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Open Hearts & Open Minds

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Ethical Education at Rowland Hall

Our actions affect others • Ethics create community • Ethics guide civic engagementIn 1867, our founders built Rowland Hall on ethical and spiritual principles and the clear expectation that every child should strive for personal excellence. Character has been nurtured and expected from our students long before character education became a trend at peer schools, locally and nationally.

No education is complete without a commitment to a worthy purpose and passion for making the world a better place. Therefore, Rowland Hall students are taught in a thoughtful, age-appropriate, sequential thread from preschool through high school to identify ethical themes, recognize actions that build community, practice decision making, and live a meaningful, ethical life. All students learn that character includes the development of self-discipline, drive, and grit, as well as the universal values embodied by the ethical principles of fairness, empathy, integrity, and altruism.

Explore Ethical Education at Each Level

More important than core classes, exams, grades, or graduation requirements, are the people with whom students spend their days. Our teachers are insightful individuals who share their passion and dedication for knowledge, while also serving as role models in their communities.

You'll find few rivals to Rowland Hall’s community-engagement program, in the Intermountain West or nationally. Participation in community engagement, whether expanding on curricular themes or through stellar stand-alone projects, starts in the Beginning School and offers each student through high school a deep sense of personal responsibility and belonging.

Our school-wide chapel program encourages students to reflect on the values of honesty, compassion, altruism, and community engagement, and offers insights into the traditions of varied cultures and beliefs. Whether focusing on a Virtue of the Month in St. Margaret’s Chapel on the McCarthey Campus or hearing from a guest speaker on the Lincoln Street Campus, our students are immersed in concepts that lead to a life of honor and engagement with others to improve the community and larger world.

Teaching Ethics in the Classroom: Community, Inclusion, and Sustainability

Beginning School Students Identify

The Beginning School promotes children’s social-emotional competency by equipping them with the necessary, age-appropriate tools to enable them to make informed, responsible, and empathetic choices and decisions. Teachers weave ethics throughout their curricula, classroom management, and student problem-solving. Kindergarten and 4PreK students are introduced to Second Step, a research-based social skills curriculum. Weekly lessons teach students skills for identifying emotions in themselves and others, labeling these emotions, and understanding the perspectives of others. In addition, students learn skills to manage strong emotions and to solve interpersonal conflicts with peers in a peaceful manner.

Students begin to learn cross-cultural competence: they celebrate the array of family histories and cultures they represent by bringing photos from home, and parents are invited to come into classrooms to share different faith traditions and cultural practices. In chapel, kindergarteners are introduced to music, prayers, stories, and teachings from a variety of faith traditions to explore empathy, kindness, caring for our world, and generosity.

Read more: Ethical education in the Beginning School

Lower School Students Recognize

The Second Step curriculum continues in first through fifth grades to help students recognize and empathize with others’ feelings, practice peaceful problem-solving strategies, and manage strong emotions. The curriculum emphasizes inclusivity and friendship building. Through these lessons, students also develop the skills to recognize, refuse, and report bullying behavior.

Bi-monthly chapel gatherings use music, character-education lessons, mindfulness activities, and teachings of multiple traditions to explore topics such as caring for our environment, and to reinforce virtues such as kindness and generosity. Chapels typically highlight a Virtue of the Month—students recognize and practice a range of virtues that reflect core values of the school. Students are also encouraged to engage in the classroom exercise of Bucket Filling, which makes kind words and actions visible when students recognize peers who have filled their bucket.

The Lower School empowers children to put their ethical education into action: they participate in an array of service-learning projects focusing on the local community and the wider world.

Read more: Ethical education in the Lower School

Middle School Students Practice

Middle School students learn to practice ethical decision-making and behaviors in the classroom, on athletic fields, and in the larger community. Encouraging students to take responsibility for their behaviors is at the heart of the Middle School’s philosophy.

A monthly chapel gathering broadens students’ understanding of world religions by introducing specific practices, philosophies, beliefs, and observances. Students are also grouped in supportive grade-level advisories, where they build on social and emotional competencies by delving into common ethical dilemmas and hands-on activities that allow them to practice ethical decision-making. During these three years, our goal is for each middle schooler to develop a strong ethical and personal identity.

Students act to address larger community issues through integrated community engagement with organizations such as the Sunnyvale Community Center. Week-long class trips put students in situations where they must take responsibility for their own well-being as well as that of a larger group.

Read more: Ethical education in the Middle School

Upper School Students Live

Ethical literacy means understanding that one’s actions affect others and that, while deeply held personal values may differ, we are each committed to the ethics that create our community: respect, integrity, and empathy. In the Upper School, students broaden their understanding of the historical arc of ethical paradigms in order to internalize thoughtful decision making.

Contributions to the community, whether integrated in dance, science, or ethics class, address issues as diverse as poverty, hunger, autism, wildlife habitat, domestic violence, and racism. Through Project Action, a graduation requirement, upper schoolers become community builders. Students also participate in community-engagement activities that encourage them to live the mission of the school, such as October's Half Day/Whole Heart, the International Rescue Committee's Light One Candle project, and the Thanksgiving and Christmas food giveaways.

The Upper School gathers once a month for chapel, broadening understanding of the practices and philosophies of many world religions. A required world religions and ethics class also explores the history and traditions of faith.

Read more: Ethical education in the Upper School

Embracing Inclusion & Equity in Our Community

Rowland Hall represents a diverse community that encompasses differences in the human experience including those of ethnicity, race, national origin, family composition, religion, gender, gender identity and expression, sexual orientation, socioeconomic status, and learning styles, among others.

Read more: Inclusion & Equity

Guest Speakers

A variety of guest speakers visit Rowland Hall to engage students with personal and professional stories of how one lives an ethical life.

Read more: Guest Speakers

Our Sustainable School

Rowland Hall is dedicated to the promise of an environmentally responsible culture within our school and the larger community. We encourage all community members to engage in educational experiences that foster a deep understanding of our interdependent relationships with nature. As a result, we strive to identify, initiate, and implement projects and curriculum to increase environmental awareness and stewardship.

Read more: Sustainability

Ryan Hoglund with beginning schooler.

Ryan Hoglund
Director of Ethical Educationget to know Ryan

Jeremy Innis leading a song at Convocation.

Jeremy Innis
Interfaith Chaplain & Music Teacherget to know Jeremy

Ethical Education in Action

Ben Amiel 2019 Outstanding Young Volunteer

 

Rowland Hall is thrilled to announce that senior Ben Amiel was honored as the 2019 Outstanding Young Volunteer at the Utah Philanthropy Day luncheon on November 19. This annual award goes to one role model who’s under age 30 and demonstrates exceptional and sustained commitment to philanthropy and volunteerism in the community.

Ben’s nomination was spearheaded by Jewish Family Service (JFS), where he began volunteering in the food pantry at age 13 for his bar mitzvah project. Ben still serves in the food pantry today, and over the years has taken on more responsibility: in fall 2017, when JFS received a grant to enlarge the pantry, Ben helped reorganize the space. In 2018, he ran an iPod drive and fundraiser for Music and Memory, a program for people suffering from Alzheimer's and other forms of dementia.

It is a rarity to come upon such a young person with such an interest in responding to the varied needs of our clients.—Jewish Family Service

“Ben brings a kind, calming presence to the agency,” the JFS team wrote in their nomination letter. “He seems to recognize the value in each person, and also in what we do to support them.” And his work makes a difference—his dedication to Music and Memory, for instance, resulted in the most successful donation drive in JFS history.

“Ben’s willingness to commit to JFS, adapting and finding additional ways to support and further our work is exceptional,” the team said. “It is a rarity to come upon such a young person with such an interest in responding to the varied needs of our clients. Many of our volunteers opt in for a short time, often fulfilling a goal or project, or doing something they think will look good on a resume. Ben is a committed volunteer.”

His demonstrated devotion to JFS helped set Ben apart from other nominees in the Outstanding Young Volunteer category. “What’s superlative about Ben is his tremendous, and ongoing, commitment to JFS,” said Utah Philanthropy Day committee member Jessie Foster Strike. “Each year, Ben has found new ways to deepen his contributions to the organization, which has allowed JFS to deepen its service to the community. Whether he’s stocking shelves in the food pantry, organizing a fundraiser, or educating himself on a new program, he sees an opportunity, steps up, and take the initiative to help.”

Ben Amiel at the Jewish Family Service food pantry.

Ben Amiel working in Jewish Family Service's food pantry. Photo courtesy Darcy Amiel

Ben’s dedication to JFS, on top of his rigorous academic and extracurricular load, would be impressive on its own. But he has also chosen to dedicate much of his time to serving fellow students at Rowland Hall, where he’s attended school since third grade.

“Over the years, I have seen the development of a truly sincere mentor of younger students and a hardworking individual who values and contributes to his community,” wrote Rowland Hall’s Director of Ethical Education Ryan Hoglund in one of the letters that the school contributed to the JFS nomination.

Ben’s commitment to leadership and service at Rowland Hall is best illustrated by his involvement with the school’s debate program. A successful debater himself (he’s an Academic All-American, a National Qualifier, and has won awards at tournaments all over the state and country), Ben has mentored Middle School debate students since his freshman year, happily giving his limited free time to tasks like helping students hone their research and argumentation skills and judging tournaments.

“Debate is Ben's life and he's naturally drawn to opportunities that let him showcase his experience and wisdom,” said Debate Coach Mike Shackelford. He explained that Ben played a major role in establishing the debate mentoring program, including setting the tone and expectations for those who want to help. And he doesn’t shy away from the time-consuming work required, Mike said, because he understands the benefits of mentoring. “Ben will go out of his way to give real coaching feedback. He'll write out comprehensive evaluations. He'll proofread student work. He's always pushing them to meet their potential.”

Ben understands that dialogue is the basis of a healthy democracy. More important than ‘winning’ any argument, for Ben, is the opportunity for ideas to be tested and exchanged respectfully in public.—Director of Ethical Education Ryan Hoglund

This influence on middle schoolers is powerful, particularly because Ben has been in their shoes and serves as an example of where hard work can lead. “Middle School students can relate to Ben in direct and meaningful ways that I will never be able to,” Mike said. “They can see themselves on the same path. This gives them confidence and assurance that it will work out.”

Ben’s love of debate and, most importantly, to learning itself, also inspired him to establish a student debate group that meets weekly to discuss timely political topics. “Ben understands that dialogue is the basis of a healthy democracy,” Ryan wrote. “More important than ‘winning’ any argument, for Ben, is the opportunity for ideas to be tested and exchanged respectfully in public.”

Mike agreed. “He's always had a larger perspective on why he debates. For him, debate is a means to an end. He doesn't do it for trophies—he participates because he loves the challenge, the skill development, the knowledge he gains, and the people he meets. Setting up clubs and doing service is just a natural extension to this purposeful approach to activities.”

It is this natural drive to use his strengths to make a difference that truly sets Ben apart as a leader. Former Upper School history teacher Fiona Halloran summed it up when she wrote, “I believe that Ben is a person for whom puzzles and challenges are central to intellectual and personal engagement. He thinks the world ought to function smoothly. It does not. So he seeks ideas and actions that can make it a little better.”

Thank you, Ben, for your commitment to making the world a little better every day. From all of us at Rowland Hall, congratulations on this recognition.

Students

Teacher Katie Williams watches a student construct a home out of blocks.

In late October, Katie Williams’ and Vicki Smith's kindergarten class buzzed with the noise of pint-sized architects and construction workers busy assembling miniature versions of their family homes. With printed photos as their guides and wooden and foam blocks as their materials, the children were hard at work building walls, adding stories, and brainstorming methods for constructing tricky architectural features.

This activity is one of many that makes up the unit of study on community that takes place every October and November. Katie explained that the unit—which begins after the first month of school, when students meet one another, and concludes before the family-centered Thanksgiving holiday break—is a fantastic way to help children discover more about themselves, their classmates, and their families, as well as how everyone fits into the communities around them.

By helping students see the bigger picture of how lives intertwine, they begin to learn how to balance the needs of themselves and others.

The class began the unit by reading Richard Scarry’s What Do People Do All Day?, which explores the animal inhabitants of Busytown and how they work together to provide food, housing, and clothing for their families. The story started a kid-friendly discussion on the interconnectedness of communities, and because it also identifies children as helper workers, it opened the students’ eyes to their own place within their communities. “They’re still identifying who they are,” Katie said. By helping them see the bigger picture of how lives intertwine, she continued, “they begin to learn how to balance the needs of themselves and others.”

The class built on their discoveries. After identifying what makes them special individually, they expanded the discussion outward: from a person to a classroom community; from the classroom to the school community; from the school community to the surrounding neighborhood; and so on, up to the global community. The class took a walking field trip to 9th and 9th, where students identified what the Salt Lake City neighborhood and Busytown have in common (a bakery, a salon, and a fire station, among other things). The trip ended at Rowland Hall’s Lincoln Street Campus, where the children enjoyed exploring the middle and upper schools they may one day attend.

Each person is one of many and responsible for helping their community.—Kindergarten teacher Katie Williams

While the unit’s activities are definitely fun, they also stretch young learners developmentally. For example, collaborating with peers on community maps sharpened the children’s social-emotional skills, while solving problems—like how to replicate the particularly difficult slope of a roof—built cognitive skills.

The unit also guided them toward the goal of balancing their needs with those of others. On that October morning, the students who first completed their homes began helping those who needed assistance, and after construction was complete, they connected their creations with roads, turning the classroom into a mini-neighborhood. It was a reminder that every student contributes to making kindergarten an enjoyable place. After all, as Katie said, each person is one of many and responsible for helping their community.

Academics

At the Intersection of Homelessness, Healthcare, and Humanity

Rowland Hall alumnus Jeff Norris lives his purpose treating and advocating for underserved populations as the medical director of Father Joe’s Villages in San Diego When Jeff Norris ’03 applied to medical school, the admissions office at the University of Utah called him in for a rare second interview. He had submitted a personal statement focused on the connection between medicine, public health, and social justice, and that intersectional approach raised some eyebrows.
 
Admissions officers asked Jeff if he was sure he wanted to go to medical school, and not study public health or social work. But he assured them: he knew he wanted to be a clinician who worked with, and advocated for, underserved populations.

Jeff credited Rowland Hall with launching his career trajectory. In high school, under the mentorship of then-faculty member Liz Paige, he volunteered with Amnesty International and prepared and served food at local youth groups. The positive experience of serving others and making an impact—and relevant content in history and psychology courses—got the wheels turning in Jeff’s brain: “I started reflecting on my role in the world and how I could try to do something to make a difference for others. What is my purpose for being here?”

Jeff's self-described “deliberate and diligent” approach to his career—melding his interests in science and social justice, being motivated by a desire to give back to the world—has been nothing short of a success.

The service and activism Jeff began at Rowland Hall carried through his years as an undergraduate at the University of Wisconsin-Madison, as a med student at the University of Utah, and as a family medicine resident at the University of New Mexico in Albuquerque. His self-described “deliberate and diligent” approach to his career—melding his interests in science and social justice, being motivated by a desire to give back to the world—has been nothing short of a success: in 2016, Jeff became the medical director of Father Joe’s Villages, an award-winning nonprofit that provides integrated services to people experiencing homelessness in San Diego.
 
Jeff’s day-to-day work requires a breadth of skill, knowledge, and tenacity: he estimates he spends about 40 percent of his time treating patients and the other 60 percent engaged in clinic administration, fundraising, and advocacy—including ensuring that state and federal legislation supports nonprofits like his. He serves on a number of boards, including a large network of clinics with over 100,000 patients in the San Diego area. For Jeff, it’s about more than staying connected and representing the interests of Father Joe’s Villages. “It is being present in the community to advocate for the needs of not just those experiencing homelessness, but underserved populations more broadly.”


At the clinic he leads—which serves walk-ins along with residents of Father Joe’s Villages and people receiving assistance from other local agencies—Jeff focuses on decreasing the barriers his patients face in getting adequate care, and staying on the cutting edge of what they need in order to improve their health. “The challenges our patients face are pretty unique, compared to most patient populations,” he said. “Their lives are very chaotic, and they have a lot going on medically, psychiatrically, behaviorally, socially…in all senses.” A significant portion of his time is spent managing programs to deliver medication-assisted treatment for opioid use disorder (OUD)—drugs such as buprenorphine (suboxone) or naltrexone—and for alcohol abuse. 

At the clinic he leads, Jeff focuses on decreasing the barriers his patients face in getting adequate care, and staying on the cutting edge of what they need in order to improve their health.

Among the most recent and cutting-edge programs Jeff and his team at Father Joe’s Villages are running is the Street Health Program, which launched this spring and is already impacting lives for the better. As the name suggests, the initiative involves going out into the streets and providing healthcare directly to people experiencing homelessness. So far, they’ve reached a number of people who’ve avoided or been underserved by traditional healthcare. One example: a man who had been using heroin for 30 years and had never before been interested in treatment. Pending a grant, the street health team hopes to treat patients with OUD at the first point of contact. In the meantime, they wrote a prescription for this particular patient because, as Jeff said, “it was the right thing to do.”
 
One of the long-term goals of the Street Health Program is to develop rapport with individuals so that they will visit the clinic for treatment. Additionally, the launch has created quite a buzz throughout San Diego, so Jeff hopes other clinics and treatment centers will consider similar programs (which do already exist in other large metropolitan areas like New York and San Francisco). “It can’t just be us,” he said. “There are enough folks experiencing homelessness that we certainly cannot meet the need unilaterally.”
 
Jeff is rightly proud of his advocacy work and the impact his clinic makes on a daily basis, and he speaks passionately of the need for everyone to recognize the homelessness crisis—not just in San Diego, but also in Salt Lake City and urban areas throughout the country. While rising housing costs and relatively stagnant wages are the two primary drivers of the problem, Jeff doesn’t discount the power of the individual to make a difference, whether through volunteering, donating goods, or elevating the dialogue to fight the stigma against those experiencing homelessness.
 
When he’s not working, Jeff stays active outdoors, taking advantage of all that San Diego’s famously temperate climate has to offer. He also prioritizes time with his family: two-year-old daughter Alex keeps Jeff and wife Sonia Ponce—a practicing cardiologist—quite busy.
Jeff always treated those he served with dignity and compassion. It is wonderful to see him intently living his purpose, in the intersection of bettering human relationships as a way to improve healthcare. —Ryan Hoglund, director of ethical education

Rowland Hall’s Director of Ethical Education Ryan Hoglund is not at all surprised that Jeff is making a difference in the lives of others. He recalled how, as a high school student, Jeff was always highly engaged and motivated to serve, often being the last to leave a volunteer event. “Jeff always treated those he served with dignity and compassion,” Ryan said. “It is wonderful to see him intently living his purpose, in the intersection of bettering human relationships as a way to improve healthcare.”

Just as Jeff credited Rowland Hall for sparking his interest in a life of service to others, Mr. Hoglund credited Jeff for setting an example of genuine student leadership at the school. And, to the student leaders today, Jeff sent these words of encouragement: “Figure out what gives you energy and makes you feel like you're contributing to the world in some positive way, then grab that bull by the horns and don’t let go of it. That’s where you're going to be able to make a difference, to be satisfied with who you are and what you're doing in this world.”


All photos courtesy of Father Joe's Villages.

Alumni

Student leans on lockers in hallway.

Sophomore Katy Dark’s family immigrated to Salt Lake City from Argentina when she was a toddler, but the bilingual student still seamlessly slides into her first language on a dime—like when she greets her abuela visiting Rowland Hall for Grandparents Day, or when she volunteers for the after-school coding club she founded at Dual Immersion Academy (DIA).

In February, Katy won a President's Volunteer Service Award for her work at DIA, among other efforts. The sophomore earned the gold-level award for 2018, meaning she volunteered over 250 hours in one year. She’s the first Rowland Hall student to win this national award in over a decade, according to Director of Ethical Education Ryan Hoglund.

Katy was surprised by the distinction but grateful to Rowland Hall—her invaluable experiences here inspired her to help DIA after they lost funding for computer science this school year. “Rowland Hall opened up a lot of possibilities for me,” Katy said, “and I know that coding can give DIA students new opportunities.”

Katy has accomplished much in the past few years, with help from the Rowland Hall community. That's part of why she’s now paying it forward to DIA students. “As a Latina, I don’t get all these opportunities normally,” she said. “I wanted to be able to even the playing field.”

Katy, a Patricia C. Brim Memorial Scholar who’s been here since sixth grade, has had an especially remarkable few years. In March, she won an Aspirations in Computing regional honorable mention. She’s only a sophomore, and she said she already has a scholarship offer from a local college. Also this year, she traveled to Costa Rica for interim and to Southern Utah, Nashville, and Portland for student diversity and leadership retreats. Last summer, she interned with the National Security Agency, and the summer before that she studied criminology and computer science at the University of Cambridge in England. She did all these things, she said, with help from the Rowland Hall community, which is part of why she’s now paying it forward to DIA students. “As a Latina, I don’t get all these opportunities normally,” Katy said. “I wanted to be able to even the playing field.” The DIA coding club has taken a lot of work, she said, but she’s invested in the community and up for the challenge.

The sophomore has remained fluent in Spanish thanks in part to attending DIA for elementary school. Her mom, Patricia Dark—one of DIA’s co-founders—enrolled Katy and older sister Elli (now a Rowland Hall senior) in the bilingual academy to keep their language skills sharp. When Katy left DIA she kept close ties, volunteering after school and on weekdays when Rowland Hall wasn’t in session.

DIA has about 500 students total in kindergarten through eighth grade, and they take classes in English and Spanish: the academy prepares students to become “bilingual, bi-literate, and bicultural while developing the tools to be successful in higher education, the workforce and in life,” according to their mission. It’s a Title One school where about 98% of students (compared to about 57% of Salt Lake City School District students) come from economically disadvantaged families and qualify for free or discounted school lunch.

After hearing about DIA’s funding cuts, Katy—a passionate computer science student who’s already laser-focused on pursuing a career in the field—sprang into action and started the coding club. She spends her weekends planning lessons, which she delivers Tuesdays from 3 to 5:30 pm—except in spring when she golfs for Rowland Hall and friend Alex Armknecht, a junior, subs for her. Katy has taught her 22 club members about programming basics using kid-friendly sources such as Hour of Code and Scratch. She’s also gotten to know the kids, tailored her approach based on their levels of comfort with the material, invited them to community coding events, helped them with non-computing schoolwork, and served as a mentor. “These kids are incredible,” Katy wrote in an essay about her volunteerism, “and they can do so much more than most people realize.” She said she hopes the club encourages DIA students to take computer science in high school, and ultimately, college.

Katy is self-motivated and didn’t necessarily expect recognition for her service, but teachers agree the national distinction is deserved. “Katy is incredibly dedicated to computer science,” said Ben Smith, her AP Computer Science teacher. The coding club was entirely her idea, he added. “I gave her some advice, but she really took off on her own.”

Katy also runs Rowland Hall’s Latinx affinity group, has volunteered with the Rotary Club, and has been “a tireless contributor to her community,” according to Ryan. “Katy sets a clear bar amongst her peers about the importance of giving back,” the ethical education director said, “and not waiting for an opportunity to arise, but instead creating those opportunities where she sees them.”

Volunteerism

You Belong at Rowland Hall