effective and then ran back to their work areas to improve their own designs. These engineering experiences in the classrooms were enriched in the science lab. Following the discussions defining machines as things that required less effort to get a job done, students designed, built, tested for efficiency and then modified machines. They worked in teams as they invented machines, built bridges and marble tracks all the time working towards the goal of thinking like engineers. The Lower School also brought the 5 step engineering process - Ask, Imagine, Plan, Create, and Improve - into our after-school programming. The first engineering session ran in the fall of the year. It was called To the Rescue – Aid Drop Packages and focused on the engineering field of package design. Monsoon rains in Thailand can cause severe flooding that cuts people off from important supplies. Students worked in teams to engineer an aid drop package that could be dropped from an aircraft, protect the contents, was easy to find once it hit the ground, and described the package contents in an universal symbolic picture language. During our final class, we invited parents in to watch the last test of modified package designs … using raw eggs in the packages! In addition to learning important concepts about wind power, properties of materials, the role of engineers and the engineering process, students actively engaged in creative problem solving, collaboration, creativity and critical thinking - key skills for the 21st century learner. As students reflected on their engineering experience, second grader Katie Gunther, said, “I learned that you can never be good at something unless you fail at it first.” That is a difficult, yet valuable lesson to learn at any age. The interaction and discussion among students about the effectiveness of their designs, the support and encouragement students provided each other, the enthusiasm of students, teachers and parents - all evidence of valuable and memorable experiences! Go Engineers! t I can confidently say that my initial impression of Senior Projects was not an extremely impactful one. I viewed it as a month off of classes at best, but I should have known better and realized that this was an opportunity that had the potential to direct my academic pursuit. My only motivation for deciding to spend the required 120 hours at an animal hospital purely relied on my hope that I could spend all day petting kittens and puppies. Although there was enough of that to satisfy my wish, I had a gradual realization that this was a possible calling to my future. Of course within the first days of my experience I was out of my comfort zone and did nothing but stand out of the way and observe the doctors at work. I am glad I reserved this time for just observing my surroundings, because the more I watched, the faster my spark of interest in animal medicine grew into a flame. As I gained more experience with the daily routine at the animal hospital, I was more willing to begin hands-on experiences like bathing rescued kittens and helping with post-surgery care for the patients. Suddenly, and to my bafflement, I became a morning person solely because I was just that excited to be a part of the adventure that awaited at the animal hospital. If I’m being completely transparent, I was likely the happiest senior to be awake at 6 a.m. in the middle of May. Soon enough, one of the doctors noticed my fascination, and out of her own kindness became a mentor and role model for me. Obviously I took advantage of this opportunity, so to my excitement and likely her irritation, I followed her everywhere. She was extremely patient with me and answered every single one of my endless questions. She even comforted me as I had my first euthanasia experience with a cancer-ridden dog. Towards the end of my hours, she did me the greatest favor I could have received by pointing out that the ways I reacted to my surroundings, such as actually paying attention in surgeries and running towards ruptured masses, were serious indications that I had a natural inclination for medicinal science. This comment definitely took me off guard, because I have never known for sure what I wanted to be, but I thought it wasn’t anything in the medical field. I had come to realize, however, that I was being ignorant and closing myself off to amazing opportunities to find my passion. I know it is very possible and even likely that I will have future experiences that will change my mind, but at this point I feel very confident that my future belongs to the veterinary community with a special thanks to Dr. P. I also know that if I had attended any school other than GDS before having this experience, it would not have gone as well as it did. My high school experience has taught me how to value the advice of educated adults and open myself up to the wisdom and kindness they have to offer. My high school taught me how to believe in myself and open my mind to opportunities, and my senior project gave me that perfect opportunity that taught me about myself. t Finding My Passion through Senior Projects By: Shelby Finch ’17 GDS Magazine | 23