Upper School Engineering Students Take on Real-World Campus Improvements

In a recent project, Upper School Engineering students at Berkeley Carroll took on a unique challenge: finding creative ways to improve campus spaces to better serve the school community. Under the guidance of teacher Ryan Byrne, students worked in teams to come up with solutions for making learning areas more comfortable, functional, and enjoyable. The project was about more than just engineering—it was about real, hands-on problem-solving with a positive impact on everyday life at BC.

The students started by asking their classmates and teachers what changes would make a difference, gathering feedback through surveys and conversations. Armed with these insights, students got to work using the BC Design Process they were taught starting in Lower School. The process includes brainstorming and sketching out solutions, using 3D modeling software and printing physical models to bring their ideas to life. Next, they fine-tuned their designs based on feedback, learning the importance of refining their work to make sure it truly helped solve the issues they identified.

Projects included more ergonomic seating in the science rooms, more efficient garbage and recycling receptacles in the 181 courtyard, and improved soundproofing surrounding the band rehearsal spaces. John P. ’25, who helped develop a highly successful method to improve cafeteria flow learned that sometimes small changes, like better signage, can make a big difference. “It wasn’t like we’re going to rebuild the cafeteria,” he said, “It was small steps. We explained that the flow is the problem. Here’s our data-driven solutions, and here’s our long-term plan.” 

John realized that engineering isn’t just about building things—it’s about a step-by-step process of understanding the problem, brainstorming ideas, testing, and tweaking. He sees this approach as something he can use well beyond high school. “I can apply these tools of how to analyze data to be a problem solver in the future, and that’s really cool.”

The class also sparked new interests in specific tools and topics. For Cameron B. ’25, 3D printing his team’s design was so enjoyable that he got his own 3D printer, while Leo K. ’26 noted how the course brought together his favorite subjects. “Engineering combines math and science with my favorite class, Design, ”Leo said. “I think it could be a career path for me in the future.”

Students already working in the Science Research Design (SRD) program like Jules S. ’25, whose team successfully reduced sound leakage from the band room by 10%, saw Engineering as an opportunity to delve into a completely different branch of science. “They’re both really hands-on but in such different ways, and I want to be able to explore it before going into college because I’m considering it as a potential major. I’m still deciding.”

The project wrapped up with presentations to a panel of judges from various departments who asked questions, gave feedback, and awarded recognition for the best prototype, design, and innovation. For many students, seeing their ideas come to life in real spaces was one of the most rewarding parts. Louis G. ’26, who helped create a privacy solution for the bathrooms, said, “My biggest concern was that we’d do all the designing but it would never come to fruition. But now, people are just happy to use the bathroom.” Knowing that their work has made a difference for their classmates brought a new level of pride to their projects.

This project showed Berkeley Carroll’s aspiring engineers that they have the power to make meaningful changes in their surroundings. They came away with new skills, fresh perspectives, and a sense of pride in knowing they have made everyday spaces a little better for everyone.