Editor’s note: This is the second report in a multipart series examining the evolving teaching strategies utilized by teachers and school administrators in Graham.

In Michelle Lowrey’s civil engineering and architecture class at Graham High School, there really seems to be no need for the teacher to mingle with her students. At least not during this phase of their architecture projects.

Sure, she’s there to help with any questions that they may have regarding the various architecture and engineering projects they’re working on, but for the most part, they are currently in a phase that seems to involve strict concentration on the construction of their models.

During previous class sessions, Lowrey discussed different architectural styles with her students, who then went online and searched out styles that they wanted to emulate.

Take GHS junior Madison Farmer, 16. She’s currently working on building a compound machine. This means that she is combining different, simpler machines into a larger, more complicated machine that will move a marble from point A on the machine to point B. Think of the old board game “Mousetrap.”

The project is still in its development stage, as Farmer establishes when asked about the ultimate purpose of the machine.

“Well, at this point, I’m not really sure,” she says. “It’s just supposed to get from beginning to end without me having to touch it in the middle. So it’s got to do everything on its own.”

Besides taking copious notes on the subject, Farmer has also watched numerous videos on YouTube on how to create a machine of her own.

Lowrey teaches this class as one of four engineering sections in the Project Lead the Way program. She has been adjusting her teaching style steadily, and it’s a trend that, more and more, favors technology in the classroom as well as at home.

Read the entire story in Wednesday's edition of The Graham Leader.