DESIGN THINKING IS INTRODUCED AT SACRED HEART • STEERING OUR STRATEGIC COURSE • ALUMNAE NEWS • AND MORE WINTER 2017, VOL. 11 meet the innovators Message from the Headmistress critically about ways to improve social conditions in ways that address human need—wherever it is found—and to advance humankind. Each day, our educators employ differentiated and inquiry-based instruction to engage the critical thinking of each student. We engage the whole child—mind, heart and body—and accompany each one on a personal journey that will last a lifetime. The outcome of our work at Sacred Heart is the story of each of our alumnae. The lives of Sacred Heart alumnae are our testament. In their lives, we see the efficacy of our spirituality, the value of our goals and the effectiveness of our educational process. Do we see that these girls do, in fact, change the world? Yes, we do! Do we see evidence that their faith moves them to action? Yes, we do! Do we see that INNOVATION is deeply rooted in the educational their critical consciousness moves them to innovate, improve praxis of the Academy of the Sacred Heart as a value, as a and advance society? Yes, we do! Message from the Headmistress ..................1 process and as an outcome. Meet the Innovators .......................................2 Today, St. Madeleine Sophie’s “special sauce” has been Steering Our Strategic Course .....................8 As a value, we spot with ease an appreciation for innovation “tried and true” in over 49 countries of the world, and it has A Big Cup of Business Savvy ...................... 10 in the deep convictions of our foundress St. Madeleine passed the litmus test of interculturality and evidence-based Sophie Barat. Her inquiry into the deplorable conditions practice in 150 schools worldwide. The capacity to innovate, Advancing Technology ................................. 12 of French society in her day created in her a restlessness to refresh and to “make new” is a hallmark of our story, a Travel. Culture. And Croissants .................. 14 for something “other,” an alternative to an unacceptable trademark of our 149-year-old presence in New Orleans . Alumnae Profiles........................................... 16 status quo, and to imagine a new pathway for women and We hope that you enjoy this issue of The Bridge, which New Faces at the Rosary ............................ 24 their children: the pathway of education. An innovator par illuminates only a few of the many ways in which we continue Good Sports .................................................. 26 excellence, her passionate faith and critical intellect drove to innovate at Sacred Heart. I hope that you experience, Our Milestones ............................................. 30 her to invention and origination—the beginning of a religious through the wonderful articles of our magazine, the fire Our Events ..................................................... 38 order devoted to education. of inspiration, the passion of hope and the continued Our Alumnae .................................................44 At Sacred Heart, the process of innovation begins in the excitement of innovation on the Avenue! 2015-16 Annual Report ............................... 50 heart—the heart of the educator and the heart of the student. It begins with an open heart—one that is moved by care and compassion, by suffering and by love. Cover photo: Ella Frischhertz ’23, Sofia Rodriguez ’23, Isabella Bohorquez ’23 and Bryce Couvillion ’24 Touched by the sentiments of Jesus’ heart, Sacred Heart’s Sr. Melanie A. Guste, RSCJ, Ph.D. ’70 collaborate in the new Innovation Lab located in special educational process engages each student to think Headmistress the Mother Soniat Library. Photography by Jackson Hill THE BRIDGE | WINTER 2017 1 meet the BY LIZ MANTHEY innovators For the past two years, several faculty members have represented Sacred Heart at workshops, conferences and education think-tanks focused on the implementation of Design Thinking in education. While its principles have been employed in design firms for decades, its potential impact in education with regard to 21st century learning has recently risen to the forefront of educational research. What is Design Thinking? It’s all about the process. Design Thinking is not a replacement for the innovative teaching that has been the foundation of Sacred Heart education for years. It is, in essence, a new layer. Developed by David Kelley of the Stanford University Hasso Plattner Institute of Design and IDEO Corporation, the Design Thinking process acts as a bridge between knowledge and invention. It provides students with a tool, a system with which they can manage their thinking. Using this process, students learn to operate inside complexity, to find their way to simplicity and innovation as they address real-world issues. a bridge between knowledge and invention 2 THE BRIDGE | WINTER 2017 THE BRIDGETHE BRIDGE | WINTER | WINTER 2015-2016 2017 3 The Design Thinking Process How We Apply Design Thinking Empathy A look within… Armed with this new system, the faculty and administration turned their It begins with empathy. Students research, conduct attention to the Sacred Heart curriculum and community. With a deep understanding of interviews, design surveys and observe. “Do we have the needs of our students and our school, they asked: a deep understanding of the needs of the user?” How might we…? Use the Design Thinking process to ignite collaboration and innovation in our school community. Definition Empathy is followed by definition. Students What if we…? Create design spaces where teachers and students across disciplines and synthesize their findings and begin to define their divisions can incubate ideas using the Design Thinking process. focus. “How might we… focus on this particular need Teach students the Design Thinking process to help them create impactful solutions to or address the user’s needs as a whole?” complex global and environmental challenges. Ideation Design collaborative, cross-curricular opportunities for students to experiment with In the ideation stage, students exercise divergent solutions to real-world problems—to innovate for a purpose. thinking and build on the ideas of others, adding Use our collective imagination to promote active thinking and making. as many ideas as possible to Post-It notes and Create systems and spaces for individual mentoring opportunities that support student- courageously pushing the boundaries of predictable initiated projects and ideas. thinking. It is about quantity over quality, courage over perfection. During this process, unpredictable Build makerspaces where teachers and students can test assumptions and build yet possible solutions begin to rise to the surface. prototypes used to validate ideas—a place to test, share, question and build STEAM “What if we…” related inventions. Prototype and Test Design safe-spaces where feedback and re-design are embedded into the curriculum. Perhaps most applicable to the 21st century learning skillset is the prototype stage. Students design and build low-tech solutions and then participate in feedback sessions embedded in growth-mindset language. As students present their ideas to colleagues, they are encouraged to enhance their solution-centered designs. The learned technique of both giving and receiving feedback creates an environment in which students are empowered to fail forward—to re-think, re-adjust and re-imagine. Students test their final solutions by sharing them with the learning community and possibly the intended user. “I like…” “I wish there was a way to…” “What if…” unpredictable yet possible solutions start to emerge 4 THE BRIDGE | WINTER 2017 THE BRIDGETHE BRIDGE | WINTER | WINTER 2015-2016 2017 5 Welcome to the Year of the Prototype Feedback Cooper Hewitt Design Fair Kitty Mattesky, Innovation Lab Coordinator, shares her feedback on what is going well and how Sacred Heart can further develop In May, Sacred Heart collaborated with Little Hearts Creation Stations the Design Thinking program in the future. the Cooper Hewitt, Smithsonian Design “I like…” Museum to bring Design Thinking to the Each Little Hearts classroom is equipped with materials that allow children school and community by hosting a design The 100% student engagement in every single challenge. to engage, create, problem solve and take risks. Students are given the fair on Sacred Heart’s campus. More than opportunity to learn about new materials and combine them in innovative The courage and confidence displayed in a student as she writes 200 students and teachers from local ways. This challenges students to discover, build and experience the her own idea on a Post-It, says it aloud and adds it to the mix of schools presented design solutions to thinking. techniques of engineers, contractors and artists. school and community challenges, met A (more) relaxed, confident student approach to complexity. local designers, discovered local design Each student’s absolute thirst for BUILDING the prototype. resources and engaged in design activities. The beautiful, growing comfort within the feedback cycle. Lower School Makerspace Conferences Faculty Members Attended: “I wish there was a way to…” The Lower School Makerspace is located in an extension Fast 48 – Design Thinking Bootcamp, Spend more time in the empathy stage. to the science lab. Students in kindergarten through fourth Tulane University What if we regroup and ask for student feedback to design grade have access to and participate