Executive Summary

Christian Academy students are taught to reason logically as they develop problem solving skills across curricular areas including, but not limited to integrated STEM and STEAM initiatives, to further emphasize God as Creator and Designer of our world. This is stated clearly within the school’s academic goals. Throughout the school’s history a focus on development of higher order thinking skills has been observable, with the foundational elements of STEM teaching and learning emphasized. Teacher training, informal and formal collaboration and weekly lesson planning are evidences of this. Furthermore, hands on activities have been emphasized across grade levels especially in the areas of math, science and at times, social sciences to promote understanding of not just content, but also process knowledge. This has been emphasized in professional and curriculum review and development, as well as through the emphasis on assessment for learning, not just of learning. For many years, students have had multiple ways to demonstrate their learning, which included but has not been limited to a variety of projects and student led presentations.

The progression of technology instruction and integration across grade levels from the earliest days of the school’s history has been a prominent and distinctive component of the school’s instructional program. With the addition of the high school grades and from conception the introduction of a one to one laptop initiative in 2005, the school began to standardize its technology resources. In 2006, school community members supported a transition to the use of Apple products. This support and evidence yielded more available resources and greater application of technology in the classrooms across grade levels and subjects. This evolution and commitment has provided numerous opportunities for student engagement in the creation and presentation of learning while utilizing technology.

Students generating questions and solutions to the questions being raised, as well as students collaborating to share ideas has been further emphasized in the recent years. Thus, it is common in the Christian Academy classrooms to see small groups at work, hands-on projects being implemented, lively discussions occurring, thoughtful options being considered and students presenting and evaluating solutions with their peers and at times, with students from other grade levels and/or community partners. This approach has generated excitement for learning and created a learning environment where it is a safe place to make a mistake. Student success has been impacted in a variety of ways and can be observed through daily activities as well as culminating activities such as Kinder Egg Drop, fifth grade Living Wax Museum, the seventh grade Native American Project and the high school Physics Boat Race.

Christian Academy graduates have pursued further education and careers in STEM fields and have indicated support and preparation from their Christian Academy educational experiences. Graduate feedback has been used in generating new course options and refining current courses.

Continual evaluation, collaboration and refinement of specific daily learning opportunities are essential for improved student learning in any outstanding instructional environment. Though a variety of field experiences for students across grade levels and subjects is already a strength of the Christian Academy instructional program, creating additional opportunities for students to connect with STEM professionals both in and out of the actual school building is important to sustaining and achieving desired outcomes across grade levels. Additional job shadowing opportunities for high school students across STEM fields will create excitement and curiosity and enhance students’ educational experiences and dreams and plans for the future.

Improved STEM literacy coupled with integrated authentic STEM learning across the grade levels validates what is already being done, causes assessment and improvement of what is being done and is in the best interest of student growth and preparation to impact our world in God-honoring ways. Continued improvement in students’ understanding and authentic use of science, technology, engineering and mathematics skills is imperative as Christian Academy prepares students to “have the skills, knowledge, and thinking strategies that prepare them to be innovative, creative, and systematic problem-solvers in STEM fields of study and work.” (STEM standard)

Commitment to this vision and specific goals is demonstrated in a wide variety of ways. Ongoing lesson plan and curriculum design requirements, additional work on refining and developing a cyclical scope and sequence and the professional development to support these are essential. Continued commitment of resources (financial, time and relational) to community partnerships is vital, in that the enhancement of these in the recent years has proved quite valuable. Commitment to further development of a collaborative school-wide learning community and a student centered inquiry based learning environment is a key component to sustaining and improving upon what is already directly impacting student interest and success in the classroom.

In addition to what happens daily among educators and students, the school’s Office of Development and Admissions works closely with the Head of School, STEM Coordinator and Marketing Committee to promote the school’s STEM emphasis with our internal and external community stakeholders. The school’s STEM Coordinator is working closely with community partners to formalize existing relationships and grow additional relationships in the Myrtle Beach area and throughout the region and state. This commitment in the classroom and in the community to authentic real life activities, demonstrations, explanations and opportunities is essential to achieving desired STEM outcomes.