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Instilling an entrepreneurial mind-set in high schoolers

Obama to speak at high school partaking in ASU innovation program.
ASU Innovation through Design Thinking program teaches entrepreneurial mind-set.
January 13, 2016

Obama visiting one of eight schools using ASU program that teaches students how to creatively solve problems in community

Just two days after his final State of the Union address, President Barack Obama will make his first trip as president to Baton Rouge, Louisiana, where he will speak Thursday morning at McKinley High School.

McKinley High is one of eight schools across the nation partaking in the Innovation through Design Thinking (iDT) program, a product of Arizona State University’s Office of Entrepreneurship and Innovation that trains teachers to embed entrepreneurial thinking in their classrooms.

Katherine Clemens, manager of K-12 initiatives for the Office of Entrepreneurship and Innovation, helped develop the program to meet the growing need for more entrepreneurial and STEM-based curricula at the high school level, and especially among underrepresented communities.

“For students to be successful in the jobs of the future, for students to be able to solve the challenges of the future, it is critical that they have an innovative mind-set,” said Clemens. “To do this, we need to teach students how to think entrepreneurially and how to use an innovative design process, which is essential to the creative problem-solving process.”

In the iDT program, all of that is tied to real-world problem-solving in the students’ own communities, where they collaborate with local businesses to find solutions through the development of a mobile app — a process that is beneficial to both the students and the businesses.

“The feedback from the businesses has been great,” said Clemens, who often travels around the country to check in on the different schools, assess what’s working and make changes where necessary.

“They have so much enthusiasm about being connected to education and the students because they feel value in the fact that they’re teaching the students a lot. The students have enjoyed learning about small businesses and nonprofits because many have their own entrepreneurial ideas, and one of the goals of the program is to teach them how to make their ideas a reality, to show them what the day-to-day of that looks like, what the process looks like, and why it’s important to support local businesses.

“As well, the students are able to apply their knowledge and skills in a meaningful way that shows them how they can contribute to their community, and [the local businesses] are able to get an outside perspective, which is great.”

A woman poses for a photo in a classroom.

Katherine Clemens, manager
of K-12 initiatives for ASU's Office
of Entrepreneurship and Innovation,
said the students and the teachers
training them in app development
have found the whole iDT process
empowering.

One of the projects students at McKinley are working on is in collaboration with Knock Knock Children's Museum, a brand-new museum that will open this year down the street from the high school. Through the iDT program, students were trained in app development, marketing and business strategy to develop an app to schedule tours; provide directions and museum times; send push notifications for museum events; provide a museum map locator to let patrons know where they are in the museum; and offer a how-to-get-to-another-museum feature.

Clemens reports that both the students and the teachers who are training them in app development have found the whole process empowering.

“Overall, the teachers are very excited about it,” she said. “They have a lot of freedom to guide their students through the project to determine what will work best in their classroom. And the students are excited that they get to take on a leadership role, meeting directly with business owners.”

What’s more, many of the teachers who have participated in the program are eager to share what they’ve learned about teaching app development with other teachers in their schools, sometimes planning professional development courses to show other teachers how to do what they learned and serve the overall purpose of helping students develop an entrepreneurial mind-set.

“Entrepreneurial skills and design thinking are key to preparing high school students to thrive in an innovation economy,” said Sethuraman “Panch” Panchanathan, ASU's senior vice president for Knowledge Enterprise Development. “Using the train-the-trainer model as part of the Innovation through Design Thinking, ASU is empowering educators and their students to create solutions for challenges within their own communities.”

In iDT’s first year, it reached 12 teachers and 350 students. In its second year, those numbers have jumped to 24 teachers and more than 600 students. The Verizon Foundation has been a major player in helping to implement the program, awarding more than $1.2 million in grant funds to ASU since iDT’s launch in 2014.

According to Clemens, the program is a great example of how ASU is involved in embedding and advancing entrepreneurship in schools in underserved communities across the country and providing students a pathway to college.

“ASU is really creating a new higher-education experience that has a focus on entrepreneurship, social embeddedness and real-world problem-solving, so part of this project is to help share the knowledge and skills that we’ve developed to showcase ASU’s expertise in this area,” said Clemens.

On a larger scale, the iDT program is also poised to aid in showcasing the educational excellence of the U.S. as a country — one which President Obama passionately asserted in his address Tuesday is “the most powerful nation on Earth. Period.”

 
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Palm Walk: A tale of trees, death, rebirth and mystery

Though Palm Walk's exact age is a mystery, its fate is not.
Palm Walk — that ASU icon — is about to undergo a new phase.
Palm Walk part of establishing a beautiful, lush campus a century ago.
March 2, 2016

Iconic ASU pathway to celebrate turning 100 — or as close as we can figure — with new trees replacing those at end of their lifespan

Palm Walk, that iconic image of Arizona State University, turns 100 this year.

It’s an anniversary often repeated as fact, that school President Arthur John Matthews planted the trees in 1916.

The only problem is that it can’t be confirmed.

But what can be found in the musty documents and fading photos — and the story behind it all — is far more interesting. It’s a tale of establishing an oasis in a desert, of a tiny nascent college struggling to establish itself in an infant state with a bad national image. It’s about finding balance between transformation, preservation and the inevitable.

The palms are nearing the end of their natural lifespans. They will have to be replaced.

But before we get into the specifics of the trees’ fate, let’s look at their past.

The story of Palm Walk is a tale of trees, death, rebirth, history and mystery.

The scene

Palm Walk has been called the most photographed place on campus. The two rows of stately, elegant trees are the university’s iconic image. University landscape architect Byron Sampson calls them a “place of memory.”

In 1916, the state was 4 years old and the university 31, having been established on George and Martha Wilson’s 20-acre cow pasture at a cost of $500. The only devils on campus were dust, swirling in the fields south and west of Old Main.

If you attended the Tempe Normal School of Arizona around 1916, you studied teaching or agriculture. Other classes were available, but those two subjects were the institution’s focus. If you studied agriculture, it meant getting out in the field — literally.

“Emphasis is placed on the practical rather than the theoretical or technical,” the 1916 curriculum bulletin said. “To this end, work in the class room is supplemented by actual practice in the field and garden.” One requirement of Agriculture 1: Elementary Agriculture was making your own garden.

Archival photo of students gardening at ASU

Courtesy of University Archives/ASU

 

There are only five buildings left on campus from the teens: Old Main, the University Club, the School of Human Evolution and Social Change, the Virginia G. Piper Writers House, and Matthews Hall.

What was life like for students the year the palm trees reportedly were planted? Let’s pull two names off the student rolls in 1916: Reathie Pfeifer of Phoenix and Howard Draper of Wickenburg. Both had roommates; all the dorms had were doubles. If it was hot out, they slept on sleeping porches. (The catalog goes to great lengths to describe dormitory sleeping porches. Having a sleeping porch in 1916 was like having air-conditioning in 1947. It was something you advertised that people sought out, especially Arizonans.) They paid $16.75 a month for room, board and utilities. Another dollar got their laundry done each month.

Both Reathie and Howard ate in the dining hall. The food was good. Nowadays it would be touted as artisanal, local, organic. The school had 50 acres for crops, a dairy, a hog lot and a poultry yard, all producing eggs, meat, milk and vegetables for the students.

Reathie might have belonged to the Zetetic Society, a drama club for women, or if she liked to read, the Clionian Literary Society. She might have played basketball or tennis. She had two parlors, a sitting room and a piano in her dorm. Howard’s dorm didn’t have any of that.

Howard might have belonged to the Athenian Debating Club or played football, which was in its second year at the school. School officials suspected the sport might take off. “By the interest and enthusiasm shown in this sport there is no doubt but that football will be played each year,” the catalog predicted.

For entertainment that year, they could have gone to see a male quartet from Manhattan, a dramatic reader of modern plays, or the Killarney Girls and Rita Rich, “six young women musicians in Irish costumes in an evening of music and Irish humor.”

Neither one of them whooped it up on Mill Avenue. “As the sale of liquors is prohibited in Arizona, the undesirable influence of the saloon is entirely eliminated,” the catalog reassured parents.

The president-gardener

Those students were at Tempe Normal School right at the midpoint of Arthur John Matthews’ leadership tenure. He served as principal from 1900-1904 and then as the first president from 1904-1930.

Matthews has been called the “president-gardener” for his horticultural bent.

“He was very interested in beautifying the campus,” university archivist Rob Spindler said.

Matthews, an Irish ex-farm boy from a small town in upstate New York, planted 1,478 trees of 57 varieties; more than a mile of hedges; and 1,512 shrubs, reportedly some of them personally.

The “Our Campus” column in the Tempe Normal Student (the State Press of the day) mentioned areas near the infirmary “lately beautified” by “good cement walks and grass” in March 1917.

Landscaping campus was far from accidental, Spindler said. In the late teens, Arizona wasn’t even a decade past its status as a territory, and the rest of the country still looked at the state as a sketchy wasteland inhabited by even sketchier people. Indian fighting continued into the 1920s, and the Power brothers’ shootout was two years in the future.

If Tempe Normal School was not a venerable institution, it wanted to at least look like one. Overcoming Arizona’s Wild West image was the point of buildings like Old Main and the University Club (then Science Hall).

“They were designed to have ivy climbing up them like Harvard,” Spindler said. “They’re saying, ‘Look at the Old Main fountain; we have water. It’s safe to send your kids here.’ ”

A line of tall palms would have helped convey that message. 

“Matthews understood it in the teens and ’20s,” Spindler said.

The 1916 catalog touted a lush campus “arranged in a most attractive manner with broad, shady lawns, cement walks and graveled drives, and a profusion of trees, shrubs, and flowers.”

The school didn’t have a lot of money back then, and expenditures like adding classrooms took priority.

Putting planting of the palms around 1917 through 1919 “is a reasonable estimate,” Spindler said. “They were probably potted plants.”       

Lining Normal Avenue with palms from Eighth Street (now University) down to Tyler Mall past the infirmary (now the student health center) and the university president’s house (now the Piper Writers House) was a logical choice, Spindler said.

“It would have made sense to beautify that area,” he said. “Part of the mystery is that it was done in chunks. ... It wasn’t like we planned to have this great icon until the 1920s.”

Enrollment in 1916 was 450 students. Most of them came from Arizona, with a few from other states, Mexico and Canada. Enrollment dropped to 418 the following year, and again the next year because of World War I. Enrollment didn’t surge to 450 again until 1923.

Spindler suspects Matthews cut back on his frantic planting.

“I don’t see him spending money on trees in the war years,” he said.

Palm Walk

Calling the path Palm Walk is relatively new. In the school’s 1926 catalog it was called the College Palms. That’s the first recorded instance of it having a name.

By the 1930s “it was constantly used as an icon in the catalog,” Spindler said. The 1932 catalog called it “The Palms.”

“We were thinking of it as a signature place, as an icon for the institution,” Spindler said.

Bob Svob, university landscaper in the 1930s, kept meticulous records of every plant on campus. By 1946 there were 215 Mexican fan palms on campus, according to Svob’s typed notes.

The first mention of Palm Walk as a special place (with an accompanying photo looking pretty much like those taken today) was in a circa-1967 promotional pamphlet titled “Beautiful Environment for Higher Learning.” However, the copy referred to it in lowercase: “palm walk.”

“That’s the earliest I found,” Spindler said.

The mystery

“Here’s the problem,” Spindler said. “We don’t know when they were planted. … It’s not like there’s a memo from President Matthews saying, ‘Buy trees.’ ”

A 1919 aerial photo looking west over campus shows a line of plants where Palm Walk is now. The problem is that what species they are can’t be deciphered from the photo.

“Just little shrubs in the ground doesn’t nail it,” Spindler said.

Spindler pored through photos and handwritten financial ledgers from 1916 through 1918. Between 1916 and 1918, he found three purchases:

  • March 1917: $38.45 for “trees” from H.B. Skinner.
  • April 1917: $227.00 for “trees, plants, etc.” from Armstrong Nurseries.
  • May 1918: $7.00 for “palm trees” from Blasingame Nurseries.

Note only one entry specifically mentions “palm trees.” That’s not enough to nail down a date.

“We don’t have a smoking gun,” Spindler said.

Death, and what’s next

The 65-foot-tall Mexican fan palms that make up Palm Walk typically have a lifespan of 100 to 110 years. One surprising fact about them: “It’s not a tree,” university landscape architect Sampson said. “It’s a tall grass.”

A sign of decline in the trees is when the crown — the knob on top, plus the fronds — begins to tilt like the head of someone dozing off in a meeting. It’s an indicator the tree has reached its maximum age. Those crowns can weigh up to 500 pounds.

Sampson is well aware that he is the caretaker of a vista that is not only iconic visually, but emotionally as well. He knows alumni will return and remember that that’s where they first saw their wife or husband.

“I’m very, very adamant about protecting them and holding them in some level of stasis,” he said. “Eventually we know we are going to have to turn to addressing this, whether we want to or not.”

The wood from the old trees won’t be repurposed. It’s fibrous and tough and notoriously hard on saw blades. It doesn’t even burn well.

“The trunk has been used in many cultures for sculpture or a variety of things, but we have no plans as such,” Sampson said.

They will be replaced with date palms, which will provide two things the Mexican fan palms do not: shade and dates. The dates will be harvested, sold and eaten. The solution speaks to two of the university’s enduring institutional objectives: sustainability and leveraging place.

“It’s not something that’s just pretty,” Sampson said. “It’s something we engage with. … We bring about the physical manifestation of the New American University. How do we do it?”

The replacement trees will be about 18 to 20 feet high. It’s the maximum height that can be planted without using a crane. A utility tunnel runs underneath all of Palm Walk, so a crane can’t be maneuvered in there. When the new trees are mature, they will be about 80 feet high.

Planning the replacement operation will be complete by the end of the first quarter of the year. Beyond that, a timeline hasn’t yet been established.

“There is a desired plan of action, and as with anything there is the reality,” Sampson said.

 Aside from the logistics of replacing 110 trees in the heart of a campus as perpetually busy as Grand Central Station, it’s not as simple as running down to the nursery. Because they will be mature date palms, they will likely belong to growers, who will expect a good price for a productive tree. Sampson and the landscape contractor will have to visit growers and nurseries as far away as Southern California to find 18-foot trees with clear straight trunks.  “I want the crowns to match,” Sampson said. “I want the heads to match.”

As it has been since 1916, the university will continue to remain, in Sampson’s words, “an oasis of education in a hostile environment.”

“Craft a vehicle and protect the sites of memory?” he said. “It’s always a continuum.”

And there will always be palms on Palm Walk.

“Always, always, always,” Sampson said.

 

Top photo: A double exposure of Palm Walk in 2016 by Deanna Dent/ASU Now

Scott Seckel

Reporter, ASU Now

480-727-4502