For students in Tyler Dale鈥檚 Introduction to Science Fiction course, it becomes the starting point for a challenge that has no perfect solution.

After reading , students in Grades 11 and 12 work in groups of four to develop a fourth law of robotics that addresses the limitations of Asimov鈥檚 original three. Their new law must be precise, concise, and defensible, with a limit of approximately 42 words. But writing the law is only the beginning. Students research the ethical questions surrounding artificial intelligence, anticipate potential loopholes and unintended consequences, and present their reasoning to classmates for open debate.

Then they revise.

鈥淚t is a deliberately difficult assignment, and that is precisely the point. I call it the class of the impossible task,鈥� Dale explains. 鈥淭hey do three different summative projects, and each one, I tell them, it is impossible for you to have a perfect answer.鈥�

Rather than searching for a single correct response, students learn to navigate complexity, recognize competing perspectives, and make thoughtful decisions even when certainty is out of reach.

Learning to think like a lawyer

Dale designed the fourth-law project during his first year at 糖心原创 and has continued refining it over the past five years. At its core is a deceptively simple expectation: students must understand not only what they are saying, but why they are saying it and whether their words accomplish what they intend.

鈥淚 always tell them, I say, what would I want you to do in this class? To think like a lawyer,鈥� Dale says. 鈥淭o be as precise in your wording as you can.鈥�

Students must defend both the letter of their law, or its exact wording, and the spirit of the law, or the intention behind it. During the question-and-answer portion of each presentation, Dale challenges students to examine individual word choices, identify contradictions, and consider whether their solutions introduce new problems.

Does the law accomplish what the group intended? Could a robot interpret it differently? Does it conflict with one of Asimov鈥檚 original laws? What happens when two ethical priorities collide?

The questions require students to move beyond an initial idea and examine its implications. They must listen carefully, respond with evidence, and be willing to reconsider their thinking.

Senior Cameron Flotta shared, 鈥淭o start the project, our group brainstormed as many flaws as we could think of with the original three laws. Our goal was to fix as many of those as possible through a law solving harm. However, Mr. Dale quickly penetrated our law through his questioning and our wording. We pivoted to the idea of finding the best possible action by weighing different options that the robot has in significant situations in a formula. We then built upon a framework from the book, What We Owe The Future by William MacAskill, and gave the formula to the robot so it could calculate with numbers and weigh the consequences of different decisions.鈥�

Cameron went on to share a specific experience, 鈥淚 remember using expos and the table to solve the equation with different inputs, and ended up diving deep into the math. I showed my thinking visually to help the rest of my group understand, and ended up showing a photo to the class to help convey the point.鈥�

Different ideas. Different paths to a solution.

The assignment also creates space for students to approach the same challenge in distinctly different ways.

One group, whose work has become a benchmark for subsequent classes, developed a fourth law based on utilitarian ethics, a framework for evaluating actions according to their consequences. With help from research and mathematical modeling, the students created a formula that accounted for factors such as the certainty, extent, intensity, and duration of potential harm.

They then tested their framework against hypothetical scenarios, including whether a robot should amputate a person鈥檚 trapped limb to save their life. The group used its formula to explain why causing harm in that situation could prevent a greater harm.

Another group approached the challenge differently, proposing an international governing body to guide decisions about robotics and ethical dilemmas. Other students developed simpler laws, such as prohibiting robots from deceiving humans, and made their cases by explaining how their solutions aligned with their values.

The variety is part of what makes the experience meaningful. Students are not rewarded simply for producing the most elaborate answer. They must demonstrate that their reasoning holds up under scrutiny.
Sometimes that means building a complex mathematical model. Sometimes it means identifying one important problem and making a compelling case for why it matters.

For Dale, the goal is not to teach students which ethical position to adopt. It is to help them understand the implications of their choices and develop the confidence to defend those choices with logic, evidence, and clear communication.

Using AI to challenge thinking, not replace it

As artificial intelligence has advanced, the assignment has evolved alongside it. Dale says AI has made the problem feel more immediate to students, particularly as they consider the implications of AI systems moving beyond software and into physical environments.

It has also changed how students prepare for their presentations.

Before facing Dale鈥檚 questions, students are encouraged to give an AI tool their proposed law and supporting arguments, then instruct it to act as an adversary. The AI challenges their reasoning and looks for weaknesses in their arguments, allowing students to rehearse their responses before presenting to the class.

Dale describes the technology鈥檚 role in the process as intentional: 鈥淚t鈥檚 not their collaborator, it鈥檚 their enemy. And I tell them, like, use it that way.鈥�

The approach gives students a practical way to engage with AI while remaining responsible for the quality of their own thinking. They must evaluate the challenges the tool raises, determine whether its objections are valid, and strengthen their work accordingly.

The experience also helps reduce the anxiety that can come with defending an idea publicly. Students enter the discussion having already practiced responding to difficult questions, but they still have to think on their feet when their classmates and teacher push their reasoning in unexpected directions.

Preparing students for questions that matter

Although the course centers on literature, its learning extends well beyond the study of science fiction. Dale applies similar strategies in AP Language, where students examine rhetoric, evaluate arguments, and consider how precise language influences meaning.

The fourth-law project brings those skills together with research, ethical reasoning, collaboration, and creative problem-solving. Students practice working through ambiguity, making decisions with incomplete information, and adapting when their initial ideas do not hold up.
Those skills matter in a world where technology continues to raise new questions about responsibility, autonomy, and what it means to be human.

They also connect directly to 糖心原创鈥檚 2026鈥�27 theme, Creativity Is a Choice. Creativity here is not simply the act of generating an original idea. It is the willingness to explore possibilities, test assumptions, engage with opposing perspectives, and keep working when the answer is not obvious.

For Dale鈥檚 students, the fourth law of robotics is ultimately about more than imagining the future of artificial intelligence. It is an opportunity to practice the kind of thinking that the future will demand.

There is no perfect fourth law, and that is the lesson. Students leave the experience with something more valuable than a definitive answer: the ability to ask better questions, articulate their reasoning, recognize the limits of their own ideas, and revise their thinking when presented with new evidence.
That is learning designed for a world that will not stand still, and an example of how 糖心原创 prepares students to think critically, act with intention, and turn their ideas into meaningful possibilities.

The post The Impossible Task: Teaching Students to Think Critically in an AI World appeared first on 糖心原创.

At 糖心原创, entrepreneurship starts early. Not necessarily with a business plan or a pitch competition, but with a belief that students can identify an opportunity, ask questions, and do something about it.

That mindset grows throughout the 糖心原创 experience. Students learn to recognize possibilities, understand the people and communities around them, develop ideas, test and refine their thinking, and ultimately create something of value for others.

From curiosity to action

That journey begins as early as Grade 5 through the Impact Summit.

Throughout the year, students identify a passion or area of curiosity, research it, engage with experts and community partners, develop an idea, and put that idea into action. The result might be a business plan, a service-learning opportunity, a product, or a community initiative.

Last spring, Grade 5 student Finn Douglas wanted to create a soccer charity match. What began as an idea grew through conversations with experts and partnerships with other students and 糖心原创鈥檚 Upper School soccer program. Ultimately, nearly 20 students participated, and more than 100 pieces of soccer equipment were collected for the community.

The experience gave students an early lesson in what it means to move an idea forward: ask questions, build relationships, iterate, and act.

That progression is intentional. Students move from 鈥淚 have an idea鈥� to 鈥淚 can develop this idea鈥� to 鈥淚 can create something of value with and for others.鈥�

Entrepreneurship takes many forms

At 糖心原创, entrepreneurship isn’t synonymous with building a for-profit company.

Students have launched businesses, created products, published books, established 501(c)(3) organizations, and developed solutions to community needs while they were still in school.

Senior Phia Calvo, for example, recently became a published author with her children’s book, . What began as a student idea has become a published product that can reach an audience beyond the School.

Maddy Strudwick, Class of 2022, launched a company and product while she was a 糖心原创 student, experiencing the process of developing an idea, creating a product, and bringing it to market.

Collin Maher, Class of 2025, took a different path, starting a to raise money to purchase brand-new athletic running shoes for students in need at a nearby public school. He leaves a legacy of impact.

Each experience looks different. The common thread is student agency.

Students learn that they don’t have to wait until graduation to turn an idea into something real or make an impact on the world around them.

Real challenges. Real organizations.

As students progress into Upper School, those opportunities become increasingly complex and authentic.

Innovation Diploma gives students the opportunity to work on real challenges for real organizations. This fall, students are collaborating with organizations including Verizon, Mercedes-Benz, Chick-fil-A, and Piedmont Pediatrics. Instead of completing a predetermined assignment, students research, interview stakeholders, identify opportunities, and develop solutions.

A recent partnership with Furman University鈥檚 Hill Institute for Innovation and Entrepreneurship illustrates that approach.
Furman came to 糖心原创 while developing its first summer entrepreneurship experience for high school students and asked 糖心原创 students to help design it. Six teams of Grade 10 students spent nine weeks developing the experience, from its structure and learning journey to branding, marketing, and physical materials.

Students researched their audience, developed and tested ideas, responded to feedback, and presented their recommendations to Furman鈥檚 team.

They weren’t learning about entrepreneurship through a hypothetical case. They were working as design partners on something a real organization needed.

The same approach has been applied through other partnerships, including work with Inspire Brands, where students collaborate directly with business leaders on authentic innovation and design challenges.

Creating value for others

The progression from the Impact Summit to the Innovation Diploma reflects a larger philosophy about how students learn.
Entrepreneurship starts with curiosity: What could be different? It continues with inquiry: Who does this matter to, and what do I need to understand? Then comes action: What can I create, test, and improve?

Ultimately, it leads to impact: How can this idea create value for someone beyond myself?

The scale changes as students grow. The responsibility grows with it.

But the underlying idea remains the same: students have the agency to see an opportunity, develop an idea, and make something happen.

The post Entrepreneurship Starts With an Idea appeared first on 糖心原创.

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.

The post When the Work is Real, the Learning is Different appeared first on 糖心原创.

The Inquiry Pathway gives students four years to turn personal curiosity into sustained exploration, real-world experience, and original work. It begins not with a predetermined subject or career, but with a question: What are you genuinely curious about?

That approach reflects something fundamental about how learning happens at 糖心原创. Inquiry is the first of three words that define who we are: a school of Inquiry, Innovation, and Impact. Starting with questions is one of our mantras for a very important reason. Students notice, wonder, investigate, make connections, and use what they discover to create something meaningful. The Inquiry Pathway makes that approach especially intentional and sustained.

It Starts With Question Zero

Every ninth grader begins with what faculty call Question Zero.

In the Cultivating Curiosity course, students learn to distinguish between a “topic question,” something that can be answered with a quick Google search, and a “fog question,” something bigger that resists easy answers and invites deeper investigation.

“We’re learning what a good question is,” says Alan Harris, Upper School Inquiry Pathway Faculty. “Is this too broad? Too specific? Can I just answer it with a Google search? Once we give students that language, you hear them using it on their own: ‘Oh, that’s a topic question. I can answer that easily. I probably want to go deeper.'”
And students don’t need to arrive with a ready-made passion.

“This is the time to figure it out,” says Alex Sims, Upper School Inquiry Pathway Lead. “We don’t expect every freshman to know. But there’s always something, some small thread, and that’s enough to start pulling.”

Once students begin asking questions, they learn to look for connections beyond the classroom.

For their fall kickoff expedition, ninth graders explored Atlanta, visiting Oakland Cemetery, Ponce City Market, and the BeltLine’s Eastside Trail. Their assignment was simple: notice, wonder, connect.

Connections from Oakland Cemetery, lead to one student researching golf course efficiency after seeing Bobby Jones gravesite, and another made a connection through Maynard Jackson鈥檚 gravesite after learning why Hartsfield-Jackson airport was named after him. A student interested in sports medicine began thinking about connections to Emory.

“If you’re truly passionate about something, you’ll start seeing it just about everywhere,” Alex says. “That’s the bigger piece of it.”

The expedition wasn’t designed to give students answers. It was designed to give them more questions.

Question Zero is only the beginning.

• In Grade 9, Explore. They identify interests, develop questions, and build the skills to investigate them.
• In Grade 10, Frame a Concentration. They begin narrowing toward a concentration, loosely modeled on university “colleges” such as STEM or Humanities, while leaving room for their interests to evolve.
• In Grade 11, Investigate and In Grade 12 Contribute. Their interests become opportunities for internships, self-designed courses, and increasingly independent work. By graduation, students build a portfolio demonstrating not just what they explored, but what they created and contributed.

“How I would explain the Inquiry Pathway to families is that it’s going to take a student’s interest and turn it into more than just a single project or a single question,” Alex says. “We’re building a curriculum around that interest, so that by Grade 11 and Grade 12, students are going into internships, designing their own classes, and building a portfolio that shows not just what they explored, but how it could change that field.”

That’s what makes the pathway different from a collection of passion projects. A question leads to exploration, exploration leads to deeper study, and deeper study leads to real-world application and original work.

The Goal Isn’t Just to Find a Passion

The Inquiry Pathway is one way 糖心原创 students can personalize their Upper School experience. While the Innovation Pathway, featuring the Innovation Diploma, centers on design thinking and entrepreneurship, and the Impact Pathway, featuring the Global Impact Diploma, focuses on a global scale, Inquiry begins with the individual learner and the questions that matter to them.

Both reflect 糖心原创’s larger approach to learning: students aren’t simply receiving knowledge. They’re learning to use curiosity, agency, and their own ideas to shape what they learn and how they use it.

“My hope,” Alex says, “is that these students graduate having created something that changes their field, something they can point to and say, ‘I built that through the work that I wanted to pursue and it started with asking the right questions.'”

It’s early days for 糖心原创’s newest freshmen, but the pattern is already showing up in hallway conversations and advisory check-ins: students refining a question, going one layer deeper.

That, more than any single project, is the real work of the Inquiry Pathway.

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The cheers that followed set the tone for everything that came after.

On August 21, 糖心原创 gathered twice, once for Lower Campus and once for Upper Campus, to open the 2026鈥�27 school year with Convocation, the annual tradition that calls the whole community together to set the purpose and spirit for the year ahead. And this year, that spirit had a name: Creativity.

The Lower Campus Convocation kicked off at 8:50 am after students from PK4 through Grade 5 made the walk across the street to the Upper Campus Gym. Cecelia Rogers (Grade 5) and Ada Rogers (Grade 2) led the community in the Pledge of Allegiance, followed by the Invocation delivered by eighth-grader Liam Ireland. Livi Zelickson, also in Grade 8, then welcomed the younger students with warmth and clarity: “Convocation is not just about starting school; it’s about starting strong, dreaming big, and helping each other along the way.”

Head Prefect Eli Diaz took the stage next, and what he said was anything but ordinary.

The Upper Campus Convocation followed at 10:20 am, with the same electric energy. After Luca’s now-legendary entrance, the same student voices carried the program: Cecelia and Ada Rogers again led the Pledge, Liam Ireland delivered the Invocation, and Livi Zelickson welcomed the crowd.

Then Eli stepped up again and challenged his peers to rethink everything they thought they knew about creativity.

“Creativity is a choice,” he began, before leading the community on a journey that was equal parts art history and personal storytelling. He introduced the infamous artwork Comedian, a banana taped to a wall that sold for over $5 million, and used it to reframe what it means to be truly creative. But the heart of his speech was his own story: a community garden he built at 糖心原创 that was overtaken first by fire ants, then ravaged overnight by rabbits. Rather than walk away, he regrouped, designed a fence, and eventually watched vegetables from that garden make it into the Upper School lunch line.

“I used to think creativity was about being the one to come up with the idea,” Eli told the crowd. “That it was a talent, something that you either have or you don’t. But I don’t think that anymore. Creativity isn’t about the idea. It’s about what happens after the idea.”

Kristy Lundstrom’s address carried that thread forward for every age group. Drawing on the faculty’s summer read, The Creativity Choice by Dr. Zorana Pringle, she brought the science of creativity to life through two unforgettable stories: Dr. James Naismith’s invention of basketball (and the ladder required to retrieve the ball from a solid peach basket) and Greta Thunberg’s 251 consecutive Fridays of showing up alone outside the Swedish Parliament before millions joined her. Student actors Reid, Juliet, Janae, and Oliver brought the Naismith story to life in a live vignette, with Charlotte, CC, Matthew, and Nora embodying the Thunberg story.

“You are already creative,” Kristy told students. “Creativity is not something only a few people have. Creativity is a choice.” She closed with two MV commitments that will anchor the year: Start with Questions and Be brave to try and try again.

Both Convocations closed with a benediction from Stacey Lee and a performance of “Unwritten” by The Stangs, a fitting anthem for a community ready to write the next chapter.

With a completed capital campaign and a theme built for the moment, 糖心原创 is starting the year exactly the way it finishes: by choosing to create something worth showing up for. The idea is just the beginning.

.

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The Wood Family Track and Streck Family Field

The centerpiece of this summer’s work is the stunning new athletic complex on the upper campus. A brand-new, six-lane track, named the Wood Family Track, now surrounds the Streck Family Field, a beautiful new turf surface built for football, lacrosse, and soccer. The complex also connects to expanded cross-country trails, making it possible, for the first time, to host a full 5K race entirely on campus.

“Walking out there for the first time, I got chills,” said Athletics Director Scott Cain. “This isn’t just an upgrade, it changes what’s possible for our student-athletes and for this community. We’re going to make some memories on that field.”

The Let’s Do This Campaign: Done. What’s Next: Even Better.

Here’s some news worth celebrating: the Let’s Do This Campaign is complete, thanks to the incredible generosity of our 糖心原创 community. Three support buildings will begin construction in the weeks and months ahead 鈥� two near the baseball and softball fields at the upper campus entrance, and a field house within the track and field complex. These aren’t small additions. They’re the finishing touches on a vision our community made real.

“The generosity we’ve seen is humbling,” said Head of School Kristy Lundstrom. “Every gift, every single one, moved us closer to something extraordinary. What’s been built this summer, and what’s still coming, is a direct reflection of how much this community believes in our students.”

A Refreshed Gym, Inside and Out

Step into the Upper Campus gym and you’ll immediately notice new lights, fresh paint, and a brand-new floor that make the space feel completely transformed. The refresh, made possible by 2025鈥�26 Annual Fund dollars, maximizes both the main basketball and volleyball courts and the practice courts. It’s a brighter, better space, and a great reminder of what Annual Fund giving makes possible every year.

Still to Come: The Frontier

On the lower campus, the Frontier is still taking shape. It remains one of the most anticipated projects we’ve undertaken, and the wait is almost over. More soon.

The Details You Might Have Missed

Not everything this summer came with a ribbon-cutting. The Lower School received a completely new intercom system, a meaningful upgrade for both communication and security that ensures every student starts their day in a safe and connected environment.

“It’s the kind of thing you don’t notice until it’s there,” said Kristy. “And then you can’t imagine being without it.”

Welcome back, 糖心原创. We think you’re going to love what you find.

The post While You Were Away: A Summer of Transformation at 糖心原创 appeared first on 糖心原创.

The project is rooted in the student video contest, an opportunity Lariscy discovered when she joined 糖心原创 in 2021.

鈥淚 came across the contest while looking for human population resources for my AP Environmental Science students,鈥� she explains. 鈥淎t the time, it was called the World of 7 Billion, and I immediately saw how naturally it connected to what we were already studying in class.鈥�

What began as an optional enrichment opportunity has grown into a powerful extension of the AP Environmental Science curriculum. While participation in the contest is never required, many students choose to take their work one step further by submitting their videos to a global audience.

鈥淚 never wanted it to feel like just another assignment,鈥� Lariscy says. 鈥淪ubmitting to the contest was always meant to be an opportunity for students who felt proud of their work and wanted their ideas to reach a larger audience.鈥�

The Power of Constraints

Students are given just a few days to research complex global issues, ranging from economics to wetlands to public health, before distilling their findings into a tightly scripted, one-minute video. 鈥淭hey have to document their research, really understand the problem, and then write a script that鈥檚 exact,鈥� she says. 鈥淚t鈥檚 a lot of moving parts, research, writing, timing, video production, all coming together.鈥�
For many students, the challenge lies not just in the content but in the clarity. 鈥淭o take something broad and narrow it down to one specific problem with one actionable solution鈥攖hat鈥檚 the hard part,鈥� Lariscy explains. 鈥淭hat鈥檚 where the real thinking happens.鈥�

Making the Global Personal

While the topics are global, the impact becomes personal. 鈥淲hen they鈥檙e in school every day, these concepts can feel far away,鈥� she says. 鈥淏ut when they choose their own topic and do their own research, that鈥檚 when it clicks.鈥�

Students explore issues like homelessness, plastic pollution, and the health of local wetlands, often connecting global challenges to their own communities.

鈥淲e talk about what鈥檚 happening right here, like the Chattahoochee River, and why it matters,鈥� Lariscy says. 鈥淪ome students go global, others stay local. But either way, they鈥檙e making meaningful connections.鈥�

Beyond Science: Building Real-World Skills

The project stretches students beyond traditional science learning. Many are producing videos for the first time, learning how to communicate complex ideas with precision and creativity.

鈥淢any students have never created something like this before,鈥� Lariscy says. 鈥淭hey鈥檙e learning how to communicate science visually, how to tell a story, and how to make people care about an issue in a very short amount of time.鈥�

The result is a blend of scientific research, storytelling, and technical skill that mirrors the kind of communication required for real-world problem-solving.

This year marked a milestone for 糖心原创. For the first time, two students earned top recognition in the international competition, an achievement that exceeded all previous years.

鈥淭his is definitely the farthest we鈥檝e ever gotten,鈥� Lariscy says. 鈥淲ith thousands of students entering from around the world, getting that email was unbelievable.鈥�

Beyond the recognition, the experience has had a lasting impact on student confidence.

鈥淚 want students to understand that their voice matters,鈥� she says. 鈥淭hey may not solve a global problem overnight, but they can raise awareness, spark conversation, and propose meaningful solutions. That鈥檚 powerful.鈥�

At its core, the project reflects a central belief of 糖心原创鈥檚 approach to learning: that students are capable of engaging with real-world challenges鈥攁nd contributing meaningfully to solutions. 鈥淭hese are big, complicated challenges,鈥� Lariscy says. 鈥淓nvironmental issues can feel overwhelming, but instead of turning away from them, students are learning how to engage thoughtfully, ask questions, and think about solutions.鈥�

And sometimes, all it takes is one minute.

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For this class, 糖心原创 has been more than a school. It has been a place to ask questions, discover passions, build lifelong friendships, and step boldly into new experiences. Each student鈥檚 path has been uniquely their own, shaped by the people, opportunities, and moments that helped them grow into who they are becoming.

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Head of School Kristy Lundstrom reflected on the significance of the Class of 2026 and the legacy they leave behind. 鈥淭his class has consistently demonstrated what it means to lead with courage, humility, and purpose. They embraced challenge, cared deeply for one another, and helped shape the culture of our community in meaningful ways. We are incredibly proud of who they are and who they are becoming.鈥�

The Senior Luncheon on April 22 brought students, faculty, and families together to celebrate the relationships and shared experiences that shaped the class throughout their years at 糖心原创. Stories were shared, laughter echoed across tables, and the community paused to honor the people and moments that made this journey meaningful.

During the Honors Ceremony on April 29, the community celebrated a defining characteristic of the Upper School experience: a deep commitment to curiosity, growth, and academic excellence. Students were recognized not only for their accomplishments but also for the way they pursued learning with intention, resilience, and integrity.

Congratulations to Class of 2026 Valedictorian Cameron Bogdanchik, Salutatorian Christian Foster, and Class Speaker Maya Chopra. Their leadership and dedication reflect what is possible when purpose meets perseverance and when students are empowered to pursue learning with both ambition and heart.

And to every student recognized, the message was clear: your contributions matter. Whether in classrooms, on stages, in studios, on athletic fields, through service, or in the everyday moments of community, each Senior helped shape the story of this class.

Current Head of Upper School Trish Bogdanchick shared her admiration for the graduating class. 鈥淭he Class of 2026 has led with remarkable thoughtfulness and empathy. They have supported each other, laughed with us, and grown into confident young adults. Watching them grow for the past four years has been an absolute joy I will carry with me for many years to come.鈥�

On Friday, May 8, Seniors celebrated their final official day as 糖心原创 students, marking the occasion with beloved traditions, reflection, and one final opportunity to gather as a class before Commencement. The day was filled with both celebration and nostalgia as students revisited spaces and relationships that have shaped their experience over the years.

Incoming Head of Upper School Brad Droke also reflected on the Class of 2026’s impact as they prepare to take their next steps. 鈥淭he Class of 2026 represents the very best of what鈥檚 possible when students are empowered to discover who they are and how they want to impact the world. Their future is incredibly bright, and I鈥檓 excited to see the paths they pursue beyond 糖心原创.鈥�

The story of this class can also be seen in the opportunities they will pursue next:

• 125 graduates, including 10 MVSO graduates
• 70% will attend college out of state at 59 different schools
• Twelve Mustangs will attend Georgia Institute of Technology, and twelve will attend the University of Georgia
• Ten students playing collegiate sports
• Across 996 applications, the class earned an overall acceptance rate of 62% in the United States and abroad

These outcomes reflect more than impressive numbers. They represent years of discovery, persistence, creativity, and support from teachers, mentors, families, and peers. They reflect students who learned how to think deeply, lead courageously, collaborate meaningfully, and approach the world with empathy and purpose.

Commencement 2026 is the culmination of 糖心原创鈥檚 promise to prepare students to be college-ready, globally competitive, and engaged citizen leaders. As the Class of 2026 crosses the stage, they do so equipped not only with academic preparation but with the confidence, curiosity, and character to make a meaningful impact wherever their journeys lead next.

Commencement 2026 will take place on Saturday, May 16, at 9:00 am. The entire 糖心原创 community is invited to celebrate this incredible milestone as the Class of 2026 takes the stage and steps into the future by joining us as we celebrate the remarkable journey of the 糖心原创 Class of 2026.

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What comes next

This summer, 糖心原创 will break ground on the next final piece of the Let鈥檚 Do This campaign:

• A new field house adjacent to the new field
• Locker rooms, restrooms, and concessions to serve the baseball and softball complex

These additions are more than facilities; they are spaces designed to support student-athletes, foster community, and elevate the everyday experience of being a Mustang.

鈥淭his campaign has always been about more than buildings,鈥� said Kristy Lundstrom, Head of School. 鈥淚t鈥檚 about creating environments where students are known, challenged, and inspired. These final projects ensure that every student, on the field, in the stands, or simply gathering with friends, experiences a campus designed with purpose.鈥�

For student-athletes, those spaces represent something deeply personal.

鈥淗aving spaces built for us, locker rooms, a field house, it changes how it feels to show up every day. It tells us that what we鈥檙e doing matters, and that we鈥檙e part of something bigger than just our team.鈥�
鈥� Class of 2026, Softball

鈥淩ight now, we make the most of what we have. But knowing these spaces are coming, it鈥檚 exciting. It鈥檚 going to bring our teams closer together and make game days feel even more like home.鈥�
鈥� Will Curry, Class of 2029, Soccer

Finishing Strong, Together

To carry the campaign across the finish line, 糖心原创 has launched the , a limited-time opportunity for families, alumni, and supporters to become part of the school’s physical story, in addition to finalizing outstanding major gifts.

For a gift of $1,500, supporters can reserve one of just 200 commemorative bricks, permanently installed on the MAC patio, a central gathering place and gateway to the Upper Campus expansion.

Each brick represents more than a name. It is a visible, lasting expression of belief in what 糖心原创 makes possible.

鈥溙切脑� shaped so much of who I am. Having a chance to leave a permanent mark on campus feels like coming full circle.鈥�
鈥� Beau Reinking, Class of 2025

What Your Gift Makes Possible

A new gift of $1,500 is both a contribution to the future of 糖心原创, and a permanent place within it.
Each contribution helps:

• Fully close out the Let鈥檚 Do This capital campaign
• Bring the final campus projects to life
• Ensure every space is ready for students in the coming school year

As part of their gift, supporters receive a custom-engraved brick permanently installed on campus, with the option to be recognized as a campaign participant.

Donors of $5,000 and above will be listed on a permanent donor wall commemorating the LDT Campaign.

A Place That Lasts

Positioned at the corner of the MAC, the patio will serve as a central hub of campus life鈥攁 place where students gather, families connect, and milestones are celebrated.

In the years ahead, it will also tell a story.

A story of a community that came together to imagine more, invest boldly, and follow through鈥攔ight to the very end.

鈥淭hese aren鈥檛 just facilities, they鈥檙e environments where students build confidence, resilience, and connection. Having spaces that match the level of commitment our students bring every day is incredibly meaningful.鈥�
鈥� Jennifer Brown, Athletic Director, Engagement & Experience

鈥淢oments like this define a school,鈥� Lundstrom added. 鈥淣ot just what we build, but how we build it, together.鈥�

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Yet, some experiences transcend pathways altogether. The Global Exchange Program is one of them.

Open to any Upper School student with proficiency in French or Spanish, the program invites learners, regardless of pathway, to step into a five-week, fully immersive cultural experience. Following Winter Break, 糖心原创 students travel to France, where they live and learn alongside host families. This year, Sara Castro (Class of 2028) and Eli Diaz (Class of 2027) embraced that opportunity. The exchange continues stateside in late March, when their French partners, Hidaya Benhayoun and Yoann Capgras, arrive and remain on campus through the end of April, completing the full arc of this shared global experience.

鈥淭his is something any student can do,鈥� says Associate Head of Upper School Abe Pachikara. 鈥淚t鈥檚 not tied to a specific pathway; it鈥檚 tied to a readiness and willingness to immerse yourself in language and culture.鈥�

The Most Authentic Cultural Immersion

Global learning takes many forms at 糖心原创, but the exchange program stands apart in one defining way: authenticity. 鈥淭his is the most culturally immersive experience we offer,鈥� Abe explains. 鈥淪tudents aren鈥檛 just visiting, they鈥檙e living it.鈥�

For Sara, that reality came with both excitement and uncertainty. 鈥淎s the day started getting near, I started getting more scared,鈥� she admits. 鈥淚 didn鈥檛 know what I was getting myself into.鈥�

Across the Atlantic, Sara鈥檚 exchange partner, Hidaya Benhayoun, felt similar initial hesitation. 鈥淎t first I didn鈥檛 want to do that,鈥� she says. 鈥淏ut after reflection, I knew this was going to be a good opportunity to get better at my English and meet new people, new cultures.鈥�

With support from both families, through calls, conversations, and even time spent together abroad, uncertainty gave way to trust. 鈥淲e had a lot of reassurance,鈥� Sara says. 鈥淚t made it easier.鈥�

Eli entered the program with his own concerns, having taken a break from French classes. 鈥淚 was pretty nervous,鈥� he shares. 鈥淏ut once I got there, speaking French became second nature. I used to think in English and translate in my head, but by the third week, it felt natural to just speak.鈥�

That transformation extended beyond language.

鈥淭he whole family was amazing,鈥� Eli says. 鈥淭he mom made incredible French dishes every night, and we spent a lot of time playing board games鈥攅specially French Scrabble鈥攁nd traveling around the country. At school, everyone was so welcoming. Meeting Yoann鈥檚 friends was incredible, and I even learned French slang they don鈥檛 teach in class. When I got stuck, they helped me out with their English.鈥�

For Yoann, the exchange offered that same sense of discovery, this time in the United States. 鈥淚t鈥檚 amazing,鈥� he says. 鈥淵ou get to discover a new culture and language. It鈥檚 a once-in-a-lifetime experience that shouldn鈥檛 be missed. I wanted to come to the U.S. to experience the culture, meet new friends, and create new memories.鈥�

Designing for Flexibility: The MVSO Advantage

In a school that champions agency and flexibility, the exchange program has evolved to better support students’ academic growth. 鈥淢VSO has been a game changer,鈥� Abe shares.

During their time abroad, students transition into 糖心原创 Online (MVSO) for that mod, allowing them to stay on track while fully engaging in their host culture. 鈥淭hey鈥檙e not constantly worrying about missing something back home,鈥� Abe says. 鈥淭hey can actually be present鈥攊mmersed in the language, the culture, and the relationships they鈥檙e building.鈥�

True to 糖心原创鈥檚 commitment to student agency, the exchange program is designed to complement, not compete with, other Upper School experiences. 鈥淲e want students to have options,鈥� Abe says. 鈥淪o we built a model where they don鈥檛 have to choose between experiences; they can layer them.鈥� This flexibility reflects a broader truth: no two 糖心原创 journeys look the same, but each is intentionally designed.

A Transformational Experience

For students like Sara and Hidaya, the impact extends far beyond language acquisition. 鈥淚 just really want to get fluent in French鈥� and advocate for it so more people will do it,鈥� Sara says. The experience is already shaping her future. 鈥淚f I go into international law or journalism, speaking multiple languages will help me make more connections.鈥�

Hidaya is thinking just as globally. 鈥淚 would like to maybe move here later and go to college here鈥� to improve my English more and learn about new cultures.鈥� Both now encourage others to embrace the challenge they once questioned.

鈥淎 lot of people are scared,鈥� Sara says. 鈥淏ut you see what you would have missed out on if you didn鈥檛 go.鈥� 鈥淚t鈥檚 only five weeks in a lifetime,鈥� Hidaya adds. 鈥淭he memories you keep are forever.鈥�

Eli agrees. 鈥淎bsolutely do it! The biggest thing I heard that was holding my friends back was the idea of hosting another student in their house for five weeks, but honestly, that might be the best part. I get to take Yoann around the city and visit all the best Southern food places around Georgia! Not only that, but the exchange program has taught me so much about building relationships and cross-cultural connections, and given me so many unforgettable memories.鈥�

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