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CUE-d Up with Sarah Thomas — Featuring Rebecca Hare

There’s Something About Rebecca…

Rebecca Louise Hare is currently a design specialist and science teacher at Gulliver Schools, and a learning space designer. Rebecca has a BFA in industrial design from The European Design Institute in Milan, Italy and an M.A.T. in Art from Fontbonne University, St. Louis. She worked in Italy for ten years as a design consultant and creative director, creating spaces and designing products (from MRI machines and coffee makers to hair brushes) for global companies before becoming fascinated with education. She found that the young designers she was hiring were struggling with solving problems and thinking critically. This brought her back to the United States to study education. Her master’s thesis focused on design thinking, evaluating, and enhancing creativity through the study of design and art. She has collaborated with a number of schools, designing learning spaces that enhance student learning.

Rebecca continues facilitating learning environments and experiences that support design, design thinking, and student agency. She presents on Makerspaces and the Maker Movement, creativity, and learning space design. Rebecca, her husband, and two children can be found at the beach early on the weekends, in the pool if they can’t make it to the beach, and if it’s summer, visiting family in Italy.

What’s exciting?

Rebecca is excited about transitioning out of the obsession with quantitative data to more authentic ways of learning, having students create to learn and make their learning visible.

What is Rebecca “CUE-d Up” to do this year?

Rebecca is CUE-d up to continue to develop amazing experiences for her students. She is on a mission to build a nation of problem-solvers and to help other educators redesign their learning spaces in meaningful ways. Be sure to go to her session at the CUE Bold Symposium!

What’s one tip Rebecca has for viewers?

Rebecca advises other educators to create an environment that supports creative thinking. “Who does the work does the learning,” so trust students as protagonists of their learning.

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Sarah Thomas