When Marymount School of New York, an all-girls independent school on Manhattan’s Upper East Side, first explored bringing Engineering for US All (e4usa) to its students, the decision came easily. “In all seriousness, if Stacy Klein-Gardner is associated with a program, we know it is a quality program,” shared Dr. Eric A. Walters, Director of STEM Education. That trust, paired with a vision for meaningful, project-based engineering instruction, sparked a partnership that has now grown into a multi-pathway engineering experience for Marymount learners.
Discovering a Program That Fits
Marymount was first introduced to e4usa directly through Executive Director Dr. Stacy Klein-Gardner. What immediately stood out was the curriculum’s hands-on, project-based structure and the opportunity for students to engage with mentors from academia and industry.
“Having our students build a sense of belonging in the engineering world was very important to us,” Dr. Walters explained. The team saw e4usa as a way to ground students in authentic engineering experiences while helping them see themselves as capable problem-solvers and innovators.
Why Marymount Chose and Returned to e4usa
Before joining e4usa, Marymount lacked a clear scope and sequence for its engineering program. At the same time, teacher Chantine was both new to teaching and new to teaching engineering. e4usa offered a ready-made, research-based curriculum that ensured she would not need to design everything from scratch.
As the program expanded nationally, so did its value to Marymount. “We appreciated that the program has grown considerably over the past few years. These additional modules would allow us to build a more dynamic engineering program here at Marymount,” Dr. Walters shared.
Today, the school is envisioning a full engineering pathway built around the three e4usa courses: +Making, +Programming, and +Design. These courses align with student interests and help build a strong engineering sequence across grade levels.
Professional Development That Prepares Teachers for Success
The e4usa professional development experience provided Marymount’s educators with both confidence and clarity. Teachers walked away with:
- A strong understanding of the curriculum framework
- Practical strategies to facilitate project-based learning
- A supportive network of peers and mentors across the e4usa community
For teachers considering attending PD for the first time, Dr. Walters offers reassurance. e4usa PD equips educators with exactly what they need to bring engineering to life, even if they are new to teaching the subject.
e4usa in the Classroom
While the year is still underway, early classroom implementation has been promising. Students are actively engaging in hands-on, project-based work, exploring engineering concepts through real-world challenges.
Anecdotally, teachers have already noticed students’ enthusiasm grow as they build, test, and iterate on their ideas. The program encourages learners to think more deeply about problem-solving by approaching challenges with curiosity, resilience, and creativity.
More stories and examples will emerge as the year progresses, but the foundation is already strong. Students are enjoying the course, connecting with the material, and seeing engineering as something they belong in.
Strengthening Marymount’s Creative Technology Curriculum
e4usa has become an integral part of Marymount’s broader STEM and creative technology ecosystem. The program strengthens the physical science dimension of the curriculum and creates a natural progression from physics to engineering and design. This alignment helps students see connections across disciplines and better understand how scientific principles translate into real-world engineering solutions.