ideas with us as equals.鈥� Stephan Yazvinski, iD Grade 12

鈥淚 learned that executives at the top are not as intimidating as I thought.鈥� Herris Fentress, iD Grade 11

Towards the end of the event, participants began sketching and defining our current leadership paradigm, envisioning what it could become in the future. The group shared insights and captured trends using an empathy map from the Compass Design Thinking Field Guide. Industry executives were truly inspired by our students’ ability to present with clarity and solve problems collaboratively.

Head of School, Kristy Lundstrom, closed the event by emphasizing the significance of investing in our students and schools. She encouraged the participants to integrate the ideas and prototypes generated during the event into their work environments.

With the exchange of ideas, the synergy of thought, and the commitment to innovation, the Council on Innovation event has proven its significance as a driving force in the ongoing dialogue about the evolving landscape of leadership. The future is in the hands of those who dare to envision it, and COI 2023 has set the stage for a brighter, more innovative, and inclusive future of leadership.

For more in-depth insights on the Future of Leadership, be on the lookout for 糖心原创 Ventures’ next , coming out January 2024.

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