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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

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

Students at the 2020 Changemaker Chapel

Every January, Rowland Hall’s Lower School spends the month celebrating the life and work of Dr. Martin Luther King Jr., culminating in a Changemaker Chapel the week of MLK Day.

Changemaker: Someone who recognizes that a positive change is needed and has the courage to say something to make a difference.

In preparation for this year’s Changemaker Chapel on January 21, and in line with Rowland Hall’s focus on inspiring students who make a difference, all Lower School classes read Say Something by Peter H. Reynolds. The book explores the concept of a changemaker: someone who recognizes that a positive change is needed and has the courage to say something to make a difference.

After learning how small changes lead to bigger ones, students were asked to participate in the Changemaker 2020 Challenge, a collection of 20 mini acts of kindness, in the days leading up to chapel. They also created a community art installation made up of messages of changemaking actions, which is displayed outside St. Margaret’s Chapel on the McCarthey Campus.

We invite you to enjoy the above video, which highlights our students’ work and the 2020 Changemaker Chapel.

Ethical Education

Sixth graders at 2019 UN Civil Society Conference

In August 2019, when the United Nations (UN) held its 68th Civil Society Conference in Salt Lake City, Rowland Hall administrators seized the moment and took the entire sixth grade to the event.

“We wanted the sixth graders to take advantage of this historic opportunity to attend a UN conference for the first time outside of New York and San Francisco,” said Ryan Hoglund, director of ethical education. “Because the UN Sustainable Development Goals are a unifying theme in the Middle School sixth- and seventh-grade curriculums, the opportunity was too good to pass up.”

So on August 26, the sixth graders—then in their second week of the school year—traveled to the Salt Palace Convention Center, where they met UN representatives from across the globe and participated in significant conversations around the conference’s theme of building inclusive and sustainable cities and communities. In addition to exposing the students to some of the larger ideas they would be examining over the year, the conference served as an important jumping-off point for an exciting new assignment: empathy-to-impact projects. 

Brought to Rowland Hall by sixth-grade social studies teacher Mary Jo Marker, empathy-to-impact is designed to get students to think more deeply about global issues and how they can take steps to make a difference in the world. For its inaugural year at the school, Mary Jo asked students to choose projects that support the second UN Sustainable Development Goal: Zero Hunger. The assignment, she explained, is for each person to pick one action in support of that goal, research it, and then find a way to share their work with the larger community. Though the steps are simple, the project is intended to make a big impact in how students think about the world around them and their place within it.

My goal is that they experience an opportunity to practice their empathy, solidifying social justice work in the future.—Mary Jo Marker, sixth-grade social studies teacher

“My goal is that they experience an opportunity to practice their empathy, solidifying social justice work in the future,” Mary Jo said.

The project is also an exciting chance for the newly minted middle schoolers to take on more autonomy in their learning: they choose their research subjects and community group, as well as set their own timelines (the only requirement is to complete projects before the end of the school year). Mary Jo explained that this freedom empowers students by giving them more opportunity to think deeply about their topics and find creative ways to approach them. It also helps them to understand the power they have to make change, even at a young age—a major goal of a Rowland Hall education.

“We want our students to see themselves as changemakers in their communities,” Ryan said,  “and find their voice around issues that give them a sense of purpose and inspire them to learn for life.”

Six months in, students are hard at work researching and presenting on a variety of topics that address the Zero Hunger goal—such as food waste, malnutrition, supporting local farms, and finding ways to provide healthy, safe food to low-income families—and making contacts throughout the community. Some students, like Samira Eller, are also finding ways to make connections between Rowland Hall’s campuses. While researching monocropping, the practice of growing the same crop on a plot of land year after year, she realized that she could educate elementary schoolers on the topic, helping them to not only understand how they can make an impact at a young age, but also closing the circle on one of her biggest takeaways from the Civil Society Conference.

“Hearing from so many young people from different parts of the world showed me that it is always possible to make a difference in the world, no matter your circumstances,” she said. 

Samira decided that Rowland Hall’s fourth graders would be at an ideal age to grasp the concept. Plus, she added, “I enjoy enlightening younger kids and getting to see them understand things and learn.” In January, she presented her findings to the entire fourth grade on the McCarthey Campus, emphasizing the importance of diversifying crops and even throwing in some of the surprising facts she discovered in her research—for example, “the Cavendish banana—that yellow one you find in almost all of Utah’s mass groceries—is grown entirely in monoculture, even though it is the least flavorful of many different bananas,” she said.

Samira Eller presenting to fourth graders

Samira Eller presenting her findings on monocropping to Rowland Hall's fourth graders.

The fourth graders loved it. Teacher Tyler Stack commented, “The students really enjoy when a peer from the middle or upper school comes to speak to them. They were engaged with the topic and excited to see what they are going to study the next few years.”

I learned that my voice can make a big difference and that making an impact in the world isn’t always about the big things, but more the little ones.Those students can almost certainly look forward to conducting their own empathy-to-impact research one day. Mary Jo is already planning on repeating the assignment next year, and will be opening it up to other Sustainable Development Goals. She is excited to see the kinds of ideas students will continue to come up with—and how it will improve their confidence as global citizens, as it has with Samira.

“I learned that my voice can make a big difference and that making an impact in the world isn’t always about the big things, but more the little ones,” Samira reflected. “Sometimes something might seem impossibly hard and dangerous, but in reality all it takes is a second to tell someone, ‘Hey, did you know…’ to make a pretty big dent.”

Top photo: Rowland Hall sixth graders hold cards displaying the UN's Sustainable Development Goals while attending the 68th Civil Society Conference in Salt Lake City in August 2019.

Ethical Education

Micha Nenbee, Ke'ea Ramirez, and Katy Dark in Seattle

By Ke’ea Ramirez, Class of 2021

In November 2018, then-sophomore Ke’ea Ramirez was one of six Rowland Hall students who traveled to Nashville, Tennessee, to attend the Student Diversity Leadership Conference (SDLC). The SDLC takes place each year in conjunction with the National Association of Independent Schools’ (NAIS) People of Color Conference, the flagship of NAIS’ commitment to equity and justice in teaching, learning, and organizational development. As described on their website, the SDLC gives student leaders in grades nine through twelve opportunities to develop cross-cultural communication skills, design effective strategies for social justice practice through dialogue and the arts, and learn the foundations of allyship and networking principles. In addition to large group sessions, students join family groups that allow for smaller unit dialogue and sharing, as well as affinity groups, which gather people with common interests, backgrounds, and experiences. Each participating school is allowed to send up to six students to the SDLC, with conference attendance limited to 1,600 students.

Despite initial hesitation, Ke’ea quickly found herself inspired by the multiracial, multicultural gathering of student leaders and, since then, has sought out opportunities to engage with students from around the country—including by attending another SDLC in November 2019. She shares the story of her first conference experience below.

When my mom told me that she had signed me up for a diversity conference, I was very skeptical and hesitant to go. She told me that it was a good learning opportunity and that I would appreciate the experience. I did not want to do it, and as soon as I looked at the schedule, I decided that the conference would not only be a terrible time, but also that I would have no time for sleep or homework. The schedule was busy and consisted of me waking up at 6 every morning, walking to a conference outside in the freezing cold, getting 45 minutes for lunch, going back to the conference, and then returning to the hotel at 10 pm. Even though it was only a few days, I did not want to go.

On November 28, I got on the plane to Nashville with five other students from Rowland Hall. The next morning, when I got to the conference, we sat in a room with hundreds of other students from all over America. I felt very overwhelmed; I was in a different state on the complete other side of the country, surrounded by so many other kids and adults. I was amazed by how many students actually went to the conference, and, surprisingly, found myself inspired by the speakers. At that moment I remember thinking, “Maybe the conference won’t be as bad as I thought.” After the opening ceremony, my mindset changed a little bit, going from, “This is going to be the worst thing ever,” to, “Maybe I can tolerate this for a few days.”

I felt like I had known these other students my entire life. I made best friends in less than an hour and connected with so many people.

Next, we shuffled into our smaller family groups of around 50 students. If you know me, you know that I am not very outgoing and I tend to be shy. In addition, I was only a sophomore; I thought that I would be trampled by all the other junior and senior students. However, after the first activity (a classic ice-breaker game), I felt like I had known these other students my entire life. I made best friends in less than an hour and connected with so many people from around the country. I felt as though I had actually made a new family, despite my initial reluctance. My thoughts then changed again, from, “Maybe I can tolerate this for a few days,” to, “I am so happy that my mom forced me to go.”

Ke'ea Ramirez with her SDLC family group

Ke'ea's SDLC family group, which met several times throughout the conference to engage in dialogue and sharing.

We spent nearly eight hours in family groups, and then we moved on to affinity groups. I ended up going to the Asian/Pacific Islander affinity group; this group was at least three times as big as my family group. A lot of the students that went to the conference with me from Rowland Hall also attended this affinity group, and some of my new friends from my family group were present. Initially, I thought that affinity groups were where people got together and talked about problems that we could all relate to. However, there was a lot more than I had expected. While we did talk about serious topics, we also had a lot of fun, and, similar to the family group, I connected with people and, again, made best friends fast.

This conference was so important to me because all students were represented, and it is always important to hear the issues of others and to become aware of what is happening around the country.

The first thing we did the next day was to separate into smaller groups and have a singing competition. While it sounds embarrassing and silly, it was actually so much fun, and it allowed us to all come together, gain courage, and laugh. I realized that my preconceived notion of the conference was wrong. What I expected was not what was reality. It was at that moment when my mindset, once again, changed from, “I am so happy that my mom forced me to go,” to, “I never, ever want to leave this conference.”

After we left Nashville and the SDLC behind, I reflected on my experience and realized how much I loved the conference and how glad I was that I went. My favorite session was either family groups or affinity groups because of how many amazing people I met, all the fun activities we did, and how much we ended up feeling like a true family. I made lifelong friends that I am still close to and talk to all the time; I also became even closer to the Rowland Hall students who went to the conference. This conference was so important to me as well because all students were represented, and it is always important to hear the issues of others and to become aware of what is happening around the country.

Even though I wasn’t initially excited to attend, the SDLC turned out to be one of my best experiences in high school—and I immediately signed up for two more conferences when I returned: the 2019 Northwest Association of Independent Schools’ Student Diversity Leadership Retreat in Portland, Oregon, and the 2019 SDLC in Seattle, Washington. I will also be returning to Seattle this May in a leadership role: I’m going to help run affinity spaces and mentor middle school students at the 2020 Student Diversity Leadership Retreat. I am excited to be working with younger students and I hope that they will be just as inspired and motivated as I was.

Top photo, from left: Rowland Hall students Micha Nenbee, Ke'ea Ramirez, and Katy Dark took a break from the 2019 SLDC to explore Seattle's famous Pike Place Market. (Photos courtesy Ke'ea Ramirez)

Ethical Education

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.


You Belong at Rowland Hall