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Castilleja School teaches artificial intelligence

From drones to art, students learn about growing technology

If you were at Castilleja School last week, you might have spotted a series of small posters throughout campus, each posing a weighty question about technology.

"How much smarter can AI get?"

"What will happen to those who lose their jobs to AI?"

"How will AI support our modern lives?"

"Are robots more intelligent than humans?"

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Every sixth-grade student at the all-girls private school had come up with her own inquiry related to artificial intelligence (AI) and created posters — using an old-fashioned technology of rubber stamps and paper. Artificial intelligence was the theme of this year's Global Week at Castilleja, an annual week during which the entire school participates in activities devoted to a single topic. Past themes have included migration, art, youth activism, equity in education and climate change.

This year, the school chose artificial intelligence, coinciding with the debut of Castilleja's first-ever course on the subject — a rarity in K-12 education, even in 2019 — and preparations to adopt a computer-science graduation requirement next year.

The school's overarching goal, administrators and educators said, is not to solely teach coding or provide a pipeline to tech careers but rather to help them understand a powerful force that is already and will continue to impact their lives regardless of what they pursue after Castilleja.

"If they don't understand the technology, it's going to impact their future (anyway)," said Kyle Barriger, a longtime mathematics teacher who created the artificial intelligence elective. "If they understand it, then maybe they have a chance to influence it."

For the first time, an AI class

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Before he came to Castilleja, Barriger worked for two decades in the high-tech industry.

Two years ago, he said, "it became really obvious to me that AI was going to take off because of the comput(ing) power and the availability of data that were really the big impediments to it for the last 30, 40 years."

He proposed an elective on artificial intelligence at the same time administrators were considering it as a future Global Week theme. Six juniors and seniors took his seminar-style class last fall, learning first how the underlying technology works, then its applications and its potential benefits and risks. They studied key artificial-intelligence concepts, like machine learning, neural networks and deep learning, and examined the role that AI plays in the very technologies they consume — the filtering of data on Facebook and Instagram and predictive analytics on Netflix, for example. Intentionally, there was little instruction on how to code, Barriger said.

For their capstone research projects, each student selected a topic of interest and developed her own 5-to-10-year technology forecast for how AI might affect that application, considering social, political, economic and ethical implications.

Senior Divya Tadimeti decided to investigate how drones will affect food delivery, a nascent but growing industry, she said. Another student researched how artificial intelligence is being used in bail assessments, to predict whether someone will show up in court, and another teenager examined potential uses for military defense satellites.

For her forecast, Tadimeti predicted that drone-delivered food will take off after two or three years but only after issues like privacy and governmental regulations are addressed.

Tadimeti said all high schoolers should be educated about AI in some way: "No matter what you're interested in, AI is going to affect you in the future."

Barriger agreed, particularly given that this generation of "digital natives" — ever-attached to smartphones and their apps — have little understanding of the technology that powers them, he said.

"My discovery at the beginning of the semester was that they're also digitally naive," he said. "I don't think we can overstate the importance of understanding the technology."

Barriger plans to offer the elective again next year, but he hopes artificial intelligence will become part of the fabric of other academic subjects rather than a standalone course, which is still uncommon in K-12 schools. Barriger's class is only one of handful offered across the country, according to David Touretzky, a Carnegie Mellon University professor who chairs an education initiative for the Palo Alto-based Association for the Advancement of Artificial Intelligence (AAAI). Touretzy's initiative aims to lay the groundwork for national guidelines for K-12 AI instruction.

"We hope to see many more schools including AI into their curriculum in the future," Touretzky said. "But the teachers doing it today are truly the pioneers."

Barriger, for his part, is considering how artificial intelligence could apply to his statistics classes and is working with the head of the school's computer-science and engineering department to integrate machine learning into Castilleja's new computer-science requirement.

At Global Week, the future is now

Last week, Castilleja's campus transformed into an artificial-intelligence conference, with speakers from Google, Facebook, Stanford University, the American Civil Liberties Union and The New York Times sharing their expertise with middle and high school students.

On Monday afternoon, the school's gym was packed with students and faculty, including Head of School Nanci Kauffman, working through an exercise led by Carissa Carter, director of teaching and learning at the Stanford d.school. She brought artificial intelligence to life through a design-thinking challenge: Groups of four were tasked with designing a visit to Silicon Valley for someone new to the area.

The teams selected specific personality traits and place of residence for their person — such as a quiet and introspective person from the United Kingdom — and then decided if the person was either interviewing for a job at Stanford Shopping Center or here to visit Great America with a group of friends. Other constraints included the weather and a specific limitation chosen for the person, like tardiness or the inability to understand English.

The teams set about designing a highly personalized experience for their consumer, considering all of the data points, from that person's favorite Starbucks drink and the music he or she likes to local weather and transportation patterns. They learned six common machine-learning algorithms and then had to choose the one best-suited to scale their plan to 10,000 people. (One group of students chose regression, a set of statistical processes for estimating the relationships among variables, to predict the weather for the day their consumer would be visiting.)

At the end, the students considered the worst and best case scenarios by writing alternatively "fantastic" and "terrible" news headlines.

Other activities throughout the week included visiting interactive art pieces that use machine learning, hearing from Castilleja alumnae who now study or work in the field and learning about the ethical implications for governments, companies and the public. Barriger also led a week-long workshop with seniors on image recognition.

Student Lia Spencer was fascinated by the non-technological applications she learned during Global Week, such as the use of artificial intelligence to predict risk for cardiovascular disease or disease in crops.

"It's really cool realizing that computers shouldn't always necessarily replace humans, but they can be used to supplement humans in ways that are really useful," she said.

Administrators had considered artificial intelligence as a Global Week theme for years but didn't feel prepared to offer it until this year, with Barriger's new course and the upcoming computer-science requirement, said Stacey Kertsman, Castilleja's dean of equity education and social impact and director of the Center for Awareness, Compassion and Engagement.

"When you have a technology or any kind of tool that is now so ubiquitous on our planet, we need to figure out how does that tool connect to the mission of the school and our goals for how we're developing women leaders," she said. "It felt like a really important time to say, 'Girls, these are the skills you need to learn, and these are the thoughts that align with our mission to use those tools more effectively.'"

Staff intentionally created a program that would appeal as much to students passionate about technology as those it might alienate. They brought in three artists to create the interactive art exhibit on campus, which included a facial analysis tool that predicts your age, gender and emotions in real time when you sit in front of it, and a "Lost in Google Translation" piece that translates any English phrase into Thai and then back to English to reveal "shortcomings in both humans' and machine's capabilities," the exhibit description reads.

Speakers also addressed diversity in the artificial-intelligence industry, bias in data and privacy and free-speech issues.

"When we do something like a Global Week dedicated to AI, it's not to get kids to become computer scientists," Kertsman said. "It's to help them understand, this is an incredible force that is shaping the way we humans exist and co-exist with our environment, with each other, and we need to understand it so we can make wise choices."

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Castilleja School teaches artificial intelligence

From drones to art, students learn about growing technology

by / Palo Alto Weekly

Uploaded: Fri, Jan 18, 2019, 6:56 am

If you were at Castilleja School last week, you might have spotted a series of small posters throughout campus, each posing a weighty question about technology.

"How much smarter can AI get?"

"What will happen to those who lose their jobs to AI?"

"How will AI support our modern lives?"

"Are robots more intelligent than humans?"

Every sixth-grade student at the all-girls private school had come up with her own inquiry related to artificial intelligence (AI) and created posters — using an old-fashioned technology of rubber stamps and paper. Artificial intelligence was the theme of this year's Global Week at Castilleja, an annual week during which the entire school participates in activities devoted to a single topic. Past themes have included migration, art, youth activism, equity in education and climate change.

This year, the school chose artificial intelligence, coinciding with the debut of Castilleja's first-ever course on the subject — a rarity in K-12 education, even in 2019 — and preparations to adopt a computer-science graduation requirement next year.

The school's overarching goal, administrators and educators said, is not to solely teach coding or provide a pipeline to tech careers but rather to help them understand a powerful force that is already and will continue to impact their lives regardless of what they pursue after Castilleja.

"If they don't understand the technology, it's going to impact their future (anyway)," said Kyle Barriger, a longtime mathematics teacher who created the artificial intelligence elective. "If they understand it, then maybe they have a chance to influence it."

For the first time, an AI class

Before he came to Castilleja, Barriger worked for two decades in the high-tech industry.

Two years ago, he said, "it became really obvious to me that AI was going to take off because of the comput(ing) power and the availability of data that were really the big impediments to it for the last 30, 40 years."

He proposed an elective on artificial intelligence at the same time administrators were considering it as a future Global Week theme. Six juniors and seniors took his seminar-style class last fall, learning first how the underlying technology works, then its applications and its potential benefits and risks. They studied key artificial-intelligence concepts, like machine learning, neural networks and deep learning, and examined the role that AI plays in the very technologies they consume — the filtering of data on Facebook and Instagram and predictive analytics on Netflix, for example. Intentionally, there was little instruction on how to code, Barriger said.

For their capstone research projects, each student selected a topic of interest and developed her own 5-to-10-year technology forecast for how AI might affect that application, considering social, political, economic and ethical implications.

Senior Divya Tadimeti decided to investigate how drones will affect food delivery, a nascent but growing industry, she said. Another student researched how artificial intelligence is being used in bail assessments, to predict whether someone will show up in court, and another teenager examined potential uses for military defense satellites.

For her forecast, Tadimeti predicted that drone-delivered food will take off after two or three years but only after issues like privacy and governmental regulations are addressed.

Tadimeti said all high schoolers should be educated about AI in some way: "No matter what you're interested in, AI is going to affect you in the future."

Barriger agreed, particularly given that this generation of "digital natives" — ever-attached to smartphones and their apps — have little understanding of the technology that powers them, he said.

"My discovery at the beginning of the semester was that they're also digitally naive," he said. "I don't think we can overstate the importance of understanding the technology."

Barriger plans to offer the elective again next year, but he hopes artificial intelligence will become part of the fabric of other academic subjects rather than a standalone course, which is still uncommon in K-12 schools. Barriger's class is only one of handful offered across the country, according to David Touretzky, a Carnegie Mellon University professor who chairs an education initiative for the Palo Alto-based Association for the Advancement of Artificial Intelligence (AAAI). Touretzy's initiative aims to lay the groundwork for national guidelines for K-12 AI instruction.

"We hope to see many more schools including AI into their curriculum in the future," Touretzky said. "But the teachers doing it today are truly the pioneers."

Barriger, for his part, is considering how artificial intelligence could apply to his statistics classes and is working with the head of the school's computer-science and engineering department to integrate machine learning into Castilleja's new computer-science requirement.

At Global Week, the future is now

Last week, Castilleja's campus transformed into an artificial-intelligence conference, with speakers from Google, Facebook, Stanford University, the American Civil Liberties Union and The New York Times sharing their expertise with middle and high school students.

On Monday afternoon, the school's gym was packed with students and faculty, including Head of School Nanci Kauffman, working through an exercise led by Carissa Carter, director of teaching and learning at the Stanford d.school. She brought artificial intelligence to life through a design-thinking challenge: Groups of four were tasked with designing a visit to Silicon Valley for someone new to the area.

The teams selected specific personality traits and place of residence for their person — such as a quiet and introspective person from the United Kingdom — and then decided if the person was either interviewing for a job at Stanford Shopping Center or here to visit Great America with a group of friends. Other constraints included the weather and a specific limitation chosen for the person, like tardiness or the inability to understand English.

The teams set about designing a highly personalized experience for their consumer, considering all of the data points, from that person's favorite Starbucks drink and the music he or she likes to local weather and transportation patterns. They learned six common machine-learning algorithms and then had to choose the one best-suited to scale their plan to 10,000 people. (One group of students chose regression, a set of statistical processes for estimating the relationships among variables, to predict the weather for the day their consumer would be visiting.)

At the end, the students considered the worst and best case scenarios by writing alternatively "fantastic" and "terrible" news headlines.

Other activities throughout the week included visiting interactive art pieces that use machine learning, hearing from Castilleja alumnae who now study or work in the field and learning about the ethical implications for governments, companies and the public. Barriger also led a week-long workshop with seniors on image recognition.

Student Lia Spencer was fascinated by the non-technological applications she learned during Global Week, such as the use of artificial intelligence to predict risk for cardiovascular disease or disease in crops.

"It's really cool realizing that computers shouldn't always necessarily replace humans, but they can be used to supplement humans in ways that are really useful," she said.

Administrators had considered artificial intelligence as a Global Week theme for years but didn't feel prepared to offer it until this year, with Barriger's new course and the upcoming computer-science requirement, said Stacey Kertsman, Castilleja's dean of equity education and social impact and director of the Center for Awareness, Compassion and Engagement.

"When you have a technology or any kind of tool that is now so ubiquitous on our planet, we need to figure out how does that tool connect to the mission of the school and our goals for how we're developing women leaders," she said. "It felt like a really important time to say, 'Girls, these are the skills you need to learn, and these are the thoughts that align with our mission to use those tools more effectively.'"

Staff intentionally created a program that would appeal as much to students passionate about technology as those it might alienate. They brought in three artists to create the interactive art exhibit on campus, which included a facial analysis tool that predicts your age, gender and emotions in real time when you sit in front of it, and a "Lost in Google Translation" piece that translates any English phrase into Thai and then back to English to reveal "shortcomings in both humans' and machine's capabilities," the exhibit description reads.

Speakers also addressed diversity in the artificial-intelligence industry, bias in data and privacy and free-speech issues.

"When we do something like a Global Week dedicated to AI, it's not to get kids to become computer scientists," Kertsman said. "It's to help them understand, this is an incredible force that is shaping the way we humans exist and co-exist with our environment, with each other, and we need to understand it so we can make wise choices."

Comments

Community member
University South
on Jan 18, 2019 at 7:23 am
Community member, University South
on Jan 18, 2019 at 7:23 am
20 people like this

What a wonderful article! As a scientist, I was impressed and inspired by the thoughtful, multidimensional, and forwarding thinking approach to educating the next generation of innovators about this exciting and complication area of technology. Brava to Castilleja for their outstanding program and to Palo Alto Online for this poignant profile.


Palo Alto Mom
Midtown
on Jan 18, 2019 at 8:07 am
Palo Alto Mom, Midtown
on Jan 18, 2019 at 8:07 am
18 people like this

Fantastic...Castilleja is raising the bar on how we think about the future. I am so impressed that the school put this week together. This is how education can help us raise thoughtful, conscientious and concerned citizens. I commend you, Castilleja!


AI Dad
Gunn High School
on Jan 18, 2019 at 8:49 am
AI Dad, Gunn High School
on Jan 18, 2019 at 8:49 am
21 people like this

This is exactly the type of multidisciplinary, cutting edge education and engagement that we need for our children, particularly when it comes to such potentially far reaching technologies. Keep up the good work.


PA resident
Old Palo Alto
on Jan 18, 2019 at 9:09 am
PA resident , Old Palo Alto
on Jan 18, 2019 at 9:09 am
25 people like this

This is a fantastic article (very well written) and so pleased that Castilleja has taken on AI in such a broad and connected way. It speaks to the depth of planning that went into creating a fascinating week for these young women. This topic is so hot right now both for its benefits and risks. I am pleased that they incorporated every angle. I hope that this approach inspires the PAUSD to introduce some core tech classes that are not necessarily based on coding, but a thorough understanding of how technology impacts our daily lives. There is a petition going around to reinvigorate computer science, technology and Engineering at Paly. Please sign it! Thanks Castilleja for championing this type of learning.


Palo Alto Resident
Old Palo Alto
on Jan 18, 2019 at 9:49 am
Palo Alto Resident, Old Palo Alto
on Jan 18, 2019 at 9:49 am
18 people like this

60 Minutes did a story this past Sunday on how China is hoping to be the world leader in the field of AI. Their highlighted scientist, deemed the Oracle of AI, was quoted "I believe it's going to change the world more than anything in the history of mankind. More than electricity." Thank you Castilleja for forging the way with a broad and welcoming introduction into AI. Another example of Castilleja's leadership in the community and in education, creating leaders among women, and also setting an example for our public schools to follow.


Simon Firth
Palo Alto High School
on Jan 18, 2019 at 10:02 am
Simon Firth, Palo Alto High School
on Jan 18, 2019 at 10:02 am
9 people like this

If you'd like to sign the petition supporting the reinvigoration of the computer science and engineering program at Paly, you can find it here: Web Link


Cathy Williams
Old Palo Alto
on Jan 18, 2019 at 8:32 pm
Cathy Williams, Old Palo Alto
on Jan 18, 2019 at 8:32 pm
8 people like this

It’s wonderful to see that Castilleja is making an effort to educate their students on the rapidly advancing world of technology. Especially in a world where girls often prefer liberal arts to STEM, it is important that we offer them opportunities to experience the other increasingly relevant side.









Anonymous
Duveneck/St. Francis
on Jan 18, 2019 at 9:00 pm
Anonymous, Duveneck/St. Francis
on Jan 18, 2019 at 9:00 pm
2 people like this

A self-motivated girl can do STEM. My daughter did.


Claire Hyatt
Old Palo Alto
on Jan 18, 2019 at 9:46 pm
Claire Hyatt, Old Palo Alto
on Jan 18, 2019 at 9:46 pm
7 people like this

Will PAUSD schools incorporate this as well? It would be wonderful to introduce our kids to this ❤️


Russel
Community Center
on Jan 19, 2019 at 10:00 am
Russel, Community Center
on Jan 19, 2019 at 10:00 am
5 people like this

I hope that this approach inspires the PAUSD to introduce some core tech classes that are not necessarily based on coding, but a thorough understanding of how technology impacts our daily lives Web Link . There is a petition going around to reinvigorate computer science, technology and Engineering at Paly. Please sign it! Web Link Thanks Castilleja for championing this type of learning.


Mora
Midtown
on Jan 19, 2019 at 11:09 am
Mora, Midtown
on Jan 19, 2019 at 11:09 am
8 people like this

Great article, thank you for covering Castilleja's global week!


Palo Alto Dad
Barron Park
on Jan 19, 2019 at 12:34 pm
Palo Alto Dad, Barron Park
on Jan 19, 2019 at 12:34 pm
4 people like this

Great article! As a computer scientist from Stanford and Google, I believe AI is really changing the world, and every student should get acquainted with AI, even for students who don't want to pursue an engineering degree.
AI will be common knowledge required just as math.

Another AI tool that students may like is Web Link, which uses speech recognition AI to help students to take lecture notes automatically. Some student journalists use this Otter app do their interviews and use the automatic transcripts to help write their articles.


Mark Weiss
Registered user
Downtown North
on Jan 19, 2019 at 7:22 pm
Mark Weiss, Downtown North
Registered user
on Jan 19, 2019 at 7:22 pm
3 people like this

Reminds me of a short film I saw a few years ago at a festival about fascist men building robots to replace their wives in our not too distant dystopian future.


Polly Wanacracker
Professorville
on Jan 20, 2019 at 10:31 pm
Polly Wanacracker, Professorville
on Jan 20, 2019 at 10:31 pm
2 people like this

[Post removed.]


Anonymous
Duveneck/St. Francis
on Jan 24, 2019 at 9:33 am
Anonymous, Duveneck/St. Francis
on Jan 24, 2019 at 9:33 am
1 person likes this

One more thing: please refrain from the following stereotyping:
From the article:
“The teams selected specific personality traits and place of residence for their person - such as a quiet and introspective person from the United Kingdom -....”
Huh?
So - if I wrote something like: “a loud and chattering person from Mexico...” you’d be OK with that?
I assure you there are strong leaders, etc. from the UK and everyone is not “quiet.”


anonymous
Duveneck/St. Francis
on Feb 5, 2019 at 11:52 am
anonymous, Duveneck/St. Francis
on Feb 5, 2019 at 11:52 am
1 person likes this

Anonymous above, you misunderstood the assignment. The personality traits and country of origin were randomly chosen, separately, from a coin toss. You were just as likely to end up with a "quiet and introspective person" from Mexico as a "loud and chattering person" from the United Kingdom. The characteristics were not paired with region.


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