Where Innovation Takes Shape: Inside Rumsey Hall’s New Lower School Stem Room

In the heart of Rumsey Hall’s Lower School, a new STEM space buzzes with activity. Now in its second year, Rumsey’s Lower School STEM program is igniting more curiosity than ever, with expanded tools and hands-on projects that invite students to experiment, imagine, and build foundational problem-solving skills.

At the helm is Greg Dunbar, who has been guiding the program since its launch. Mr. Dunbar teaches students from pre-kindergarten through fifth grade, a demographic he loves for their boundless curiosity. “They haven’t learned limitations yet, which opens up so many possibilities,” he explains. In his STEM classes, there are no right or wrong answers—only opportunities to explore and experiment. “When they solve a problem by building or experimenting, the ideas they come up with are so expansive,” he says, noting how these early experiences shape their approach to learning.

A Space Built for Discovery
Last year, Mr. Dunbar brought STEM learning to the Lower School by traveling from classroom to classroom with bins of materials. Seeing the potential for a dedicated space, he worked closely with Rob Brenner, Rumsey’s Director of the Lower School, to turn this vision into a reality. Over the summer, a spacious new STEM room was created from part of the kindergarten classroom and is perfectly designed for young engineers and scientists. “Everything is at their height, accessible to them,” Mr. Dunbar explains.

The room brims with tools and materials—from measurement instruments to robotics kits—all organized at a child’s level, encouraging independence. “By the end of the year, I want these tools to feel like part of their everyday toolbox—resources they’re confident using to solve problems,” Mr. Dunbar shares. “The goal is for these tools to feel as familiar as a pencil or a crayon.”

Getting Comfortable Being Curious
Rumsey’s STEM curriculum isn’t just about gadgets; it’s about instilling a way of thinking. The program emphasizes project-based learning and encourages curiosity from a young age. Recently, first graders were challenged to figure out how to make a shadow move without touching the object. Armed with flashlights, they observed, tested, and connected their findings to the movement of the sun. In another class, third graders explored what it would feel like to touch a cloud, eventually discovering through experiments with steam that clouds are more like vapor than fluff.

“One of our main goals is to get kids comfortable with being curious,” says Mr. Dunbar. With every project, students build technical skills, confidence, and resilience. “Watching a fourth grader figure out a solution after multiple attempts is incredible—they’re learning that failure is part of discovery.”

A Vision for Growth
Rumsey’s commitment to early STEM education is rare, offering a structured approach often reserved for older students. “This is just the beginning,” Mr. Dunbar reflects. “We’re seeing young students become problem-solvers, thinkers, and inventors. The hope is that they carry this mindset through their years at Rumsey and beyond.”

After a recent class, Mr. Dunbar overheard a fourth-grader say, “I love STEM because it’s like magic!” to which another replied, “Yeah, it’s like magic, but with an explanation, so you know what’s actually happening.” For Mr. Dunbar, it’s a perfect testament to STEM’s lasting impact—equal parts wonder and understanding.