Category Archives: Paul Magnuson

Several years ago, Paul Magnuson founded a research center at the high school level in collaboration with colleagues at Leysin American School. The center supports professional learning through a variety of programs, including year-long action research projects by faculty who receive competitive resident scholarships. In addition, the center works with schools and universities around the world, hosting 10 to 15 visiting scholars annually, and consulting and presenting at schools and other organizations. Paul has created a number of tools and programs, including classroom observation schemes, language immersion summer camps, the middle school at LAS, and most recently, edge, a high school program which offers an alternative to traditional school through greatly increased student agency. His current interests are the documentation of edge, pulling agile into education, and self-regulation for both students and teachers.

Visiting Scholars

Our school has been hosting visiting scholars for the past six years. To date nearly fifty graduate students, business people, teachers, and professors have lived and worked with our faculty on curriculum, research, and other projects. 

As I write, one scholar, now on her third visit, is taking the train to visit a student in the hospital. He recently interviewed her in front of several classes – the day before, in fact, the ski accident that landed him in the hospital. In front of me are the preparations for two additional visiting scholars, arriving this weekend. One is on sabbatical from his teaching position, here to learn how we use technology at our school, the other is contributing her knowledge to our ongoing studies of research about the climate crisis.

This past week I interviewed some former visiting scholars for a publication that four of us are working on – three past visiting scholars and me. The interviews were the first time in six years that I’ve reached out to visiting scholars to learn about the experience from their perspective. (From my perspective their visits are incredible. I learn from them and with them and get glimpses into their cultural points-of-view. My colleagues connect with our visitors, many form ongoing friendships which sometimes lead to travel, presentations, and additional projects.)

So while we plan to write up what we learn from our interviews in a more formal publication, I don’t have the patience to wait before sharing some of the things I’ve heard in the first three interviews. From Australia and Northern Europe, here is what they said.

Alys shared that she had strong feelings of accomplishment while with us and that she gained personal confidence. As a PhD student at the time, being treated as an expert, and given the chance to make useful contributions to our faculty members, helped her develop into the academic she is today. She enjoyed the creativity, the chance to work directly with students, and all the conversations and reflections with those she met at our school. 

Alys remembers in particular the drama teacher that she met during one of her visits and how he appreciated having someone outside the school observe his lesson. She enjoyed being a presenter at our annual student conference, and publishing a piece about the curriculum we developed for that conference. She also made at least three further connections through our research center, connecting with administrators and visiting their schools in Germany, the Netherlands, and Switzerland.

Alma stayed with us once, for nearly eight weeks, during which time we developed and taught a curriculum unit on the rights of the child. We published a piece about it following her visit and I still use the curriculum in teacher workshops I lead now and again.

Alma was chiefly looking for a quiet place to do her own work. She found it here among the Alps, in our quiet village. She rearranged her room so that the desk faced out across the valley, enjoying the view while she read and wrote. 

While she enjoyed her experience, she reflected afterwards – and she recommends for future visiting scholars – that it’s good to get involved with the school and it’s valuable to spend time with the children. She reflected on her own time in boarding school, at roughly the same age as our students, and how children face more or less the same issues that she faced. 

Alma also mentioned that through the visiting scholar experience here in Switzerland she got to know one of her own colleagues, Baldur, from their university.

Baldur stayed for a shorter visit than Alma, but like Alma, enjoyed the ability to concentrate, away from the phone calls and meetings of university life. He read and wrote and enjoyed the inspiration of our school’s setting, particularly after he realized that we didn’t expect him to prepare a report or achieve any particular results. He felt he could just care for himself and adopt a rhythm which allowed him to catch up on reading and writing that he had been waiting to get to for a long time.

Baldur is proud that an initiative he started, a student led writing center, has turned into an ongoing project supported by both librarians. His university has in fact provided online training for one of our student writing tutors, and as our writing centers grow we intend to lean on Baldur and his expertise even more. 

Baldur also felt he grew a bit personally as he watched the faculty and students of an international school, from more than forty nationalities, interact on a daily basis. The international nature of the curriculum and the constant infusion of global issues differs from his experience at home. Luckily he attended an event led by a group of university students during his stay – an event that we were bringing students to, so we took Baldur along. That night we all simulated the negotiations of the Paris Climate Agreement in the basement of a hotel, as representatives from various countries across the world. 


Jumping into whatever activities the school happens to be involved with is a hallmark of the visiting scholar experience. As Baldur said about the grill party in our community garden, with chickens running between us pecking for fallen scraps of food, “I loved it.” 

Each of these visiting scholars mentioned the beauty of Leysin, the view, and the ability to focus (even while living in the middle of a boarding school). They all three mentioned meeting colleagues from around the world, particularly in the cafeteria, and all the conversations they had, whether about their own research or other teaching and learning going on at the school.

And as is evident, they all stayed connected with our school, and they all hope to come for another visit (and we would love to have them spend more time with us). It’s a beautiful thing to grow an interwoven community of practice across institutions and countries, and even more gratifying when the scholars become lifelong friends who invite us from Leysin to come visit them in their homes and spend time at their schools and universities. We are a truly lucky school.

During the 2019-2020 school year, over 20 visiting scholars have visited LAS. We thank them for sharing their time with us and invite you to contact us if you are interested in learning more about the program.

Demos and feedback: Students learning from each other

This the fourth and final blog post in a series of reflections with Bill Tihen. I am pleased that, just as we finish processing Bill’s notes from his November visit with LAS visiting scholar Bret Thayer, Bill has scheduled a new visit to attend the ECIS STEAM conference we are hosting March 6-7.

Students must learn to give, hear, and accept feedback. Bill suggests that there are four general steps to make feedback effective. 

  1. Students plan and present a demonstration of their work, keeping the requirement for feedback in mind. Ideally students share their work for other students (and faculty members). Before presenting their work, students predict what sort of feedback they are likely to receive – both positive comments as well as suggestions for improvement.
  1. After students have presented their work, they receive feedback. When students receive feedback they keep it safe for those giving them feedback by restricting themselves to listening and taking notes. Students learn to resist the urge to challenge the feedback, clarify misunderstandings, or justify themselves. In this manner, students and faculty giving feedback do so in a safe environment – and the students receiving the feedback actually hear it. 
  1. Giving feedback entails:

(1) commenting on those aspects of the work that are well-liked and how the demonstration shows movement toward the end goal; and

(2) commenting on what would make the work even better. For those things that might need to be addressed, an acceptable formulation of constructive criticism might be: “I like the [whatever it is] and think it might be even better if you [did this, changed this, considered this alternative, etc.]

  1. And finally, working with the feedback requires clearly using one or more suggestions received from the group. Students give credit for the origin of the idea and explain how they made the suggestion their own and integrated it into their work. Work completed without adopting and adapting ideas from others is incomplete.

These four steps from Bill can lead to great use of feedback – or not. We’ve seen both results, so it’s probably fair to say that these may be necessary but not sufficient conditions in Bill’s framework. Other factors, like having the time and space to work without constant adult interruption, having an atmosphere of trust, and so on, are also important.

As I reflect on Bill’s four steps, two interesting parallels jump out. First, how similar his suggestions for receiving feedback are to student feedback sessions of LEINN International at the University of Mondragon. Second, how refreshing it is to hear someone require students to incorporate each other’s ideas. 

LEINN International is an undergraduate program for future entrepreneurs. (LEINN stands for Leadership, Entrepreneurship, and Innovation. It is managed by a highly creative company, Tazebaez, which is itself a product of the parent LEINN program.) The day I visited, a cohort of freshmen were giving each other feedback. They sat in a circle. The student receiving feedback took notes and limited his responses to a “thank you” for both positive and constructive comments from each colleague. I was amazed at how frank the feedback was, how carefully presented by the students, and how gracious those receiving feedback seemed. In hindsight, they were doing nothing other than what Bill suggests in (2) above, something we’ve adopted for our alternative 9th and 10th grade program at my school.

Requiring students to use the ideas of other students contradicts a lot of common practice in schools. How often have we heard teachers admonish students to “do your own work” and “keep your eyes on your own paper?” Bill is doing the opposite, requiring students to get and use feedback from other students, and above all else, not to try to go it alone. Please, please look at other students’ papers (plans, projects, models), he is saying. Learn from each other, exchange ideas. And then give credit where credit is due. What a refreshing take on learning.

Thanks, Bill, for the years of collaboration, the experimental classes, and the debriefings that continue when we get together, most recently in this series of blog posts. You are amazing to work with. 

Uplift: Contextual Exploration and Building Student Confidence

This is the third in a series of four posts based on ongoing conversations with Bill Tihen.

On a recent Sunday morning I was playing badminton with my nine-year old daughter. Our rallies were extraordinarily long, we had really gotten the hang of it.

Then she said, “Let’s count how many we do!” She served the birdie off the edge of her racket into the net. “0.” She sent the next one over and I missed it. We couldn’t get another good rally going. Soon she asked if we could switch activities. 

During the long rallies we experienced a feeling of “uplift,” the sense of each one of us doing well on account of the other, the sense that we were able to help each other have the next good shot. Individually we were a good team and being a good team made us good individually. We were in a state of “flow.”

When Bill speaks about uplift, he focuses on the creation of an atmosphere in which students build on existing strengths and grow their self-confidence. Bill feels that students are more likely to find joy in learning when they start from a position of strength, and that redirecting them from distracting activities toward helpful activities is easier. An uplifted atmosphere is full of exploration and meaningful context, one in which stress is reduced by focusing on what students do well. 

Dangerous to an atmosphere of uplift are traditional assessment practices. Assessment shouldn’t hinder motivation or impede performance – think of our terrible badminton shots when we started focusing on assessment! We need to avoid letting our assessment practices lead to student behavior that is safe for the assessment practice but damaging to a creative sense of exploration. Assessment serves learning, not the other way around.

For example, in our 3D Nautical Design class, where students designed and printed plastic boats, students tested the boats in a pool of water so that everyone could see what boat designs work and which do not. Assessment (and reflection) is needed to advance the learning. Students test as they are ready to test, not to demonstrate mastery, but to discover the next step, the next improvement. The students are experimenting with the performance issues that they are designing for. They don’t need a teacher to tell them if a boat is right or not, they will see for themselves if it can’t handle a payload or gets swamped by a wave. Assessment becomes personal, with a goal of iterative improvement, which can actually contribute to the atmosphere of uplift. Assessment is not a teacher’s judgment of ability, which ranks students against each other or to levels on a rubric. Assessment is what is needed to take the next logical step, discovered by the student.

Uplift by focusing and building on strengths. Increased ownership and student agency will follow. 

A sad little metaphor

This past semester, visiting scholar Bilge Kalkavan and I chuckled over a metaphor of school as an amusement park. We hypothesized different booths, like those where you get to knock down clowns with a ball or toss rings around bottle necks, but organized like school instead of an amusement park. Would it work? And what might we learn from the way an amusement park actually does work?!


What can I help you with?


Well, I created a new amusement park for kids and it’s not going as well as I hoped. 




You see, the first weekend the line at the entrance went way down the street! Everyone wanted to get in. But by Wednesday there were no lines, and by Friday hardly anyone was in our park. Then on the weekend, well, I can’t go on like this. [imploring look] I’ll go broke!


Perhaps you should tell me a bit about the amusement park.


Yes. Thank you. [wrings hands] I hired eight specialists to run eight different booths. Each booth is stock full of super cool information. Kids can learn about science and math, about history and geography. They do sports and learn languages. It’s fantastic.


It certainly sounds good. How does it work?


Oh, it’s very well organized. Every child who comes gets to hear all the same information. They visit all eight booths!


They all do the same thing?


Right. Really interesting lectures about all these cool subjects. And they get the same amount of time at each booth. It’s guaranteed! [knowing look] There’s a schedule, you see, and a clown who blows the horn according to the schedule, and then the kids all move from one booth to a different booth.


Ah, so they choose where to go.


No, no. We tell them exactly where to go. That way it is very orderly. Like I said, everybody hears all the same information, for the same amount of time.


[hesitating] Right. And what if they aren’t interested in a particular booth?


Well they should be interested. I hired experts in these specialties and they work very hard to share with the kids what they know.


How do they share?


That’s the beauty of my business plan. They all have a plan we created before we opened. They follow the plan. It’s all written down. They just have to tell it to the kids.


What if, well, what if the kids aren’t all interested in all eight things?


They should be interested. They are all important.


[coughing] To you.


Excuse me?


Have you thought about what to do with the kids who already know a lot about one of these specialities? Or maybe those who really don’t know anything at all?


Well. of course the kids are different, but they do all have to learn the same thing. Our workers adjust. And we have this little game for them at the end, before they switch booths.


Game? Is it ….


They do this little exercise so we can see which kids understood everything and which ones didn’t.


… it is.


It is what?


A bit what I feared, perhaps. What do you do with the kids that didn’t understand so well?


Oh, they go on to the next booth with the rest of the kids. We have to stick to the schedule you know. It’s very organized.


You want my advice?


Well of course. [hands on hips] That’s what I’m here for. How do I get them to come back next week? How do I fill my new amusement park?


That’s a hard one, but I think I have an answer. 




I think you have to make it required. Not just for the kids in your neighborhood, but in all neighborhoods. Everywhere, in fact. 


Required. Yes, required. There will have to be lots of new amusement parks. 


And they will all have to operate the same, more or less. Otherwise kids from one amusement park might want to switch to another one.


I see. So we all get some kids who come to our parks and learn at our booths. 


And learn the same things. And follow your schedules. And play your games at the end. 


[Rises to shake hands.] You have been so helpful.


I wish that were true.

Pull vs. Push

This is the second in a series of four posts based on ongoing conversations with Bill Tihen.

Bill doesn’t hesitate to make a big claim now and again. I think it’s because he’s had a long history with schools, but is not working in one now. Perspective comes with distance, and so does the freedom to call things like you really see them.

So when Bill jotted his thoughts down after we got together last fall, he wrote:

“Learning needs to change, as much as possible, from an externally driven system pushed at students by the curriculum into an internally driven system in which work is pulled by students, based on their own needs and interests.”

As teachers, we are familiar with what Bill calls the push system, whether we’ve called it that ourselves or not. A curriculum is first pushed to us (perhaps by the State, or an adopted off-the-shelf curriculum, or the school’s administration, or all three), then we push the subjects and the content of those subjects to our students. We also push course requirements, assignments, grading systems, and due dates. For that matter, we push our viewpoints, directly or indirectly.  And all of us, teachers and students, get rated in one form or another on how well we helped push the prescribed curriculum.

This system is so ubiquitous we tend not to see it. It is the water we swim in, it’s just how things are. So let’s point out three major practices that would have to change to decrease how hard we are pushing and increase the chance for students to do more pulling. 

A standard set of subjects. If students were pulling learning in any significant way, it’s doubtful that their interests would happen to fall neatly into the core canon. Sometimes yes. Always, never. So how do we as teachers prepare for all that variety? How do administrators create a schedule? Would students miss out on “must-learns” in our current curriculum?

Assessment. If students are all learning different things, how does the way we test and report their learning change? What currently accepted standard practices are now maladapted? What happens to transcripts? Is it okay (or preferable) if learning is full of variety, with considerably less overlap between students than in our current curriculum?

Teacher education. If curriculum and assessment in a pull system are quite different from our current practices, then how must teacher education pivot? What does instruction look like in a pull system? How do we retrain teachers steeped in a culture of push? How do we refashion pre-service training to emphasize pull?

Once thinking along these lines, I’m sure we’ll discover many more practices to reconsider. I’m also sure the time spent thinking about them is worthwhile.

For a whole-school perspective on Bill’s quote in this blog – and the degree to which we could set up school as a pull system –  listen to Rob Houben of Agora, Netherlands, on the Edufuturists #70 podcast.

The importance of context, challenge, and exploration so students find and build on their own strengths

For several years, I had the opportunity to regularly put ideas into practice during the day and debrief them after dinner with my good friend, Bill Tihen.

It turns out Bill is, as I jokingly yet seriously remind him from time to time, one of the greatest curriculum theorists I’ve ever met. Bill is unique in that he is a former AP math, computer science, and physics teacher, with additional backgrounds in electrical engineering, building industrial robots and their software, and two decades in IT at schools. He also taught experimental classes in our middle school a few years ago. 

Bill recently met Bret Thayer, a visiting scholar at our school and a fellow agilist. Bret teaches AP Seminar and other courses in Colorado, using Scrum (one of the most well-known operationalizations of agility). I invited Bill to meet Bret, and the ideas their meeting sparked led to longer conversations on several themes related to Bill’s experimental classes. We’ll start here with reflections on exploration, context, and challenge. In future blog posts we’ll look at pull vs. push, uplift, and assessment

“I like to have the students learn in short iterations that are just beyond their current knowledge or comfort level,” says Bill. “When they make that small step forward, they are ready for the next iteration, which is again just beyond their current level. Taken all together, they can move well beyond where they started.” For me, trained in second language acquisition, this is like Steve Krashen’s notion of i + 1. While it may seem obvious that we should teach just a bit beyond a student’s current level, it’s advice not always followed well. It’s also difficult with a group of students, all at different levels – at least in traditional teaching models.

Bill’s preferred model is to create teams of students which explore small aspects of a bigger objective, increasingly building their knowledge as they work and reflect, and then work and reflect some more. He places a premium on students learning from each other before coming back to him as the teacher. This is a more complex version of i + 1, perhaps a more Vygotskian notion of students learning just beyond their current level by working with a more able peer, or what we are familiar with as the zone of proximal development. 

“Smallify,” Bill says, and then those little chunks of learning just beyond a student can be worked out in collaboration with another student, or when necessary, in collaboration with the teacher. If the students and the teacher reach a point where there is no clear next step, that is simply further opportunity for authentic learning, Bill thinks. Moving into the unknown and letting students see that the teacher doesn’t know everything is important. It gives students a chance to work outside the usual space in which the teacher knows and the students don’t. In this space there is genuine exploration – and quality learning. Can the students and teacher now discover, together, the right questions to make the unknown more known?

Bill believes that teachers should do very little direct instruction. “Let kids work until they get a bit stuck, and then be patient and help them get unstuck.” I picture here a parent at the kitchen table, next to a child doing homework. The parent lets the child work until the child is stuck, The wise parent doesn’t tell the child the solution or take the pencil and write in the correct answer. Instead, the parent offers just enough encouragement to keep the learning moving forward. So, too, should the teacher behave, Bill recommends. 

To help them own their learning more, Bill suggests that students track what they learn in a project journal so each team member can know what the other team members have done. He reviews the journal with students to help them reflect on what they do well so they can do more of that, feeling successful as they go.

Bill as teacher will occasionally look at the journal and ask students in the group to explain what other students have researched. If one team member doesn’t understand what another team member is doing, then it is up to that more able team member to make sure everyone understands. Vygotsky again, though Bill just shrugs. “It’s OK by me if someone already thought of that,” Bill says, then adds, “If it’s part of teacher education, then we should probably expect to see it more often.”

“Look,” says Bill in summary, “every project needs to involve complexity. Too often we make projects so clean for students that they aren’t confronted by the necessity of making a compromise. But the complex compromises students have to make to reach a goal lead to deeper understanding. Choosing between multiple possible solutions requires a good understanding of what you are doing. Having a context for learning that creates authentic problems to be solved, with no simple Google answer, provides students those difficult choices.” I tell Bill that a current term for this is “productive struggle.”

Bill thinks that’s great. And that teachers should help guide their students into exactly that space  just a bit more often.

Next up, with inspiration from Bill: pull vs. push, a concept central to working with agility, and a remarkably tall hurdle for us in school.

Roots of Agile for Education

Not insignificantly, agility affected my personal framing of work and my thinking about how to get work done. My colleague Bill pointed this out to me one day. “You can’t go back, you know,” is what he said. So I started asking others working with agility if they had experienced something similar. They had, ranging from big Aha-moments to gradual shifts in thinking and practice that led to new ways of working. 

So what’s agility? You’ll get different answers from different people, but you’ll likely pick up on a strong leitmotif of collaborative work, completed in short iterations, with lots of feedback informing the team and the work along the way.

There’s a document describing the basic elements, written in software terms, called the Agile Manifesto. It remains an important touchstone for agility. But, of course, agility didn’t spring up out of nowhere. There are likely themes of agility since people have been people. The document stresses (and the bullets are a direct quote):

  • Individuals and interactions over processes and tools
  • Working software over comprehensive documentation
  • Customer collaboration over contract negotiation
  • Responding to change over following a plan

While obviously written for software development, it is not hard to crosswalk the ideas into an educational context. Focusing on individuals, who work collaboratively, and adapting that work as they learn more about it has direct applications for students and teachers. 

A group of agilist educators did reformulate the original manifesto into a guide for education, which they completed in 2016 and called the Agile in Education Compass. It packages agile principles more directly and in language familiar to educators. Some members of that same group are working now on a process to certify educators in agility.

And with good reason, I think. The IB PYP guidelines and the new ACE protocol for school accreditation designed by NEASC are nice examples of why. These are large organizations that are pushing for the type of mindset embedded deep in agility. So why not develop a certification, and work on expanding the network of educators, who feel at home with the agile mindset? If it can advance the agendas that include greater student self-regulation and an ability to manage one’s own workflow, in collaboration with others, in my book that’s a significant victory.

Read more in the LAS Educational Research publication, Spotlight, or follow my colleague Nic on Twitter (@agileinthealps) and visit her web page with the same name.

Getting agile at school

Almost 20 years ago, a group of software engineers published what they called the Agile Manifesto. In it they outlined how they envisioned working. They focused squarely on people, collaborating with each other and the customer, delivering pieces of the final product in short, regular intervals. 

They imagined that working this way would be more responsible. They would be more likely to produce useful software, they would work quicker, and above all, they would find work more fulfilling.

Several individuals and schools have been pulling this mindset into education. In my roles at Leysin American School and Endicott College, I’ve practiced with some agile tools, like Scrum, and with some adaptations of these tools specifically for education, like eduScrum. I’ve collaborated with consultants and business owners, as well as teachers and students. Together with school colleagues we’ve introduced agility in middle school, high school, and the university. We’ve also applied agility at the organizational level, managing our accreditation self-study, professional development, and some school change processes.

I’m convinced we are onto something big. I’m equally convinced we need to keep working small, in a bottom up sort of way, accumulating examples of successes and failures from an increasing pool of practitioners, in order to share the impact this shift in thinking can have. 

And while agility in education is not mainstream, it is popping up under different names in mainstream practice. This week a colleague shared with me the IB document “Collaborative Planning Process for Learning and Teaching.” Bullet points on the document describe what learning means for the PYP program. Here is one: “Developing students’ capacity to plan, reflect and assess, in order to self-regulate and self-adjust learning.” Parts of the new ACE protocol for school accreditation also read as if inspired directly by agility.

I’m wary of sounding too evangelical. So enough said for today. But explore a little if your interest is piqued:

Agile Classrooms – John Miller, one of the earliest proponents of agility in education;

eduScrum – Willy Wijnands, who translated Scrum into eduScrum and has spent a tremendous amount of time and effort spreading the word; and 

Scrum Alliance, “a nonprofit organization that is guiding and inspiring individuals, leaders, and organizations with agile practices, principles, and values to help create workplaces that are joyful, prosperous, and sustainable” (

Research Centers in School

Over the last decade, we have built a research and professional development center at our school. We call it LASER, as in Leysin American School (LAS) Educational Research. 

This past week I stepped back to notice how far we’ve come and how closely our center resembles research centers at the university. Here’s a quick synopsis of one day.

In a purpose built commons room for the center, a visiting scholar is working on his own project, while two faculty members debrief a design-thinking day that we hosted the previous week. Another faculty member arrives to discuss the requirements of the Institutional Review Board for his study of our new grading policy. Must he get written permission from parents before interviewing students? (The answer is yes, as well as permission from the students.) We finish our conversation by editing a survey he is going to use in his study.

On his way out a faculty member arrives to gather materials for class. He meets the visiting scholar and soon they are discussing a common interest: getting students to take greater ownership of their learning. Shortly afterwards the room clears when everyone leaves for their classes.

In the afternoon, a group of five faculty members drives to a nearby school for a demonstration of a video recording system for professional development. We learn about the system, discuss the school’s experience using it, and ask questions to determine if we might like to purchase the system ourselves. During the car ride back to our school, we agree to at least pitch it to the deans.

I make it back just in time for a meeting with a faculty member who is implementing a new curriculum in her math class. That is, she had planned to implement a new curriculum, but the pressure to cover content for the required external exam is making her change her plans. We discuss what changes can be made at this point while preserving the integrity of her project. She asks if I’d like to co-author an article about the project and I accept. 

After dinner two colleagues present a new initiative, student-staffed writing centers, in the format of a Laser Focus talk. All faculty members supported by LASER grants are required to give a Laser Focus talk. There are seven of us in the audience, including our visiting scholar. We learn about the writing centers, discuss among ourselves, and agree that this presentation is ready for submission to a conference.

And that’s one day. Visiting scholars, debriefing and planning, discussions about research, and presentations, sprinkled with class during day. There is little difference here between our activity at the high school and the activity in a research center at the university. 

And while it took us years to arrive at this place, the years we spent getting here were also productive. We are living the tagline of our first professional development website, back at the beginning of this journey: Continually becoming the professionals we already are.

Faculty in LASER are happy to assist you and your school with the development of a research center. Let us know if you’d like to start the conversation.