Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56classrooms and laboratories that enhance learning skills, while ensuring content mastery. The POGIL learning modules my students use in class enhance STEM curriculum, equipping them with the knowledge and skills to solve tough problems, gather and evaluate evidence, and make sense of information. Coming from a college teaching background, what are some of the major advantages to teaching that you have encountered at Orme? One of the biggest advantages I have teaching at Orme is that I get to see my students every day. This daily interaction is a tremendous benefit with regard to retention of concepts. A boarding school environment allows you to really get to know each and every student. How does having a global student body affect your individual classes? What advantages do you see in your room? My favorite part of working here is the diversity of the student body. There has been extensive research conducted on the benefits of a diverse academic setting. Yes, it is a challenge to have students from 5 different countries in one class, but the benefits far outweigh any negatives. A diverse student body, faculty and staff increase creativity, innovation and problem solving. What are you most looking forward to during the 2016-17 school year? I’m most looking forward to many of my former students from Chemistry taking AP Chemistry. I’m anticipating a fabulous year; watching them grow as scientists using the basic concepts they learned last year and applying those concepts to college level AP Chemistry this upcoming year. Sylvia joined The Orme School in the fall of 2015. Originally from Upstate New York. Prior to joining Orme, Sylvia taught Chemistry and Biology at Finger Lakes Community College. She holds a Master’s Degree in Education from The University of Rochester. She and her partner, David, live on campus with their Greyhound Cooper and horse Cash. As Orme implements its new STEM curriculum this fall, what changes are you most excited to see as opposed to the traditional curriculum track previously in place? For most of my 25 years teaching, I have taught science using pedagogy called POGIL (Process Oriented Guided Inquiry Learning). The POGIL approach relies on inquiry- based, student- centered 22 23 shallow table top pond. It is here that recycled pieces of fiberglass insulation are home to several rows of lettuce plants. Their bare roots are fed by this nutrient-rich water. Artificial and natural light sources from the Greenhouse further nurture the plants. Alex went on to explain that, “Once the fish are large enough, we will actually be able to feed them vegetable scraps so it will then be a truly self-sustaining project.” Alex, an avid fisherman, hopes to someday devise a system that will be able to stock small ponds such as “Big Lake”, the retention pond at Orme, with sustainably farmed fish that have begun life in his Aquaponic system. Orme Alumnus Camper and Camp Counselor (1945-48) Gary Stellern was fascinated when he heard of this project. “Big Lake represented so much fun and scientific knowledge to me that it probably influenced my life in a big way, not just swimming, but diving with a mask and seeing the various fish and other animal life up close in their own environment. Sometimes I would simply stop and look down in the clear water at the large amount of filamentous algae that grew.  The catfish could be seen resting on the algae, so I would drop a line near them and usually end up reeling in a 1-2 pound cat.  In fact, when I was accepted at UCLA in 1959, I wanted to study Ichthyology but the counselor told me I had to get a B.A. in some other area first.  I was in a hurry to get out of college, so the counselor suggested teaching science.  I did that and had a marvelous time in the 36 years of teaching,” Gary explained. Alex and his classmates visited Arizona Hydroponics in Camp Verde where they saw a fully functioning aquaponics system in place. With the help of a generous donation to his project by Mr. Stellern, Alex was able to use what he learned on this trip and expand upon his research during spring semester, adding fish, new growing lights, and water quality monitoring equipment. “I have always wondered who stocked the lake.  Even in the 1940s no one knew.  And this young man is the first and only person who seemed to take a great amount of interest in that body of water. So I was proud to be able to assist him in his efforts,” explained Gary. Environmental Science, taught by Casey Jones, with its strong grounding in sustainability efforts, is just one example of Orme’s new integrated curriculum approach. During the 2016-17 school year, courses and departments will be organized along less traditional lines with newly created Science, Technology, Engineering and Mathematics (STEM), Humanities and Language Studies Departments. First year eighth and ninth graders will take Algebra I along with Physics and Computer Concepts as their introduction to STEM offerings. The separate courses will have over-lapping projects and an integrated curriculum. New courses like AP Art History will ask senior students to synthesize what they have learned at Orme and combine aspects of traditional Art, History and English classes.  According to Bruce Sanborn, Head of School, “Understanding essential relationships, themes, methods and concepts while knowing how to apply that knowledge for practical, environmental and humanitarian purposes is the overarching goal in reforming the curriculum.” So remember, the next time you visit Orme and see salad on the menu, there is much more than meets the eye to that piece of Romaine gracing your bowl. Rather, Orme’s revolutionary curriculum, which is fueling the future of Sustainable Agriculture, might just be waiting for you at the end of your fork as students like Alex continue to work towards finding new means of food production for years to come. For more information on the STEM Program at Orme and to see Alex’s aquaponics project in action go to www. ormeschool.org. “I have a deep love of fishing, so I knew that I wanted to come up with a project that involved the use of fish as a means for growing vegetables.” Alex Aleman ‘17 SYLVIA STROBEL CHARACTER Faces of Orme “One of the biggest advantages I have teaching at Orme is that I get to see my students every day.”