Academics
Upper Division (9-12)

Interdisciplinary Studies

Interdisciplinary Studies literally means studies that involve more than one discipline, like English and History. Casady School's Interdisciplinary Studies program is an integrative, inquiry-based learning experience encouraging intrinsically-motivated thinkers.

Visit the Interdisciplinary Studies Web Page on the Casady website.

Key Tenets of Design Hub (d.Hub):

List of 3 items.

  • inquiry-based

    Rather than having the teacher telling information to students, we will have students and teachers asking each other relevant questions about complex issues and collaborating with each other to locate varied sources of knowledge, information, and perspectives on those issues.
  • interdisciplinary

    A systematic effort to integrate multiple perspectives (disciplines) into a more complete framework of analysis, thus accomplishing a new understanding that could not have been created by drawing from a single discipline.
  • intrinsically motivated

    A focus on the students rather than the teacher will help students to honor, to learn, to engage, to innovate, to serve, and to thrive.
The following are the initial offerings in the program. Eventually, some classes in the intensives may fall under this program as well. Future plans may include work with other divisions for mini-design challenges. However, the only thing that will rollout in the next year is the American Design course and the opportunity to apply for the Capstone course.

Flagship Course: American Design

All 11th grade students will be enrolled in this flagship course, and they will receive 1 history credit and 1 English credit. 

List of 5 items.

  • COURSE DESIGN

    Everything is designed—the pen in your hand, the window through which you’re looking, Interstate Highways, the postal service, and all of the multitudinous systems that constitute the nation in which we live. The America we live in was designed and still continues to be designed. In AMERICAN DESIGN, we will take an interdisciplinary approach to looking closely at various systems of design that make up our nation, such as technology, housing, education, health care, law enforcement, and the criminal justice system. We will seek to understand the frameworks and the implications of these various systems of design; we will identify problems within these systems of design; and we will use a human-centered, empathy based approach to create real-world solutions. Furthermore, we will learn how we might leverage the power of design for individual growth, as well as engagement with our communities, as our 11th grade students embrace the rights and responsibilities of local, national, and global citizenship.  
  • SCHEDULE DESIGN

    • In order to provide ample time for students to learn and to accomplish the work of American Design, students will have two designated class times within a rotation. 
    • One class time will be scheduled in the American Design Classroom with two teachers—one from the History department, and one from the English department. 
    • The second class time will be scheduled in the common space of Cochran Library for independent and collaborative work.
    • Both class meetings are located in the soon to be remodeled Cochran Library. 
  • SKILL DESIGN

    In American Design, we will balance tradition and innovation. Foundational skills such as reading, writing, and discussion remain at the forefront of our pedagogy as we build relevant 21st century skills such as empathy, design, and community engagement through the process of design thinking (an empathy based, human centered, interdisciplinary approach to understanding and creating solutions for  real-world problems).

    • Sources: novels, plays, poetry, short stories, articles, essays, podcasts, documentaries, websites, legal documents 
    • Writing: close textual analysis paragraphs/essays, synthesis essays, letters, emails, proposals, interview questions, podcasts scripts, non-fiction narratives, journal entries, lecture notes, discussion notes, poetry 
    • Discussion and Presentation: Harkness Discussions with classmates improving their listening and speaking skills; Class Presentations building presentation skills (including videos, slides, podcasts, etc.,); Interviews with adults in the greater OKC community growing their communication skills; Public Presentations of their work.
  • SPACE DESIGN

    • “Space Matters. Consciously or not, we feel and internalize what The space tells us about HOW to work.”
                          -Stanford d.school’s maker space 
    • The classroom is designed specifically to ignite creativity and to enhance the ways in which teams and individuals communicate, work, play—and innovate.
  • Other possible opportunities:

    Concurrent Enrollment
    Concurrent enrollment offers students the opportunity to earn 3-6 college credit hours.  Up to 15 students could receive approval and apply for concurrent enrollment during the spring semester of the junior year. The students who apply will meet GPA/test score requirements and indicate a desire to continue their studies into the Capstone course the fall of their senior year. Selected Capstone students will receive up to 6 hours of OCU concurrent credit. Other non-selected Capstone applicants will receive up to 3 hours of OCU concurrent credit. 

    Capstone Course
    Juniors may have the opportunity to construct a proposal for a Capstone project for approval. Selected students will be able to enroll in the Capstone course in the fall of senior year.

Town Hall | 02.04.2020

American Design Webinar | 02.23.2021

American Design Webinar | 04.21.2021

Casady School is an independent, co-educational, college preparatory, Episcopal day school serving students in pre-k-12. Educating Mind, Body, and Spirit.
Casady School is a PreK-12, independent, college preparatory Episcopal day school committed to deeper-level learning. Casady School welcomes a student body that reflects the diversity of the world around us and therefore does not discriminate on the basis of race, color, religion, gender identity, sexual orientation, socioeconomic status, nationality, or ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, athletics, and other school-administered programs generally accorded or made available to students at the School.