The Driving Question

How can accessible, community-driven solutions help restore polluted marine environments?

The Project: Improving Water Quality in Hawaii’s Ala Wai Canal

In response to the driving question, Kenzo W. developed a service learning project focused on improving water quality in Hawaii’s Ala Wai Canal. By collaborating with the Genki Ala Wai Project, he explored how natural, low-cost solutions can address pollution while engaging the local community.

The Design Goal

Working from a personal connection to the marine environment, Kenzo aimed to implement a sustainable solution to reduce pollution in a highly contaminated waterway.

• Creative Direction: A bioremediation approach using natural microorganisms to restore ecological balance.
• Production Process: Coordinating the creation, drying, and preparation of Genki Balls with local partners.
• Final Outputs: Deployment of over 1,000 Genki Balls and documentation of environmental impact.

Innovation & Ethics

The project highlighted how simple, nature-based solutions can drive change:

• Sustainable Practices: Use of effective microorganisms and organic materials to break down pollutants.
• Accessibility & Community Impact: A low-cost, hands-on process enabling participation across age groups.
• Environmental Responsibility: Focus on natural, long-term restoration methods.

Field Research & Immersive Learning

Kenzo grounded his project through direct engagement with his local environment:

• Ala Wai Canal: A heavily polluted waterway impacted by sewage runoff and unsafe bacteria levels.
• Genki Ala Wai Project: A key partnership supporting implementation and learning.
• Community Collaboration: Over 30 volunteers contributed to producing and deploying the Genki Balls.
  

Final Product: A Community-Based Environmental Intervention

• The Assessment: Successful production and deployment of 1,000+ Genki Balls.
• Academic Component: A collaborative, hands-on initiative involving local volunteers.
• The Summative Reflection: Featured on Hawaii News Now, expanding awareness.

The Summative Reflection:

Kenzo recognized the power of accessible, natural solutions in addressing complex environmental challenges, highlighting the impact of community-driven action.

Driving Question:

How can I communicate the results of my own study into the impacts of commercial whale watching on marine mammals to a scientific/non-scientific audience?

The Project: Cetacean Research & Scientific Communication

In response to the driving question, Shangrila X. developed a year-long mastery project titled “Everywhere and Nowhere,” exploring cetaceans and the relationship between marine mammal behavior and human activity. The project sits at the intersection of marine biology, behavioral science, and scientific communication, combining research, field experiences, and data analysis.

Through this work, Shangrila investigated how scientists study whale populations using tools such as photo identification, spatial data, and emerging technologies. A central focus of the project examined the behavioral impacts of commercial whale watching, particularly in the Salish Sea, while also exploring how these findings can be effectively communicated to different audiences.

The Design Goal

Working from a self-defined vision, the student aimed to design and conduct a research-informed study on the impacts of commercial whale watching, while developing multiple methods to communicate findings to both scientific and general audiences.

Creative Direction:
The project blended scientific research with storytelling and communication, translating complex marine science concepts into accessible formats.

Production Process:
Shangrila engaged in an iterative process of research, fieldwork, and skill-building. This included completing the Bigg’s 201 course with the Orca Behavior Institute, participating in field observations, and developing technical skills in GIS mapping and statistical analysis using R.

Final Outputs:
The project resulted in a research-informed body of work including data analysis (GIS maps and datasets), scientific writing, and exploratory communication formats aimed at both expert and public audiences.

Final Product: A Research & Communication Project

The Assessment:
A comprehensive mastery project combining marine research, spatial data analysis, and scientific communication, supported by documented coursework, field notes, and a process portfolio.

Academic Component:
Completion of the Bigg’s 201 course through the Orca Behavior Institute, alongside independent research into cetacean behavior, GIS analysis, and statistical exploration using R.

The Summative Reflection:
The student reflected on the challenges of conducting independent research in a complex and multi-perspective field. Through the process, Shangrila developed stronger critical thinking skills, particularly in questioning assumptions and engaging with scientific uncertainty. The project also strengthened confidence in both research and communication, highlighting the importance of making science accessible. Moving forward, Shangrila aims to deepen technical skills in data analysis while continuing to explore how marine science can inspire broader public understanding and conservation efforts.

This project taught me the importance of collaboration and using people as a resource. Because we were able to combine our skillsets, we could create a high-quality final product, which I do not think I would have been able to achieve alone. I learned a lot from this team project, including troubleshooting Premiere Pro and maintaining our sense of humor in stressful situations.

-Class of 2023 Student Dhruv G.

As a personal project this term, CM2 students Niko W. and Dhruv G. challenged themselves to develop a short documentary capturing the essence of how modules work at TGS, using the Mo-Botics module as an example. They set out to answer the following driving question: “How can we use documentary filmmaking to capture the essence of PBL at TGS?”

The pair investigated different aspects of documentary filmmaking and combined their prior experience and skillsets to storyboard, plan, and execute the film. They also used a combination of student interviews and shots from module excursions as the film’s backbone.

By dividing roles and putting in a substantial amount of post-production editing, they achieved a high-quality final product which they presented at the THINK Beyond showcase.

Having the opportunity to create a wearable technology that can potentially be part of the solution for such a pressing issue was something rather exciting to accomplish. I think in-depth research and constant brainstorming helped me make a rather thoughtful project, and I believe I’ve grown a lot.

-Class of 2023 Student Seher Y.

Driving Question: How can I create a wearable inspired by the Expo 2020 ‘Opportunity’ theme that solves or draws awareness to a contemporary problem?

Every 40 seconds, someone ends their life. My smartwatch concept has the primary purpose of monitoring the suicidal behavior of the patient while providing a feature of manually alerting selected people about their suicidal state. The watch monitors physical symptoms (e.g. heart rate, breath irregularities, stress, motion tracking) by using sensors to detect suicide risk objectively and rapidly. Out of sight, easy-to-use, and effective.

Getting into the field of robotics with little hardware knowledge was both challenging and exciting. I learned that I can find ways to implement existing knowledge into a new field and that there’s always room to lead my own learning experience if I work hard enough. My biggest takeaway is always approaching any new project with a positive, open, and flexible mindset.

-Class of 2023 Student Bido H.

Driving Question: How can I design and build a robot – inspired by Expo 2020 and the Mobility Pavilion – that performs an action to increase our quality of life?

Our project is an autonomous conservational technology system that aims to provide efficiency in agriculture. NutriBot goes around agricultural fields and senses its surrounding environment to measure moisture levels and the type of nutrients in the soil. It then uses this data to evaluate the minimum quantities of water and nutrients necessary to keep the soil healthy and sprays them in the targeted blocks. Implementing this system will make farmers no longer have to apply water or fertilizers across entire fields. NutriBot can conserve up to 40% of water already wasted in agriculture alongside nutrients due to human error and inefficiency.

I gained a newfound appreciation for all of the work that goes into architecture. This module made me excited for the future since I got to learn about many new and upcoming sustainable technologies.

-Class of 2023 Student Saffron B.

My project, “Central Palm,” is located on the golden shores of Kite Beach. The central courtyard is the house’s spine, allowing year-round use due to the shade of the ghaf tree while still maintaining privacy from the outside world. The state-of-the-art Tesla solar roof reduces the owners’ reliance on the grid, even allowing you to sell excess solar energy back to the grid. Water-collecting tech that utilizes local sea breezes alongside sound-absorbing glass, inspired by the Czech Republic Expo pavilion, combines sustainability and modernity, thereby maintaining harmony with the local environment. The house features traditional Islamic design, such as columns, a majlis space for entertaining guests, and a prayer room. This house isn’t the future; this house is now.

One of my favorite sessions was right after our wexplore, visiting Tierra del Sol. It was unbelievable. The place was fantastic and so heart-warming. Everything was so thought out and showed an impressively accurate representation of what a community space should look like. I spent such a great time there and hope to go again. I learned more than I could’ve imagined.

-Class of 2023 Student Mila F.

Driving Question: How might we use our understanding of architecture through time to design a context-informed structure?

Our group designed what we believe is a modern take on a traditional Oaxacan house and gastronomical hub which showcases the Oaxaca’s rich food and drink diversity.

What new things did you learn about yourself?

We learned about the impact of colonialism on Mexican architecture through our experience through seeing the use of traditional European elements that incorporate Mexican structures.

What are your big takeaway lessons from this project?

Our biggest takeaway was the process of the environmental impact analysis as I feel like the process of environmental impact analysis will be very important in any project I want to do that involves construction thinking about input and output I am putting in the environment.

This module was one of my favourites, as I learned more about the ins and outs of sustainable buildings in the state of Oaxaca and a little bit of architecture. Ever since TGS introduced the core value of Pixki, I have become more aware of the environment and the impact humans have had and will continue to have on the world around us. Every small project like this makes me think more and become conscious of my actions.

-Class of 2022 Student Viktoria L.

Driving Question: How might we use our understanding of architecture through time to design a context-informed structure?

What were your goals for this module? How did you achieve them?

Our goal this term was to create a sustainable settlement that involved the development of a community garden, greenhouse, and administrative building to encourage ethnobotanical practices in the city of Oaxaca. We achieved this by creating an environmental impact statement, presenting it to a panel of Oaxacan architects, and applying the feedback we received from them to build a miniature settlement in real life.

We acquired the knowledge to do so from our weXplore, where we first practiced building models and creating environmental impact assessments. Tierra De Sol also factored in, as it’s where we learned more about sustainable practices. Oaxacan architects also played a large part, as they answered our questions even after the panel.

What new things did you learn about yourself?

We learned that we are very good at building expandable walls as a team. At Tierra De Sol, we were given the chance to do so, and we were the fastest, most efficient group of all. We sawed and drilled twice as many sticks as everyone else. Our secret was that everyone had a role in the activity, and we worked the best we could.

This module was unique to me, as I had never known how interested I was in architecture until I experienced it during these two months. I have also learned the importance of focusing on the journey and the learning instead of making my product look perfect.

-Class of 2023 Student Sara G.

Driving Question: How can I design and build a model home or community that will function efficiently in a desert environment?

Are you looking for a house that is both nature-friendly and luxurious? Then my project, “Fresh Air,” is perfect for you! Located in The Palm Islands, it combines different panoramic views, from the relaxing beach view to the moat with the fish, and finally, the lush green spaces all around the house.

This house combines many aspects of sustainability: It saves water by taking it from the beach and using it in the pool and the moat. The greywater is used for watering the garden and for the flowers all around the house. The materials used (concrete, bamboo, etc.) are very eco-friendly. Solar panels help produce electricity using solar energy. The fish in the moat produce waste that contributes to the growing of plants.

Driving Question: How can I apply my understanding of closed system ecosystems to design a better farming system in my city?

Module Overview: In the Biocities module, Seb looked at how naturally functional systems work and how we can apply that understanding to increase the efficiency of food production in a more sustainable and resilient fashion.

Project Reflection: “The Biocities module was really interesting. I loved the independence given by the educators and the ability to take the product where I wanted to take it. I learned so much about agriculture, useful 3D design skills, and animation techniques and was able to conduct a closed-system experiment via a BioBottle.”